McGRAW-HILL RYERSON

CANADA
A HISTORY: — 1911 447.0, Fae PRESEN?

SECOND EDITION a
 Authors
Second Edition
Margaret Hoogeveen, 0.C.T.
Educational Consultant
‘Toronto, Ontario

Contributing Author
Sarah Murdoch
Westlane Secondary School
Niagara Falls, Ontario
HE PRESENT

First Edition
Jack Cecillon, PhD
St. Mary’s Catholic Secondary School
Pickering, Ontario

Jill Colyer
Educational Consultant, former
National Coordinator of
The Historical Thinking Project
Toronto, Ontario

Graham Draper
Formerly, Markville Secondary School
Markham, Ontario

Margaret Hoogeveen, 0.C.T.

Educational Consultant
SECOND EDITION Toronto, Ontario

Consultant, Historical
Thinking Concepts
Peter Seixas
Professor and Canada Research Chair
University of British Columbia
Vancouver, British Columbia

|McGraw-Hill
‘Ryerson
pena |McGraw-Hill
ieee
Education
| Ryerson Creating Canada
A History — 1914 to the Present
Second Edition

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PuBLisHER: lan Nussbaum

CONTENT MANaGER: Margaret Hoogeveen
Project MAnaGers: Susan Till, Joseph Gladstone
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Contributors to Creating Canada, 2nd Edition
Advisors
Trish Brennan Dr. Rose Fine-Meyer
Catholic Review Department of Curriculum, Teaching and Learning
Teacher of Canadian and World Studies OISE/UT
Notre Dame Catholic Secondary School
Rachel Mishenene
Dufferin-Peel Catholic District School Board
First Nations, Metis, and Inuit Review
Brampton, Ontario
Aboriginal Education and Curriculum Development
Nancy Christoffer Rachel A. Mishenene Consulting
Bias Review
Markham, Ontario

Reviewers
Marie-France Berthiaume Aaron Leach
Glebe Collegiate Institute Longfields-Davidson Heights Secondary School
Ottawa-Carleton District School Board Ottawa-Carleton District School Board

Matthew Biggley
Neil Marr
Vincent Massey Secondary School
Windsor, Ontario Bayview Secondary School
York Region District School Board
Andrew Cresswell
Olga Badurina-Quesnelle
Humberview Secondary School
Peel District School Board
St. Aloysius Gonzaga Secondary School
Dufferin-Peel Catholic District School Board
Ivan Ius
Wayne Suttner
St. James Catholic High School
Thousand Islands Secondary School
Wellington Catholic District School Board
Upper Canada District School Board
Jason Jacques
Espanola High School
Sandi Vander Heyden
Rainbow District School Board
Garth Webb Secondary School
Halton District School Board

Contributors to Creating Canada, 1st Edition

Advisors
Garfield Gini-Newman Marc Keirstead
Senior Lecturer Former Co-ordinator of Secondary Programs
Curriculum Teaching and Learning York Catholic District School Board
University of Toronto Aurora, Ontario

Stanley Hallman-Chong Jennifer Watt

Formerly, Instructional Leader Instructional Leader
Social, Canadian and World, Toronto District School Board
and Aboriginal Studies
Toronto District School Board

Reviewers
Joel Bates Charles Leskun Antonio S. Santo
Ralph Blacklock Lela S. Lilko Barbara Wilson
Lisa Black-Meddings Robert Luopa
Lindsay Gibson Gaynor Priestley
Tour of the Text... cence esis ie ecu i digs oa ooo ee te nme os ne ke ne x
Prologue
Creating Canada A History — 1914 to the Presemt (50. en crsos ersten erie te tte em tee 1
Powerful Questions oo soc. 45 0 ee sisoe ely ee onangl dreonto erenatFe let ec ea elem eee eyyee 3)
Historical Thinking Concepts’ . 0.2 cea Weta eens rene, scaee eet tate teterfelch ee ene 5
The Past and Our Stories About the Past). see eee eee ce eee ere ee er ree 5
The Legacies of the Past) .°.. . & .<leapsyguaoheeele peabeaente tec] as See Nea ecient teed ee 5)
Historical Significamct sx 20's sere + vasstonm bays ia sheDaas «ge Sa s/h ge oe eae ne ee eae ee 6
Evidemees oie: oa 5 ave aia igo a dialsiyatatteil eee ee etSe moude chore Ten ONO ce eee Rete eco eon ne eee 8
Continuity and Change) )si0%:. 4c sien elite et) Cieletoie tslegal aietbi lareue spit acts atene)» (nr nme Relea aee 10
Causeand Consequence ew. sere ene seine Citta tee eee eee ee 12;
Historical Perspective. ¢ ai.cijycys cio eee ee eked Glee tt eee rte ene et ee
ee 14
Ethical Dimensions .s64 66% os a one ea De pup UaGte He eT oe NT ee ete eee 16

Your Course Challenge

Propose a response to an injustice or contribution from Canadian history
to address the overall course issue question: Does our history make us who we are?.... 0.2.2...
ecece ee eee eee 18

UNIT ONE 1982—PRESENT

Unit1Issue
Why is Canada the nation it is today?
Unit 1 Introduction’ . «.... dhs;qarelstajeinds: 2/ceacayasete © sels aie cyonpenen oroeee Nee hens aie te ae ete tee 22
Graphic Story Debating Canadian Identity i s.;.5 feet amici at eee eee ee,el 24
Unit 1 Timeline 1982—Presemt 0 5 sic os eee aie3.a oie cg om ge allestale SER cee a ere 25
Your Challenge Conduct and analyze an interview related to an injustice or contribution in Canadian history ............. 26

sebsino geavanatis. £ caaken WER ayes se mes eds, ope knopaeemetagate caysGetialsliene, isc, uers) «5,6 Suaiecpetoeslen Scenes 28
Chapter issue Whar trends areshaping Canadianadenntpaieme eed. a) <Riae ae eee aera re = a eke oe 29)
Isthersa Canadian ideninity: baumnnt: oR Gab ome ee nee oe ie eG aces ie Soda oe ene es) n nia SE 30
Viewpoints'on History Bese eNot Americans ante aie. @ oc ots ee ses Ga toe 1 Rep: Galgoniees ae 33
Howdlo'socialand cultural mends-aifect Canadianuidentity martes oo nok dee ace sgtanias. ees - oo eee ae 34
Youth'Making History Opening Eyes oatmae cer eres temo oe eee ce oe a en 59
Thinking Historically: Ethical Dimension Context: Doing Right by First Nations 0.0.0.0... eevee enne 42
How does politics: shape Canadianudemtiiy ea @. ou ennai sien an Sere ROR ca. )alsi. coer ae ea 44
Thinking Historically: Historical Perspective Seeing a Motion from Many Sides ...... 0c. ecnn ee cenee 46
Thinking Historically: Continuity and Change Organizing Our Way to the Big Picture .........00+0000- 48
Wihatvelse.attects. Canadian identity? ...a... : 3<Biswv tua aes ects See pute eer y Cotcasei tian + igure hte ce 49
Chapters] Review gists uis-n & <4 8 «uo pheenyeieoeieee Oke EI ReeRg ahaa ee Ua Sa, RS emcee oe ee 54

(i ee
SIM) fy Canad er. ese eee c cece cs etccceaseseesnccuceee 56
MSU GMioc Urncrii ape Canada? .. | Mee esis oes cs be ese Pee nk ca ee eee ween eeees a
Dr ABN GRE SEEMS so esc a 5c eGR © cS 58
Thinking Historically: Historical Significance The Shifting Significance of the Greens ......... 00000000. 64
eRe arene norman react: Nae Pe EE CMRP R ac nals ee ee die ees enccec ese eh cau ce sesccetcebecaei 66
Perret) ALAN OSETISLORYee)Ofer) Vaninie) © Wee le occ nce ee een ee ne geese ee ee casas eens 69
Duley POsets OME TisCOV Ve IOPC TOT Ue FUTHT Es ees ee esse nee ele ea ce ee ee ee ce ene ce neees 73
Thinking Historically: Cause and Consequence Countless Causes, Copious Consequences.........0+..+0045 76
eee ert esol
ed Pascal ie i ror Rc) see acces lsc sete kc e wesc sdew cece tseementensens fbi
Thinking Historically: Historical Perspective Approaching Secularism 6.2.0... ccc cece ence cence ie)
Ne BR PE cies eats ec ve Gite oc ePwn es ects w sa enee fe mavnnenemas 80

EESTI, ana eCONGUNMIOM A ccc ice vb es coe Meee cs ee besa duceees Sunes 82
ime ScUeromrihem 062 Gonsiiuion shaping Cangdd? 0... ec eee cece ee ce eee ete een dene beneeens 83
(linia oe linte Gn COL SGA SOE Sy, ea ary ARS gg fear a 84
eRe ost ONISTEUTION Nits dig nigeidHisve a ci vista oh Gvie Us Bieretectrea wore aes Haws eee ewe ae wees 87
Thinking Historically: Historical Significance Reflecting on the Impact ofa Rejection ............+00000- 90
See etic spre Oe rIMOTUDLOtecm ris itsh A qeeT UM MNy tes coke ees Gee ree oped ee cde eset ee cwaveb ances eZ
Bieta eee Coustitution alleen Aboriginal peoples? Ga... 6. eee es eee cole dee eee nee e eee eee neceeneees 94
Thinking Historically: Historical Perspective The Two-Row Wampum Treaty. .......0 cece cece ee95
Pemteameiiie Colston aitectundividual Canadians? oto) occa. osc y ss ce ees ce dey e es cee ee ewes en acess 99
Thinking Historically: Continuity and Change Change — Not an Event but a Process... 0.1.0. eee eee 103
Viewpoints on History The Supreme Court versus Parliament ........ 00 ccc 105
ite Ey er | oo kc pha cats aco Genco Sieet 106

EMG oie ype cos kee ccc e vce usseeuetacses queens 108
BemapERMIESUEM Tai) es clovaiization shaping CANGAGS oo. y coe ee he eee ke ete ie ne cee e eens a ne eee eees 109
UE Nt ee ee CEI roo ee ag iS ad i MEsia SR SS oe Se wR, EEG we A Oe 110
Ree eine LOA IZaviON siapINg Cangdae 0 yrs hoe ie tee vee ee cee ee ee ee eed eee ceeens 155)
Thinking Historically: Ethical Dimension Learning from the Past ........0 0 eee 121
Thinking Historically: Cause and Consequence History Is Full of Surprises 2.00... 00c cee eee 123
Ee tale al 1iometress Tie CHVIMOMIMEME) Gus shee cca Gr es oe ve dn ee ee ee een ee ee cae anne ete eens 124
i iredeHieVEAILS UE ISEOEY G10 GNCET et erry Veet os a Scie ows eins vehene A oe on kids eS a leo eee awe newees 126
Sieeeret ieronalization of culture snaping Canadal oo. sou cine ee eee ee even ee ee eee eee ence e eee eee 129
Thinking Historically: Historical Significance Historically Significant for Whom? .........00 000 eee ee 130
Thinking Historically: Continuity and Change Creating Historical Periods... 0... 0.0 eee 132
meh aMOnacclilie VOL privacy! Cvs fo aa eu oslo e esfe wc nel eRe eee eae ee cere ee eee eees 134
EE LC Ae et ee, ohare atintas v2 aha viesieeve e Gwe dees dtlrade alae ee da clSiew blew eels 136

Merersecanacamtha World -....c226..52.50..e..c

foe biases 138
Ghaptenissiie How is international involvement shaping Canada? . 2... 0. ccc ccc ce ete tenes 139
ee Ean Or LOWALG PEACE WW cts be GG talty vies + i law Oe ing ae bind ee ew eed Mba Deep eee eae 140
eee atlas respond tO major international CONMICES? oo. sce cae wwe wd ek os ee me ee eee 145
Thinking Historically: Continuity and Change A Turning Point, but Why?........ 000 ee ce eee 146
Somes Se ee DOIG TOM Canadair tng. 1 andes ieris niles aS agin Sos awa sae ne Mees a AEH pa we ree ee end 156
Thinking Historically: Evidence What Happened in Gander?........ 066s 156
Youth Making History Omar Khadr — Child Soldier? 00.00 ccc ccc cee eee ene e eee eeessens 158
Viewpoints on History Women’s Rights in Afghanistan Si 1 06.0.0 Sate De OGRAEA aE Sen OI tenn, cincon eee ee 160
Ree ROEINCY 1c a ener tre PIN a. Fo PN Me he lee NG ee cb ee wne slceede ew waa cede eeenes 164
UNIT TWO 1914-1929
Unit2Issue
Did World War |transform Canada?
Unit 2 Introductions <..2 00.ccaaiete sone oe © ca gguierere © ee © soeteenals Ole)cote (ened bya anemia lene Re erienkeres te 166
Graphic Story Turbulent Fimes 1.5, (2s i= a1 sjscneyaietetele <ucee ire ge te 168
Unit 2 Timeline 1914-1929 5 sca) scsungeee o'ssoaks: 62a logercllake a meee Re me ame ee a 169
Your Challenge Analyze a primary-source document related to an injustice or contribution in Canadian history ........... 170

Chapter6 .World Wart: cece) >. seenetapioaashie ie che. sae 0 172

Chapter Issue What were the causes and consequences of World War I? .....cc ccc cence cece cece nee n ene enenes 173
W hy did Canada set snvolved in Word War tt si. saecie ctcoe ohana ieya aueie mace onerar Wieneae entapin etal: EE eee 174
How did Canadian military forces meet the challenge of war? ................. pe everett: 2) cette haric 178
Thinking Historically: Historical Significance How a Gun Changed a War .... 0.0000 ceve eeneeee 179
Youth Making History: Remembering Vimy ec cists oie nae sie so Wine oe seen a hae sissipieeee hae aie eee 184
Thinking Historically: Historical Perspective “In Flanders Fields”... 0.0... 6.0 c ev eee eee eeeeeee 186
How: did Canadians at homemespond tothe wate op ssa ts). sl oem. wiete os a vars 0s). 6 vidi ceisler RigeRe. She eats ees 189
Thinking Historically: Evidence Conscription: Examining the Evidence ...... 600000 c cece cece enn nnes 193
Thinking Historically: Historical Perspective Changing Attitudes About Women..........0000000 eens 195
Chapter’ G Review © ccc. satiraye © yo 2 Soames ass gacdennenyne oh Osccalc eteraiecayeevee iors(oie Sent Ora keelneem ayott eae 196

Chaptér:7) <A Changing Canada... 0a, eee i ee ee 198

Chapter Issue What changed and what stayed the same after World War I? .... 0.0. e cece cence eee Aid hs SAR 199
Was World War la turning point for women?’ < sc iy e ite. ood + aie os seer ns es Raia ge ns Cece Skanes 200
Thinking Historically: Cause and Consequence Why Women Finally Got the Vote ...........000 eeeee 203
Howdid Canada xecoverfrom the ware aye. tere. tec a: slo ee net eae ee eae cicero ee 205
Howidid theood tires of the 1920s attect litem Ganada? mugen eer cae ates « aeernaan asain mee 210
Thinking Historically: Cause and Consequence Canadians Interpret Candda ......... 0.0.00 cece ees 216
What newroles:did Canada play onthe world stagetercc yates 4 ee ee Reficient ie etre Gioia vere Gato 219
Ghia pier REVIEW 4518 cx ices apres nits oS CN Na ay RE OTR Ea oy REN OTe tee oe re gat cs oe 222

Chapter8: inequatity in. Canadacs.4. 40.4 $28 Games. ce ene ae bao ee 224
Chapter tsste.Werewhe Roaring Twenties good times forall: “opancsecejan ile ames iets ieee eevee ekfen aya yy OE 225
Did government actions help or hinders Aboriginal peoples?) 2 aac oaueat ass ace «hes is boat yeate es ote oe 226
Thinking Historically: Historical Significance The Significance ofan Apology .........+ 0002+ eeeveeeee 230
What werethe impactsio! tmimisration policies? ",sater-tic se anauea ne ree eee ye anes ohio cafe 2D2
Youth Making History <4 (Brinch Home Child tnt ae ant ent en oor era erect. ove ohe a eee 234
Thinking Historically: Ethical Dimension Lessons of the Chinese Immigration Act ..........00.00 cecues 236
Nyiiat forecsraticetemn@amad an identity? rats acy aad each. dean stem ms eaten eee ree aR AAR oh aerate 238
Thinking Historically: Continuity and Change Progress for One; Decline for Another .........40-+0+45: 241
METrager BRE TIC Were: coer diigo scese ha maha Bee © 0 -eed geet, Pena Ie eo ed eee Mec ea rose <n 242

(vi) MHR h
UNIT THREE 1929-1945
Unit 3 Issue
Did Canada grow up during World War Il?
feEO BLOC
MICE OManta s1 aa weewrET RRA cpertty Seai «PO AEE ss 2 casino anaes Seer a Alas aa aan as Sane 244
Graphiciotory | ightine Discrimination 2.2... 25 aide ganas 62 A on Suim CERRO sa ages cee 246
hate 3) Than Hires TSG) GVA eerie (este an atetae PO ar Ee nee RD se =< ge A eet ee are 247
Your Challenge Analyze a set ofstatistics related to an injustice or contribution in Canadian history ..... 0.0...
eee es 248

eeee
CE MNtra ae eae, oo oi ns sii ers eee ds 05+ 00TH RMS wal 250
Piaenissie Why arethe 1930s judeed a dark time im Pistory? .. oe. c cece ce ca eek ee ena en alles ca edatecnnenes 251
er oe gel O i eines reat WepressiON tsagar anand es er dss eben ts Loewe yan eas Gnd ssbu eeu 252
Youth Making History A Teenager during the Depression .... 00. c ccc ccc eet e eens 254
Thinking Historically: Cause and Consequence Causing a Depression... 0.0600 cece eee 256
Thinking Historically: Historical Significance The History of One Sexual Sterilization ............0045 262
Bere) Caracas relationship with the United States change? . .... 26 oes ca ale ae eee ecb ede eee cnbeadies 263
eI oma) Oma lichaicfow wie OUCRCC? 0k som einai hid ke Rees Belek a ee ened sala Shia da eae wien mtg allies 268
ie tacda fespond to increased international totalitatianism? .s. viscan ce eet ee eee eee ee em calle t wee aes 270
Thinking Historically: Historical Perspective What They Thought ofHitler ........ 0000 cece cece eee 273
Thinking Historically: Ethical Dimension Spotting Ethical Judgments ofa Tragedy ........0 0c eee ee DS)
nn eC We ey eM eed Cie a Ges e Brune ec Sa ee eee cee be whee ea gee we cleuelthe » 280

NOMEN Cry tt eh eee. of dienes eae Ae peniel ne. 282

Enapiemisslie Lowdiad Canada make its mare on World War Ll? i. nc Hee co cee dine deen eles ve le oh wee de eee 283
en ean yak re ie Ree eae ee veka Cole. ca aie aisone sales sleds baNGld SieoP RMR wiobayahe 284
Sue ree atic yplay catly 11) CuepWar< Palpatine WGN SOE Sood icwe aide SS Gielileine slo side siasw ble Ev llaneole dee Ginn 286
Youth Making History Growing Up in Occupied Holland... 0... 287
Wouth Making History jormme Up Underage. 0. ie ei eesti ea ce eect tsb dleblsele Mea dew sees 293
eee ae ecunolagy the key tO WINNING WOES! fs eee oe ee eee ees po eldd wh heb alnddelelstly bas ean 294
Seer NE aCe eMC nee, Wak Ben oes seqha. Maer tat ih ho sais wR eS eid Belo og Slewe lely so tinue oe 296
Thinking Historically: Continuity and Change The Changing Face of the Canadian Military ............ 298
Thinking Historically: Evidence Sourcing a Letter from the Front 1... 0.0. cee 301
Thinking Historically: Historical Perspective Context — Making Sense of the Past»... 0.00.00 cece ee 304
Ma ee ccs eMictecC MTOM TNE WAl! la secret outs vs aiesine nea cowie Dede eens teste e'seee be nim aie od 305
eR ORICEV Ware greet rte te ois oe tele wkd Ging 2 Hin ae cthvnl Sc ne ea laa d swage ae eee eee 308

meee
ta eho ome Front: he oo os as a re oe Faqe ih ewas eee sas badbwaciacen ves 310
Miamiemissie Howard World War WU maken markion Ganddar «a: os. a0. sho. e ees «ss sa ee arte a ct cans Bil i
me ercorermiment war policies akiect Canadiams? .. 0... ci ec s cae es A SalaE A Sana OE seh e wa ee ewe Tole 312
Thinking Historically: Cause and Consequence /s History Inevitable? .. 0...eee 314
Thinking Historically: Ethical Dimension Responding to a World War II Injustice... 0... 319
ie eee AR UdMs SUP POtiate Wal CLLOL. fa. sce ck sfie Dede eo ee + oo vom ie eve+ sled LDR dine viel i vighate glee Sw!wialialahe 320
Youth Making History Alan Wilson’s Wartime Education ©0000... 000 eens 322
Did war atrocities change Canadians’ attitudes? ..... rc oaths ESOS Bo. saa ERE ack ee ea, 324
Thinking Historically: Evidence Turning a Primary Source into Evidence «0.1.66... 0ccc 326
6 neh SERRE sooa choc NE Gch BRP a © bic. APUnEG ICH eR eg nr Se er re 328
UNIT FOUR 1945-1982 |
Unit 4 Issue
Did Canada find its own pathway by 1982?
Unit 4 Introduction, 4.00... 255 005 2s 4 na gea esp aclinie 4:6 apes 4 emnW ops ceeelgediete One MMe tre tsceseie' as ae ee 330
Graphic Story Toward a Just’Society 0... 0s fugue ok ota eet ew Semin oe es pei areregal. eles 332
Unit 4 Timeline I945—1982 oi. bce crpectlic cals oh wusye cthayiells oisilie a caer sg gemma coleWare yeeaneCeti 333
Your Challenge Analyze a primary-source image related to an injustice or contribution in Canadian history ...........+4. 334

Chapter.12) ‘Postwar Change .<2.< 25... a: a. eden rg MOON ae ele aks ene ea 336
Chapter Issue How did Canadian society change after World War Ll? . te ittere crs st 0 ele Wiclsherel ve eon a apg ee eialeleole 337
Flow did. World. War Ilichange the taceot Canadas 278 aitnseyencesr-7s, <p eienanrn reniae sate aver sco te eee ee 338
Thinking Historically: Continuity and Change Picturing Immigration Patterns .... 0.60.06 ce ececeeeee 340
Thinking Historically: Historical Significance Revealing Us to Us... 6.5.00 c cee es 343
How: did cheend of war affect theieconomiy? outcast ete s a tiete soe 2)Meme ee a tees aie Gener. eevee Meson 344
How did Canadians: lives:change after the swat? sc ss 5 so a0. © mic,«sua Bisobs om aysie eta dm sebaiet tyam n alntes Catal Ao egetteeta 348
Why did! Canada start addressing inequalities? as.) a3 co «pret snd sve, basont tt oooas 0s eo eee Chae eee 354
Thinking Historically: Ethical Dimension Judging a Relocation ........ 00 0c vce e eee 356
How did Canadians get to. know themselves? 4. atin nd erin ens see cleat hes Sits alain es eye Sere RIER 362
Thinking Historically: Evidence What Can a Painting Tell Us? . 0.0.0 eet 365
Chaptér.12 Review sis1'5)cdoe pacer gm ene Ave emi anaieiaielelerae Rien ahs mistape k Gyetunes Svapd lgiesnte lene aste. wtohap owe ee 366

Chapter-13 (Canada: Global Citizen iyo ee ee 368

Chapter Issue What kind ofglobal citizen did Canada become during the Cold War? ..............+44- pr oeer ae 369
Whargoles did Canada play.tm the Gold Warr dc itick ss ne tinct oom ohn ayticree ae seme se a ee Cet eeee 370
Thinking Historically: Cause and Consequence After-Effects ofa Defection 0.1.2.0... cece eee ee 371
Thinking Historically: Evidence A Magazine Window into the Past 1.1... 000 ccc cece eee eens 373
Viewpoints on History What Canada Lost with the Arrow 0.1... ccc ccc ene enes 376
W hatidid Canada-accomplish.in the Korean Ware S728 2h yn eo ec ee er ent ree S77
Youth Making History Ed Oram — On Night Watch Far from Home ....... 0c ccc cece 378
How didtCanadians promote world peater: seg widae dee een eo ee atoe a eae ee els I SU Oe Sys)
Chapter 13 Review: aches slg oss a 2 obs oo Fa SR ee ee I Ra ie EL are and 384

Chapter 14: ‘Transforming Canaday ce) ) epee eens eee ooh sees. 2- cea 386
Chapter Issue What kind of Canada did Canadians want in the 1960s? 0.0... ccc ccc ence teen teen eees 387
Ww hindid: Canada improve tts\social propramists. cartke ately teen eee ear ciate tani Ate. «rs. wee ceca 388
Youth Making History Lucille Cecillon — Babies Can't Wait 0.0000 ccc cc cece nce tcc ceteesesace 390
Thinking Historically: Cause and Consequence The Right Time, the Right Place .........0..00cee cues SOL
Why'didja mew sencration want to\change Canada? oatc. tags vo sarSele asa Pe er et ari 2 a ee 394
Wihere did the demastdtor human rights lead? “sad o7re wiles tottran <A aROAG MN he ede ENR oe oe, eel ne 396
Thinking Historically: Ethical Dimension Learning from Gay History 0... 10.0000 ccc uence cece nen 398
Why did Canada begin todeel nore Canadian?) G7 on ih igs ee eie aan tad on clase Aenea me tea RAPT eae 403
Thinking Historically: Evidence: The'Great Flag Flap cis iosah oo ond nae 2k ed dae Bee 404
Chapter 14 Reviewa rie wend ao 4 «dan! seajes SORA vs elle a.Scins |< Setmeae ieLaRue eer a nae ee dete, SAAR 408
Oe TETAS) 2 eS Se en, ee ee 410
(ESSIEN SENOS)
7 WPT EAST AGS 7a a 411
miteanadamecr the challenge at rising nationalism in Québec?) ws asn.b sei welts edie eee c ee eee eee eee ees 412
eu radia STespOnseito WIOlcntsepatatists, justified? ti iio wkfasi gies adap ne AWE WPYISS oe ee eee eee eens 417
Youth Making History, Fallout prom the October Crtsts. a ajiie acne n ayieederes nee eens ee eee a cence nee neen 419
Thinking Historically: Historical Perspective: Perspectives on the War Measures Act... 2... 0c eee eee 420
Ree Mee) re aecMle aC eran avenuhl Cran SVS tea ewe une ee uae eh fuactear-s)ghle oie Seco ahiggiiise secs cee tivecsevads 423
rasan eaPeTe A SIC ISGUCS! op. xs os OR ea eeswc eho oe Mis tne eae t nes eee encueenens 425
Thinking Historically: Historical Perspective: Perspectives on Canada’s Founding Cultures ...........04. 427
Thinking Historically: Historical Significance: Significance of a Groundbreaker ...... 0.6000 e eve eee 431
(ES VLE GIR otaTS uSytie = Ge idee eel ev ll SAP are 432

Po LS Serra nen EA a na 434

met IsSUG Was Candad plonin? tis oi Course Dy 19822... Age svete idheen Sway le ss eigaglt 4 viegel 6 sgl vale be 435
ee UA ake 10s OW fyCHOICESION CHE WOU STAGE! Wu's... Sg were Gals wieMistiiclellow oe vinele gd e's dade selec pee ee 436
Youth Making History Canadians Helping Kids in Vietnam .... 060 eens 438
Thinking Historically: Evidence: The “Truth” and the Real Truth 0.0... 0.0 ccc ccc cece ee 443
Pee onacdamespond efectivelyiG CCOROMUC PLESSUIES! W646 ies Gp cee tee ee HGH H sedge ease eeeedleuaadaalees 444
Viewpoints on History Owning the Canadian Economy .... 0... ccc ccc cece t eens 447
leenad 4 pegin to meetenvitonmentalichallenges? i) in... OV etdainds ees eee clete ses c cern een beseeectueeans 45]
Thinking Historically: Continuity and Change: The Cycles ofHistory ......0. 00 ccc cee eee 453
PE tAECWNE OUSUTUPIOR themtrotmrtia chghte tsOhasfs &aheyoisaiss MARES a ies ea ew ble cing Q ea egigls os cae ee ees 454
(ts TERT NES PI ie Bie habal Jos EO Pa 00. TOS. «APRN ane aa 456

Appendix
Meet feror iLiStOr iCall VAGUE sgn. eo cls Gee's we.0 by. puoi tre MMMM es PMR Esc Pe ou os soaSree Wao valley sporniove puny 458
Formulate Questions Sample Skill: Formulating a Focused Inquiry Question ............ 0c ecece eens 458
Gather and Organize Sample Skill: Assessing a Secondary Source .... 6.0... eee eee eee eee 460
Interpret and Analyze Sample Skill: Using Graphic Organizetgs.. 2.20.06 0. ee ctw cece 464
Evaluate and Draw Conclusions Sample Skill: Making Informed Judgments ..............0.02200000 465
Communicatessample skills Communicating Findings sania sta sae ae el. sve nies a Rie se ee 466

UTR Leg AT 8 SET a a ae cs eet ee a, Me Ve Peet 468

nar Ne PIR sf AG AE GIT STE AIS bop acene, gee cnn tae200 a OAR PMG OU CaM KM oe a ee oe ae 474

COPED os ER ak ke oe aN OR ee DO eg net 2 488

 Tour of the Text
Welcome to Creating Canada. The following pages provide a brief guided
tour of this text — and will help you understand how Creating Canada is
set up to help you complete the course successfully.
By the time you finish Creating Canada, you will be prepared to
respond to the overall course issue question: Does our history make us who
we are?
As you progress through the text, keep this question in mind as you
think about the ideas, points of view, insights, and information you
encounter.

The Cover
McGRAW-HILL RYERSON

ad
The cover of Creating Canada shows the title
and subtitle of the book. Why do you suppose
“Creating Canada” was selected as the main
title? What message about Canada does this title
convey?
Why do you think the subtitle starts with “A
HISTORY — 1914 TO THE PRESENT
History”? Why do you think the authors chose
not to use the subtitle “7he History”? What does
this decision suggest about the approach this book
will take to Canadian history since 1914?
The cover also shows a map of Canada
as a mosaic. Why might the map have been
presented this way? And what is the significance
of depicting Canada as a mosaic? What message
Bae (ls gicmeee Cid
might this choice convey?
You will also notice that the pictures relate
to a range of subjects and events, from politics to
war to citizenship to historic accomplishments
— from the past to the present. What do these
different scenarios tell you about what shapes
Canada — in the past, in the present, and in the
SECOND EDITION
future?
These images of people, events, and symbols
represent Canada and the society Canadians have built since 1914. Examine
the images. How many of the people and events do you recognize? Is it
important for you to recognize some — or even all — of them? Why do
you suppose these particular images were chosen? If you had been asked to
select pictures for the cover, what images would you have chosen — and
why?
As you progress through Creating Canada and explore, investigate,
interpret, and evaluate how our history has made us who we are since 1914,
keep your responses to the preceding questions in mind. As you learn about
the forces that have created the Canada you know today, consider the role
you might play in creating the country that you believe Canada should
become in the future.

eC MHR
How Creating Canada |s Organized
The table of contents shows how Creating Canada is organized. The text is
divided into four units.
Unit 1 introduces your exploration by examining the period from 1982
to the present. This is the Canada of today, the country you know best.
This unit shows that history not only tells stories about the past, but is also
a dynamic, continuing process in which you are involved. Starting from this
foundation — what you already know — will help shape your exploration
of the three subsequent units, which start in 1914 and examine how the
country evolved into what it is today.
Each unit focuses on an issue that flows from, and feeds into, the
overall course issue. And each chapter focuses on an issue that flows from,
and feeds into, the unit issue. Thinking about and responding to the issue
questions that are the focus of the units and chapters will help you develop
your response to the overall course issue question: Does our history make us
who we are?
The Prologue introduces key ideas that lay
Table of Contents the foundation for your work in this course.

TROOMUE, CELINE TON GIs te erent ar PRP PNMT stata nao 01aFalOotans atuipiciale nialorarsaiete'n n'a: Sets eU fanaa sieiese x
Prologue
Creating Canada: A History — 1914 to the Present ........2.--03
00005
Hie) er MORE he seanne on oases neancoros SoeODe cos nee
Historical Thinking’ Gencepts . 2 ..0 00 ie ese sees eens Your Course Challenge explains the gallery of
ae es and Ey the Past see+e sess ( proposals, which will be made up of proposals that your class
Gece ee ek 2 may complete as you progress through each unit.
RACES OL tHE LAST .. vee sccervnevesereeeeen .

BVICenGe arejatete erste els peter rgistete etdceleritete ltteerety iver

Gonptinety, andi Ghats orcs. epctatal clitavas)steiore'a/sallajs/syeiate lass, e;2/e)=1+'vi¥ca/a/s
cetwines :
Cause and Consequence
Historical Perspective .
Ethical Dimension’. ..0.3 ..22...

Your Course Challenge A unit opener sets the stage for .

Propose a response to an injustice or contribution from Canadian history \ your explorations of the period.
to address the overall course issue question: Does our history make us who we are? . . }

UNIT ONE 1982—PRESENT

Unit1Issue \ Your Challenge explains the events
Why isCanada
the nation it istoday? you will research that may become part of the gallery
LoS iene cc? Ge eat ated GSB COTE CTYAse LOGE SE CIC eee aa NC rei ees: of proposals that forms the course challenge.
Graphic Story Debating Canadian Identity . ss eee eee tere teen teen eee Be:
Unit 1 Timeline 1982—Presep pees. .

Your Challenge Conduct and analyze an interview re Chapters. litarnahsinte meme err ete ee ee ce Re Niet seem eeiedlage ashe 410
Chapter Issue Hor ef Canada address internal strife? ©... 1. screener
ences eens 41
Did Canada meet the challenge ol jonalism in Québec? ........
Was Canada’s response to violent separatists justine Seg s =: + The chapter issue question
Youth Making History Fallout from the October Crists - Peat
Chapter 1 Canadian Identity .........., ‘Thinking Historically: Historical Perspective: Perg flows from — and feeds into — the unit issue
4-are shaping Canadian ide: Did Québec leaders have the answers? .........202 050200 i question and provides a scaffold for your
Did Canada resolve other social justice issues? .............3

The Chapter Reviews provide ‘meri

»
Thinking Historically: Historical Perspective: Perspec! exploration of the unit and course issues.
Thinking Historically: Historical Significance: Significanc®™
/ opportunities at the end of every chapter for you Rap terstS Review <i>). vais sisAs2slyjriaivla> +e Whales npareicreia, «as «/areiaslele Esarare™
H|
to show your understanding g
Chanterii6) Finding acanadianiWayemeete 4.3. 0ea- Serer anes okt amintee Gs cesses
of the issues. Ait Persp Chapter Issue Was Canada plotting its own course by 1982? . 2.0. eee eee tee tne eee ence eect e tee eee eres f
a ntinuity and
W . Sinadian identity? ..........- Did! Ganada make its own (choices on the world stage?) 3<.-<)eicvemies tcler snes nese sebevechencsccscihesusneees 436
Chapter 1 Review .....- 2. 0..00c0 cece sees Youth Making History Canadians Helping Kids in Vietnam... 10-0000. 002s 0serves OS TUGNO AME 438
Thinking Historically: Evidence: The “Truth” and the Real Trtth 0.0.0. cc viene cree n ence enews eens 443
Did/Ganadairespond effectively to/economuc pressures? s/c: as cave vineins sts Sg eievisit elleesisilsne viecee s-eisvice ses 44
Viewpoints on History Owning the Canadian Economy .. 0.0000. cece c eevee eee tenet e erste eee 447
Did'Canada begin to meet environmental challenges? .. 2.0... . eens see cece ecw ener cece scene nsec seneree 451
Thinking Historically: Continuity and Change: The Cycles ofHistory ....-. 20-00-0202 eeee eee 453
ae . . PINTbspabmartier {hes COONDSTUUACSOME yu nyatsforeyal hs Aidcwsis\atele elrrise(e aicid\ote/elalmtalermin.azdla o(aarew[atsiniaie cismie:6/sielm/adialm\aizin minalse 454
Appendix: The Skills . Eo OUD Rverky deepen
aa eens ee 456
of Historical Inquiry provides
opportunities for you to practise skills that |] : ae ere
; . e Glossary is a quick reference
will enhance your understanding of the Rcwonaie Ll Mae .
course material. ; J The Skills of Historical Inquiry .....,....-...4 that explains key terms. The Index helps you locate
= Formulate Questions Sample Skill: Formulati specific information quickly.
Gather and Organize Sample Skill: Assessin
Interpret and Analyze Sample Skill Lo m G
Evaluate and Draw Conc Sample steffi: Making Informed Judgments .........-.-5+ bt RAGUMO
DIG
 Unit Opener
Each unit opens with an overview of the issue addressed by the unit
question. Like a trailer for a movie, these opening spreads touch on the
highlights of the “feature presentation” — the chapters in the unit.

The unit number and period covered The overall course issue question ‘ _ Adifferent-coloured border
\ appear at the top of the page. (reminds you of the question you are exploringas | identifies each unit.
you progress through the course. ‘ :

UNIT.ONE 1982—PRESENT.

This chart shows how the course, unit, and chapter issue questions,
as well as the chapter inquiry questions, are organized,

Dera ous sveQuestion

Does our history make us who we are?
Why isCanada the nation it istoday?
UNIT ONE UNIT TWO UMIT THREE UNIT FOUR
1982-PRESENT 1914-1929 1929-1945 1945-1982 We are ail links in a greater human chain. AffpAtogether,
_ Unit sueQuestion we are writing the story that is Canada.
Why isCanada
the did World Wa! Did. Anon Vid Canac d — Michaélle Jean, Governor General of Canada, My 7,2008

nation it is today? ransform Cat aun af On Canada Day in 2014, Pauline Girard few her Canadian flag. It wasn’t
An organization chart maps just any Canadian flag. Thin ==" * dientecadiche Reace Tower i
Orrawa. Ir naif,
the structure of the unit. y Sk — 4 :
~GHAPTERONE | CHAPTERTWO a The unit issue question provides the
Canadian Identity |Diversity in Canada Canadas y on Canada in the focus for the following four chapters.
Constitution World
{
Chapter Issue
— Chapter Question) "|__ chapter
siveQuestion Ch o Question
issue ion | steMeson} |
hapten i a 1 tas -
want a flag as big as a billboa To get it.
What trends are ive 0 e 198 | i a Where did this country come from that inspires such devotion? It didn't

Unit 1Timeline 1982-Present

This timeline highlights some key dates and events
in Canadian history between 1982 and the present.

‘1982 Canada patriates its Constiitution -««-«+++++ses++seeees eens

Dominion
Dayofficially becomes Canada Day

1987 Canadagets its first dollar coin, the “Loonie”

g9 Canada—United States Free Trade Agreement comes into force

2014 Canada ends its mission

toAfghartan

NMAC =2E
A graphic story focuses on a key theme of % A timeline highlights some significant
the unit and encourages you to start thinking about your events that occurred during the period
responses to the unit issue question. covered in the unit.

Your Turn is your opportunity

to comment on the theme presented
xii ats wi the graphic story.
Your Challenge
Each unit presents a challenge. The challenge appears at the beginning of
the unit so you know — ahead of time — what assignment you may be
required to complete. This will help you begin to think about, develop, and
prepare the ideas and materials you will need to meet the unit challenge and
the overall course challenge.

Abrief introduction sets out >

the challenge and reminds you of the Tips provide useful hints . aN
unit issue question. to help you complete an aspect
of the challenge.

UNIT ONE 1982—PRESENT.

as Evidence
=
cunLeens Conduct and analyze an interview related to an injustice or contribution in “
Canadian history. Keep in mind the Unit 1 issue question: Grep |CHooseav lyfésmiceoFConrRBuTION oe
As you progresaffwough thie unit, watoh for historical events that meat [interviewee forhelping |
Why isCanada the nation it is today? the four crite historical signiflaance to Canada. \ youcomplete your.’
+ The aventf& of
= {thas agfethioal dimension — itis either an injustice that we should
Interviews What You Will Hand In. ackngfledge or a contribution that we should celebrate.
When you conduct historical research, people On completion of your interview, you will hand in + Tt +fowellight on the course iseue question: Moee our history make us
with firschand experience of significant events * abrief description of thehistorical event you
can be important resources. Interviewing these chose for this unit fou find it inoradibly interesting.
people can help you understand how historic * an explanation of why it meets the four criteria Your choioe vill affact who you interview, a9 well ae the interview
events affected those who lived through them, for choosing an event (see Step 1)
You can also gain insights into how individual quedtions you develep. Conduct research to explore how your chosen
perspectives can influence the way history is told a brief profile of the person you interviewed event affected Canggen society.
and understood. your interview questions (see Step 2) mat Step 2 Drarr ano Devenop THe Questions
As you progress through the five chapters a recording or transcript of the interview
Work with clacemates to deside what makes an affective interview question.
in this unit, watch for significant injustices and a summary of the interview and what you learned
contributions to Canada. To help plan your questions, refer to “Powerful Questions” and “Tips for
from it in relation to the unit issue question: Why Creating Powerful Quost4m” in theprologue (p, 3)
is Canada the nation it is today? (see Step 3)
Draft a list of possible fhiterview questions. Keep the focus of your
a one-paragraph response proposal (see Step 4) questions on the nature dFthe injustice or contribution, Make sure your
questions will help you si how thie piece of history helped shape Canada into F
the nation that it is
Ask a partner or yogr teacher for faedback ont your interview questions
and your reagons for fisking thern.

Step 3 Conrcere Avo ANALYZE THE INTERUEW)

When the unit conaludos, Ayalize the interview questiongfand conduat
your interview)
Once the interview is cAfyplete, analyze and interpefft the responses
and gummarize your findingll. In your summary, you
statements ot stories that HAlped! you understand thy! past or see your
ghosen injustice or contributfhn in a naw light. What flgtit did it shed on the
® Make copies of the questions for yourself and eact unit question: Why ie Canadel
ion it is today?”
@ Decide how you will take notes during the intervie the nation itis today? Step 4 Werre ffTexranve Dronoga
@ Be prepared to ask follow-up questions when you va
1 your clage migigPemorializ a3
® Do not rush, Give the interviewee enough time to injustice or aghtribution, Uke One-par eos reed) yourie!
© When you finish asking the questions, ask whether Uses thethe evidlnae of your ir f aw IMfative
proposal
propos:
that
fo Justify why or how your chogen
ae that be memorialized
" or calabrate 2
brated. Suggest
Boone fiould he bothSppropriate. and praatioal
ora
pecenplish together. At the end of your work on
you
You wal will Plan: uniti tentative prog
Na wiritglln any

Specific instructions describe the +N Specific steps help you organize >
requirements of the challenge in more and manage the process of completing
_ detail and help you start to research and plan your the challenge successfully.
proposal for the gallery of proposals.

MHR
 Chapter Opener
Every chapter opens with a two-page spread. On the left page is an image or
group of images chosen to provide insights into the unit and chapter issues.
These are designed to spark ideas and discussion.

The unit number and period .

always appear at the top of the page in }
the coloured border.

_ UNIT ONE 1982—PRESENT

Neola One

The chapter number and

itle appear below the coloured
% border.
e

Figure 1-1 Animal rights activists (left)

gather near the Canadian embassy in Paris,
France,toprotest the annual
seal hunt in
Canada. The word “honte” on the Canadian
flag means “shame.” Below, members of
Princess Patricia’s Canadian Light Infantry
carry the flag-draped coffin of 21-year-old
Private Chadwick Horn, who was killed in
Afghanistan in 2008,

An image or group of
images provides a perspective
related to the chapter
issue.

EN

Xiv MHR
 ~~
~

The Chapter Issue > An introduction provides “

| introduces and provides a focus j | _ information about and insights into the
for the chapter. image(s) on the previous page.

y,

CHAPTER'ISSUE
What trends are shaping Canadian identity?

A national flag is a powerful symbol of identity — it represents “us.”

Our national flag flutters at the top of the Peace Tower and probably Key Terms
in front of your school. People wave flags at events such as Canada national identity
Day celebrations or international hockey games. We also display the country
flag on solemn occasions, such as Remembrance Day, to honour nation-state
those who gave everything for our country. nation
Because flags are powerful symbols, they can also be the focus ethnic nation
of protests. People may deface or destroy a country’s national flag to civic nation
show their displeasure with that country. social justice
The photographs on the previous page show the Canadian flag demography
being used for two different purposes. Examine each photograph, social change
and then respond to the following questions: Key Terms alert you
f
¢ Why are national flags such powerful symbols of identity? Is the a ee
icu!
to vocabulary and phrases that are
Canadian flag a power! **tontity for you? nee important to understanding concepts
* What word orp’ Questions guide your Xesponse to each ene in the chapter. These terms are highlighted j
photograph? thinking about the image(s) and aubiute, Meee boldface in the narrative and defined
* What goals n explore connections to the photograph politics BBE li
on the previou chapter issue. # Is defacing the government
Canadian flag an ‘ ‘
¥ not? _ Self-determination
¢ Why might draping a flag ona fallen soldier's coffin have become sovereignty
a tradition? What might this practice symbolize? referendum The Learning Goals set ‘,
¢ What other images symbolize Canadian identity for you? out the specific skills, knowledge,
and understanding that you will focus
on as you explore the chapter issue.

LEARNING GOALS
Looking Ahead
inthis chapter you will
The following inquiry questions will help you dian identity
« explore ideas about Cana
explore what trends are most affecting Canadian da has been changing
e describe how Cana
identity:
since 1982 4
¢ Is there a Canadian identity? , : s, an
identify key events, trend
ing Canadian
¢ How do social and cultural tren affect Canadian developments that are shap
identity? identity
ict and cooperation
¢ How does politics shape Canadi * Jook at examples of confl
from multi ple perspectives
* What else affects Canadian ide in Canada

Looking Ahead sets out the

inquiry questions that help you explore
the chapter issue. Each question is repeated
as a main heading in the chapter.

MHR
Special Features
Special features within the chapters present information, data, ideas, and issues in various ways.
oro a or prcep

Activity Icon disabilities. For example, in 2008, the federal government created a
A quick activity designed to Registered Disability Savings Plan to help people with disabilities and
help you think about and their families save for the future. But are we doing enough?
explore the issues you are : ; ;
reading areata ans Cause and Consequence: How does Canada benefit by improving the
linked to a specific historical lives of people with disabilities?
thinking concept, though : z °
Reeinonenetnarone Becoming a Nation Where Women Have Equality
HTC. The HTCs are explained in In the early 20th century, discrimination against women was the norm.
the prologue (pp. 5-17). A business that had women and men doing the very same job — such
as teacher — could legally pay women a fraction of what men received.

CheckForward and Voices

CheckBack Check Forward » A quotation that
Direct you to chapters provides an idea or
where the ideas you are You will read more about an alternative point There is a fundamental link between
reading about are immigration, multiculturalism, of view on an event human rights and peace. ... There
explored further.
and diversity in Chapter 2.
Or issue. will be peace on earth when the
rights of all are respected.
— John Peters Humphrey,
Check Back oie | drafter of the Universal Declaration
of Human Rights, 1948
You read about the classification
of some immigrants as enemy
aliens in Chapter 6.

Up for Discussion Connections

Margin questions designed to provoke thought, spark discussion, and Interesting facts, figures, ideas, and contexts that help you make
shine a different light on ideas presented in the chapter. connections and enhance your understanding of an aspect of an issue.

CONNECTIONS»:
Elsie MacGill — the first woman
Up for Discussion to receive an electrical engineering
Do rules requiring Canadian broadcasters — degree in Canada — was the first
to air a specific amount of Cancon amount — woman aircraft designer in the world.
to censorship? She was best known for her work on
Hawker Hurricane fighter planes and
for redesigning aircraft for cold-
weather flying.

xvi MHR
 Figure 2-15 Balancing Budgets Figure2-18 The Arctic
Photographs, Maps, Charts, How might Inuit perspectivesonCanadian sovereignty in the North
The downside of operating ata loss is
be influenced by their location? By the formation of Nunavut? By
Graphs, and Other Visuals that the total debt rises. interaction with other Arctic indigenous peoples?

Support your learning and provide A

Batancep

context for the material explored. Bupcer

Revenues Expenses
Many photo captions include
In tHe Brack—
questions that encourage critical ‘Sunetus

thinking about an aspect of an issue.

Maps show where events occurred,
provide information in graphic form, In THE Reo —
Dericit
Revenues
and expand the context of the issues
Expenses
explored. 5333333933

Viewpoints on History

Viewpoints on History Women’s Rights in Afghanistan

Helps deepen your understanding In 2009, the Afghan parliament passed a law that was in keeping with the beliefs of Shia Muslims
— about 10 per cent of Afghanistan's population. The law enabled Shia men to strictly control
their wives, Wives were, for example, required to ask permission to go out.
by encouraging you to explore, Humanitarian groups and many Western leaders question whether ornotthe NATO mission was
condemned the jaw as 8 setback in Afghan women's —making any progress toward promoting human
battle for equal rights, In Canada, itlad people to rights in Afghanistan,
analyze, interpret, and evaluate Fanan Monameo, whose family
{ grew up in Canada in a Mustin home where respect and the
arrivod in Conada as refugees, is
advancement of women are normal, and |was horrified bythis
primary sources. “Explorations” activa in various community and
humanitarian groups. law, How can you think In this day and age that a man can have
that Kind of control over awornan and her body? This snot a
woman’ issue. To me, thé is about human rights. My maleMuslim
help guide your interpretation and fiends are equally outraged and horrified.

evaluation of the issue.

A former chair of the National pee en
Action Committee on the Status of How has the war helped women in Afghanistan? It hase’
Women, Juay Resicx opposed the Hever havewomenachieved equally bysomebody comingin and
War in Alghanistan giving
ittothem. We can’t bomb our way into equality. ...We
should never have gone intoAfghanistan in thefirstplace, and we
should leave.
Historian Mancancr MacMitan,
who wrote the award-winning Thistsamomentforwomenontheeft,whosupport womertsrights
Paris 1919: Six Months That at home, to ask themselves, ‘What do we doabout Aghanistan?*
ChangedtheWorld, baliaves Thisisa regime that depends very heavily on Wester backing and
that the mission was essential to theCanadiangovernment andothersshould usetheirinfluence
protoct women's rights ‘oes President (Hamid) Karzal to make: him end this by)
Matata Yousarzat wasjust15 ee
Yoars old whon @ Taliban fightar shot When women say they want Independence, people think this
Swarsnor In Time herinthe head because she was means wedon't want to obey our fathers, brothers, or husbands.
‘outspoken about girls” and women’s But It doesnotmean that.It means we want to make decisions
rightto education, She respondad —_forourselves.Wewant to befreetogoto schoolorto goto
Dressing for the Wa by recovering and bringing her
message to the world.
work. Nowhere ist written in the Quranthat2 woman should be
dependent
onaman.

During the war, fashion became utilitarian — stylish but practical. Frivolous r ~)
pattorns were out, as were items that used too much fabric, such os double | Explorations |
roasted jackets. Drasses looked almost like uniforms, with straight lines and
simple colfars. Rationing limited the amount of fabric that could be used, and 1. Compare the positions of the four speakers. How are 3. Do Cans I$ have a right — or even a responsibility — |
laws forbade unnecessary flourishes such os cuffs on pants. Oresses could they the samo? How are theydifferent? to press theAfghan governmenttochange a tawthat
Snapshot in Time have no more than nine buttons,
And people made do. Sheer stockings, for example, wore popular, but all the {
2. Whase view do you agre with most closaly? Explain, seems toundermine human rights? Or should Afghans
figuea it auton thei own? Explain yourresponse.
silk and nylon were being used to make things ike parachutes, Undaunted, many Ne ES
Portrays trends, innovations, pop women drew “seams” up the backs of theirlegs with an ayobrow pencil to maks it
look like they were wearing silk stockings.

culture, or another aspect of life ign 10-26 In 1940, sty but pracikal wartime deesses
veredelgned byNorman Flaine fasice designfothe
(yal land inking the ututeQueen€Bzabern
during the period explored in the
unit. WORKING TOGETHER
Government advertising encouraged individual and community efforts to
conserve and reuse scarce materials. There were salvage drives for rubber,
bones, paper, rags, fat, tinfoil, and scrap metals such as iron, steel, and
aluminum, even empty toothpaste and shaving cream cubes, Boy Scouts,
Girl Guides, and schoolchildren signed up to collect these materials, and
some communities had drop-off locations.
Families grew vegetables instead of flowers in their “victory gardens.”
People put off their education or quit school early to sign up for the army
or work in a war industry. People gave up using theie cars because there
was no gas. They could not purchase luxury goods, bur most Canadians
accepted this because the same restrictions applied to everyone Youth Making History
War reliefclubs also puc together packages for the troops averseas.
They sent things that would make a frontline soldier's life a lieele more
comfortable — chewing gum, chocolate, sewing kirs, razor blades, coffee,
playing cards, and warm socks. Opening Eyes
o Rehtaeh Parsons killed herself in April 2013 at the age The road to success was much longer than they
RECALL... REFLECT... RESPOND of 17 after bing the victim of sexist bullying on social ‘expected. Butolghtyoarslater, in Soptember 2013,
media. Lara Shkordoff says thot Parsons’ life might Ontario high schools could offer a Grade 11 full-credit
1, Create atwo-column chart, Inthe first column, titled 2 During World WarII, Canadians worked fora have been differant if her school had offered 6 gender gender studies optional course. Init, students have @
*Responsos tothe War, list eight ormore ways common goal in mony ways.What long-term effects studios course. “Instead of talking about what the gir chancetoexplora sexism, gander-based violence, and
in which Canadian individuals and communities do you think this communal effort might have had on did and how ‘she had this coming to her, the focus tho impact of rapresentations of men and women in the
responded to the war, In the second column, titled, Canadian society? To what oxtent are these effects might have been on ‘how these guys go through life media, Tha Miss G__ founders hope that the course
“Contributions,”suggast onewayin which each stillfelt today? not knowing about consent” will help make high schoo! a bettor place to be,
response contributed to the war effort Long before this, in 2005, Sheetal Rawal and
Sorah Ghabrial had been sitting in 8 dorm room at
the University ofWestern Onterio talking about high
Miu © To wat extent did World War Il change Caneda? * Ciuarrns 10 ‘school. “We were reflecting on our own high school UnversityofWester Ontario studentsLasra
experiences and how pervasive gender-based violence, }Setoctotf(Lotiom left,SarahChae top lef, Mack chan
harassment, and sexual assault was.” It dawned on
Youth Making History them that being a teenager could be a lot easierfhigh
schools offered6 course in gender studies.
(rap right,SheetalRawal(bet tom righ andLaarelMiche
+ (rot stow)started the Mss G_ Prob to perswadetheOntaria
| Manitryof Eatin to offera penderstadies coarse10 hgh
Butthorewas no such high schoo! school stadt. Itworked. Wooldyoutahethecourte?
A brief, highly focused examination Course. So the two joined with their
friends Lora Shkordolt, Dilani Mohan, and
Laurel Mitchell and decided to make it
of how specific young people happen
Theycalled their compaign the Miss G_
Project, a name taken from an unidentified
responded to events and issues Armerican university student who died in
1873, Hor doctor reterred to her only as
Miss 6. Ho blamed hor death on too
much education: “Sho was unable to make
of the period. “Explorations” help 4 good brain that could stand tha wor
‘and tear of life, and 4 good reproductive
system that should serve the race, atthe
focus your interpretation and Somme tine that she was continuously
sponding her force in intellectual fabor~
To achiave their goal, the founders of
evaluation of what you have read. the Miss G__ Project took action. They
handed out flyers, held publicity events,
networked with other women, davaloped
‘a wobsite, and lobbied educators,
politicians, and bureaucrats,

Explorations
| 1. Tho founders oftheMissG__Project chosethename 2 Ontario Premier Kathleen Wynn said thatthe founders
of their campaign forareason. Whst da youthinkwas of the Miss G__ Project “are changing tho world.” What
that reason? isthe relevance of this storytothe ides of social trends
and Canadian identity?

MHR xvii
 The }wo-Row Wampum Treaty
Tho best way to understand what poople ware thinking and feeling Jong ago is to examine the
evidence. Historians begin with the abvious. For example, forensic evidence that @ wempum
belt is 400 years old will confirm that the belt was made 400 years ago. Historians also make
inferences from the avidence, For example, if we know that a wampum belt survived 400 years,
Thinking Historically we can infer that people must have valued it enormously. The long-standing regard for the belt
isn't a fact we can know for sure, butit is a well-founded-conclusion based on the evidence.
Develops and expands your Tho Kaswhenta wampum belt, somotimos oaliog the
Two Row warnpum Belt. was made to record a traaty
withthe Dutch, who ware the first Europeois to
First Nation and director ofthe Indigenous
Govarnonco Programattha Univarsity of Victoria,
\describus the relationshipitrecords.
‘rinks traatios with First Nations in North Amorics. As -
understanding of the people and Ononoasa Cnier Invine Powiese, d., (listo 1613
‘ations tohand representatives tonegotiate a
The metaphor fr hs reationship —two vss,each
Tadaho sent outmessagos tothe iva Haudanosgun00 —— pessexsng RScamntegty, travelling the rer of
Tip er =e angedPy vaa BOE
ire
rulutionship between the Dutch and Firat Nations _—
events of the period by focusing Aiter they made thelragreement, the Uvich said to our
‘oftwoparalpurple fs (representing pow) on
‘a tcaground otwhite beads tegreveaig pace. a
thes respect co-eqa friendthipandalliance, ary
leads,"Weti thata thefuturewhew net el lenerferencewiththeotherpartner's auton, fieedam, o
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because of our concepts, that we beequal. Brothers arerqual

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Haudenosaunee recorded it in the Two:Row Treaty. Aspliped acd england regalariy 1cthal theMetenessuree
belt Tatatace Auraco, momber of the Kanienkahate rere.

Explorations
What can you inter about the Dutchortho 2 Compare the benafits and drawbacks of recording a
Noudoncsaunae based on the Powloss quot treaty on paper vertus recording Ht on @ Wampum balk.
What canyou infer trom the ball, or Alfred's description —4 What canyouinfat about Uv autor of the
‘of /t-abaotthe thinking of the Havderosaunge
wha. Constitution Act, 1982. based on yourkeowlodye thet
‘made the treaty ond the belt? thay included Aborigine! and treaty rights?

tea
favor candi bey | appen eswate Nap
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ee aC
Picturing...
A photo essay that explores a
specific historical thinking concept
(see the prologue,
pp. 5-17) through a series of
images. Challenging questions help
make connections and stimulate
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Recall... Reflect... Respond

Activities that conclude each
Recall... Reflect... Respond inquiry and encourage you
to think critically about the
1. How do demographic trends, social change, and . ls there one Canadian identity or many? Explain your
cultural trends influence Canadian identity? In your answer. material you have read.
answer, show that you understand what these trends
Keeping in mind some of the trends that are affecting
are. Provide an example of each trend influencing
Canadian identity today, predict what Canadian
Canadian identity.
identity will look like in future.

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xviii MHR
Creating Canada
A History — 1914 to the Present
Creating Canada is built around one overall issue question: Does our
history make us who we are?
You are not expected to answer this question today. But this overall
issue question will become the focus of your thinking as you progress
through this course.
¢ You will analyze significant events, trends, and developments.
¢ You will identify, interpret, and evaluate perspectives and relationships. ; ee
Figure P-1 Canadian musicians K’naan
¢ You will reach conclusions about issues and support those conclusions and Nelly Furtado perform at We Day in
with evidence. Toronto in September 2012.
On this journey, you will come to appreciate that, since 1914, many
different individuals and groups with many different perspectives have
shaped Canadian identity. You will also come to understand how visions
of Canadian identity have evolved and how these changing visions have
helped create the country you live in today. Exploring these visions will
help you respond to the overall course issue question.
Start your journey of exploration by scanning the photographs on
this page. Each photograph represents an aspect of Canadian identity
today. With a partner, examine each photo and its caption. On a slip of
paper, record words or phrases (e.g., a democracy) that you believe sum
up the aspect of Canadian identity each image presents. Join one or two
other pairs and compare your responses. How are your choices the same
and how are they different? How might you explain the similarities and
differences? Figure P-2 Ontario Premier Kathleen
Wynne holds her first cabinet meeting after
With your group, scan Creating Canada and choose one more
her government won re-election in 2014.
photograph to add to the collage. Explain the aspect of Canadian identity
represented by your choice.

Figure P-3 The Ottawa Senators and the Figure P-5 A worker at the
Toronto Maple Leafs continue their on-ice Figure P-4 A member of
the Canadian air Linamar plant in Guelph, Ontario,
rivalry, which has been dubbed the Battle of force helps prepare an aid shipment for creates components and systems
Ontario. Myanmar, which was hit by a cyclone in 2008. for the automotive industry.

MHR ® PROLOGUE (1)

 Your Exploration of Canada since 1914
As you progress through Creating Canada, your goal is to arrive at a
judgment in response to the overall course issue question: Does our
history make us who we are?
To help guide your development of possible responses to this question,
start by exploring the Canada you know best — the country as it is today.
This is the focus of Unit 1, although it reaches back to 1982 so you can
examine events, trends, and developments that have been shaping us.
Three subsequent units build on this foundation and explore how
Canada and Canadian identity have evolved since 1914 and how this
evolution has shaped Canada today. These units unfold chronologically,
starting in 1914.
The following chart shows the relationship between the issue and
inquiry questions in Creating Canada. To examine these questions in
greater detail, turn to the table of contents.

Overall Course Issue Question:

Does our history make us who we are?

oe
a

ae
SI

anececa
SES eeeaa

aera 6 hase acl

UNIT ONE UNITTWO 8—*«wSNIT' THRE UNIT FOUR

1982—PRESENT 19141929549 |) 2 1929-=1945.0.9 es 1945-1982
Unit Issue Question UnitIssueQuestion ——Unitk tior Unit Issue Question
g Tees “ Nae 9
: v 2 la eal
aves

1-5 Chapters 6-8 I ae Chapters 9-11 Chapters 12-16

Chapter Issue Chapter Issue Chapter Issue Chapter Issue

Questions Questions Questions Questions

Inquiry Questions Inquiry Questions Inquiry Questions Inquiry Questions

(2) Creating Canada * MHR

Powerful Questions
Asking questions is key to learning. Creating Canada is built around
‘POWERFUL QUESTIONS::
powerful questions — the issue questions and inquiry questions that form
the foundation of this textbook. When formulating powerful questions,
think about the following:
Powerful questions require more than a one-word response. They are
What...
questions that help you identify, interpret, and evaluate perspectives and
. 1s worth knowing?
relationships; analyze significant events, trends, and developments; and
. is uncertain?
reach conclusions about issues that you can support with evidence.
. is unclear and needs
Asking and responding to powerful questions provides a focus for explanation?
research and inquiry and helps you think critically. Powerful questions . requires exploration?
* promote curiosity, encourage creativity, and lead to more questions . requires a decision or
judgment?
* are open-ended — there might not be just one “right” answer
. leads to deeper
* encourage responses that promote deeper understanding and require understanding?
decisions and judgments that can be supported by evidence or criteria . connects to other familiar
events or developments?

Tips for Creating Powerful Questions ... Incorporates existing

knowledge?
Powerful questions often begin with the words and phrases in the list . sparks imagination? (e.g.,
below. But these words and phrases do not always mean that a question What if. . . 2)
is powerful — and they are not the only words and phrases that can . engages people’s interest?

introduce powerful questions. Always read the question carefully and . requires a shift in perspective?

decide whether it promotes inquiry or requires a judgment in response. . makes people think?
. requires people to express an
¢ Which... (e.g., Which form of government is more effective — informed opinion?
democracy or dictatorship?)
e¢ What if... (e.g., What if Canada had refused to join the British in
fighting World War I?)
¢ How... (e.g., How can a nation such as the Québécois exist within a
nation-state such as Canada?)
¢ Why... (e.g., Why is establishing sovereignty in the Arctic important?)
¢ Should... (e.g., Should Canada promote the oil industry or fight
climate change?)
¢ To what extent (how much)... (e.g., To what extent has regionalism
harmed or benefited Canada?)

Practise Identifying and Asking Powerful Questions

As you progress through Creating Canada, you will be asked to respond to powerful questions — and to develop powerful questions
of your own. With a partner, examine the following questions about Canada and the North Atlantic Treaty Organization (NATO). You
do not need to answer these questions now. Decide which questions are powerful and which are not and explain the reasons for
your judgments.
1. When did the Canadian government decide to join NATO? 5. To what extent does membership in NATO reduce Canadian
2. Why did Canada decide to join NATO? sovereignty?
3. Should Canada continue to belong to NATO? 4 Now, choose a topic (e.g., bullying on social media). Imagine that
4 _ What is the most important benefit or drawback of NATO a speaker will visit your school to discuss this topic. Create three
membership? powerful questions to ask your guest.

MHR *® PROLOGUE ()
Figure P—6 Criteria and Critical Thinking Thinking Critically
What are the pros and cons of making a Responding thoughtfully to powerful questions requires you to engage
ape based on pire versus emotion? in critical thinking. In turn, critical thinking involves making reasoned
aaa
ee —
a
judgments about issues by considering evidence and using clear criteria
from same Greek root as “critic,” >) to arrive at a judgment. Here are three actions you can take to become a
\ en “criticize,” and “critical”
—— A, critical thinker:
* investigate, analyze, and interpret all available relevant evidence
Mn.
standard for ) ¢ make reasoned judgments
Rmaking a hanes ¢ base your judgments on clear criteria

pcr aed
The benefits of using criteria to guide decisions extend well beyond
the history classroom. You make decisions every day — in your other
& criterion (s.y>» courses, at home, with friends, and at work. You may need to decide
{

\. criteria (pl) _/
}
whether or not to take a part-time job, whether or not to go on a club
excursion, or what courses to take next year. Using criteria to guide these
choices will help you succeed in school and ensure that you make the best
possible choices when faced with challenges in all aspects of your life.
ph oa
KE =a
/
can be used to
guide choices Choosing Criteria for Making Judgments
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Ask yourself the following two questions to develop a solid set of criteria:
Fae ae
¢ Is the number of criteria manageable (between two and four)?
; logical way to support BN
¢ Do the criteria reflect the most important or relevant considerations?
\. choice or point ofview =/

What Criteria Would You Use?

The following cases are imaginary, but they will help you practise choosing criteria to make reasoned judgments. In Case 1, two
criteria are already filled in. Choose at least one more criterion. In Case 2, only one criterion is filled in. Choose at least two more
criteria. Transform each criterion into a question.

Case1
You belong to the school environment club, which has brainstormed to create a list of worthy projects. Now, club members must
choose one project to focus on this year. Your decision depends on the following criteria:
» whether or not the project is achievable within the school year (Can the project’s goals be achieved in this school year?)
+ whether or not the project is something fun that will engage most students (Would the project engage most students?)

Case2
Your friends and classmates want to nominate you to run for a position in your school’s student council. You must decide whether or
not to accept the nomination. Your decision depends on the following criteria:
+ whether or not you can adjust the hours of your part-time
job so that you can attend meetings (Can my work schedule be
adjusted to accommodate meetings?)

(+) Creating Canada * MHR

Historical Thinking Concepts
by Peter Seixas with Margaret Hoogeveen

Creating Canada is a history book. But it’s no ordinary history book. It

doesn’t just tell you what happened, when, where, how, and why. Instead,
Voices
it puts an historian’s cap on your head so you can do the thinking. It History is a relationship between past
takes you on a journey so that you can learn to explore the past the way and present.
historians do. — Peter Seixas, director of the Historical
The key to thinking historically is a set of six historical thinking Thinking Project
concepts, which you can see listed in Figure P—7. These are big
understandings that guide historians as they explore the past. This
prologue will introduce you to all six. And every chapter has several full- Figure P-7 The Six Historical Thinking
page features that walk you through the process of thinking historically. Concepts
How do we understand the past? How do
The Past and Our Stories About the Past we learn from it? These concepts will help
Things happen. Workers in Winnipeg went on strike in 1919. Canada you answer those questions.
entered World War II in 1939. You were born in. . . whatever year you
Historical Significance:
were born.
Establishing historical
And time moves on. These events — and many others — become part
significance
of the past, which includes everything that ever happened. This past is
vast and often unknowable. Outside imagination, people today can never
Evidence:
again be in 1919, 1939, or the year of your birth.
Using primary sources as
The past may have vanished, but it remains in the memories people
evidence to build knowledge of
share and in the stories people tell about it. These stories present
the past
challenges — because the past and the stories people tell about the past
are two different things. Who chooses the stories that are told? Why
Continuity and Change:
are certain stories told? When are they told? What do they mean? Why
Identifying continuity and
are some stories not told? How can you tell a true story from one that is
change
untrue?
Cause and Consequence:
The Legacies of the Past Analyzing cause and
The past also remains in its consequences and legacies. In 1945, for consequence
example, the United States developed the atomic bomb. In the short term,
it dropped two atomic bombs on Japan. Hundreds of thousands of people Historical Perspective:
died or were seriously injured, and World War II came to a sudden end. Taking an historical perspective
In the long term, an arms race started that would last for decades, and
nuclear power was adapted to produce electricity. The development of the Ethical Dimension:
atomic bomb was therefore much more than a single event lost in a past Understanding the ethical
that has vanished. The event’s consequences have rippled into the present dimension in history
and will continue to ripple into the future.
The same is true of your birth. The ripples of your birth are felt today
by the people around you. And these ripples will continue into the future
— in the children you might have, the feats you accomplish, and the ideas
you promote. [W]e do not know whether [history]
Both of these examples show that history is much more than telling is a poison or a remedy or both at
stories about a vanished past; it is also figuring out what that past means once.
for us today and for our common futures. — Paul Ricouer, French philosopher, 2009}

MHR *® PROLOGUE (G)

 Historical Significance
The past includes everything that ever happened to anyone. No one can
remember or learn it all. A choice must be made about what is worth
History is hereditary only in this way: remembering and learning about.
we, all of us, inherit everything, and Normally historians, teachers, and writers choose which events are
then we choose what to cherish, what historically significant and therefore worthy of your attention in history
to disavow, and what to do next, class. But you, too, can think critically about what we should study. Are
which is why it’s worth trying to the actions of politicians and business leaders the only ones that count?
know where things come from. What about the experiences of a Saskatchewan farmer during the Great
— Jill Lepore, Harvard historian Depression? Can investigating the attitudes of teenagers in the 1950s help
and author, 2010 us understand that era?
As people’s values change, judgments about what is historically
significant may also change. A hundred years ago, for example, women,
immigrants, and Aboriginal peoples were barely mentioned in history
books. Their stories were not considered historically significant. But this
judgment has changed. Now the experiences of all three are thought to be
crucial for understanding what Canada is all about.
Judgments about historical significance may also depend on a person’s
point of view. An autoworker in Ontario and an environmentalist in
British Columbia may have two very different views about the historical
significance of Ford Motor Company of Canada opening a new plant in
Oakville in 1953.

The Criteria for Judging Historical Significance

Historians suggest that either — and sometimes both — of the following
criteria can be used to judge historical significance:
Criterion 1: Does the event, person, or development have serious, long-
lasting consequences for many people? Using this criterion, World War II
was historically significant. Are your recent history tests historically
significant? Not according to this criterion (even though the results may
be important to you).
Criterion 2: Does the event shed light on an historical, long-lasting, or
current issue? The experiences of a Saskatchewan farmer during the Great
Depression may not have affected millions of people, but her personal
story of perseverance may show how people coped at the time. People
today who are experiencing economic difficulties may have comparable
concerns, so her story may be judged historically significant.
Antonine Maillet, the Acadian author and playwright, comments
on why we should pay attention to the histories of ordinary people:
“Historians sometimes had reason not to write the truth or didn’t know
the truth or didn’t know the small things which become the big things,
the inside story, what we in France call /a petit histoire. History is made by
the kings and lords, but /a petit histoire is made by the people.”

(+) Creating Canada * MHR

The Changing Historical Significance... of an Old Brick?
Let’s say youre looking at a brick. A plain building brick. Greyish in
colour. Chipped at the edges. Is it historically significant? Possibly. But
only if a story can make it meaningful.

History of a Boat and a Brick

On May 23, 1914, a tramp steamer, the Komagata Maru, pulled After two months of confrontations — in the local press and
into Vancouver Harbour with 376 passengers aboard. They had in the courts — the Vancouver police sent men in a tugboat
travelled all the way from India — then a colony of Britain. to drive the steamer away. These men failed, in part because
Believing that they would have no problem immigrating to many of the passengers on the steamer were Sikh World War |
a dominion of the British Empire, they did not anticipate the veterans who were not afraid to defend themselves. They threw
challenges they would face. Politicians in British Columbia were coal and bricks at their tormentors. The tugboat withdrew.
determined to maintain “white Canada forever” and mounted a Because of the confrontation, however, authorities felt justified
campaign to keep the passengers from coming ashore. in calling in the navy. Soon the HMCS Rainbow arrived, aimed
its guns at the Komagata Maru, and forced it out of the harbour.
Vancouver and Canada would not accept immigrants from India
for many years to come.

Establishing Historical Significance Check Forward

The description glued onto the brick in Figure P—8 was written by Major You will read more about the
J.S. Matthews around 1914. Based only on this description, we might voyage of the Komagata Maru in
Chapter 8.
conclude that the brick wasn’t historically significant at all. It may have
been an interesting memento for Major Matthews, but it hardly changed
many people’s lives in a profound way.
Now consider how the brick was regarded 33 years later and then Figure P-8 This brick is a piece of the
100 years later. past. A Komagata Maru passenger flung
it at a tugboat full of attackers who were
¢ In 1947 (the year India gained independence from Britain), South
spraying them with fire hoses.
Asians in Canada who knew about the brick and its story began to view
it as a symbol of resistance
to colonialism. After all, the
passengers had stood their
ground and driven back
their racist attackers.
¢ In 2014, on the 100th
anniversary, the brick
was a centrepiece of an
exhibition in the Museum
of Vancouver entitled
“Unmoored: Vancouver's
Voyage of the Komagata
Maru.”

How has the significance

of this brick changed over
time? What is the brick’s
significance today?
Source: Museum of Vancouver Collection: H982.217.104

MHR *® PROLOGUE @)
 Evidence
Primary-source evidence links the past and stories about the past. These
sources could be oral testimony, letters, maps, photographs, text messages,
or even an old pot. These artifacts are called primary sources because
they were created at the time in history you are studying. They provide
firsthand evidence of what people were thinking, how they lived, and what
was happening around them. This evidence is the foundation of history.
Primary sources are a part of the past in a way that Creating Canada,
for example, is not. Creating Canada tells about the past long after most
of it happened. (However, it does include copies of many primary-source
We can learn from history, but we documents, such as photographs, letters, and paintings.) It was written for
can also deceive ourselves when we a specific audience: students like you.
selectively take evidence from the Primary sources are not about the past; they are part of it. When
past to justify what we have already these sources were created, the creators were not thinking of you. They
made up our minds to do. had other purposes. For example, communications from Canadian spies
— Margaret MacMillan, working behind enemy lines in World War II were meant to share key
Canadian historian and author, in information with their superiors — not to provide you with information
Dangerous Games, 2008 about the war. Yet, even though they were not written for you, you can
learn a lot about the war from records of their communications.
Because the creators were not thinking of you, and also because
they belonged to a time very different from our own, it is a challenge to
interpret the evidence they left behind. You cannot collect information
from it in a straightforward way, as if the authors were simply aiming to
give information: in most cases they weren't. Rather, you have to make
inferences — draw conclusions — about what primary sources reveal and
what they mean. How can you do this?

Asking Good Questions About Primary Sources

Asking good questions is the starting point. Your first question might be,
“What is the artifact?” Other useful questions include
¢ Who created it?
e In what context — circumstances — was the artifact created?
¢ What was the point of view of the author — the person who created it?
¢ What was the author's purpose?
¢ Was the author in a position that enabled him or her to observe,
experience, or comment on the event?
e What does the source reveal about the author’s values and worldview?
¢ What new evidence about its historical setting does the artifact provide?
You can be quite certain of some answers; for example, the date on
a letter will tell you when it was written. But inferring an answer means
creating a reasonable answer even when you're not absolutely certain that
it’s right. For example, if the Canadian spy mentions seeing the Eiffel
Tower, you might infer that the communication was written in France.
When you're conducting historical research, wherever possible you should
corroborate — double-check — your inferences against other sources.
After all, the spy might have been trying to create confusion should the
letter fall into enemy hands.

Creating Canada * MHR

Evidence of the Residential School Experience
On this page are primary sources related to the residential school system Check Forward
in Canada. Let’s focus on what they can tell us about the past. vistietll etal edee ABO TABG
Canadian residential school
system in Chapters 2 and 8.

3 ies Figure P—9 This pair of photographs

feature the same boy, Thomas Moore. They
f show him before and after he was enrolled
}
‘ at the Regina Indian Industrial School in
se’
4
Ss
s Saskatchewan. They appeared in the Annual
u Report of the Department of Indian Affairs
;
in 1897.

THOMAS MOOKE AS HE APTRARED WHEN ADMITFRI Tre THE

KPGINA INDIAN INDDSERIAL SCHOOL

Using Primary Sources as Evidence to Build Knowledge of the Past

We know that the pair of photographs in Figure P—9 were published by
the government department responsible for the residential school system.
We can infer that the department was using the photographs to boast
Figure P-10 The Truth and Reconciliation
about how well it was assimilating Aboriginal children.
Commission was set up to learn about what
In the first photograph, Thomas is dressed in the clothing of
happened in the residential schools. Many
his people. His hair is long and he stands naturally. In the second people testified of abuses. Here, survivor
photograph, he wears Western-style clothing, his hair is cut short, and Joe George, right, of the Tsleil-Waututh
he poses carefully. We can infer that the teachers at his school are trying First Nation, and Elder Marie George
to assimilate him. They teach him English and forbid him to speak his embrace during a commission event in
own language. We can infer that they teach him Christian beliefs and British Columbia, on September 18, 2013.
forbid others. Today, we see these photographs as
depicting a child being robbed of his culture.
We know the names of the people in Figure
P10, the date and place, but not much else. What
can we infer? From what we see in the photograph
— the position of the two individuals, their dress,
their arms — as well as the caption that tells us
where and when it was taken, we can infer that this
was a profoundly emotional, yet formal and public
event. It tells us that the experience of testifying
or hearing testimony about the residential school
experience has been both painful and deeply -
moving for these two participants.

MHR *® PROLOGUE (*)

 Continuity and Change
To organize our thinking about the past, it helps to focus on continuity
and change. Continuity is what stays the same, and change is what
doesn't.
The past is like a badly organized parade. Things happen somewhat
chaotically. Sometimes change happens at a furious pace, and then
it slows practically to a halt. Many changes can occur at much the
same time. And the most confusing aspect of it all is this: change and
continuity exist at the same time. An election, for example, might bring
about a rapid change in government at a time when little change is
occurring in the way people live as families.
One way to identify continuity and change is to look for continuities
at a time when rapid changes seemed to occur (e.g., in Canada after
World War I). You might also look for changes at a time when it seemed
things were staying the same (e.g., in English Canada after World War II).
You can make judgments about continuity and change by comparing
a situation at a specific point in the past with a similar situation today or
by comparing two specific points in the past (e.g., the situation in Québec
before and after the October Crisis of 1970).
To choose and name a time period is an act of interpretation: An
historian of car culture might see a period of history beginning with the
invention of the first car in Germany in 1886 and call it “The Age of the
Car.” But another historian might choose a starting point in the 1920s,
when the car began to gain popularity. And an historian of skateboarding?
Needless to say, he or she would be choosing different dates altogether.

Things to Remember About Continuity and Change

¢ Continuity and change are interrelated. Change is usually a continuous
Cultures are made of continuities and process rather than a series of separate events.
changes, and the identity of a society
can survive through these changes.
¢ Circumstances change more quickly at some times than at others. It
Societies without change aren't often helps to identify turning points — times when a decisive change
authentic; they're just dead. occurs.
— Kwame Anthony Appiah, Ghanaian- ¢ Change does not always signal progress. Measuring progress and
British philosopher, 2006 | decline are ways of evaluating change over time.
¢ You cannot understand continuity and change without knowing the
order in which things happened. Developing a chronology — the
sequence in which events occurred — can help organize your thinking.
¢ Thinking about history in terms of specific periods (e.g., the Roaring
Twenties or the Internet Age) can help organize your understanding of
continuity and change.

Creating Canada * MHR

Continuity and Change in Canadian Car Culture

Figure P11 The Car Changes Canada Figure P12. These three photographs
show Canadian gas stations in three
The invention ofthe car has transformed Canada. Every single decade saw new different years. The gas customer shown
developments. Compare these developments to the situation today. What has changed? is Alison Fraser. Look at the middle
What has stayed the same? photograph for a clue about one major
1929: Number of cars in Canada tops one million. change
that took place in the 1970s.
1930: Average cost of a new car is $600. 1925:

1946: Canada gets its first drive-in movie theatre in Stoney

Creek, Ontario.
1950: Canada’s first park-and-shop mall opens in Vancouver,
British Columbia.
1954: Canada gets its first subway in Toronto, Ontario.
1965: Trans-Canada Highway links Canada from East to West.
1971: Jane Jacobs and other activists stop the Spadina
Expressway from being built.
1984: First mini-vans built in Canada.
1987: Alberta becomes the last province to make seatbelts
mandatory.
1990s: Sport utility vehicles (SUVs) become popular.
2006: Highway 401 in Ontario is deemed the busiest highway in
North America.
2013: Toyota starts building hybrid cars in Ontario.
2013: Canadians own 31 718 809 cars.

Identifying Continuity and Change

In both the set of photographs and the timeline, we can see
continuity and change coexisting. In all three photographs, people
are putting gasoline into their cars, but the cars are different, to say
the least. Self-service is likely not an option at the 1925 gas station
but is clearly the standard at the 2014 gas station. What’s more, the
2014 photograph shows digital tracking of amounts and prices that
; raat ; Check Forward
was impossible in the earlier years.
Timelines give us an opportunity to see events clearly laid You will read more about the
out so that we can compare them with the preszat. But they also a eee
; : 3 Canada in Chapter 12.
allow us to see them in relation to each other. We can see the rapid
expansion of the use of the car over the course of just one century,
our adaptations to the car’s popularity, and our attempts to solve
problems the car has caused. Given our history with the car, it could
be very difficult to classify the age of the car as either progress or
decline — it could be argued both ways! What do you think?

MHR ® PROLOGUE (11)

 Cause and Consequence
Causes and consequences are two sides of a coin. Causes come before an
Change does not roll in on the wheels event, making it happen. Consequences come after an event, resulting
of inevitability, but comes through
from it.
continuous struggle.
Causes explain not just what happened but why it happened. This
— Martin Luther King Jr., leader of the
involves thinking about the role played by individuals and groups in
civil rights movement, 1968
bringing about change or in maintaining the status quo. Who has power?
Who takes action? What are the limits on the ability of individuals and
groups to make change?
For every event there are multiple causes. Think, for example, about
Figure P13 Representing Consequences
a goal scored by Marie-Philip Poulin of the Canadian women’s national
Marie-Philip Poulin’s goal had a lot of hockey team in the final game of the 2014 Winter Games. What caused
consequences. The team won not only the the goal? Was it Poulin’s determination? Was it her ability to get into
game but also the gold medal. Indirectly, scoring position? Was it Rebecca Johnston’s pass, which gave Poulin the
the goal made a lot of Canadian hockey fans puck at exactly the right time? Or was the goalie out of position?
happy and might have helped further Poulin’s
Underlying conditions also play a role in causing events. In Poulin’s
career, too.
case, these indirect causes might include her high fitness level, the
indirect consequences ia PD,
guidance of her coaches, or even the funding received from Sport
es,
a i ee SEY
me
Canada and other organizations. The goal could not have been scored if
ox Mi te rd refrigeration technology had not enabled icemakers to create the ice — or
y
fa Gass,
be
direct consequences ~~
Sey
es ‘N
X
if the game of hockey had never been invented.
\ This shows that even a minor event, like a single goal in a hockey
aSy) | game, can result from a complex web of causes. The consequences of a
iy i single event can be equally complex.
\
\
—
oaeee)
direct consequences #
7
One direct consequence of Poulin’s goal 55 seconds before the end
rr
i %
tt ee of regulation play was that she tied the game. It meant the game went
wer eae
a into overtime, and it meant that Poulin had the opportunity to score yet
indirect consequences \
another goal in a power play — which, of course, won the Canadian team
the game and the gold medal, too.
Poulin’s success might also have far-reaching or indirect consequences.
It might, for example, inspire more young women to sign up to play
hockey or encourage sports organizations to increase their funding to the
national team.

Things to Remember About Cause and Consequence

* Causes are often numerous and layered. They may involve long-term
We must not, in trying to think about conditions and short-term actions.
how we can make a big difference,
ignore the small daily difference we
¢ Some causes are more influential than others. Some consequences are
can make which, over time, add up to
more profound than others.
big differences that we often cannot ¢ Human beings are the agents of change. This means that they cause
foresee. change, but they often do so in contexts that limit the changes. These
— Marian Wright Edelman, limiting contexts can include the natural environment, geography, and
African American president and founder historical legacies, as well as other people with different goals.
of the Children’s Defense Fund. in
Families in Peril, 1987
° Asa result, the agents of change are constantly responding to
conditions and in turn shaping the conditions within which future
agents of change will operate. Many conditions, such as political and
economic circumstances, are legacies of earlier human actions.
* Actions may result in unintended consequences.

(2) Creating Canada * MHR

The Consequences Flowing from a Single Event
Figure P-14 Smoke billows from one of the
On September 11, 2001, at 8:46 a.m., al-Qaeda terrorists crashed 110-storey towers of the World Trade Center
an airliner into the first of two towers of the World Trade Center while flames explode from the second tower. This

resulting firestorms within the buildings destroyed the structures, attacked the United States on September 11, 2001.
and by 10:28, both towers had collapsed. It was an event that The shock ofthe blast wasn’t feltinCanada, but the
would change the world. consequences certainly were.

Analyzing Cause and Consequence

The 9/11 attack had both immediate and profound consequences, many
of them for Canada:
¢ The attack immediately killed all passengers on the planes and
thousands of people in the office towers, including 24 Canadians.
¢ In the short term, the city of New York was thrown into turmoil and
all commercial aircraft were diverted from American airspace, many of
them to Canadian airports. cir On
: ie eck Forwar
¢ In the medium term, 48 countries, including Canada, joined a
North Atlantic Treaty Organization (NATO)-led mission to invade You will read more about the
Afghanistan, where a Taliban government was protecting al-Qaeda a ee aan
forces. Canada would stay for 12 years.
¢ In the long term, U.S. and Canadian security and surveillance practices
were extended to levels unimaginable before the attacks.
You may know of other consequences for Canada. During the NATO
mission in Afghanistan, for example, 158 Canadian soldiers, a Canadian
diplomat, and a Canadian journalist lost their lives. How might their
sacrifice and Canada’s participation in the war in Afghanistan have
affected our country’s relationship with our southern neighbour?
MHR ® PROLOGUE (3)
 Historical Perspective
So much about the past is so unfamiliar to us today that we sometimes
conclude that those who lived in the past were ignorant, misguided,
or both. To understand the words and actions of people who lived in
circumstances that were so different from our own, we need to consider
everything that made their lives different from ours.
People in the past differed from people today in many ways.
Of course, they dressed differently and did not have access to the
conveniences that are available today. These are obvious differences. But
the way they thought and experienced the world, and perhaps even the
way they felt, were also different — sometimes so different that it may be
hard for us to imagine. This is what L.P. Hartley, who is quoted in Voices,
meant when he described the past as “a foreign country.”
Taking an historical perspective means putting yourself in the shoes
of someone in the past — but in a way that leaves behind, temporarily,
some of the values and beliefs that shape people’s thinking today. Doing
this helps us to understand the forces that shaped people’s thoughts and
actions at the time.
Taking an historical perspective does not mean that you must agree
with the actions people took or the attitudes they displayed. But it does
mean trying to understand them. Primary sources can be considered
“traces” of those past times, and serve as clues to understanding them.
When considering historical events, we should keep in mind that
people’s views on what was happening were probably as diverse then
as they would be today. So understanding the diversity of perspectives
among the people involved is key to understanding an event.
For example, we cannot truly understand the Winnipeg General
Check Forward ®
Strike (1919) until we explore more than one perspective on the event.
You will read more about the Government officials, for example, might have viewed the whole episode
Winnipig General Strike in as a brush with the scourge of communism, while a striking worker
Chapter 7.
would have viewed the uprising as a brave and noble attempt to improve
the working conditions of all Canadians. And then there are the Royal
Canadian Mounted Police (RCMP) officers who were ordered to break up
the protest. What mixed feelings might they have had?

Things to Remember When Taking an Historical

Perspective
The past is a foreign country: they do ¢ Seeking to understand the historical context of the time and society in
things differently there. which people lived can help you make well-founded inferences about
— LP. Hartley, British novelist, how they felt and thought at the time.
in The Go-Between, 1953
¢ The best inferences are based on historical evidence.
¢ Seeking out multiple perspectives at the time of an event will help us
understand it more fully.
¢ Taking the perspective of an historical figure does not mean that
you agree or identify with the person. But it may result in clearer
understanding of the person and his or her thoughts, feelings, beliefs,
and motivations.

Creating Canada * MHR

Seeking to Know What Elsie Thought
Sometimes the facts speak for themselves. We know that Elsie MacGill
was Canada’s first female aeronautical engineer and the first woman Check Forward 2
in the world to design aircraft. She did this at the Canadian Car and Pete ae ie
. ° . . anada $ contribution on the
Foundry Company in Thunder Bay, Ontario, which she transformed into hore front during Warld'Wartl
an aircraft plant during World War I. Here she built Hawker Hurricane in Chapter 11.
fighter planes. She designed the planes and the tools needed to make
them, and she trained hundreds of staff on how to make them. She flew
on every test flight. One in ten Hurricane fighters flown during World
War II was built under Elsie MacGill’s watch.
We can gather from these facts that Elsie MacGill was a formidable
woman. But do we know what she was thinking all those years ago? A
quotation can be an excellent piece of evidence, and here is Elsie speaking
about Canada’s war effort:

War effort is a man staying and working an extra hour, or two or five hours a
day. It is a woman cutting short her noon hour to get back to finish the job; it is
someone taking home his problems to solve them after dinner; it is someone Figure P-15 What does a leader look like?
coming back in the evening to finish an assignment. War effort is something Here you see Elsie MacGill looking up from
which is as microscopic in the unit as the individual, but as mighty in the sum her work. Does she look like a leader? Did
total as an army. she think like a leader? Was she a leader? To
find out, take her perspective — try to see
the world through her eyes.

Taking an Historical Perspective

Evidence is the foundation upon which we
can make valid inferences. MacGill does not
comment directly about the necessity of the
war effort, but you can infer that she believes
wholeheartedly in the justness of the cause. She
doesn’t state her feelings about her own role in
the war effort, but you can probably infer that
she believes she’s doing her part though she’s
only one individual. She doesn’t state what her
opinion would be if a worker suddenly started
working late every night, but you can safely infer
that she would be pleased. She doesn’t state that
she is an effective, perceptive leader, but this
quotation leaves no doubt that she must have
been inspiring.

WWohttz |

Mite * PROLOGUE (1s)

 Ethical Dimension
Why do we study history? It’s not just the great stories. Or knowing
where we come from. It’s also about learning how to live in the present.
Although all six historical thinking concepts work together, the ethical
dimension of history may do the most to teach us how to treat one
another, how to do the right thing, and how to shape our society.
And it can give us power. As historian Howard Zinn put it, “If you
don’t know history, it is as if you were born yesterday. And if you were
- Check Forward ®
born yesterday, anybody up there in a position of power can tell you
You will read more about the anything, and you have no way of checking up on it.”
internment of Japanese Studying past actions can help us recognize and respond to ethical
Canadians in Chapter 11.
dilemmas today. Sometimes, history helps us honour a debt of memory
— to ancestors, for example, who made sacrifices to ensure the well-
being of those who came after them. Studying history can encourage us
to recognize historical crimes and to figure out what to do about them.
It can help clarify whether an apology is due for past actions, such as the
internment of Japanese Canadians during World War II. It can help us
make amends to those who were wronged, such as Aboriginal children
abused in Canada’s residential school system.
Knowing our history offers us an opportunity to acknowledge the
injustices of the past, to own up to our responsibilities to respond, and
to come to terms with who we really are. James Baldwin, the African
American novelist said in his novel The Fire Next Time, “To accept one’s
past — one’s history — is not the same thing as drowning in it; it is
learning how to use it. An invented past can never be used; it cracks and
crumbles under the pressures of life like clay in a season of drought.”
Some events from the past, such as the residential school system,
we find reprehensible today. Nonetheless, most historians try not to
make ethical judgments about past actions as they create their historical
accounts. Historians understand that today’s ethical standards — the
- It happened at a meeting between code people use to judge whether actions are right or wrong — may be
an Indian community in northwest different from the standards people used in the period they are describing.
British Columbia and some At the same time, if a story is to be meaningful, an ethical judgment is
government officials. The officials usually involved. A history of the residential school system, for example,
claimed the land for the government. generally assumes a common, timeless ethical standard about the value of
The natives were astonished by the
human life and how to judge gross violations of that standard.
claim. They couldn't understand
How would an historian write an historical narrative about the abuses
what these relative newcomers were
talking about. Finally one of the
in the residential school system? Perhaps he or she would choose one
elders put what was bothering them school to research. He or she might collect relevant documents and record
in the form of a question. “If this is relevant testimonies. The historian would use that evidence to create an
your land,” he asked, “where are your historical narrative that tells what really happened at that school. He or
stories? she might include a general statement such as, “The treatment of these
— J. Edward Chamberlin, former senior
children was a gross violation of human decency.” Likely, though, the
research associate with the Royal historian would try to let the events of the history speak for themselves.
Commission on Aboriginal Peoples, 2003 Revealed truth often speaks louder than pronouncements of truth.

Creating Canada * MHR

_ Watching Ethical Standards Shift over Time Check Forward >
_ Think of acts that you and most other people in Canada would find just
plain wrong. Some acts, like murder and theft, fall unequivocally in the You will read more about child
“wrong” column. Child labour has so incensed Canadians that they work Glee UNS: cob ici |
to end child labour around the world. Yet not so long ago, child labour in
Canada was not unusual.

Figure P-16 This photograph, taken in

1905, shows “pit pony and boys” in an
underground mine in Glace Bay, Nova Scotia.

Understanding the Ethical Dimension in History

The photographs on this page illustrate a century of change in Canadians’
ethical standards. The first shows at least two boys working in an
underground mine. They do not appear to have safety equipment, the
supports for the ceiling look rickety at best, and the pony can barely raise
its head because the ceiling is so low. It appears that in 1905, when the
photograph was taken, at least some Canadians believed it was acceptable
for children to work in these conditions.
Now skip forward to today. Would any Canadian believe that a Figure P-17_ This photograph, taken in
mine was an acceptable place for a child to spend his or her days? The 2006, shows students from St.Joseph’s
photograph at right shows how virtually all Canadians expect children to MstuW Rani’ ation pecendaty S100)
spend their days today: in school, exercising their brains. aneStaats Catholic saloo! honing
How does an historian approach earlier ee
Canadians’ tolerance of what we would
now consider unethical? First, he or she
would likely note that not all parents had
their children working in 1905. Most sent
their children to school, at least part time.
Further, the historian would note that
in the early 20th century, many families
needed their children to help put food on
the table. So, when creating an historical
narrative about child labour in Canada,
an historian would likely exercise caution
before making an ethical judgment.

MHR ® PROLOGUE (7)

 v

Your Course
P
nae

r l al
a
f@

a) i! 2
nae se

Propose a response to an injustice or contribution from Canadian history.

This proposal will be your response to the overall course issue question:
| will alts: :
ina | 5 | ia Does our history make us who we are?

Why study history? Maybe you like to hear the great stories or read about
the larger-than-life historical characters. Learning how people lived can
be interesting too. There’s something else, though: our craving to know
where we come from and who we are. The world is not a perfect place,
and our past can help us figure out how to live together in the present.

Why We Should Remember and Respond

Only by studying history can we learn from both the grievous injustices
and the shining moments of our past. Remembering Canadians’
contributions to Canada may bring us a strong sense of national identity.
The Famous Five established that Canadian women are equal citizens.
Canadian soldiers fought and died on Vimy Ridge to uphold Canadian
values. These are examples of Canadians acting honourably. They
contributed to the great project called Canada. We can be a better society
if we follow their example.
Remembering the grievous injustices of our past may be even more
important in helping us see how to live together in the present. It’s a
matter of learning from our mistakes. Canadian laws denied the vote
to women, Aboriginal people, and visible minorities, taking away their
voices. Racist immigration policies meant that desperate refugees were
turned away, some to their deaths. By confronting our past mistakes with
bees Nes Te AEF open minds, we can face the future with open eyes.
shown here, said that Allied bombing
raids in World War Il “left 600 000
Germans dead, and more than Your Course Challenge
five million homeless.” A huge Your course challenge is to identify and study four injustices or
controversy erupted. Veterans wanted contributions in Canadian history. To complete your course, you will
acknowledgment that the raids helped
choose one of the four, and present it to your classmates to show what it
win the war, and that the Canadian
tells about who we are and how we can live together. You will recommend
aircrews were courageous. Why do we
have a responsibility to investigate all
a course of action your class could take in response to the event. Your
perspectives of an historical event?
chosen event should meet four criteria:
° It is of historical significance to Canada.
* It has an ethical dimension — it is either an injustice that we should
acknowledge or a contribution that we should celebrate.
° It throws light on the course issue question: Does our history make us
who we are?
You find it incredibly interesting.

© Creating Canada *. MHR

What to Do as You Work through the Units
~

Step 1 Take Notes on Possible Events

At the completion of each of the four units in Creating Canada, you will
Tip a

select one event that you believe may be an injustice or contribution in f Don't follow others 4
Canada’s history. So take notes on possibilities as you work through each ii — use the criteria oes
Vie

unit. Screen possibilities by asking four questions: to make your

¢ Is it historically significant to Canada? iyy

e Is it an injustice or contribution that deserves a response?

* Does it shed light on the course issue question?
¢ Does it interest me?

Step 2 Make Your Choice

When your'e finished each unit, choose one event that meets all four
criteria. Note the reasons for your choice. Before you decide, you may
wish to do a little extra reading about the event. Note the relevant pages
in Creating Canada and in any outside sources.

Step 3 Do Some Original Research

To support your argument that your chosen event deserves a response, you
will analyze a primary source. The type of source is different in each unit.

Unit 1(1982—Present) Interview a Witness to History Unit 2 (1914-1929) Analyze a Primary-Source Document
Issue Question: Why is i, coerraees ae Issue Question: Did World
Canada the nation it is War I transform Canada? ° |DAILY REPORTER |wera

today?
Your challenge is to analyze,
Your challenge is to conduct interpret, and evaluate a
and report on an interview primary-source document
with someone who witnessed related to an injustice or
an injustice or contribution in contribution in Canadian
Canadian history. history.

Unit 3 (1929-1945) Analyze a Set of Statistics Unit 4 (1945-1982) Analyze a Primary-Source Image
Issue Question: Did Issue Question: Did
Canada grow up during Canada find its own
World War Il? pathway by 1982?

Your challenge is to analyze, Your challenge is to analyze,

interpret, and evaluate data interpret, and evaluate a
related to an injustice or primary-source image related
contribution in Canadian to an injustice or contribution
history. in Canadian history.

MHR Your Course CHALLENGE ©

 What to Do after You've Finished Your Coursework
Think about what obligations society has to respond to the past.
¢ Ifan injustice has occurred, do we have a duty to acknowledge it
publicly, to apologize, or to make amends?
¢ Ifa contribution has made Canada a better society, do we have a duty
to remember and honour it?
To complete your coursework; you will choose one of your four events and
propose how your class could respond to it. Your submission will include
both a written proposal and a display for a classroom gallery of proposals.
After all students have reviewed the displays, the class will hold a vote to
decide which proposal wins.

Step 1 Choose One Event

Create a chart like the one below to. compare and contrast your four
selected events. Use it to help make your choice.
Comparing My Four Possibilities
Event What makes What makes it What light does it Why does What does my My
it historically an injustice or throw on the course it interest primary source tentative
significant? contribution? issue question? me? tell me? proposal

Patriation Canadians would + was a good It shows that a spirit of | I love all the —|My grandmother Make posters
of the be able to protect example of political | compromise can sometimes |drama. was 50 thanktul to highlight
Constitution | their values. compromise, break a deadlock. they protected our vightson =f
women’s rights. April 17

Step 2 Develop a Response Idea

Think of a way that your class could respond to the event that you have
chosen. Appropriate responses can range from making a one-minute
educational video to hosting an online poetry slam, or from building a two
metre tall memorial to staging a formal public ceremony. Generate a few
ideas and consult with a classmate or your teacher before deciding on one.
Responses can be
unconventional. Ifit | Step 3. Write Your Proposal
connects with people, | Plan, research, draft, and revise your proposal. Your proposal should
you're onthe right ¢ show that your chosen event meets all four criteria
track. i * propose a response that is appropriate and practical for a class of
ead aes students to accomplish together
* include a response to the course issue question
* include a list of research sources in the correct format
Think about the structure, layout, and visuals you might use.
Prepare a first draft of your proposal. Share this with a partner or
your teacher and use this feedback to edit your proposal. Then read your
proposal several times. Focus on a specific editing aspect each time and
revise as needed.

20 ) Creating Canada *-MHR

 Editing Your Proposal
First Reading — Focus on the big picture. Ask yourself whether or not you have
@ shown that your chosen event has met all four criteria
© proposed a response that is appropriate and practical for a class of students to accomplish together

Second Reading — Focus on language. Ask yourself whether or not you have
© included logical connections between the parts of the proposal
© communicated exactly what you want your audience to know
© used language that is appropriate for your audience

Third Reading — Focus on grammar, spelling, usage, and other fine points. Ask yourself whether or not you have
® checked the spelling of words you are not sure about
© constructed sentences that are grammatically correct
© included an accurate and complete list of sources

Step 4 Create a Proposal Display

Your display will have two purposes. It will show why your chosen event should
be remembered or celebrated. It will also show how your class can respond.
Prepare the display knowing that you will be presenting it to your classmates.
Think about what components to include and how you will display them. Think
about what equipment you will need. For example, you may need a table, a large
piece of cardboard, markers, tacks, and tape. You may also need access to a tablet
or laptop for showing a digital component of your display.
Consider what techniques you could use to get your point across to your
audience. Colourful, attention-grabbing headings, for example, can enhance
your display. Share your ideas with a partner or your teacher. On the basis of the
feedback you receive, revise or add to your ideas.

Step 5 Take Part ina Gallery of Proposals

Set up your display in the designated area for a gallery of proposals. Present
your proposal to classmates as they browse the displays. Explain your proposal
to interested students and answer their questions. Take time to review all the
proposals yourself. Assess two aspects of every display. First, how well does the
chosen event meet all four criteria? Second, what is the quality of the proposed
response? You can vote for only one proposal, so get curious and ask questions!

Step 6 Choose the Best Proposal

After the gallery is finished, your class will decide which proposal should get the
green light. Rank your top three choices, providing justification for each choice.
Your teacher will compile the results. Then, if time allows, your class can put the
winning proposal into action.

MHR ® YOUR COURSE CHALLENGE a)

 This chart shows how the course, unit, and chapter issue questions,
as well as the chapter inquiry questions, are organized.

Overall Course Issue Question

Does our history make us who we are?

UNIT ONE UNIT TWO UNIT THREE UNIT FOUR

1982-PRESENT 1914-1929 1929-1945 1945-1982
Unit Issue Question Unit Issue Question _ ___UnitIssue Question Unit Issue Question

Why is Canada the Did World War | Did Canada grow Did Canada find
nation it is today? transform Canada? up during World its own pathway
War Il? by 1982?

CHAPTER ONE CHAPTER TWO CHAPTER THREE CHAPTER FOUR CHAPTER FIVE
Canadian Identity | Diversity in Canada Canada's Globalization Canada in the
Constitution World
Chapter Issue Question Chapter Issue Question Chapter Issue Question Chapter Issue Question Chapter Issue Question

What trends are How does diversity How is the 1982 How is globalization | Howis international
shaping Canadian shape Canada? Constitution shaping shaping Canada? involvement shaping
identity? Canada? Canada?
Inquiry Questions Inquiry Questions Inquiry Questions Inquiry Questions Inquiry Questions
» Is there a Canadian > In what ways are we + Why bring home the + Whatis globalization? + How does Canada work
identity? ee diverse? Constitution? © Hows economic toward peace?
> How do social and + Whatissues result from | + Will Québec ever sign globalization shaping | - Why does Canada
iit ie sles regionalism? the Constitution? Canada? respond to major
anadi tity? :
: os: i : : - Will our differences - How does the - How does globalization international conflicts?
" ide ee break up Canada? Constitution protect stress the environment? | » Was 9/11 a turning point
Canadian identity? right]? ' ie for Canada?
SD Whareleafiects i + Howis the globalization ;
Canadian identity? > How does the of culture shaping
Constitution affect Canada?
Aboriginal peoples? « Howis globalization
« How does the affecting your privacy?
Constitution affect
individual Canadians?
 Unit One Issue Question

Why is Canada the nation it is today?

We are all links in a greater human chain. And together,
we are writing the story that is Canada.
— Michaélle Jean, Governor General of Canaaa, July 1,2008

On Canada Day in 2014, Pauline Girard flew her Canadian flag. It wasn’t
just any Canadian flag. This majestic beauty had graced the Peace Tower in
Ottawa. It measures 2.3 metres high and 4.6 metres wide. And Girard loves it.
She says that “It feels important; it’s almost like you want to wrap yourself in
it. It’s not like another flag.”
As of July 1, 2014, 8363 Canadian citizens were on a waiting list for a flag
just like Girard’s. Some of them won’ get their flag until 2056. But if Girard is
any indication, they don’t mind.
It’s impressive that so many people love this country so much that they
want a flag as big as a billboard and they’llwait 42 years to get it.
Where did this country come from that inspires such devotion? It didn’t
drop out of the sky fully formed. Canada is
something that Canadians started putting together
long, long ago and that we're continuing to build
today. In one sense, Canada is simply a political
entity with provinces and territories and a capital
city. In another sense, our country is a shared
vision of how people should live together.
Canada is not fixed in time. Forces are
changing it. Populations grow or become more
diverse. Governments change. Public awareness
ebbs and flows. Our economy has its ups and
downs, and technological change is unstoppable.
We march off to foreign wars, and then they end.
As the country changes, so do our ideas of the
country.
Canada's flag bearer at the 2014 Commonwealth Games
Why is Canada the nation it is today?
in Glasgow, Scotland, was trap shooter Susan Nattrass.
Canadians will tell you. They made it.
What emotions is she showing? What other emotions
might a Canadian feel when seeing or holding our flag?
Why does a piece of cloth generate so much emotion?
 THAT'S JUST
WRONG. NO ONE
SHOULD HAVE TO BE
IN A RICH COUNTRY
LIKE CANADA.

. S =
§~=—«dHEY,, | AGREE
Maye
Y THAT IT'S WRONG. THAT'S
WHY | NEVER GIVE MONEY
~ TO STREET PEOPLE.
NEVER? BUT WHO
KNOWS WHY HE'S BEGGING? ihe
PEOPLE DON'T CHOOSE TO
br ji” AND WHY ARE YOU
mies mt Belisoanie pe 7 SO GULLIBLE? THE GUY
:
oe q|_= PROBABLY JUST LOVES
HIS FREEDOM. ISN'T
CANADA ALL ABOUT
FREEDOM?

WELL, MAYBE. BUT

" WE ALSO LOOK AFTER THE
WEAKEST AMONG US. ITS
NO THANKS. BUT BE
JUST WHO WE ARE. LISTEN,
I'M GOING TO BUY THE WARNED, CAPTAIN CANADA:
GUY A SANDWICH. YOU CAN'T SAVE THEM ALL!
ANYWAY, I'M OFF—! WANT
TO HIT THE MALL BEFORE
THE STORES CLOSE.

Your Turn
These two teens see Canada differently.
How can one country seem like two?
Are both perspectives valid? What kind
of Canada are you familiar with?
 Unit 1Timeline 1982-Present
This timeline highlights some key dates and events
in Canadian history between 1982 and the present.

1982 Canada patriates its Constitution -+++++s+serse

rere eee seeees
Dominion Day officially becomes Canada Day

1987 Canada gets its first dollar coin, the “Loonie”

1989 Canada—United States Free Trade Agreement comes into force

1990 Canadian Forces join UN coalition in Persian Gulf War

Meech Lake Accord fails

1991 WorldWide Web first used by public

Soviet Union dissolves and Cold War ends

1992 Canadian peacekeepers arrive in former Yugoslavia ----+-++++eeeeeeee

eens ———
Canadian voters reject Charlottetown Accord

1994 North American Free Trade Agreement comes into force

1995 Québec voters narrowly reject separation -+--2+errseeeeeeeeers 1 Sof Pe)

1999 New territory of Nunavut created

> 2001 Terrorists use four airliners to attack U.S. sites

2002 Canadian forces join UN-approved, NATO-led coalition in Afghanistan

2008 Prime minister apologizes for Aboriginal residential school policy ---- +++

2010 Winter Olympic Games are held inVancouver

2014 Canada ends its mission to Afghanistan

 YOUR
LLENGE Conduct and analyze an interview related to an injustice or contribution in
| A Canadian history. Keep in mind the Unit 1 issue question:

Why is Canada the nation it istoday?

Interviews What You Will Hand In
When you conduct historical research, people On completion of your interview, you will hand in
with firsthand experience of significant BoE ¢ a brief description of the historical event you
can be important resources. Interviewing these chose omic une
people can help you understand how historic ¢ an explanation of why it meets the four criteria
events affected those who lived through them. for choosing an event (see Step 1)
You can also gain insights into how individual
perspectives can influence the way history is told ¢ a brief profile of the person you interviewed
and understood. * your interview questions (see Step 2)
As you progress through the five chapters * a recording or transcript of the interview
in this unit, watch for significant injustices and © a summary of the interview and what you learned
contributions to Canada. from it in relation to the unit issue question: Why
is Canada the nation it is today? (see Step 3)
* a one-paragraph response proposal (see Step 4)

Tips for Conducting a Successful Interview

® Explain the purpose of your interview and how long you expect it to take.
@ Ask interviewees to bring photographs and other items that will help them tell you about the event and what it meant to them.
@® Make copies of the questions for yourself and each interviewee,
® Decide how you will take notes during the interview. If you plan to tape the interview, ask the interviewee's permission.
® Be prepared to ask follow-up questions when you want more detail. Questions that ask “Why?” can be effective.
® Do noi rush. Give the interviewee enough time to answer each question in his or her own way.
@® When you finish asking the questions, ask whether the interviewee would like to add anything else.
\
Using an Interview as Evidence
AG

Qrep |CHoose AN [NaUgTICE OR CONTRIBUTION

ioe 7

ee ©
fer
=. Thank the
Ag you progress through thig unit, watch for historical events that meet
the four criteria:
- The event ig of higtorical significance to Canada.
- {thag an ethical dimengion — it ig either an injustice that we should
acknowledge or a contribution that we should celebrate.
- {t throws light on the course igsue question: Doee our history make us
who we are?
- You find it incredibly interesting.
Vour choice will affect who you interview, ag well ag the interview
questiong you develop. Conduct research to explore how your chosen
event affected Canadian society.
Step 2 Drart ano Devetop Tue QuesTiong
ot with clagemates todecide what makes an effective interview question.
0 elpplan your questions, refer to “Oowerful Questiong” and “Tips for
Creating Powerful Quegtiong” in the prologue (p.3)
Draft 4list of possible interview questions. Keep the focus of your
ee Ha nature of the injustice or contribution. Make gure your
questions will help you see how thig piece of higtory hel ed gh j
the nation that it ig. yom
Ask a partner or your teacher for feedback on your interview questi
and your reagone for asking them. ; _

Qrep 3 Comotete ANO ANALYZE THE INTERVIEW

When the unit concludes, finalize the interview questions and conduct
your interview.
Once the interview ig complete, analyze and interpret the responses
and summarize your findings. In your summary, you might quote
gtatements or stories that helped you understand the past or see your
chosen injustice or contribution in a new light. What light did it shed on the
unit question: Why is Canada
the nation it ig today? Sten 4 Warten Tewinrne baie
 NT
CANADIAN
a E s e

IT
Y

Figure 1-1 Animal rights activists (left)

gather near the Canadian embassy in Paris,
France, to protest the annual seal hunt in
Canada. The word “honte” on the Canadian
flag means “shame.” Below, members of
Princess Patricia’s Canadian Light Infantry
carry the flag-draped coffin of 21-year-old
Private Chadwick Horn, who was Killed in
Afghanistan in 2008.
What trends are shaping Canadian identity?

A national flag is a powerful symbol of identity — it represents “us.”

Our national flag flutters at the top of the Peace Tower and probably Key Terms
in front of your school. People wave flags at events such as Canada national identity

Day celebrations or international hockey games. We also display the country

flag on solemn occasions, such as Remembrance Day, to honour nation-state
those who gave everything for our country. nation
Because flags are powerful symbols, they can also be the focus ethnic nation
of protests. People may deface or destroy a country’s national flag to civic nation
show their displeasure with that country. social justice
The photographs on the previous page show the Canadian flag demography
being used for two different purposes. Examine each photograph, social change
and then respond to the following questions: refugees
¢ Why are national flags such powerful symbols of identity? Is the multicultural society
Canadian flag a powerful symbol of identity for you? pay equity
¢ What word or phrase sums up your immediate response to each gender wage gap
photograph? culture
¢ What goals might the animal rights activists in the photograph politics
on the previous page have been trying to achieve? Is defacing the government
Canadian flag an effective tactic? Why or why not? self-determination
¢ Why might draping a flag on a fallen soldier’s coffin have become sovereignty
a tradition? What might this practice symbolize? referendum
¢ What other images symbolize Canadian identity for you?

LEARNING GOALS
Looking Ahead
In this chapter you will
The following inquiry questions will help you Canadian identity
e explore ideas abo ut
explore what trends are most affecting Canadian changing
° des cribe how Canada has been
identity: since 1982
e |s there a Canadian identity? trends, and
« identify key events,
¢ How do social and cultural trends affect Canadian elo pme nts tha t are shaping Canadian
dev
identity? identity
conflict and cooperation
¢ How does politics shape Canadian identity? ¢ Jook at examples of
perspectives
¢ What else affects Canadian identity? in Canada from multiple
ML POT ELT ETE TERE Pa ITE SRD OR erro ts en
 Is there a Canadian identity?
The debate over what is the Canadian national identity is older than
‘CONNECTIONS: Canada itself. It began when people were trying to figure out if it made
sense to join together as a country, and what form that country should
Canada by the Numbers
take. The debate persists today. It has gone on for so long that some
Total area — 9 984 670 sq km people have joked that arguing about national identity is a Canadian
Land boundaries — 8893 km national pastime.
Coastline — 202 080 km National identity is the sense of a country or nation as a whole.
Population — 35 158 300 (2013)
But is there really a single Canadian national identity? There may be
Population density — 3.7 people
certain words that most people might use to describe the country, such as
per sq km (2011)
“diverse,” “bilingual,” and “polite.” But some Canadians would disagree
even about those.

Canada as a Country
Canada is a country, which is a synonym for nation-state — a political
division with physical borders and a single national government. When
viewed as a country, Canada is huge — the second largest in the world.
Only Russia has more territory.
Canada may be geographically huge, but its population is relatively
small. Canada’s average of 3.7 people per square kilometre gives it an
extremely low population density. In contrast, the Chinese territory of
Macau is the most densely populated area of the world. On average, more
than 19 000 people live in every square kilometre of Macau.
Canada’s large size means that the country includes a variety of
geographic regions that have diverse physical features and climates.
People who live in the various regions may have different interests and
lifestyles. Perhaps they have different accents, go ice fishing instead of
snowboarding on winter weekends, work in manufacturing instead of
Figure 1-2 In Nova Scotia (left), ocean
industries, including lobster fishing,
the oil industry, or favour poutine over smoked salmon. These regional
account for more than 15 per cent of the
differences can affect the way people view the country as a whole.
province's economic activity. In Ontario Canadians in one part of the country usually have a different perspective
(right), the auto industry accounts for about than do people in another part of the country. The result is a lot of
20 per cent of manufacturing and 5 per cent different ideas about Canadian identity.
of the province's overall economic activity.
Historical Perspective: People’s ideas of their country change over time
How might these statistics affect the way
Ontarians and Nova Scotians view Canada?
even if they live in the same place. Why might a person living in your
community in 1982 have had a different view of Canada than you do?

Pie

Yo

© ust Upertemmrinde om
vA
Canada as a Nation Figure 1-3 Tibetans play long horns,
traditional musical instruments, at a
Many people use the words “country” and “nation” interchangeably. But Buddhist monastery. Tibet's isolated
they don’t mean the same thing. A country is a physical entity with legal location in the Himalaya Mountains
borders, while a nation has nothing to do with legal borders. Rather, a meant that the region's people
nation is made up of people who'share bonds based on language, ethnic developed a distinct language, religion,
background, religious or spiritual practices, cultural heritage, geography, and culture, which they all share. Tibet
or political beliefs — or a combination of these. These bonds help people isnot a country, but is it a nation?
feel a sense of belonging.
When all citizens of this nation share an ethnic heritage, it is called
an ethnic nation. In Canada’s North, for example, people migrated to
the Arctic thousands of years ago. They lived in a harsh environment
where others could not survive. Over time, Inuit established a way of life, In the psychological sense, there is
developing a distinct language, religion, and culture. Nunavut is not a no Canadian nation as there is an
country, but Inuit are a nation. American or French nation. There is a
Canada includes nations within its borders: the Québécois nation, the legal and geographical entity, but the
First Nations, and the Métis nation. Is Canada a nation according to the nation does not exist. For there are
definition given above? If Canada includes multiple nations, could it ever no objects that all Canadians share as
be united? objects of national feeling.
— Charles Hanley in
The Nation of Shared Experience Nationalism in Canada, 1966
Although the geography of various parts of Canada is different, perhaps
the country’s rugged landscape and variable climate have helped define
Canadian identity. Our history is rich in stories of people’s struggles Up for Discussion
to either tame or adapt to nature. Canadian author Margaret Atwood Rather than worry about Canadian identity,
spotted this shared experience with nature. She noted that many wouldn't Canadians be better off if they just
Canadians share the experience of confronting and surviving nature. In got on with their lives?
her view, survival is the essence of Canada.
Canadian artist and writer Emily Carr had similar ideas: “Tt is
wonderful to feel the grandness of Canada in the raw, not because she
is Canada but because she’s something sublime that you were born into,
some great rugged power that you are a part of.” Canadians are an ambivalent lot: One
Is the Canadian environment a big factor in your idea of Canada? minute they're peacekeepers, next
What other experiences do you share with your fellow Canadians that are minute they punch the hell out of
not shared by non-Canadians? ; each other on the ice rink.
— Ken Wiwa, Nigerian journalist and
author who has lived and worked in Canada

MHR ® What trends are shaping Canadian identity? * CHAPTER 1 o)

 The Civic Nation
Voices Perhaps Canada is a different kind of nation — a civic nation. In this
For much of the 140 years since nation, citizens come from a wide variety of backgrounds and choose
Confederation, the question has been: to live together according to shared political values and beliefs. Their
“Who are we, what does it mean to agreement makes them a nation.
be Canadian?” That's probably not Canadian historian and politician Michael Ignatieff explained this
what we should be asking, especially idea in his book Blood and Belonging: Journeys into the New Nationalism:
in such a vast land embracing “{Civic nationalism] maintains that the nation should be composed of
every national culture on Earth... all those — regardless of race, colour, creed [beliefs], gender, language,
Successful nations are defined by a
or ethnicity — who subscribe to the nation’s political creed. This
shared idea of what their country is or
nationalism is called civic because it envisages the nation as a community
can be as that idea is more resolutely
of equal, rights-bearing citizens, united in patriotic attachment to a shared
pursued.
set of political practices and values.”
— David Olive, journalist,
In the civic nation, national identity is rooted in the nation’s laws,
in the Toronto Star, July 1,2007
because those laws help put into practice the commonly held political
beliefs of the people. In Canada, these laws are set out in the Charter of
Rights and Freedoms, which is part of the Constitution. The Charter
protects Canadians’ fundamental rights and freedoms. This suggests
that Canadian identity may be related to social justice — the process
of building a better community and a better world where all people are
equally valued and enjoy equal opportunity.

nea
nn SESE EEE
Figure 1-4 Whatever form of nation
you believe Canada to be, it will always be
international
changeable. This graphic shows trends, social change
involvement 4
developments, policies, and programs that
are changing Canada as well as Canadians’
ideas about Canadian identity. As you come
across them in this chapter, ask yourself
social media | ) culture
how each of them might affect Canadian
identity.

science and liti

technology eee
economics

Recall... Reflect... Respond

1. With a partner, read Charles Hanley’s words in 2. In your opinion, can a country have an identity only
Voices (p. 31). Discuss how Hanley might define if itis a nation? If so, what kind of nation? Support
“nation.” Compare this definition with David Olive’s. your conclusions.
Would Hanley describe Canada as a country ora
nation? What about Olive? Do you agree with either
— or both? Explain your judgment.

Univ 1 * Why is Canada the nation it is today? * MHR

Being “Not American=
Canada’s geographic location next to the United States means that Canadians are often heavily
influenced by American culture. As a result, Canadians sometimes try to express their identity
by highlighting ways psa are “not American.” For these Canadians, saying “| am not...” may be
another way of saying “la

WIL Fercuson has written In 2000, a company launched an advertising campaign

extensively — and often that poked fun at the “not-American” sense of
humorously — about being Canadian. Canadian identity while, at the same time, tugging at
This excerpt is from an essay titled Canadians’ patriotic heartstrings. The advertisement
“The National Psyche.” was hugely popular with Canadians. Here is the text of
that campaign.

You cannot discuss Canada without discussing the USA Hey, I'm not a lumberjack or a fur trader.
because the most overwhelming fact about Canada is not — |don't live in an igloo, or eat blubber, or own a dogsled.
as many believe — the weather. No. It isn’t the bone-chill of And |don’t know Jimmy, Sally, or Suzy from Canada, although
winter that defines Canada; it is instead the looming almighty I'm certain they're really, really nice.
presence of the United States.
|have a prime minister, not a president.
In Canada, we live in the shadow of the USA, and like anything |speak English and French, not American.
attempting to grow in the shade, it can be a struggle. In the
And |pronounce it “about,” not “a boot.”
purest sense, the very definition of Canadian is “not American.”
Canadians rejected the American Revolution and turned back |can proudly sew my country’s flag on my backpack.
armed invasions from the south at several crucial moments. |believe in peacekeeping, not policing,
As a country, we have fought long and hard for the right to be diversity, not assimilation,
not American. Nonetheless, America is ever-present. Canada
and that the beaver is a truly proud and noble animal.
is swamped by U.S. pop culture to a degree that Europeans
A toque is a hat, a chesterfield is a couch,
cannot even begin to fathom: it spills over our borders, it fills
our airwaves and magazine stands. It is everywhere, but it is and it is pronounced “zed” not “zee” — “zed!!!
not ours. Canada is the second largest landmass,
In this role of “overwhelmed observers,” Canadians have the first nation of hockey,
become attuned to subtle nuances and small differences (a and the best part of North America!
great deal of Canadian nationalism seems to spring from the My name is Joe!!
fact that we say “zed” while Americans say “zee”).
And |am Canadian!!!

Explorations
1. Do you agree with Will Ferguson’s statement that ls being “not American” a good foundation for a
“the looming almighty presence of the United States” national identity? Why or why not?
defines Canada? How does he explain the development
How might the “not-American” Canadian identity affect
of the “not American” form of identity?
Canada’s relationship with the United States?
2. Does the “| am Canadian” anthem make you feel proud
to be Canadian? What makes it work or not work?
 How do social and cultural trends affect
Canadian identity?
Canadian identity has never been static, or fixed. Instead,
Figure 1-5 Projected Change in Canadian Demographics,
2000-2051 Canadians’ ideas about themselves have evolved continually
ever since Canada was founded. At the beginning of
What trends do you see in this graph? How might the “age” the 20th century, for example, more than 55 per cent of
ofapopulation affect ideas about Canadian identity? How
Canadians were of British heritage. And there was no such
might it eventually affect you and your sense of identity?
thing as Canadian citizenship — Canadians were British
Age [il0-17 Years [118-64 Years [il65+ Years citizens. Most Canadians thought of Canada as an extension
100
of Britain.
te A lot has changed over the past hundred years or so.
80
And as Canadian society and culture changes, Canadians’
Gj
%
vs

[o>)So
ies
je ideas about who they are have changed too.
ie
br
Ve

Percentage
> oO
jae
1
NE
Demographic Trends and Identity
iS
&
EE
BCS
eae
cag Studying a country involves grouping citizens according
20
to specific characteristics. This kind of study is called
demography or demographics.
Demographers — people who study population statistics
Source: Statistics Canada — Population Projections for Canada,
Provinces and Territories, 2000-2051 — gather, analyze, and interpret statistics related to age,
income, and other characteristics. This study enables
demographers to identify and predict trends.

Figure 1-6 Top 10 Countries of Birth of Recent Immigrants,*

An Aging Population
1991-2011 Statistics have shown demographers that the population of
Canada is aging. According to Statistics Canada, in 1991,
Identify demographic trends in this table. How might these
trends affect Canadian identity today? In 10 years?
11.5 per cent of people were 65 years of age or older. By
2011, this figure had risen to 14.8 per cent.
‘Rank |1991 Census 2001 Census 2011 Census At the same time, fewer babies are being born.
Hong Kong Philippines Demographers suggest that this trend will continue. They
Poland China predict that by 2056, up to 30 per cent of Canadian

; United States
residents will be senior citizens, which will place a strain
on social services. This imbalance will mean that fewer
taxpayers will carry a heavier tax burden.
Philippines Pakistan
United Kingdom United Kingdom Changing Immigration Patterns
Vietnam |Taiwan Iran Immigration has always been a significant demographic
force in Canada. Immigrants are people who move to
United States United States South Korea
a new country to start a new life. In the decades after
Lebanon South Korea Colombia
Confederation in 1867, most immigrants to Canada came
| 10 Portugal Sri Lanka Mexico from Britain and Western Europe, and, later, Eastern Europe.
* "Recent immigrants” are those who arrived in Canada As the 20th century progressed and Canada’s
no more than five years before a given census. immigration policies became less discriminatory, this began
Source: Statistics Canada, Censuses of Population, 1991-2011 to change. A growing percentage of immigrants arrived
from non-European countries. As a result, Canadian society
became more diverse. This trend has intensified over time.

Unit 1 * Why is Canada the nation it is today? * MHR

Increased Urbanization
At the beginning of the 20th century, only about 37 per cent of
Canadians lived in cities and towns. But as time went on, the percentage
of people living in population centres grew steadily. According to
Statistics Canada, by 2011 more than 81 per cent of Canadians did so.
This change was especially dramatic between 1971 and 2001, when
the number of people living in population centres jumped by 45 per cent
— more than three times the growth rate in rural areas.
The change was fuelled, in part, by rural Canadians moving to
population centres to get jobs. Another factor was immigration. About
63 per cent of immigrants settle in one of Canada’s three largest cities:
Toronto, Montréal, and Vancouver. As a result, these cities are much more
culturally diverse than other parts of the country.

Aboriginal Population Growth ETS

CO LIE
In 2006, the number of Aboriginal people — First Nations, Inuit, and ‘CONNECTIONS:
Métis — in Canada topped one million forthe first time since the federal ech acil of era of eat
government started keeping records. Statistics Canada tells us that over Senators Charlie Watt and Willie
the next five years that growth trend continued, with the Aboriginal Adams, the Canadian Senate now uses
Inuktitut, the language of the Inuit,
population increasing by 20.1 per cent. By comparison, the non-
when debates and committee meetings
Aboriginal population increased by only 5.2 per cent. focus on issues that affect Nunavut.
So by 2011, 1 400 685 Canadians had an Aboriginal identity, which Interpreters translate the proceedings
is about 4.3 per cent of the population. In 1996, that figure stood at oe shia anid French"Canada Stw6
only 2.8 per cent. Why the growth? Demographers point to the high Sage
birth rate among all Aboriginal peoples. They also point to a big jump in RE
the number of people who have decided to self-identify as Métis. In the
decade leading up to 2006, the number of Métis nearly doubled.
More Aboriginal people live in Ontario than in any other province. In pare eo ate
2011, 301 425 Aboriginal people lived in Ontario, representing 21.5 per oe ee eae
cent of the entire Aboriginal population in Canada. Bsr Dougan nieun Toronto,
If you were using this photograph to
Continuity and Change: Choose one demographic trend and explain how illustrate trends in Canadian identity to
it might affect ideas about Canadian identity. anon-Canadian, what would you say?
What trend is not represented?

r me
MER Memehatirendsyare shaping Canadian identity axe Giana 1 35 ]
 Social Change and Identity
Social change is fundamental change in how society works. It involves
big shifts in behaviour and values. The feminist movement was social
change. The abolition of slavery was social change. How we behave
toward one another is fundamental to our idea of who
we are as a society, so social change affects Canadian
identity.
At the beginning of the 20th century, Canadian
laws discriminated against specific groups. Laws
discouraged people of Asian heritage, for example,
from immigrating to Canada. Laws prevented women,
Aboriginal people, and certain ethnic groups from
voting.
But as the country’s demographics changed, ideas
about whose rights should be protected — and how
— began to change. By the beginning of the 21st
century, Canada had become a society that emphasized
respecting the rights of all people.
Figure 1-8 These Bhutanese refugees, Becoming a Nation That Welcomes Refugees and
who were once part of a religious minority
immigrants
in Bhutan, wait to apply to resettle in
Canada and other Western countries. Every year, Canada welcomes about 240 000 to 265 000 immigrants and
Canada stepped up to the plate and refugees. At one time, Canada did not accept refugees — people fleeing
eventually promised to accept 6500. What persecution in their homelands. The country accepted only immigrants.
does this say about the character of Canada? Canada’s behaviour has changed. For example, in late 2008,
24 Bhutanese refugees were welcomed to Saint-Jér6me, Québec. By
June 30, 2013, the Canadian government said it had resettled nearly 5500
more Bhutanese refugees across Canada. These refugees were among
100 000 people — mostly Hindus of Nepalese heritage — who had been
forced out of Bhutan in the early 1990s. They had been living in refugee
camps in Nepal. Canada decided to help because helping refugees is a
cornerstone of Canadian policy.
Immigration policies have shifted over the years, too. At one time,
Voices immigration law automatically rejected people of certain ethnicities
or from certain countries. Canada has since changed its approach to
After all, everybody wants to become accept immigrants from any country in the world as long as they meet
full citizens. But they are making certain unbiased criteria. We measure potential immigrants using a point
this a really long path.... We have
system to ensure fairness. Higher points are awarded for qualities such
formed ties, socialized, worked, and
as advanced education, fluency in either English or French, solid work
paid taxes in Canada. At workplaces,
hiring priorities are given to citizens.
experience, or a job offer. Age is also a factor. Applicants between 21 and
Without voting rights, you can’t 49 years old score highest. Ethnicity is not a criterion.
change things in your community, In the spring of 2014, the federal government proposed further
and you become an underclass. changes to the Immigration Act that made it more difficult for
—Alex Linkov, a design engineer from
immigrants to become citizens. Potential citizens would have to wait
Israel who waited four years to become a } longer.
permanent resident
Cause and Consequence: In your opinion, do Canada’s changes in refugee
and immigration policy reflect Canadian identity, affect Canadian
identity, or both? Supply the evidence that helped you form your opinion.

Unit 1 * Why is Canada the nation it is today? * MHR

 Becoming a Nation of Difference
_ Immigration has changed the face of Canada. Statistics Canada tells us
that in 2011, the country’s people had more than 200 ethnic origins, and Multiculturalism ensures thatall
that 19.1 per cent of Canadians belonged to a visible minority. Today, citizens can keep their identities,
ethnic diversity is a significant feature of Canadian society. can take pride in their ancestry and
Canada dealt with this diversity by passing the 1985 Canadian have a sense of belonging. ... The
Canadian experience has shown
Multiculturalism Act, which acknowledges “the freedom of all members
that multiculturalism encourages
of Canadian society to preserve, enhance, and share their cultural
racial and ethnic harmony and cross-
heritage.” Canada has become a multicultural society — one in which cultural understanding.
multiple ethnic and cultural groups coexist peacefully, without anyone
— Citizenship and Immigration Canada
feeling pressure to blend in. The idea is to promote mutual respect by
leaving behind “us and them” for a new diverse “us.”
Has it worked? Some people, such as writer Neil Bissoondath, argue
that multiculturalism has not worked well. He writes that Canada’s
: cee Check Forward
multiculturalism policy was based on two false ideas. “First, it assumed
that ‘culture’ in the larger sense could be transplanted. Second, that You will read more about
those who voluntarily sought a new life in a new country would wish to immigration, multiculturalism,
transport their cultures of origin.” oti CSV EATEN
Yet, according to some markers, multiculturalism has succeeded. A
2008 Léger Marketing poll of immigrants living in Toronto, Montréal,
and Vancouver found that 87 per cent of respondents felt a strong sense of
belonging to Canada. People from many different ethnicities and cultures
live side by side without major instances of conflict.
Evidence: Consider the evidence in your life. Do you see examples of
conflict or acceptance of cultural diversity in your community?

Figure 1-9 Shoppers check out the

wares at Pacific Mall. This mall in
Markham, Ontario, is the largest indoor
Asian mall in North America. More than
65 per cent of Markham residents belong
to visible minority groups — and people
of Chinese origin make up more than
half of the town’s visible minorities.
English signs can be hard to find. What
do malls like this say about Canada?

MHR * What trends are shaping Canadian identity? * CHAPTER 1 (@)

 Becoming a Nation That Supports People with Disabilities
Figure 1-10 Break dancer Luca “Lazylegz”
Patuelli performed in the 2010 Winter Canada’s Charter of Rights and Freedoms bans discrimination on the
Paralympics opening ceremony in basis of mental or physical disability. In 2010, Canada ratified the United
Vancouver. Here, in Laval, Québec, on April Nations Convention on the Rights of Persons with Disabilities. So Canada
6, 2014, he gives a dance demonstration is making efforts to become a society that promotes and protects the rights
after giving a talk about overcoming of people with disabilities and that enables them to reach their full potential.
physical disabilities and realizing your However, a 2014 government report shows that poverty remains a
dreams. What might you gain by hearing major problem among Canadians with disabilities. A majority are either
his story? underemployed or unemployed. Provincial and federal governments
do run many programs aimed at improving the lives of people with
disabilities. For example, in 2008, the federal government created a
Registered Disability Savings Plan to help people with disabilities and
their families save for the future. But are we doing enough?
Cause and Consequence: How does Canada benefit by improving the
lives of people with disabilities?

Becoming a Nation Where Women Have Equality

In the early 20th century, discrimination against women was the norm.
A business that had women and men doing the very same job — such
as teacher — could legally pay women a fraction of what men received.
Today, the Charter makes this practice illegal because it is discrimination
based on gender.
Manitoba and Ontario have gone further by passing specific laws
requiring pay equity — equal pay for work of equal value. Imagine a
company that employs men as parking lot attendants and women as
receptionists. Without pay equity, the men could still be paid more than
the women. The pay equity laws say that if the work of a parking lot
attendant is deemed to be of equal value as the work of a receptionist,
then the company must give the two groups the same pay.
The difference between men’s and women’s average incomes is called
the gender wage gap. In 1987,
Figure 1-11 Gender Wage Gap in Selected Countries, 2012 for every dollar earned by men
The wage gap is expressed as a percentage of men’s median earnings. How is Canada doing in in Canada, women earned just
comparison to similar countries? Is that enough? Should Canada put more effort into ensuring fair 64 cents. By 2011, the gap had
wages for women? shrunk, with women earning
74 cents for every dollar earned
by men. Eliminating the
w Oo
remaining gap may be difficult.
In part, the gap is a reflection
NmoO of fewer women advancing
Percentage as far in their careers. For
oO example, a woman may decide
not to take a higher-paying job
because it would demand too
much time away from family.
Oo
o
hes
fe)
ee Japan
Canada In part, however, the gap is
Australia Hungary Norway
States
United Zealand
New still a reflection of gender
Republic Czech
Kingdom Slovak
United Republic
discrimination.
Source: Organisation for Economic Co-operation and Development Earnings Database

Unir 1 * Why is Canada the nation tt is today? * MHR

Rehtaeh Parsons killed herself in April 2013 at the age The road to success was much longer than they
of 17 after being the victim of sexist bullying on social expected. But eight years later, in September 2013,
media. Lara Shkordoff says that Parsons’ life might Ontario high schools could offer a Grade 11 full-credit
have been different if her school had offered a gender gender studies optional course. In it, students have a
studies course. “Instead of talking about what the girl chance to explore sexism, gender-based violence, and
did and how ‘she had this coming to her,’ the focus the impact of representations of men and women in the
might have been on ‘how these guys go through life media. The Miss G__ founders hope that the course
mn
not knowing about consent. will help make high school a better place to be.
Long before this, in 2005, Sheetal Rawal and
Sarah Ghabrial had been sitting ina dorm room at
the University of Western Ontario talking about high
school. “We were reflecting on our own high school | Figure 1-12 University of Western Ontario students Laura
experiences and how pervasive gender-based violence, | SHioIaORRIGGHOM left), Sarah Ghabrial (top left), Dilani Mohan
harassment, and sexual assault was.” It dawned on | (top right), Sheetal Rawal (bottom right), and Laurel Mitchell
them that being a teenager could be a lot easier if high | (not shown) started the Miss G__ Projecttopersuade the Ontario
schools offered a course in gender studies. | Ministry of Education to offer a gender studies course to high
But there was no such high school |, school students. It worked. Would you take the course?
course. So the two joined with their
friends Lara Shkordoff, Dilani Mohan, and
Laurel Mitchell and decided to make it
happen.
They called their campaign the Miss G_
Project, a name taken from an unidentified
American university student who died in
1873. Her doctor referred to her only as
Miss G_. He blamed her death on too
much education: “She was unable to make
a good brain that could stand the wear
and tear of life, and a good reproductive
system that should serve the race, at the
same time that she was continuously
spending her force in intellectual labor.”
To achieve their goal, the founders of
the Miss G__ Project took action. They
handed out flyers, held publicity events,
networked with other women, developed
a website, and lobbied educators,
politicians, and bureaucrats.

1. The founders of the Miss G__ Project chose the name 2. Ontario Premier Kathleen Wynne said that the founders
of their campaign for a reason. What do you think was of the Miss G__ Project “are changing the world.” What
that reason? i is the relevance ofthis story to the idea of social trends
and Canadian identity?

MHR * What trends are shaping Canadian identity? * CHAPTER1

 Figure 1-13 The Greater Sudbury area
Cultural Trends and Identity
— where nearly 30 per cent of people Culture is the music, art, literature, architecture, food, traditions, and
are Francophone— boasts the highest language of a people. It also includes people’s beliefs and values — how
concentration of Francophones in a they see the world. Culture is the collection of a people’s attributes but it
major city in Ontario. Greater Sudbury’s is also what they do, think, and feel.
website can be accessed in both English Because of immigration and multiculturalism, many cultures are part
and French. Should all communities be
of the Canadian fabric. However, there is also Canadian culture — the
required to provide online information in
attributes of the Canadian people as a whole. This is hard to pinpoint
both English and French?
because Canada is extremely diverse. But there are some common aspects
Creater\Crand Of Canadian culture. For example, Canada is bilingual. Virtually all
a4 )Sudbury Canadians speak at least one of Canada’s two official languages: English
and French. In Québec, about 80 per cent of people are Francophones —
people whose first language is French. Ontario is home to about 493 300
English Francais Francophones, the largest Francophone population outside Québec. Many
Canadians speak both languages.
Continuity and Change: Canada’s Francophone population is gradually
declining. In 1991, Francophones formed 24.3 per cent of the population.
By 2011, they made up only 21.3 per cent. In the long run, how might
this cultural trend affect Canadian identity?

waew= Picturing the Impact of Cultural Trends

on Canadian Identity TEAS AL

Figure 1-14 Customers scramble to get a copy of Canadian writer

Alice Munro’s newest novel, Dear Life, after she won the 2013 Nobel
Prize in Literature. Not so long ago, women had a hard time getting
published. Today, women’s and men’s voices can be heard in equal
measure in novels, short stories, and blogs alike, What changed?

Telling Our Stories

Figure 1-15 Together, Norman Cohn (left) and Inuk

Zacharias Kunuk began bringing Inuit storytelling to
the mainstream film theatre with their first feature
film, Atanarjuat: The Fast Runner, made in 2001. Their
production company, Isuma, is 75 per cent owned
by Inuit. As Aboriginal peoples tell their own stories
Raising Her Voice to mainstream society, how might they influence
Canadian identity?

Unir 1 * Why is Canada the nation it is today? * MHR

Media and Identity
Perhaps the most powerful cultural trend influencing Canadian Identity is
the huge increase in our exposure to media. Media consists of everything
that we watch, listen to, or read. In the form of radio, music, television,
Internet, film, books, newspapers, and magazines, media provide the raw
materials we use to form our ideas about who we are. What does it mean
to be male or female? What does ethnicity imply? What is fun? What is
good and bad? What does it mean to be Canadian?
Take, for example, the trend in media to include more gay and lesbian
individuals in everything from sitcoms to television talk shows. The trend
began in the 1980s, with Canadian comedy shows such as CODCO and
Kids in the Hall, and American sitcoms such as Will and Grace. Comedies
I'm here today because |am gay
led the way to inclusion of gay and lesbian characters in serious shows, and because maybe |can make
and widespread acceptance of openly gay media personalities such as a difference, to help others have
commentator Rick Mercer, talk-show host Ellen DeGeneres, game show an easier and more hopeful time.
host Elvira Kurt, country singet-songwriter k.d. lang, indie-rock duo Regardless, for me, |feel a personal
Tegan and Sara, and fiddler Ashley Maclsaac. obligation and a social responsibility.

Cause and Consequence: As gay and lesbian media personalities became — Canadian actress Ellen Page, when
she came out in 2014
more common, so did the acceptance of openly gay political figures
such as Svend Robinson, Kathleen Wynne, and Scott Brison. What's the
connection?

TIME TO
THRIVE
A

Coming Out
Going Global ‘
Giving /t
ys Back Figure 1-18 Ellen Page comes
sssdeeaaaioan out very publicly in 2014, while
Figure 1-17 Artists pose for a photograph during " , y 5
" , # : speaking at Time to Thrive,
Figure 1-16 Toronto-born recording the unveiling of Cirque Du Soleil’s new show Amaluna
: : : Pig ey, a a conference to promote the
artist, rapper, and songwriter Drake greets in Montréal, in 2012. Québécois Guy Laliberté and :
: ; ae : : ; welfare of lesbian, gay, bisexual,
his fans during the 2013 Much Music Video Gilles Ste-Croix gathered circus talent — and
: ee : and transgender (LGBT) youth.
Awards in 2013. Canada’s dedication to circus styles — from around the world to create a pb vounthnntharrneddia
building a multicultural society has given contemporary circus like no other. In 2014, Cirque ! ft.
: personalities who are gay have a
Canada the chance to see great talent was the largest theatrical producer in the world. aie.
: ae ; ; responsibility to come out? Why
flourish from within. What does Drake's Does the Cirque model of cultural expression erode elie
success say about him? About us? Canadian identity or support it?

MHR * What trends are shaping Canadian identity? * CHAPTER 1

 Is it part of Canadian identity to protect all peoples’ spiritual beliefs? Your immediate response
might be, “Yes, it says so in the Charter of Rights and Freedoms.” But let's look a little more
closely at Canada’s historical record.

In the early 20th century, multiple artifacts, including

buried remains and burial artifacts were taken from
First Nations throughout Canada. Why would people
believe it was acceptable to put the bodies of First
Nations people in a museum? It has everything to do
with the context of the early 20th century. Consider the
following:
e Atthattime, many natural history museums shared
a mindset: they wanted to collect a sample of
everything in natural history. Jonathan Haas of the
Field Museum in Chicago says, “We thought we
could go out and collect the diversity of the world:
You collect one emu and you collect one Haida.” He
Figure 1-19 Nika Collison poses with the 150 bentwood boxes
says the collection was “science gone amok.”
in which remains are to be buried after they are returned from
¢ Scientists at that time assumed that First Nations the Field Museum of Chicago. As the coordinator of the Haida
would soon be extinct. This idea stemmed from Repatriation Committee, Skidegate chapter, Collison travels the
the devastation of First Nations populations by world to find Haida artifacts and remains and negotiate their
smallpox. Scientists and relic hunters alike took return. Why would museums and private collectors cooperate?
what they could find or dig up, sometimes from ee ce eee ee
empty villages.
e Prejudice at the time meant that many people did in British Columbia have been leaders in repatriation
not respect First Nations spiritual beliefs. So First efforts. At right, a Haida spokesperson explains why
Nations remains were not respected in the same repatriation is so important to her community.
way as the remains of non-Aboriginal people.
Exploring historical context like these three points Haidas have strong spiritual beliefs that make the repatriation
does not mean trying to find reasons to agree with
project important. We believe that everyone has a spirit. The
the action. It merely means trying to understand why
spirits of our ancestors have gone with the skeletal remains
people acted the way they did.
Today, many Canadians believe that burial artifacts that are locked in museums. We believe there are 300 Haida
and bodily remains should be repatriated — returned spirits in museums that want to come home to Haida Gwaii.
to the descendants of their owners. The Haida people We all felt these spirits.
— Lucille Bell, Tsiij Gitanee clan

|
Explorations
| 1. What practices did Canadians accept in the past that 2. If and how a country addresses historic wrongs speaks
| Canadians today would not accept? What context helps volumes about that country’s identity. What should
| explain why people acted the way they did? Canada be doing to address the stealing of artifacts and
|
remains from First Nations?
\QiS a ee ee

Unit 1 * Why is Canada the nation tt is today? * MHR

' Protecting Canadian Cultural Identity
, Culture and identity are strongly linked. Over the years, many Canadians Up for Discussion
have worried that the overpowering influence of our neighbour to the Do rules requiring Canadian broadcasters
south will drown out everything Canadian. to air a specific amount of Cancon amount
“Ninety-six per cent of the movies that appear in our cinemas are to censorship?
foreign, most American,’ wrote journalist Susan Riley. “Four out of five
magazines sold on every newsstand are foreign, most American. Three-
quarters of the television we watch every night is foreign, most American. Figure 1-20 Entertainment journalist and
Seventy per cent of the content on Canadian radio stations is non- former Canadian reality TV star Arisa Cox
Canadian, mostly from the U.S.” hosts Big Brother Canada, which premiered
In response, governments have found numerous ways to ensure that in 2013. In your experience, is a Canadian
adaptation of an international television
Canadians can hear Canadian voices and see Canadians stories portrayed
format a good way to protect Canadian
in television and film. To promote Canadian
identity? Why or why not?
culture, the government created the Department
of Canadian Heritage in 1993. This department is
responsible for programs and policies related to the
arts, the media, culture, communication networks,
official languages, and sports. The department
oversees the CBC, the national public broadcaster,
as well as the Canadian Radio-television and
Telecommunications Commission (CRTC). The
CRTC sets rules for radio and TV broadcasting.
One rule requires private broadcasters, such
as CTV and Global, to air a certain minimum
amount of Canadian content — commonly
referred to as Cancon — every week. This rule
has generated several successful Canadian series,
such as Degrassi High, Rookie Blue, Orphan Black,
Murdoch Mysteries, Trailer Park Boys, and The
Real Housewives of Vancouver. Programs like these
ensure that Canadians see Canadian stories on
TV and that Canadians can pursue entertainment
careers in Canada.
Cause and Consequence: Are your favourite TV
shows created in Canada or elsewhere? On a scale
of 1 to 5 (1 = weak, 5 = powerful), rate the effect
of your I V-viewing choices on your sense of
Canadian identity. Explain your rating.

Recall... Reflect... Respond

1. How do demographic trends, social change, and 2. Is there one Canadian identity or many? Explain your
cultural trends influence Canadian identity? In your answer.
answer, show that you understand what these trends
Keeping in mind some of the trends that are affecting
are. Provide an example of each trend influencing
Canadian identity today, predict what Canadian identity
Canadian identity. -
will look like in future.

MHR * What trends are shaping Canadian identity? * CHAPTER 1

 How does politics shape Canadian
identity?
In a broad sense, politics is the process of steering society in a particular
direction. Political methods include persuasion, negotiation, making laws,
and force.
In a narrow sense, politics is government: exercising organized
control of a population. Canada has three levels of government: federal,
provincial, and municipal. The United Nations is another form of
government. So are First Nations governments. Most organizations have
some form of governance, such as a student council, to make decisions.
Politics includes power struggles, for example, when people do not
agree on political policy or when one government clashes with another.
Two major power struggles have marked Canada: the struggles of
Aboriginal peoples and the Québécois for more power. Both aspire to self-
determination — the power of a people to control its own affairs.
Figure 1-21 Self-government helps
communities make decisions that are Aboriginal Peoples and Self-Determination
best for themselves. What evidence of
self-government do you see in this image
Aboriginal peoples in Canada enjoyed self-determination before Europeans
taken in Iqaluit, the capital of Nunavut? started arriving in the 1600s. More than 600 First Nations each made their
own laws, governed themselves, and negotiated with one another.
But as newcomers flooded in, British and then Canadian governments
took away these nations’ power to govern themselves. Canada passed the
Indian Act in 1876 to control First Nations and set out how they would
be run. Late in the 20th century, Aboriginal peoples began to assert
their right to self-determination with some success. In 1982, they won
an important victory when Aboriginal and treaty rights were affirmed in
Figure 1-22 The magazine Canada’s
Canada’s Constitution.
History (formerly The Beaver) chose this
picture as one of 10 photographs that
Conflict in Oka, Québec
changed Canada. Photographer Shaney
Komulainen captured the image ofsoldier The continuing struggles of Aboriginal peoples to better control their own
Patrick Cloutier standing nose to nose with affairs have led to conflict. For example, in the spring of 1990, the village
Mohawk supporter Brad Laroque during the of Oka, Québec (a non-Aboriginal community), decided to expand a golf
Oka crisis. It had appeared repeatedly in the course. The expansion was to take place on land that Mohawks from the
press and became symbolic of the standoff. nearby Kanesatake reserve claimed was part of their traditional territory.
How can a photograph change a country? But their land claim had been denied on a technical issue.
To stop the expansion, Mohawk protesters set up a barricade,
and a standoff began. When the Sureté du Québec, Québec’s
provincial police force, tried to storm the barricade on
July 11, violence erupted. Shots were fired, and a police
officer was killed.
Finally, the Québec government called in the army.
Soldiers gradually cut off the protesters’ contacts
with the outside world, and on September 26, the
crisis ended. Many of the protesters faced criminal
charges, but most were found not guilty. The federal
government later bought the disputed land and
turned it over to the Mohawks.
}
The Royal Commission on Aboriginal Peoples
, The Oka crisis helped Canadians see that something was wrong that
~ needed fixing. A poll taken shortly afterward showed that 70 per cent of Aboriginal peoples are nations... .
Canadians believed that the government had broken its treaty obligations They lived as nations — highly
to Aboriginal peoples. In response, Prime Minister Brian Mulroney set up centralized, loosely federated,
a royal commission in 1991. or small and clan-based — for
thousands of years before the arrival
Governments establish royal commissions to look into — and
of Europeans. As nations, they forged
recommend solutions to — controversial issues. The goal of the Royal
trade and military alliances among
Commission on Aboriginal Peoples was to answer this question: “What themselves and with the new arrivals.
are the foundations of a fair and honourable relationship between the To this day, Aboriginal people's
Aboriginal and non-Aboriginal people of Canada?” sense of confidence and well-being
After several years, the commissioners summed up their as individuals remains tied to the
recommendations as follows: “The main policy direction, pursued for strength of their nations. Only as
more than 150 years, first by colonial then by Canadian governments, has members of restored nations can they
been wrong.” The report urged Canadians to view First Nations, Inuit, reach their potential in the twenty-
and Métis in a radically different way — as nations witha right to govern _|_ first century.
themselves in partnership with Canada. —People to People,
oi eure Nation to Nation, 1996
Cause and Consequence: How does providing peoples within Canada
with a degree of self-government affect those peoples? Other Canadians?
Ideas about Canadian identity?
‘CONNECTIONS
uebecois and Sovereignt
Q 8 y An extraordinary 93.5 per cent of
A political tension that is uniquely Canadian is the perennial power eligible voters cast ballots in the 1995
struggle between French and English Canada. The country began referendum on Québec sovereignty.
as a cooperative venture, between English politicians led by John A.
Macdonald and French politicians led by George-Etienne Cartier. But
ever since, some Francophone Québécois have believed that Québec
would be better able to protect its language and cultural identity on
its own. They believe the only answer is sovereignty for Québec. For
sovereignists, or separatists, self-determination within Canada ts not Figure 1-23 Three days before the
enough. They want to separate and make Québec an independent 1995 sovereignty referendum, thousands
country. of Canadians from across the country
In the final decades of the 20th century, separatist governments in travelled to Montréal to take part in
a huge unity rally. At the rally, people
Québec held two referendums — special votes on specific issues — to
waved both Québec and Canadian flags.
find out if the people of Québec wished to separate from Canada, The
What message might they have been
most recent referendum took place on October 30, 1995.
trying to send?
As referendum day approached, observers predicted a
high turnout and a very close vote. When the polls closed,
Canadians were glued to their radios and TV sets. As the
results began to pour in, the outcome seemed to seesaw. In
the end, the people of Québec voted to stay in Canada by
the slimmest of margins: 50.5 per cent to 49.42 per cent.
More recently, in 2014, Parti Québécois Premier
Pauline Marois hoped to gain a majority government in
Québec and hold a third referendum. But the people of
Québec threw her out of power. The Parti Québécois
attracted only 25.4 per cent of the vote.

MHR * What trends are shaping Canadian identity? * CHAPTER 1

Historians sometimes have a hard time sorting out what really happened in the past because
people have different experiences of events. One person sees peaceful protesters while another
sees an unruly mob. But searching out different perspectives on the same event can help us
understand it better.
The event: In November 2006, Prime Minister Stephen yes to Québec, yes to Québeckers, and Québeckers
Harper passed a motion recognizing Québécois as “a said yes to Canada.” But his perspective was just one
nation within a united Canada.” He said, “Tonight was perspective of his motion.
an historic night. Canadians across the country said

The Motion

.. . is “nothing else but . . “poses serious risks to

... was “political
the recognition of ethnic Canada’s long-term stability and
gamesmanship . . . played
nationalism.” strength,” because it advocates
to the hilt by Prime Minister
— Conservative MP Michael “a highly decentralized view of
Stephen Harper.”
Chong, who resigned from Canada.”
— a Globe and Mail editorial
cabinet in protest — Roy Romanow and John Whyte

... ‘Tepresents a constructive . “elevates the status of

gesture toward . . . federalist .. was a mere “symbolic one segment of Canadian
Québeckers.” recognition of [our] nation.” society over another [and is]
— Benoit Pelletier, Liberal — Gilles Duceppe, Leader of completely wrong.”
member of the Québec the Bloc Québécois —Phil Fontaine, National Chief,
National Assembly. Assembly of First Nations

A. Figure 1-24 This figure shows Stephen Harper's motion from

the perspective ofsix different onlookers. Who else might see it
differently?

Eynlarati olan
LAPIVE ations

1. Create a chart to explore the similarities and 2. What insight did you gain by considering multiple
differences among the seven perspectives on the perspectives rather than just one?
“nation within a united Canada” motion (Harper's
a Why do historians typically seek out the views of more
perspective plus the six perspectives in Figure 1-24.)
than one witness or participant in an historic event?

Unit 1 * Why is Canada the nation it is today? * MHR

 Influencing Canadian Identity Through
Programs and Policy
Canadian governments wield a lot of political power. They choose what
policies to promote and what programs to fund. Consequently, they
influence how the country develops and, in turn, what Canadians think
about their country. For example, if a government decided overnight
to double the money it spends on foreign aid, Canadians might start
thinking that generosity is a more obvious aspect of Canadian identity.
The Historical Thinking Project has
Depending on which government is in power, it will have a particular never espoused “celebration” or
vision of what it believes Canada can be, and will use its powers to try to nationalism as goals for history
achieve that dream. education. Rather, it has sought to
An example of a government influencing Canadian identity occurred promote students’ competencies
when Minister of Heritage James Moore made changes to the Canadian in making knowledgeable, rational
Museum of Civilization in Gatineau, Québec. According to a 2008 poll contributions to current debates
completed by Ipsos-Reid in partnership with the Dominion Institute, about our common pasts and
more Canadians correctly answered questions about American history and common futures.
politics than they did about their own. Moore explained the problem this | Peter Seixas, Director of the Historical |
way: “We live in a country where so many young people aren't taught and Thinking Project
don’t know and don’t have access to those stories that made this country
so great and so brilliant.”
To help address this situation, Moore changed the name of the
Canadian Museum of Civilization to the Canadian Museum of History.
He also dedicated $25 million to renovating the museum with a new
focus on the highlights of Canadian history. fo
Some argue that the federal government is rewriting Canadian history -CONNECTIONS-
by carefully selecting pieces of our past to tell an incomplete story that |
focuses on accomplishments. This approach to history tends to leave out as Sa lee eet
istory will include the Last Spike,
the blotches in Canada’s history and the minor stories of ordinary life. hockey legend Maurice (Rocket)
Advocates of Historical Thinking such as Peter Seixas, who is quoted Richard's jersey, and artifacts from
in the Voices feature, argue that history education should not blindly Mae eat i a
celebrate the past. Instead, it should help us understand the past so as to
better live in the present.
Ethical Dimension: Should Canadians learn about the victories of our
history, such as World War I? Should they debate historical events such
as the internment of Japanese Canadians during that same war? How can
each approach contribute in different ways to national identity?

Recall... Reflect... Respond

1. List five political developments or government policies 3. Inthis section, you examined three government
that have affected Canada or Canadian identity. In each attempts to affect Canadian identity directly (including
case, who was affected, and how? What was the effect the Thinking Historically feature on the next page).
on Canadian identity? Does a national government have an obligation to try to
shape national identity? What are the possible dangers
. This section described two struggles for self- of doing Sumter ereahammissulemensiiic?
determination that have led to disagreement
and confrontation. In each case, what different
perspectives were involved? In each case, what
happened?

MHR * What trends are shaping Canadian identity? * CHAPTER 1

 Historians are always curious about what happened when, how fast, and why. Sometimes the best
wayto see the big picture is to create a timeline of events.

Consider the history of the Own the Podium (OTP) What does OTP have to do with Canadian identity? The
program in Canada. Since 2005, the federal government information below might help you answer this question,
has been providing about half the funding for OTP. This but be warned: you're going to have to organize itfirst!
nonprofit organization supports Canadian athletes.

pe
| 4.2012 Harris/Decima poll

CC
| In 1988, Canada hosts the shows that seven in ten
| Calgary Winter Games, but
Canadians support using
| doesn’t win a single gold.
| tax dollars to fund OTP.

|In 2005, OTP sets two goals: to win the ] | In 2005,

the federal
most medals at the Vancouver Winter government agrees to give OTP

Games in 2010 and to rank in the top $11 million per year for five
three in the following Paralympic games. | years for winter sports alone.

After the 2010 Games, the federal | In 1976, Canada hosts the
government raises its annual commitment Montréal Summer Games, but
forwinter sports to 922million. doesn't win a single gold. Figure 1-25 Canada’s results in selected Winter Games.
What makes it hard to notice trends in this table?
) The Goverment arene oon “|| Leading up to the 2014
| $4 million per year leading up Sochi Games, the federal
| to the Turin Winter Olympics government contributes ;
| in 2006, $31 million per year
for11 Figure 1-26 During the
winter sports. Sochi Olympic Games, pet
owners posted pictures
like this one of Pablo.
“We had the best coaches, trainers, physios. Access to the
In what other ways do
best facilities made all the difference.” Canadians show their
— Mike Riddle, after winning silver for Canada in Men’s national pride during the
Snowboard Cross at the 2014 Sochi Winter Olympics Olympics?

1. The above information is unorganized for a reason — What connections can you see among events?
So you can see how difficult it is to see trends until data
d) How would you describe the pace of change at
is organized. 3 : ate : :
different points on your timeline? Is it moving
/ a) Choose a selection of key events from the forward slowly? Speeding ahead? Slowing down?
information above that you think will help show the Jumping backward?
| chee OTF program/and its'efteet on Canadian 2. Governments can shape a country by funding some
) programs and not others. Did the federal government
b) Create a timeline to organize your selected events. affect Canadian identity by funding the OTP program?
If you wish, illustrate the timeline. Use evidence in your timeline to support your opinion.

Unit 1 * Why is Canada the nation

itistoday? © MHR
What else affects Canadian identity?
\

Asking what affects Canadian identity is like asking what’s trending on

social media today — every day is different. One day, a war has ended
and Canadians breathe a sigh of relief, realizing they are no longer a
country at war. Another day, oil prices spike, and Canadians feel more
confident of Canada’s financial well-being. Yet another day, a Canadian
movie star comes into town, and we all feel a little more glamorous.
Yet certain underlying currents sway us more solidly in one direction
or another. We may not win every international hockey tournament,
but we win a lot of them. So Canadians’ belief that their country is a
hockey powerhouse is pretty solid. Let’s look at a few other examples of
underlying currents.

Economic Trends and Identity

Canada’s major industries play a huge role in how we see ourselves as well
as how the international community sees us. We are lucky enough to have
extensive natural resources, which we use to drive primary industries. A
hundred or so years ago, Canada was largely a country of farmers, fishers,
and loggers. Those industries have grown, but now we're also a mining
giant and a consistent supplier of oil and gas to the world. Canada’s
diverse economy now sustains the population with businesses and jobs in
services, manufacturing, finance, and high tech.
How does the economy affect identity? What we make and sell and
work at every day shapes who we are. If most of Canada’s workers were
farmers — as we were a hundred years ago — we would think of ourselves
Figure 1-27 Ottawa-based Shopify
as a nation of farmers. But we're not.
sells e-commerce software that makes
Times Change, We Change it easy to set up an online store. Shopify
has 100 000 customers in 80 countries,
Until a few decades ago, Canada had a robust manufacturing sector. including Amnesty International.
Many Canadians worked in auto manufacturing and textile industries. However, owner Tobias Lutke credits
Since the late 1990s, though, Canada has steadily lost manufacturing the success of his company to American
jobs, largely because countries where low wages are the norm are investment firms that financed his
producing goods more cheaply than Canada. Ontario lost 300 000 jobs in business. How can we better create an
manufacturing between 2003 and 2013. identity of innovation?
Worldwide economic conditions can affect Canada
hugely. Canada itself weathered the 2008 economic
downturn fairly well. But the rest of the world did not. And
when Americans stopped buying Canadian goods, Canadian
exporting companies suffered. The struggles of the
manufacturing sector have affected Ontario more than any
other province because its manufacturing sector was large.
Cause and Consequence: When the economy is not strong,
Canadians are asked to reinvent themselves, learn new skills,
and be open to opportunities. How does this impact how we
see ourselves as Canadians? How is the changing nature of
our economy affecting our identity?

MHR * What trends are shaping Canadian identity? * CHAPTER 1

 Oil Sands Boom in Alberta
Perhaps no industry defines Canada as much as the oil and gas industry. The
Canadian oil sands are ranked as the third largest oil reserve in the world.
To be seen as truly ethical when it
Time magazine has described the oil sands as “Canada’s greatest buried
comes to energy policy, Canada must energy treasure.” Development of this vast resource has expanded trading
slow down tar sands development, relationships with other countries such as China and the United States.
clean up the environmental In terms of job creation, in 2012 the oil sands generated $91 billion and
problems, implement a national 75 000 jobs across Canada. Over the next 25 years, this is expected to grow to
carbon tax, improve the regulatory more than 905 000, as estimated by the Canadian Energy Research Institute.
and monitoring regime, and make The oil sands have provided work opportunities to both Aboriginal and non-
sure that Canadians are reaping their Aboriginal Canadians. According to the Oil Sands Developer Group, oil
fair share of the revenues. . . . Rather sands companies have given $5.5 million to support Aboriginal community
than subsidizing the tar sands and programs and employ more than 1700 Aboriginal people.
all the fossil fuel industry through
However, the oil sands have earned the nickname “Scar Lands”
massive tax breaks, we should be
because of the extensive environmental damage the industry causes. Oil
investing in energy technologies that
will benefit our health, economy, and
sands mining is open-pit mining, so the landscape is literally dug up to
| climate. allow access to the oil sands below. Critics point out that extracting and
processing oil sands is more energy intensive than it is for conventional
— David Suzuki, science broadcaster
and environmental activist
oil. Therefore, the greenhouse gas emissions are greater. Not all
Aboriginal people in Alberta are in favour of the oil sands industry, as
it tears up their traditional territories, on which they depend. Do these
practices reflect your values?
Figure 1-28 This aerial photo hints at
the extent of the oil sands. More than Figure 1-29 Economic Benefits of the Alberta Oil Sands, Direct and Indirect, 2012
420 square kilometres of boreal forest
The economic benefits of the Alberta oil sands spill over to the entire country. In addition, many
have been dug up, and virtually none
Canadians travel to Alberta for jobs not available in their own reais Do the economic benefits
has been restored. Yet every day more
outweigh the environmental and social costs?
than a million barrels of crude oil flow
out of Alberta’s oil sands plants, fuelling
the economy. Do Canada’s new efforts
to increase development in the oil sands
make us a powerhouse or a climate
destroyer?

{
|
I " ; '
ie
piprimbas Se
$78.9 billion ! ree. >
349 000 jobs : i $0.5 billion | ic aed
ee %) + ia ! 6000
: jobs 2
$2.4 billion x mia ‘ ! Manitoba —_
26 600 jobs , “te
British
Columbia "| $0.9 billion pat he $1.9 billion
s 7900 jobs 20 800 jobs
_ Saskatchewan $6.1 billion Québec —
i) 63 800 jobs
, Ontario
ty

Source: Oils Sands Economic Benefits: Today and in the Future

Unir 1 * Why is Canada the nation it is today? * MHR

Science and Technology and Identity
Developments in science and technology affect both our working lives
and personal lives. Inventors find new ways for us to submit homework
assignments, make purchases, cook food, have fun, and keep in touch.
Scientists and engineers continue to seek ways to do everything from
desalinating seawater to building flying cars. And the right cure can
even save your life. Science and technology affect life in Canada in
innumerable ways.
Communications technologies are probably making the most visible
difference in our lives. According to Statistics Canada, 78 per cent of
households have at least one cellphone and 83 per cent have access to
the Internet. How much do we use the Internet? The Canadian Internet
Registration Authority reports that in 2013, Canadians were spending an
average of 45.6 hours online per month compared with the world average All generations [in Canada] seem to
of 24.4 hours. That makes Canadians the heaviest users of the Internet in be embracing smartphones, wireless
the entire world! Internet, and tech solutions in order
to stay connected, stay organized,
Canadians enjoy access to all the new technologies, practically as
cope with emergencies, and manage
soon as they can be invented. Cloud computing, for example, allows
the unpredictable.
you to store files, data, and programs on the Internet instead of on your
— Nora Spinks, CEO of The Vanier
computer's hard drive. That means that you can access your personal
Institute, 2013
information from anywhere through an Internet connection. Although
there are growing concerns regarding privacy, many argue that cloud
computing will make life easier and businesses more profitable. Here are
a few other ways that technological developments have changed our lives.
We can now
* watch movies in 3D or 4K (resolution of 4000 pixels) Up for Discussion
¢ watch television on a tablet by streaming shows through the Internet New technologies hit the marketplace every
day. Which new state-of-the-art device is
¢ make things by printing them on a 3D printer (such as shoes and going to turn your life upside down in the
children’s toys) next decade?
¢ wear a cellphone that looks like a watch and tracks your heart rate
while your'e chatting with a friend

Figure 1-30 Devices Used to Access the Internet

What trends can you identify? What causes might explain these trends? What impact will these
trends have on the quality of life for Canadians?

Desktop computer

Laptop computer

Wireless handheld device

MM 2012
Games console 2010

0 20 40 60 80
Percentage of households with Internet access

MHR * What trends are shaping Canadian identity? * CHAPTER 1

 The Power of Social Media
Social media are forms of electronic communication that allow for sharing
information, personal messages, and digital content such as videos or
music. Social media are different from traditional media by virtue of
¢ who uses them (most users are younger)
¢ how easy they are to use (very easy, if you know how)
Ifyou're gay and you're in public * immediacy (very quick — almost instantaneous)
life, I’m sorry, you don’t have to run ¢ whom you can reach (sometimes a personal audience of followers, but
around with a Pride flag and bore potentially everyone on the Internet)
everyone, but you can’t be invisible,
not anymore. The use of social media in Canada is growing exponentially.
— Commentator Rick Mercer, in According to a 2013 report by Media Technology Monitor, one in three
response to the “It Gets Better” Project Anglophone Canadians check a social media feed every single day.

Turning Us into Bullies

Social media has been changing not only how often and how we
interact but also what we discuss and how we behave with one another.
Cyberbullying, for example, is on the increase. The anonymous nature
of some forms of social media makes people more willing to bully others.
Take the case of Amanda Todd, who committed suicide at the age of 15
in Port Coquitlam, British Columbia, in 2012. After a revealing picture
of Todd was shared using social media, she became a target for relentless
bullying. Unable to cope any longer, she released a video on the Internet
outlining what had happened. Weeks later she committed suicide.
Figure 1-31 Nominee and presenter Rick Ending the Bullying
Mercer signs autographs for fans at the
Gemini Awards in Toronto in 2011. Why do
In response to increasing suicide rates among LGBT teens, Dan Savage
celebrities have such power to influence us? and Terry Miller wanted to create a personal interaction with LGBT
Do they have a responsibility to speak up youth. So they started the “It Gets Better Project,” in which celebrities
and be role models? make and post videos on the Internet to inspire LGBT youth to persevere
against bullying. Many prominent personalities, from talk-show
host Ellen DeGeneres to politician John Baird, stood up to help
LGBT youth know that they are not alone.
Rick Mercer, of CBC’s The Rick Mercer Report, joined the
campaign and contributed a video rant supporting LGBT
teens. But after Ottawa teen Jamie Hubley committed suicide
in 2011, Mercer created another rant that was more serious.
He said that all of us have a responsibility to stop the bullying
now, and that LGBT people in the public eye need to be role
models by coming out publicly. (Mercer had already come out
in 2003.) The rant video went viral, and the resulting social
media discussion went on for weeks.
Historical Significance: In your opinion, what makes social media
powerful? How are they changing Canada? Is the development of social
media historically significant? How could you use social media to create
positive change about an issue that matters to you?

(2) Unit 1 * Why is Canada the nation it is today? * MUR

From Peacekeepers to Peacemakers
Many people, both in and outside Canada, view this country as a nation
Very few countries took peacekeeping
of peacekeepers. Jim Travers, a political columnist with the Toronto
as seriously as Canada. Other Western
Star, captured this idea when he spoke at a forum on peacekeeping: powers saw it as a nuisance, or at best
“Peacekeeping ranks up there with hockey . . . it is important in our self an opportunity to influence events to
definition.” advance their own interests.
It was a Canadian idea. Lester B. Pearson, who became prime minister
— Carol Off, journalist, in The Ghosts of
in 1963, proposed the idea to the United Nations in 1956. As it started Medak Pocket, 2004
out, peacekeepers helped two warring countries move from a state of war
to a state of peace. Sometimes this involved mediating. Sometimes it meant
establishing a buffer zone between the two warring parties. Canadians
took pride in this new approach that favoured mediation over force. Check Forward ®
For more than 30 years, the vision of Canadian Forces as peacekeepers You will read more about
was accurate. From 1956 to 1990, Canada participated in all UN peacekeeping and peacemaking
peacekeeping missions. But in the 1990s, the nature of peacekeeping in Chapter 5.
was changing. More and more missions involved peacekeepers in civil
conflicts within countries instead of between countries.
Keeping the peace became much more dangerous. Sometimes one
party would decide that the peacekeepers were siding with the other party Figure 1-32 Canada’s Peacekeeping Record
and would attack them. In the 1990s, for example, peacekeepers in the
What does the data tell you about Canada’s
former Yugoslavia were forced to fight back against armed attacks. In role as peacekeepers?
Rwanda, in 1994, it was even worse. Peacekeepers under the command of
Canadian general Roméo Dallaire were powerless to stop a genocide. Number of Canadians | 125 000
who served on
Canada is one of 47 countries that sent forces to Afghanistan in UN peacekeeping
2001. Though this mission was approved by the United Nations Security missions, 1956-2011
Council, it was led by the North Atlantic Treaty Organization (NATO). Number of Canadian Za
The assignment was not a peacekeeping mission. Instead, it was a peacekeepers killed
peacemaking mission. Canadian forces fought militia of a fundamentalist Canada’s most 1600 (in former
extensive Yugoslavia —
Muslim movement called the Taliban. Canada tried to maintain the peace peacekeeping mission 1990s)
in Afghanistan until 2011, and remained to train Afghan forces until
Number of
2014. Canadians serving
as peacekeepers
Historical Significance: What's the difference between “peacekeeping” and worldwide (March 31,
“peacemaking”? For Canadians, was the decision to use Canadian forces 2014)
in Afghanistan historically significant? How might this decision affect
ideas about Canadian identity?

Recall... Reflect... Respond

1. How has Canada’s economy changed over the years? 3. In response to the increasing incidents of cyberbullying
What are the key trends in Canada’s economy today? on social media, the government introduced Bill C-13,
which makes it a crime to share an intimate image of an
Identify two or three major developments in science
individual without his or her consent. In your opinion,
and technology that you think have most changed
will a law like this work? Or is the influence of social
Canadians’ lives. Who do you think would most benefit
media too strong?
from this development? Who wouldn't?
Explain how trends in the economy, science and
technology, social media, or Canada’s international role
are likely to affect Canadian identity.

MHR * What trends are shaping Canadian identity? * CHAPTER 1 (#)

Chapter1 Review
Knowledge, Understanding, and . Historical Significance: When relating the stories
of past events, historians cannot include everything
Thinking that happened — nor can the writers of educational
resources. The authors must make choices, and these
the ls Canada a country, an ethnic nation, or a civic nation?
choices are often made on the basis of historical
(It can be more than one.) In your answer, show that
significance. A person, event, or development becomes
you understand what these terms mean.
historically significant when it has affected the lives
. How can a trend, event, or development that is of many people and its effects are long lasting. With
affecting Canada or Canadians also affect Canadian a partner, consider the choices you would make in
identity? Use an example to explain your answer. response to the following questions.
. Identity five events, trends, or developments that have a) Which of the events or developments explored in
affected Canada as well as Canadian identity since this chapter do you believe will prove to be the most
1982. Rank them according to their level of impact. historically significant? Record the criteria you used
Provide reasons to explain your rankings. to make your choice.
b) Judgments about historical significance may vary
. Why might one event, trend, or development be more
over time. How might the significance of the events
significant for one group of Canadians than another?
or developments you selected be viewed differently
Include an example.
10 years from now?
aon
. Is there “a” Canadian identity? Explain why or whynot. c) What is judged significant may depend on an
. Describe your version of Canadian identity. individual’s or a group’s perspective. Create a
T-chart like the one shown below. Select any event
or development from this chapter. Then answer the
Communicating and Applying question in the chart from the perspectives of a
Tk Do religious groups have an effect on Canadian Canadian who lives in Canada and a non-Canadian
identity? To answer that question, draw on your who does not live in Canada; that is, imagine how
experience in your own community as follows. they would respond.

a) How is the variety of religions represented in your

community changing? Event:
b) How are schools and other institutions in your Is It Historically Significant?
community making accommodations for a variety of
The perspective of a The perspective of a
religious practices?
Canadian: non-Canadian:
c) To what extent are Canadians in your community
accepting and respectful of other Canadians’
religious beliefs?
d) What is the influence of religious leaders in your
community?
e) How do religious organizations help people in your
community have a sense of belonging?
f) How do religious organizations influence Canadian
identity?

Unir 1 ¢ Why is Canada the nation it is today? * MUR

9. Evidence: Cartoonist Michael de Adder drew the 10. Historical Perspective: In A History of the Canadian
cartoon in Figure 1—33 in 2008, soon after demographers Peoples, historian J.M. Bumsted wrote: “On every
at Statistics Canada released census figures showing international indicator of quality of life — such as health
that members of visible-minority groups made up 16.2 standards, cultural achievements, infrastructure...
per cent of Canada’s population and that 41 per cent of political rights, and civil liberties — Canada continues
immigrants were born in Asia and the Middle East. to rank at or near the top. The statistics confirm what
a) Describe exactly what you see in the cartoon. Include Canadians themselves instinctively knew: Canada is a
all details. great country and a good place to live.”
b) Analyze why de Adder included each component of a) Create a mind map with “Canada” at the centre.
the cartoon, that is, the names on the shirts, the way In bubbles around this central bubble, write words
the characters are standing, and so on. or phrases that you think represent what Bumsted
meant when he wrote “Canada is a great country and
c) What was de Adder’s message about Canadian
a good place to live.”
identity?
b Imagine that you are a laid-off autoworker, a
d) What does the cartoon say about de Adder?
Québécois, an Ontario Francophone, a worker in
e) How does de Adder’s cartoon represent ways that Alberta's oil patch, or someone else who might have
Canadian identity has stayed the same over time? been affected by the events and issues explored in
What does it say about the ways that Canadian this chapter. Decide whether the person you chose
identity has changed over time? would agree with Bumsted’s judgment. Explain your
response.

. Evidence:
—y—_ Nurjehan Mawani is a lawyer who
Figure 1-33 A 2008 Michael de Adder Editorial Cartoon focuses on human rights. Mawani told a conference on
This cartoon plays on a beer commercial at the time in which a diversity: “The subject [of defining Canadian identity]
is a unifying national pastime, inviting endless analysis
Canadian named Joe proudly proclaims, “| am Canadian.”
in the media, in literature, and in policy discussions.
NEWS ITEM: NEW CENSUS NUMBERS RELEASED Canadian identity is hard to define precisely because
we Canadians are always maintaining a delicate
balance. We must constantly manage the tension
between the forces of cultural diversity and the need
MY NAME 1S JIE. for national unity.”
a) In your own words, explain what Mawani is saying.
b) In your opinion, is Canadians’ obsession with their
national identity something negative? Or does this
kind of self-analysis actually reflect something
positive about Canada? What does our obsession say
about Canada?
. Decide on a topic for an awareness campaign or
political demonstration that you believe will help create
the Canada of your dreams. Create a plan for your team
to help make your campaign or event a success. In it,
explain how the action will benefit Canadians. Explain
whose opinion you will try to change, what message you
want to communicate, and how you will communicate
that message.

MHR * What trends are shaping Canadian identity? * CHAPTER1 (s)

_ DIVERSITY

Figure 2-1 Former Governor General Michaélle Jean

topleft) reads the throne speech at the opening
of Parliament in November 2008. In Canada, every
parliamentary session begins with a formal ceremony
that includes the reading of a speech describing the
government's plans for the session. The photograph
at right shows Idle No More protestors occupying a
major intersection in Toronto on December 21, 2012.
Across the country, Aboriginal peoples and other
protestors staged similar demonstrations demanding
that government meet its obligations to protect the
land and the water.

( ss) Unit 1 * Why is Canada the nation it ts today? * MAR

 How does diversity shape Canada?

The word diversity means variety. Canadians are a diverse family:

We have more than 200 ethnic origins, speak many different Key Terms
languages, entertain ourselves in wildly different ways, and dream diversity
different dreams. We also sometimes disagree about how to run our regional identity
country. Our differences say a lot about us. cultural diversity
How we resolve our differences may say even more about assimilation
us. When we hold different political views, do we work toward reasonable
compromise? When we see that some people are disadvantaged, do accommodation
we give them a helping hand? Do our laws ensure that all people social safety net
are treated equally? Do we appreciate one another's different economic recession
contributions to society? regionalism
Consider the images on the previous page. Then discuss and federation
respond to the following questions: transfer payments
¢ How are the two images linked? equalization
¢ Could all of these individuals be working for the same thing in alienation
their own way? federalists
¢ What evidence do you see of discord?
¢ What do these images suggest about Canada’s efforts to bridge our
differences?
¢ Which kind of power does each photograph illustrate?
¢ Why does Canada welcome political diversity?
* Can our differences make us stronger? How?

LEARNING GOALS
peeraapicants ONT TP 028 Re SOE FEZERPONDE" EP EALAIINO ME GEN

Looking Ahead |
In this chapter you will
ferences that def ine
The following inquiry questions will help you e identify the many dif
explore how diversity is integral to Canada: Canada
trends that affect
e In what ways are we diverse? e explore key economic 3
e What issues result from regionalism? different regions
nce of key political
e Will our differences break up Canada? ° assess the significa
developments
SEB IAL EA ERECTED
ESET NOT RIALTO
regi onalism on , Canada
° analyze the effect of
ca eee ca

dividing Canadians or
e decide if diversity Is
bringing them togeth er
 In what ways are we diverse?
Diversity comes in many different forms. These types of diversity
influence one another and affect who we are: Different geographies in
different regions can lead to distinct cultures. Economic imbalance can
result in political differences. A variety of skills and expertise can lead
to co-operation for mutual benefit. In this section, we'll look at a few of
Canada’s most influential forms of diversity.
————EEE
Figure 2-2 Here are the main diversities
that you will explore in this chapter.
Diversities overlap and affect one
another. Think of examples of ways that
these diversities connect. How would
you rearrange these to show different
connections?

Regional Diversity
Voices
Because of its vast size and geographic variety, Canada is often described
When I'm in Alberta, I'm an as a country of regions. Different regions are inhabited by different
Edmontonian or Calgarian; when First Nations, Inuit, and Métis peoples; have attracted immigrants from
I'm in Ottawa, I’m an Albertan or different countries; joined Confederation at different times; and enjoy
Westerner; when I’m in Washington
different economic advantages. Factors like these lead to distinctive
or Singapore or Sydney, I’m from
societies in different regions.
Canada.
Newfoundland and Labrador, for example, is home to Inuit, Innu,
— Preston Manning,
Mi’kmag, and Métis. It has attracted immigrants mainly from the British
former leader of the Reform Party,
in The Globe and Mail, 2007 Isles, didn’t join Confederation until 1949, and has an economy that
depends heavily on its fisheries. Because of these factors, inhabitants of
the province developed a distinct way of life, architecture, and culture
(including a unique accent). Further, they have political concerns different
from those of other regions.
Figure 2-3 In 2008, the Dominion People in Canada tend to develop a regional identity — a sense of
Institute asked Canadians to identify the
self that is closely linked to a region. A regional identity does not have
symbols that define Canada. Canadians’
to be your only identity. Read the words of Preston Manning in Voices.
first three choices, which you can see in
this image, were fairly consistent across
Manning helped found the Reform Party and is fiercely loyal to his home
the country. But there were interesting
province of Alberta. But he also loves Canada.
differences lower on the list. Québeckers What is Manning’s message about his identity as a Westerner and as a
listed their historic Chateau Frontenac; Canadian? Create a similar statement to describe your own identity.
Atlantic Canadians listed their famous
sailing ship, the Bluenose; and
people from Saskatchewan and
Manitoba listed the Canada Goose
and wheat. What conclusions
might you draw about
whether regional
loyalties unite or divide
Canadians?

Unit 1 * Why is Canada the nation it is today? * MHR

Cultural Diversity
\ Cultural diversity includes the differences in who we are and how we live.
[Children] were forbidden to speak
‘It includes differences in the ways we make a living, the languages we speak,
the only languages they knew
the arts and music we create, and the beliefs and values we hold dear.
and taught to reject their homes,
their heritage and, by extension,
Aboriginal Diversity
themselves. Most were subjected
Canada’s cultural diversity began with First Nations and Inuit peoples. to physical deprivation, and some
More than 600 First Nations are now recognized in Canada. Although experienced abuse. We heard from a
some First Nations share a language and certain beliefs or traditions, each few people who are grateful for what
nation retains a particular identity that is uniquely its own. they learned at these schools, but we
The Canadian government has not always respected Aboriginal heard from more who described deep
diversity. For more than a century, the government tried to destroy scars — not least in their inability to
Aboriginal cultures through assimilation. This is a gradual process by | give and receive love.
which mainstream culture replaces unique cultures. The government — Royal Commission on Aboriginal
suppressed Aboriginal peoples’ customs and took away their powers to Peoples, 1996

govern themselves. It removed Aboriginal children from their homes and

sent them to residential schools where they were taught mainstream ways.
In all, about 150 000 First Nations, Métis, and Inuit children
attended residential schools. Discipline was often harsh, and children
were taught that their culture was inferior. Many students were abused
physically, mentally, and sexually. They were punished for speaking
their own languages. Some schools even tattooed students with an
identification number. In its 1996 report, the Royal Commission on
Aboriginal Peoples condemned residential schools as the government
policy that did the greatest damage to Aboriginal cultures and family life.

Turning Back Toward Diversity

As attitudes toward human rights changed, First Nations, Inuit, and
Métis peoples began to affirm their distinct identities and the government
abandoned its assimilation policy. Day schools were built in Aboriginal
communities so children were not forced to leave home to be educated.
The last residential school, in Saskatchewan, closed its doors in 1996.
By that time, a lot of harm had been done to Aboriginal communities
and cultures. For example, although there are 80 Aboriginal languages CONNECTIONS :
spoken in Canada today, the number of fluent speakers is dwindling.
The Truth and Reconciliation
Anthropologist Christine Schreyer predicts that only three will survive: Commission had four goals:
Cree, Inuktitut, and Ojibwa.
e gather stories from former students
Many Aboriginal peoples decided to seek justice for the wrongs done
© recommend how to move forward
to them. They launched more than 10 000 lawsuits against the Canadian
set up a permanent research centre
Government and the churches that ran the residential schools. In 2006,
host events to promote awareness
the largest class-action lawsuit was settled with the Indian Residential
School Settlement Agreement (IRSSA). The outcome was that the gov-
ernment would compensate all students who attended residential schools.
_ The IRSSA also created a Truth and Reconciliation Commission, and Check Forward ®
Prime Minister Stephen Harper apologized on behalf of the government You will read more about the
and Canadians. federal government apology to
residential school survivors in
Ethical Dimension: The Truth and Reconciliation Commission could Chapter 8.
not change the past. How could it help Canada deal with the long-term
effects of residential schools?
MHR * How does diversity shape Canada? * CHAPTER 2
 Canada’s Expanding Cultural Diversity
Different countries vary in their degree of cultural diversity. Some
Our economic strength is derived countries are culturally singular. In Japan, for example, 98.5 per cent
from the combination of what we of citizens share a single ethnic heritage, language, and culture. Canada
all have in common and what makes is the opposite. We began with the incredible diversity of Aboriginal
each of us different. peoples. Then the French- and English-speaking peoples came to North
— Gordon Nixon, chair of the Toronto America. But even the first English-speaking peoples to arrive were
Region Immigrant Employment Council | diverse, some coming from what is now the United States, some from
England, and others from Scotland, Wales, and Ireland.
Our diversity continued to grow with immigration from many
countries of non-English and non-French speakers who learned English
and French when they arrived. Government policies have encouraged
immigration, changing Canada forever. The country now has citizens
with roots in virtually every country in the world. We include among
our numbers Black and Arab Canadians, Italian and Jewish Canadians,
Polish and Latin American Canadians, Irish and Somali Canadians, and
Chinese and Bengali Canadians, to name just a few.
Over the long term, immigrants and their descendents have become
Canada. What has this meant for new Canadians? Aboriginal peoples?
Canada as a whole?

aaa Picturing the Benefits of Diversity

Figure 2-4 After getting government training in how to start

and run a business, new Canadian Roshan Shah’s career as an
entrepreneur took off. With one foot in Vancouver and the other in
India, this former computer engineer started several website design
firms and is now getting into the medical tourism business. Shah
keeps on coming up with great business ideas. Who might benefit
from Shah’s eagerness to engage in the global economy?

Outward-looking Attitude
ee ore

Figure 2-5 Lara Romaniuc has worked since 2002

for Canada’s Department of Foreign Affairs, Trade
and Development. She is a front-line worker, trying
to improve the day-to-day lives of people in fragile
countries. How might living in a country with great
cultural diversity inspire Canadians to get involved in
New Business Opportunitie 5 | global issues?

Unit 1 * Why is Canada the nation it is today? * MHR

Responding to Cultural Diversity
, Embracing cultural diversity brings change. Canada has slowly changed
from a mini Europe into a mini world. That means that some of Canadian
society's ideas of “normal” and “customary” have had to change too.
In the 1980s, Baltej Singh Dhillon, a Sikh immigrant from Malaysia,
entered the RCMP training program. Dhillon met all the RCMP’s
requirements — but he was ordered to shave his beard, cut his hair, and
remove his turban. Mounties were not allowed to grow beards, and a
Stetson was the traditional headgear worn with the dress uniform.
In the late 1980s, Singh challenged the RCMP’s rules. He argued that
his long hair, turban, and beard were integral to his religious identity. Figure 2—6 Baltej Singh Dhillon
Getting rid of them would violate his religious freedom, as guaranteed stands with other members of his 1991
by the Charter of Rights and Freedoms. Although the RCMP initially graduating class. How significant were
Dhillon’s actions for Canadians in similar
resisted, in 1990 it changed its rules.
circumstances?
The idea of accommodating the needs of minority groups has come
to be called reasonable accommodation. This concept suggests that
public institutions such as the RCMP have a responsibility to adapt to
the religious and cultural practices of minority groups, as long as these
practices do not violate other Canadians’ rights and freedoms.

Giving Back
Artistic Synchronicity | ——. Eau A
. Ss Culinary Adven tures | Figure 2-9 Immigrants to Canada
a ae ! work hard and pay taxes that help pay
Figure 2-7 Nadine McNulty first met Somali- for Canada’s social programs. Dr. Dhun
Canadian hip-hop artist K’Naan by chance in Figure 2-8 Alvin Leung is a celebrity judge on F, Noria, Chief of Laboratory Medicine
Rexdale, Ontario. Before long, she’d arranged MasterChef Canada for a reason — he’s.a world- with the Scarborough Hospital, has gone
his first gig — to perform at Afrofest 2000. class chef credited with creating his own culinary further. In 2014, she and her husband,
A huge fan of African music, McNulty went style, which he.calls “X-treme Chinese.” He loves to Farokh Noria, donated $1 million to
on to help many African-Canadian musicians combine the flavours of Chinese cuisine with food the hospital for cancer care. She also
find work. K’Naan’s incredible musical talents from other cultures. His two restaurants, in Hong volunteers extensively in the community.
launched his career, bringing him fame in Kong and London, England, are highly regarded, In Noria’s words, “What drives me is
Canada and around the world. What would and he hopes to open a third in Canada, where he the constant desire to help and make a
Canada be like without our diversity of musical grew up. Which world cuisines do you see in the contribution.” How do we all benefit from
talents and musical fans? restaurants in your community? Noria’s enthusiasm?

MHR * How does diversity shape Canada? * CHAPTER 2

 Political Diversity
be ina change
‘political public What kind of society do you want Canada to be? Any action you take
party. opinion
to achieve that vision is a political act. You might go door to door for a
political party, or you might protest a pipeline proposal. It’s all political.
Political Canadians hold a variety of political views that reflect factors such as
Activity their cultural heritage, the needs and interests of their regions, and their
‘padres —
views on social issues. This diversity is reflected in the political parties
z challenge
| injustices —
directly in the
“unjust laws in’ and other organizations that people choose to join or support.
the courts
community : 2
Working Within the Party System
Canadians have a long history of expressing their views by supporting
Figure 2-10 At one time, people had few
a political party. Until the early 20th century, Canadian politics was
ways to get politically involved. The options
dominated by two parties: the Liberals and the Conservatives.
have expanded considerably.
When people don’t see their views represented by existing parties,
they start new ones. Westerners, for example, founded several parties in
the 20th century. The National Progressive Party was formed to reflect
farmers’ concerns. The Social Credit Party was formed in response to
economic issues. Some political parties are short lived, while others
Up for Discussion continue to exist, though sometimes in different forms or with different
Political parties are always arguing. Wouldn't it names.
be better if we had just one party and worked As of 2014, 17 political parties were officially registered in Canada.
out our differences from there?
But only five — the Liberals, Conservatives, New Democratic Party, Bloc
Québécois, and Green Party — held seats in the House of Commons.
Evidence: Generally, fewer than 2 per cent of Canadians belong to a
political party. What would that suggest about Canadians’ interest in
politics? In your experience, is that accurate? Why or why not?

Working Outside the Party System

There is more involved in shaping Canada than just voting in an election
every four or five years. Many Canadians practise their politics outside the
party system.
Some people choose to make change by influencing public opinion.
To do this, they may form organizations that focus on particular social
justice issues. The Miss G__ Project, which you read about in Chapter 1,
is a good example of an organization that successfully made change
through advocacy. To achieve change, groups may launch social media
campaigns, lobby politicians, commission surveys, maintain websites,
stage protests, or publish books, pamphlets, or magazines.
Some people choose to take direct action to fix the problems they
Figure 2-11 Seventeen-year-old Chelsea see around them. So they volunteer at a food bank, for example, or
Lavallée from St. Ambroise, Manitoba,
host a supper for homeless people. Organizations are often involved to
reacts as she receives a special youth
co-ordinate volunteers. For example, the Elizabeth Fry Societies — named
award at the 2009 Nationa! Aboriginal
Achievement Awards. Lavallée was
after a 19th-century British prison-reform activist — exist across Canada
honoured for her efforts to promote Métis to co-ordinate volunteers to support women and girls in the justice
culture. Does commitment to a single system, particularly those who are marginalized, victimized, criminalized,
people reflect a commitment to Canada? or imprisoned.
Why or why not? Historical Perspective: Would our country’s political diversity be possible
if Canada did not guarantee the right to express political views? Explain.

Unit 1 ¢ Why is Canada the nation it is today? * MHR

 Figure 2-12 Should Canadian courts be
Working Through the Courts involved in protecting migrant workers?
Why or why not?
Another political strategy for shaping Canada is to address injustices
through the courts. If Canadians experience an injustice because of an
existing law, they can try to prove in court that the law does not meet the
standards of the Charter of Rights and Freedoms.
Consider the case of migrant farm workers. Every year, Ontario’s
Seasonal Agricultural Workers Program allows 17 000 temporary farm
workers to enter Canada and fill vacancies. Most of these workers come
from Mexico and Caribbean countries. They do low-paid, seasonal jobs
such as picking mushrooms and harvesting tomatoes. When the season
ends, they must return to their home countries.
More than 80 per cent of migrant workers who come to Canada work
on Ontario farms. These workers provide Ontario farmers with a reliable
source of cheap labour. Their work helps ensure that Canadians have a
supply of reasonably priced produce. But many of them work and live in
difficult conditions. They may be required to work up to 15 hours a day,
six days a week. Employers can send them home if they become sick or
complain about working conditions. The reality is that appealing to the
For decades, Ontario law prevented migrant workers — and all courts has ended. Appealing to the
farm workers in the province — from trying to improve their conditions decency and the will of voters is
by joining a union. The provincial government said that the law was next.... Most Canadians would be
necessary because farm work is unique. Farmers need labourers who will appalled at the working and living
work long hours during harvest times. conditions of tens of thousands of
Ontario agriculture workers. ... There
The United Food and Commercial Workers (UFCW) of Canada
is an Ontario election coming and we
decided to challenge the law in court. In November 2008, the Ontario
and our allies and members will make
Court of Appeal ruled that migrant workers are protected by the Charter this an issue.
and, therefore, have the right to unionize. But the Ontario government
— Wayne Hanley, union leader and
appealed to the Supreme Court of Canada. In 2012, the top court decided former national president of United
in favour of the Ontario government. Farmworkers would not be able to Food and Commercial Workers (UFCW)
unionize after all. Canada, 2011
This case is an example of a loss in the court system. Many challenges
do succeed, however, and in those cases laws must be changed to fall into
line with the Charter.
Ethical Dimension: The people’s right to challenge laws in court
encourages governments to make laws that will ‘measure up to the
Charter. Is this an unreasonable restriction on elected governments’ power
to make laws? Why or why not?

MHR * How does diversity shape Canada? * CHAPTER 2

When we decide that an event from the past is historically significant, we are deciding what is
important to remember and study. But over the passage of time that significance does not stay fixed.
Just a century ago, Canadian history itself was viewed as insignificant.
What did Canadian schools teach Canadian children? The history of the | Figure 2-13 BC Premier Christy Clark, left,
British Empire, of course. Canada thought of itself as a part of an empire. speaks with Green Party leader Elizabeth
The famous story of the British defeating Napoleon at Waterloo in 1815 was May in the
foyer of the House of Commons
considered a far more important topic than, say, the Red River Resistance of on Parliament Hillin Ottawa on March 31,
1869. Yet, today, Canadian students do learn Canadian history, including the 2014. What could make such a meeting
story of the Red River Resistance. Canadians changed their minds about what |) more historically significant overtime?
was importantto remember and study about the past.
Consider the founding of the Green Party of Canada
in 1983 at Carleton University in Ottawa. It was hardly
noticed. As of 2014, the Green Party had has two
members in Parliament but is not a major political
party. As a result, the founding of the party is not
considered by many Canadians to be noteworthy.
Could this change? It depends on the fortunes of the
Green Party.
Canadians’ concerns for the environment have
grown exponentially since the 1960s, and the Green
Party was an expression of those concerns. The
founders of the party did not believe that the existing
federal political parties were doing enough to protect
the planet. So they formed the party with a goal to do
things differently.
Green Party leader Elizabeth May was first elected We need to put the common good above private greed. We
in the 2011 general election and has served as the need to reduce the growing gap between the rich and the
member of Parliament for Saanich-Gulf Islands. Her poor. We need governments that make decisions based on
colleagues in the House of Commons might disagree science, not ones that cook the books to find “evidence” to
with her politics, but they appreciate her as a worthy support wrong-headed decisions.
and witty opponent. In 2012, they awarded her the
— Elizabeth May, Green Party of Canada website
Parliamentarian of the Year award.

1. How might the historical significance of the founding e A Green Party government is so effective that other
of the Green Party of Canada in 1983 change under the countries follow suit and together halt climate
following possible scenarios? change.
e The current Green Party members of Parliament are 2. Itis not justthe “winners” who are historically
voted out of office in the next general election. significant. What if the Green Party doesn’t gain
power in Canada? What if climate change worsens and
¢ The Green Party wins more seats and becomes the
future historians are seeking answers? Why might the
Official Opposition.
founding of the Green Party of Canada be historically
significant to them?
a

Unit 1 * Why is Canada the nation it ts today? * MHR

- Economic Diversity Figure 2-14 Canadian Income by the Numbers
. Economic diversity is the kind of diversity that most The Hennesey Index tracks facts about Canada and its place in the
~ countries don’t want. If some people earn extremely world for the Canadian Centre for Policy Alternatives. These numbers
high salaries while others toil at the minimum wage, were included in the May 2014 index. Which fact do you predict will
resentments can build up affect you mostinthe short term? In the long term? Why?
That's why Canada has a system of incremental
taxation. In such a system, the percentage of income $1600 Pcie pea ungus hold incomet eta
paid in income taxes rises as people earn more. So i
people who earn the least don’t pay any income tax at 5% increase in income of the richest 20% of
all, while those who earn the most pay a substantial households (2006 to 2011)
sum. For example, in 2014, Canadians paid 0 per cent i Heciing inimenmearihepenrest 20% of
in federal income tax on their first $11 038 of income, 6% households (2006 to 2011)
and 29 per cent on any income higher than $136 270.
Provincial income taxes bring the total even higher. go, increase in Canadians working'for the
Canada has such a system so it can create a more minimum wage (2006 to 2012)
equitable society. Wealthy people pay a bigger share so decline in private-sector workers covered
that government can pay for social programs that help 11% _ byadefined benefit pension plan
everyone in society. (1982 to 2014)

The Balancing Act

Figure 2-15 Balancing Budgets
During the 20th century, Canada built an extensive social safety net —
a network of government programs to help people get through hard times. _The downside of operating at a loss is that
These programs included employment insurance, old age security, social the total debt rises.
assistance, universal health care, and support for people with disabilities.
Paying for all these programs is an enormous challenge. If an economy - Pox
is growing, government revenues grow too and can cover the rising costs Bipnke
of social programs. When the economy is not growing, governments as
have three choices. The first option is to raise taxes. The second option Revenues Expenses
is to run annual deficits — spend more than they have coming in. The
third option is to reduce expenses by cutting social programs. All of these IN ghee
options have drawbacks.
In 1993, the federal government’s debt reached nearly $430 billion. Expenses
At the same time, the country was in an economic recession — a period Revenues
of economic decline. The Liberal government of the time decided to trim
social programs. Workers who qualified for employment insurance, for
In THE RED —
example, would receive only 55 per cent of their salaries, down from 75 - Dericit
per cent. The changes helped the federal government deliver a balanced
budget in 1997 — the first time in 30 years.
Expenses

Recall... Reflect... Respond

1. Create a graphic listing four kinds of diversity: 2. Describe one key development, program, or policy that
Aboriginal, cultural, political, and economic. For each, is of particular significance to one group of Canadians.
identify (1) any benefits for Canada, (2) any challenges How has it improved or worsened their lives? What
for Canada, (3) how government has worked to increase should future governments learn from this example?
or decrease this type of diversity, and (4) how these
actions have affected Canada.

MHR * How does diversity shape Canada? * CHAPTER 2

 What issues result from regionalism?
Figure 2-16 Canada’s Political Regions
The federal government must always try to ensure that it has programs
What criteria might have been used to and policies in place to address the needs of all the regions. When one
choose the four regions shown here? region is favoured over other regions — and even when that just appears
to be the case — a sense of regionalism may develop. Regionalism
is a concern for the affairs of one’s own region over those of the
rest of the country.
Some level of regionalism is healthy because expressing
dissatisfaction can lead to solutions. But excessive levels
of regionalism can lead to disharmony with the other
regions and possibly the breakup of the country.
Canada iis a federation, a group of self
governing states that share a central
», government to govern on matters
Mriniit
' related to the whole. Federations work
ee Canada
only when the different provinces and
territories find ways to get along.

The North
Together, Yukon, Northwest Territories, and
Nunavut make up Canada’s North. Life in the North
differs markedly from life elsewhere in the country. Many Northern
communities, for example, are isolated, with no asphalt roads connecting
them. In summer, ships can bring in supplies. But in winter everything
must be brought in by airplane or by transport mus on ice roads, which
follow the frozen rivers.
AA Nunavut
‘CONNECTIONS: The story of Inuit in Canada is different from that of First Nations and
feclure tte canteeerisunavul lies Métis. Inuit signed no treaties with British or Canadian governments,
just south of the Arctic Circle. In June, and many continued to follow their traditional way of life until well into
it receives 24 hours of daylight. In the 20th century. For many years, the federal government had limited
December, it receives only six hours of
daylight involvement in the affairs of the peoples in this region.
A new beginning came in 1993. After decades of negotiation, Inuit
rs and tietcccral povermment scrticu thelarcesglauc clan Canadian
history. The Nunavut Land Claim Agreement granted Inuit legal title to
350 000 square kilometres of their traditional territory. This settlement
led the way to the 1999 creation of a new territory called Nunavut, which
was carved out of the Northwest Territories. If Nunavut were a country, it
would be the fifth largest in the world. The word “Nunavut” means “our
land” in Inuktitut. Nunavut covers one-fifth of Canada, although only —
31 000 people (less than 1 per cent of Canada’s population) live there.
The creation of Nunavut has allowed Inuit to have much greater
control over their lives and future. The government of the new territory
is open to both Inuit and non-Inuit. Because about 85 per cent of the
residents of Nunavut are Inuit, most of the members of the government
are Inuit, too.

Unit 1° Why is Canada

the nation it is today? * MHR
 Inuit chose a form of government that fits Inuit beliefs. Members
are elected to the Nunavut legislature, but no political parties are
recognized. The elected members choose the premier from
among themselves, and the premier then picks the cabinet.
Decisions are made by reaching consensus — general
agreement.

Poverty in the North

Job opportunities are scarce in the North, so
many people are unemployed. In addition,
food is expensive due to high transportation
costs. Put those two factors together,
and the result is poverty. A 2007-2008
study by Statistics Canada, for
example, reported that nearly a quarter
of Inuit children experienced food
insecurity. That means that
25 per cent of Inuit children go hungry,
and sometimes have to skip a meal or
go for a whole day without eating.
Hunger and poverty in the
North are often alleviated by the
presence of what the Inuit call
country food — food obtained from
the land. Inuit hunters and fishers
possess a deep understanding of weather
patterns and the natural world, so they use Figure 2-17 Inuit Elder Ekalool Juralak
their skills to feed their communities. A 2006 Statistics lights a guiliq, a traditional stone lamp
Canada study showed that nearly two-thirds of Inuit reported living in a fuelled by animal fat, at the opening
home where at least half the meat and fish eaten was country food. session of the Nunavut legislature. The
quiliq appears on the Nunavut coat of arms
Climate Change in the North and represents warmth and family. How
Climate change may be the most pressing world issue of the 21st century. might embracing Inuit ideas and traditions
empower Nunavut?
Evidence of climate change is particularly evident at the poles. Many
Inuit live and work on the land, and they have been noticing changes in
the Canadian North for years. Ice forms later in the year and breaks up
earlier. Because the ice pack is now different, polar bear, caribou, and
seals, which many Inuit rely on for food, have changed their habits.
Sheila Watt-Cloutier, an Inuit activist and former chair of the
Canadian Inuit Circumpolar Council and the international Inuit
Circumpolar Conference, says that these changes are linked to global
climate change. The scientific community agrees with her. It has Global warming connects us all...
reached virtual consensus that the climate has been warming and that The Inuit hunter who falls through
human activities have been the cause. Scientists say that the Arctic the depleting and unpredictable sea
ice is connected to the cars we drive,
ice cap is melting much faster than predicted. If melting continues at
the industries we rely upon, and the
current rates, the Arctic Ocean could be nearly ice free in summer by
disposable world we have become.
2020. This is a concern because ice reflects light and heat. If the Arctic
— Sheila Watt-Cloutier, former chair of
ice disappears, less light and heat would be reflected. This would only
the Inuit Circumpolar Conference
speed up global warming.

MHR * How does diversity shape Canada? * CHAPTER 2

 The Northwest Passage
Up for Discussion
The Northwest Passage — a Northern water route between the Atlantic
if climate change brings more economic
and Pacific oceans — was, until recently, little more than a dream. Ships
activity to the North, what's the problem?
could not use the passage because it was frozen year-round.
The passage runs between Arctic Islands that are part of Canada,
which makes the Northwest Passage an internal Canadian waterway. But
this assertion has been challenged by other countries, such as the United
States. It claims that the passage is an international waterway that should
‘CONNECTIONS: be open to all naval and commercial ships.
A ship's route from London, England, to If the Arctic ice cap melts, the passage to shipping will be open for
Tokyo, Japan: at least part of the year. This issue cannot be brushed off as a concern
* via Panama Canal: 23 000 km for the distant future. In 2013, the Nordic Orion, a Danish commercial
* via Suez Canal: 21 000 km vessel, made history when it hauled 15 000 tonnes of coal from Vancouver
* via Northwest Passage: 16 000 km to Finland through the passage. Many predict that the debate over
Time saved by taking the Northwest ownership of the passage will become a controversial international issue.
Passage: 2 weeks

Arctic Sovereignty
Canadians have long considered much of the Arctic — including the
North Pole — to be part of Canada. But as the Arctic ice cap shrinks,
other countries are claiming a piece of the Arctic for themselves. Their
interest is sparked by the rich oil and natural gas reserves in the region.
Recent estimates say that as much as a quarter of the world’s undiscovered
energy resources lie under the Arctic seabed.
Figure 2-18 The Arctic Who really owns the Arctic Ocean? All countries have control
How might Inuit perspectives on Canadian of resources in and under the seabed for 370 kilometres from their
sovereignty in the North be influenced coastlines. So the edges of the Arctic Ocean are controlled by five Arctic
by their location? By the formation of nations: Canada, Denmark, Norway, Russia, and the United States. At
Nunavut? By interaction with other Arctic the centre, though, are 14 million square kilometres of the Arctic Ocean
indigenous peoples? that is now an international zone controlled by the International Seabed
Authority, established by the United Nations.
All five Arctic nations want a bigger piece of the Arctic.
What’s their justification? All nations have the right to
resources on their continental shelf — a gently sloping
underwater extension of land that extends from
continents. The underwater mountain range called
the Lomonosov Ridge extends from Siberia in Russia
to Canada’s Ellesmere Island. So Canada has been
mapping the ocean floor, hoping to prove that the
ridge is part of its continental shelf. Russia has
been doing the same thing. In December 2013, the
federal government submitted a claim that included
| Legend
the geographic North Pole. It is unclear when the
@=—1 Area beyond National UN International Seabed Authority will settle the
| “= Zones (Administered
by International dispute.
Seabed Authority)
--= Equidistance Line between Cause and Consequence: How might the resolution
VA Adjacent Countries
0 500 1000 1500~ — Agreed National Border of the dispute about the Arctic affect the lives of
RCT AS STS

kilometres | === Northwest Passage Inuit? Of all Canadians?

Unit 1° Why is Canada the nation it is today? * MHR

 The Canadian Rangers
Figure 2-19 In 2007, Joe Amarualik
. Canadian Rangers are part-time army reservists who sign up to provide a and other Canadian Rangers made an
military presence in Canada’s remote, isolated, and coastal communities. 8000-kilometre Arctic patrol. How does
In the Arctic, most of the rangers are Inuit. They help protect Canada’s their work help Canada show the world
sovereignty by acting as the eyes and ears of the army. Their job is to that the Arcticis Canadian? fj
report unusual activity, gather local data for the Canadian Forces, and
conduct sovereignty patrols. In 2014, the number of Rangers stood at
about 5000, most of them in the Arctic.

Youth Making History

Projec i Naming
From the late 1800s to the mid-20th century, whalers,
missionaries, RCMP officers, government officials,
and other people who visited or lived in the North all
photographed Inuit. But few of the photographers
bothered to note the names of Inuit they were
photographing. Over decades, many of these
photographs came into the collection of Library and
Archives Canada in Ottawa.
Project Naming was an effort to fix this situation.
It was founded by Murray Angus, an instructor with
the Ottawa-based Nunavut Sivuniksavut training
program, in 2001. In that year and the next, about 500
photographs dating from the late 1940s and early 1950s
were digitized and transferred to CD-ROM. Inuit young
people then loaded the photos onto laptop computers
and took them to show Elders in four communities.
Together, the young people and Elders identified more
than three-quarters of the people in the pictures.
Since then, the project has expanded and Inuit youth
~20 This photograph of a young Inuit couple was taken in
have helped identify many more people in photographs.
1903 or 1904 by an RCMP officer stationed at Cape Fullerton on Hudson
In November 2008, for example, gatherings in Iqaluit
Bay. The names ofthe pair were not recorded. Who benefits if and
helped identify more than 230 people in about 125
when the names are discovered? How do they benefit?
photographs.

1. Project Naming is an example of co-operation in the Why wouldn’t the photographers have recorded the
interest of fixing a past wrong and recording history names of Inuit they photographed? How might Project
before it is lost. Speculate on why various people, Naming improve the relationship between the North
including archivists, teachers, students, and Elders, - and the rest of Canada?
became involved.
\

MHR * How does diversity shape Canada? * CHAPTER2

 Central Canada
Up for Discussion
People in most of Canada tend to identify first
In 2007, Toronto filmmakers Albert Nerenberg and Robert Spence made
with their region and second with Canada. a documentary that was jokingly titled Let’s All Hate Toronto. In the film,
Ontarians tend to identify first with Canada the two travelled to various parts of Canada to take a tongue-in-cheek
and second with Ontario. Why do you think look at why Toronto is often described as the city Canadians love to hate.
this is the case? eee
What does it tell you fabout Although the film was a joke, it points out a troubled relationship. A
:
pe Outs view eriees! number of Canadians resent Central Canada, especially Toronto.
The resentment has historical roots. For much of Canada’s existence,
Central Canada was the country’s economic powerhouse. Newcomers
settled in that region first. Big cities grew there first. Investors financed
projects there first. Over time, infrastructure, transportation networks,
and communication networks gave Central Canada a leg up. The region’s
proximity to markets in the United States encouraged manufacturing and
trade, and its mineral and forest resources helped it flourish.
= Cause and Consequence: How might the success enjoyed by Ontarians
CONNECTIONS: and Québeckers have affected how they viewed themselves and others?
In the federal riding of Oak Ridges- Another factor that may have driven resentment against Central Canada
Markham, a single member of Parliament is its sheer size. In 2013, 13.5 million Canadians lived in Ontario and
represents 228 997 Canadians. Compare
fact tuisen cuore EE ne cdi: 8.1.1 millionmillion lived
lived i Québec.
in see: Together, : they made up 622 per per cent of f the
th
Canadian population, which has given the region a political advantage.
es =8=§=6—T)he country’s political system follows the principle of representation by
population — provinces and territories with higher populations have
proportionally more seats in Parliament. The result? Ontario and Québec
have always held the most seats. Consequently, people in other regions
sometimes feel their concerns may be ignored or overlooked by their own
federal government.

Figure 2-21 Population and Representation in the House of Commons, 2013

According to this table, are Ontario and Québec fairly represented? Could they nonetheless dominate politically? How would you adjust the seat allocation?
"Province [Territory Population* Percentage of Canada’s _ Seats in House of Percentage of Seats
| Bes ee ee a _ Population** Commons (Total=308) | in House of Commons**
Newfoundland and Labrador 526 700

Ontario
Manitoba 1 265 000
Saskatchewan
Alberta
British Columbia
Nunavut 36 700
Northwest Territories 43 500 0.1%
ee 35 000 ar 0.1% 0.32%

* Population is estimated as of July 1, 2013. ** Percentages have been rounded. Source: Statistics Canada

Unit 1 * Why is Canada the nation it is today? * MUR

‘A Reversal of Fortune
_ The global economic crisis that began in the fall of 2008 severely affected
manufacturing in Ontario. Manufacturers across the province suffered, © Check Back
and the province’s once prosperous automotive industry was hit especially
hard. At the same time, other provinces were flourishing because of new You read about Ontario's financial
difficulties in Chapter 1.
oil wealth. Overnight, Ontario was not the powerhouse of the federation.
By 2009, it had become a “have-not” province. It qualified for transfer
payments — extra funds from the federal government. That year, it
received $347 million of extra help.
In 1867, the BNA Act gave control of resources to the provinces.
Yet nature did not distribute resources equally across the country.
Some provinces have better economic advantages than others. The
equalization program began in the 1950s, when Prime Minister Louis
There's still a perception out there
St. Laurent persuaded prosperous provinces to share some of their wealth.
that Ontario is the fat cat. It’s all
St. Laurent’s goal was to ensure that all Canadians received similar
part of a pattern where everybody
public services, no matter where they lived. To achieve this, the federal assumes Ontario is big enough to look
government used some of its tax revenue (which it collects from citizens in after itself, The answer is increasingly
all provinces) and gave it to less prosperous provinces, such as Nova Scotia it isn’t. It’s not able to provide the
and New Brunswick. Until 2009, Ontario was the only province that had level of public services that other
never received equalization payments. provinces can.
The federal government calculates the amount of equalization Pia ti Corehere eonmmiseith te
payments. It can choose to change how it calculates the amount each ) Institute of Research on Public Policy,
province receives, so any change causes a lot of tension between provinces 2011
and the federal government. Ontario, for example, was set to:qualify
for equalization five times before 2009. But every time, the federal
government adjusted the calculation so that Ontario would not qualify.
Now Ontario does qualify. In 2014, it received $3.17 billion. But for 2015,
the calculation rules were changed once again, and Ontario was to receive
Figure 2-22 What thoughts or feelingsis
$1.18 billion less than it had ape, w0 . each of the characters experiencing? What
. Is equalization working for Centra Canada; Québec receives more ic artist Brian Gableteyina torconimunicate
in transfer payments than any other province. And now Ontario has through this editorial cartoon?
received support as well. However, Ontarians receive less in public
services per capita than do residents of most
other provinces. The cost of living is higher
in Ontario, so it simply costs more to pay Sa
the salaries of public employees such as SS
firefighters, teachers, and nurses. Also, a 2013
x
TAT

report by the Mowat Centre revealed that

Ontario sends $11 billion more to the federal
government than it receives back in transfer
payments, so it continues to contribute to the
well-being of other provinces, some of which SS
Z
have higher levels of public services. Z

Cause and Consequence: Is the equalization y

program an example of political co-operation? 2% )° Es
How does it make Canada stronger? Yi, Wy
How might unfair treatment threaten that . Wr Lim
positive result? Yj y Pkt.

MHR * How does diversity shape Canada? * CHAPTER 2 (*)

 Atlantic Canada
Canada’s Atlantic region consists of four provinces: Nova Scotia,
Figure 2-23 Canadian and Provincial
Unemployment Rates, 1993 Newfoundland and Labrador, New Brunswick, and Prince Edward
and 2013 Island. Through much of the 20th century, the region was defined by its
economic troubles. Known as a have-not region, the Atlantic provinces
If you were planning a move to improve
have endured some of the lowest wages, employment rates, and incomes in
your job prospects, which province would
you consider moving to? What factors
the country.
besides the unemployment rate might
In the 1980s, the collapse of the fisheries sent the already troubled
influence your decision? region into a crisis. Many people who had fished all their lives had few
skills that could be transferred to other jobs. To make matters worse,
CANADA much of the other employment in the region was seasonal, linked to
tourism or agriculture.
Unemployment rates in the Atlantic provinces were the highest in
NEWFOUNDLAND AND LABRADOR
the country, with Newfoundland and Labrador being the worst off.
11.4% There, the annual unemployment rate sometimes hit highs of more than
Prince Eowarp Istanp 20 per cent.
16.9%
A Changing Outlook
Nova Scotia
14.3%
| |
In recent years, the Atlantic region’s outlook has begun to change. The
9.0% | discovery of oil reserves off the coast of Newfoundland and Labrador
New Brunswick
has resulted in a small economic boom, and in 2008 the provincial
government declared its first budget surplus.
This surplus enabled the province to reduce its debt, increase spending
on roads and other infrastructure, and upgrade water and hydro services.
In 2009, as Ontario became a have-not province, Newfoundland and
Labrador became one of the “haves.” For the first time, it would not
receive equalization payments. This situation continued into 2014.

Role Reversal
Manitoba
9.3% Atlantic Canadians have a history of migrating west, often to Ontario or
5.4% |
Alberta, to look for work. In 2013, Alberta attracted more than 100 000
SASKATCHEWAN Canadians from other provinces and territories. But the change in the
8.3%

4.0%
economic outlook of Newfoundland and Labrador means that, for the
first time in years, young people in the province may be able to find work
ALBERTA
9.6% at home.
4.6% | Although Alberta continues to attract Easterners, some are staying
British CoLumBia home or returning home. One young man who was working in the
9.7% | Alberta oil sands was able to move home after finding work as a welder in
St. John’s. He said, “I [have] no real reason to be up in Alberta when the
0 5 10 15
Percentage
20
work is here, and there’s good money here.”
Wiis03 2013 Historical Perspective: How might the migration of young people to
Source: Statistics Canada, Labour Force Survey Alberta be viewed by Albertans? By the provinces and territories losing
their young people? By young people who leave their homes to find work?

(2) Univ 1 * Why is Canada the nation it is today? * MHR

 Y BS VU J \f

New Hope forthe Future

The Atlantic provinces have often been defined by their economic status as have-nots.
Should they be? This label is sometimes hurtful. The following are two views on the future of the
Atlantic region.

FRANK McKenna is a former Danny WILLIams, a former premier

premier of New Brunswick. During of Newfoundland and Labrador, was
his political career, he led three frequently in the news because of
consecutive majority governments his feisty defence of his province's
before retiring in 1997. This is an interests. The following is an excerpt
excerpt from his final speech as from a speech Williams made after
premier. signing the 2005 Atlantic Accord, an
agreement with the federal government over how his
|can tell you that federal dependency is the opiate of this province's income from oil resources would affect
equalization payments. In short, they would not affect
region, Atlantic Canada. Dependency — unemployment
the equalization calculation.
insurance, welfare cheques, transfer payments — have all
become a narcotic to us . . . it shaped everything that we are.
We know it to be true. We know it better than anybody else The effort to secure a better deal on the Atlantic Accord was
in Canada. about more than money for the people of Newfoundland and
Labrador. It was about integrity and dignity and honour, and
But the times, they are a-changin’. Those people who stand it was about pride...
up and say that Atlantic Canada wants more unemployment
insurance money are not speaking for Atlantic Canada. That is The prime minister lived up to his commitment to the people
not the way we feel. of Newfoundland and Labrador, and equally as important,
the federal government recognized the inequity our province
Now there are those, |think quite justifiably, who criticize has endured for many years. This is a defining moment in the
aspects of reform that do not put the incentives in the right history of Newfoundland and Labrador . . . [MJost importantly,
place and still create disincentives to work. That's fair criticism. it represents a new beginning for the people of Newfoundland
But to suggest that what we want in Atlantic Canada is more of and Labrador. Today, we are finally turning the corner, and we
the same is dead wrong. That’s not what we want. That's not are ready to seize the opportunities to stand on our own two
what we need. feet. Today, we start a journey towards self-sufficiency and
prosperity.

Explorations
1. One politician talks about attitudes. The other speaks . The Atlantic Accord kept Newfoundland and Labrador’s
about a specific deal. Paraphrase the message of each oil and gas revenues out of the equalization calculation,
politician. giving the province a chance to catch up economically
to the rest of the country. Considering the goal of
Danny Williams described the signing of the Atlantic
equalization program, was the accord fairto the other
Accord as “a defining moment in the history of
provinces? Explain your opinion.
Newfoundland and Labrador.” What evidence would
prove to you that he was right?
 The West
Alienation is a sense of being left out when one should rightly be
involved. In the late 20th century, feelings of alienation were boiling
over in the Western provinces — Manitoba, Saskatchewan, Alberta, and
British Columbia. Former Alberta premier Peter Lougheed summed up
the situation when he said in 2001 that “western Canadians are turned
off by the priorities and actions of the federal government. They feel that
despite the efforts of some very good and able federal cabinet ministers
from the West, Ottawa neither understands nor appreciates the needs and
hopes of Westerners.”

Figure 2-24 Located on Canada’s West

Coast, Vancouver hugs the Pacific shoreline
at the foot of the Coast Mountains. How
might this mountain range contribute to
regionalism?

The West Wants In

Feelings of alienation in the West were so strong in the 1980s that they led |
There is a bit of a feeling in [Alberta] to the creation of a new federal political party in 1987. The federal Liberal
that Québec has received special and Progressive Conservative parties of the time had both been created in
status and treatment and distinct Central Canada and had been dominated by politicians from that region.
privileges because it has talked the The founders of the Reform Party of Canada believed their party would
language of separation. As a strategic be different. Its purpose was to focus the federal government's attention on
matter, there are people here saying, Western concerns. The party’s slogan was “The West Wants In.”
well, we have concerns; they may Preston Manning, an Albertan and Reform’s first leader, called for
not be based in culture, they may not
provincial equality with no special status for Québec. His party also
be based in language, they may be
demanded parliamentary reform, including an elected Senate in which
different historically, but we have our
own set of concerns that we want to
Canada’s various regions would be equally represented.
make sure are on the table. By 1990, the Reform Party had become a significant political force in
the West. In 1993, it won 52 seats in the House of Commons. Then, in
— Sheilah Martin, law professor,
University of Calgary, 2001
the 1997 federal election, the party won 60 seats — and Manning became
leader of the Opposition. But all the Reform seats were in the West, so the
Western politicians continued to feel like outsiders even in Ottawa.
How could the Reform Party gain real power? Manning noticed many
similarities between the policies of the Reform Party and those of the
Progressive Conservative party. So in 1998, Manning started a movement
called the United Alternative. Its goal was to “unite the right” and create a
conservative party with a national political base.

Unit 1 * Why is Canada the nation it is today? * MHR

The West Gets In
In an attempt to persuade Progressive
Conservatives to join them, members
of the Reform Party voted in 2000
to dissolve their party and create the
Canadian Alliance. In 2002, Stephen
Harper, a Calgary politician, was elected
leader of the Alliance.
Harper eventually succeeded in
uniting the Alliance and Progressive
Conservative parties. Together, they
formed the Conservative Party of Canada
and won the 2006 federal election.
Stephen Harper became prime minister
and his party won enough seats to form a
minority government.
The May 2011 election won the Conservatives enough seats to form a Figure 2-25 Ali Walker drives a large road
majority government. Politicians from the West finally had the power to rolling machine at the Syncrude Mildred
make their vision of Canada come to life. Lake oil sands plant. Being a part of
something really big like the oil sands can
The Alberta Boom affect one’s outlook. How would it affect
your thoughts about being Canadian?
While Alberta has been gaining political power, it has also been gaining
economic power. In 2012, its GDP per capita was $80 200 — higher
than that of any other province or state in North America. This success
results in large part from a booming oil industry. Wages are high and
unemployment is low.
Many Albertans see themselves as self-starters and belt-tighteners. What we now tout as traditional
Canadian values and virtues —
Many prefer low taxes even if it means low levels of public services, so
unearned entitlements, paying
Alberta governments comply. Some Albertans feel resentful of provinces
people not to work, paying provinces
that have higher levels of public service. Québeckers, for example, enjoy
not to succeed (and not to secede)
lower university and college tuition rates, cheaper public daycare ($7 per — all these were unthinkable to the
day in 2014), and more generous parental leave than any other province. stalwart people who founded and
But Queébeckers pay for these extra services with higher provincial taxes built Canada. Today's celebration of
than any other province. the easy ride. . . [is] the complete
antithesis of [Canadian values and
Evidence: Examine the Voices feature for words, phrases, or arguments
virtues].
that reveal alienation. Do you accept Smith’s argument? Why or why not?
In your opinion, should Albertans feel alienated? Justify your opinion. — Danielle Smith, leader of Alberta’s
conservative Wildrose Alliance

Recall... Reflect... Respond

1. Four provinces are resource rich: British Columbia, 3. What changes would you recommend to make
Alberta, Saskatchewan, and Newfoundland and Canada’s political system work more effectively for all
Labrador. In 2014, these were the “have” provinces. Canadians?
Is it fair that they benefit from being resource-rich
Should Canadians stay in a federation that isn’t
provinces while others don't? :
perfect? Why do Canadians continue to try to get
For each region, describe factors that have increased along?
or decreased levels of alienation over the years.

MHR * How does diversity shape Canada? * CHAPTER 2 (3)

 = A “ ‘i - “7
S

Countless Causes, Copious Consequences

Every event in history happens for many reasons. Let’s assume that while riding your bicycle you
crash into the door of a parked car. How did it happen?
as A car door was swung open in front of you! But that Your crash would not have taken place at all if a
ox wasn't the only cause. Long ago someone invented single one of those causes hadn't happened. Every event
: the bicycle. Later, a city planner designed the street comes about because of a combination of long-term,
| withouta bike lane. Years ago, you learned howtoride | Short-term, and immediate causes. The graphic below
pias a bike. Last year, you bought a new bike. Today, the rain _ illustrates just three causes of the election of a majority
Pes: let up so you decided to take your bike. Finally, while Conservative government in 2011.
| riding along a row of parked cars on Main Street, a Consequences work the same way. Some are
driver swung open the car door without checking to immediate, happening almost at once (you bleed after
see if a bicycle was coming. The result? You crashed falling off your bike). Others happen in the short term
into it. (for years, you're nervous riding beside parked cars).
And some are long term (you advise your seven-year-old
daughter of the dangers of riding beside parked cars).

Figure 2-26 In this graphic, short-term causes are close to the event, while long-term
causes are farther away. How else could you show this relationship graphically?

1980 Pierre Trudeau proposes a National Energy Policy to

keep the price ofAlberta oil and gas low to benefit Canadian
manufacturers. Albertans are outraged.
a — ; May 2, 2011
——— . ~ - — - Election of
a majority
Conservative
government

March 2011 The three opposition parties reject the Conservative

budget, so Prime Minister Stephen Harper calls an election.

Explorations Mini History of an Oil Boom

1. The paragraph shown tells about Alberta becoming Millions of years ago, dinosaurs and plants died, dropping to the
seabed that is now Alberta. Over time, they turned into fossil
prosperous from oil. Turn it into a graphic that
fuels. Much later, in 1947, oil was discovered in Leduc, Alberta.
illustrates the causes and consequences of oil
This discovery boosted Alberta’s economy, and by the early
sands revenues taking off in the early 21st century. 1960s, the province stopped receiving transfer payments. The
Distinguish between immediate, short-term, and long- technology to separate the bitumen (thick oil) from the sand
term causes and consequences. had been invented by Karl Clark in 1926. However, it wasn’t until
1967 that the first plant began to process oil sands.
2. What do you think might be the short- and long-term
Oil sands revenue began to take off at the beginning of
consequences ofAlberta oil wealth on Alberta's
the 21st century. Since then, Alberta has had low levels of
relationship with the rest of the country?
unemployment and high levels of revenue. The revenue will
continue to benefit Canadians. Scientists predict, however, that
the long-term effects of burning all those fossil fuels will be
disastrous for the planet.
will our differences break up Canada?
Canadians are diverse in multiple ways: culturally, politically, and
economically. This diversity can bring great benefits to Canada. But what Up for Discussion
happens when people from one segment of society feel that their needs are According to the 2006 census, 264 195
not being met within Canadian federation? Could any of our differences Québeckers were Aboriginal in that year, What
be reason enough to break up the country? happens if the majority of Québeckers want to
separate but Aboriginal Québeckers don’t ?
Supporters of Québec sovereignty think so. They believe that
Québec is so different from the rest of the country that staying within
the Canadian federation is intolerable. They argue that Québeckers
need to become “masters in our own house” by making Québec a
sovereign country. They believe that Québec could better protect its
language and culture if it did not have to endure what it thinks of as
interference from Ottawa.

The 1995 Sovereignty Referendum

A particularly low point in Québec—Canada relations came in the mid-
1990s, Canadians had resisted efforts to give Québec special status within
federation. Québeckers elected a Parti Québécois government in 1994
and Jacques Parizeau became premier. Known for his fiery support of
separation, Parizeau promised Québécois that they would be able to vote Figure 2-27 To show respect for French
in a sovereignty referendum on October 30, 1995. Canadians, some Canadians have suggested
When the vote was held, federalists (those who favour staying in the redesigning the flag as shown in this
Canadian federation) managed a narrow victory and Québec stayed in photograph. The red and blue in the
Confederation. But many Canadians were pessimistic about the country’s ‘data syimbonize the importance
of Canada’s British and French heritage,
future. A year after the referendum, a public opinion poll by Angus Reid
as well as the country’s official languages.
and Southam News revealed that 63 per cent of Québécois and
The maple leaf symbolizes the land and the
40 per cent of English-speaking Canadians believed that Canadian unity importance of Aboriginal peoples. What do
was threatened. you think of this idea?

A Need for Clarity Te

The margin of victory in the 1995 referendum was so . ir
slim that it did not resolve the sovereignty issue. Many Seq \
Canadians, both inside and outside Québec, argued that
it was not a victory at all.
In addition, many said that the referendum question
had been so confusing that people were unsure of what
they were voting for or against. The question asked:
“Do you agree that Québec should become sovereign,
after having made a formal offer to Canada for a new
economic and political partnership, within the scope
of the Bill respecting the future of Québec and of the
agreement signed on 12 June 1995?”
Several other aspects of potential separation were
unclear. For example, if a vote for sovereignty was
won but Aboriginal peoples in Québec wanted to stay
in Canada, they couldn’t just pick up and move to r. :
Ontario. There would be no easy answers. a ; >

Mun © How/doeydiverit
(ape Canad Mag@HAUTE &
x
 In Response to the Referendum
In response to the referendum results, the government of Prime Minister
In no democracy in the world Jean Chrétien passed the Clarity Act in 2000. This act set up clear rules
can a government proceed with for all future separation referendums anywhere in the country:
something as serious as the break-up
¢ Before a vote, the House of Commons will decide whether or not the
of the country, and abdicate its
constitutional responsibilities toward
proposed referendum question is clear.
one quarter of its population, without e Any question that does not refer only to separation will be considered
having the assurance that this is what unclear.
that population truly wants. ¢ After the vote, the House of Commons will decide whether or not a
— Stéphane Dion, clear majority has been achieved — 50 per cent plus one may not be
former minister of intergovernmental | accepted as enough support for separation.
affairs and author of the ClarityAct
¢ All provinces and Aboriginal peoples will be part of the discussions.
¢ A constitutional amendment will be required before a province can
separate.

Figure 2-28 On the one hand, if separatists have political support, they can A Change of Heart?
return to the question of separation over and over until finally they achieve In 2012, the people of Québec tired of the
a “yes.” They only have to win once. Federalists, on the other hand, must win Liberal provincial government, and they elected
every time. Given this cartoon, what do you think Michael de Adder thought
a Parti Québécois minority government. Was
about this situation? What details in the cartoon tell you that he’s making fun?
this a sign that Québec was ready for a third
referendum? Premier Pauline Marois thought
they might be, so in 2014 she called an election
hoping for a majority so that she could hold
a referendum. But Québeckers would have
none of it — they gave the Liberals a majority
government instead. _
Further, a March 2014 Internet poll
commissioned by Radio-Canada showed that
only 39 per cent of decided respondents in
Québec supported sovereignty. That means
that 61 per cent favoured continuing Québec’s
membership in the Canadian federation.

Recall... Reflect... Respond

1. The Canadian Press named the 1995 sovereignty Choose and describe either the 1995 referendum or
referendum Canadian Newsmaker ofthe Year, the Clarity Act. Speculate about this development
suggesting that it was an historically significant event. from at least two perspectives; for example, from
This marked the first time that an event, rather than a the perspective of the federal government, Québec
person or group, had been chosen for this award. Do separatists, Québec federalists, and other Canadians.
you agree with this designation? Explain your response.
Do you believe that diversity will break up the country
or bind it together? Provide examples to support your
conclusion.
I ae
POE

Unit 1 * Why is Canada the nation it is today? * MuR

 e A Ve J o, L LJ

Approaching Secularisi
In 2014, the minority provincial government of the Parti Québécois proposed Bill 60, which it called
a Charter of Values. The intended purpose was to reinforce the secular nature of Québec society.
Secularism consists of two principles:
1. Religious institutions should not be involved in government.
2. All people, regardless oftheir religions and beliefs, should be equal before the law. ne
In Canada, no religious institution is involved in Another view is that the government should rid
running the government, and all people are considered itself of even the appearance of religious influence.
equal before the law, as guaranteed by our Charter of Premier Pauline Marois and members of her cabinet
Rights and Freedoms. stated that by wearing obvious religious symbols,
Yet some government workers wear symbols of government employees would make it seem as though
their religion or beliefs. Does this religious expression the government was not neutral. Through the Charter
violate the first principle of secularism? One view is of Values, they wanted to ban “easily visible” religious
that true secularism in a government is accomplished symbols including the hijab (Muslim headscarf), kippah
when the state guarantees and respects individual (Jewish skullcap), and turban (Sikh head covering).
expression of religion, even among its employees.

Figure 2-29 Three Perspectives on What the Charter of Values Represented

Elections can be seen as the people’s opportunity to speak with one voice. What did the Québec public think of the government's proposed Charter
of Values? Just consider the election results: The Liberal party took 70 seats, while the Parti Québécois won 30.

Premier Pauline Marois Fariha Nazvi-Mohamed, Montréal- Philippe Couillard,

saw the charter as a step based blogger for the Huffington leader of the Québec
to protect the public sphere Post, saw the charter as something Liberals, viewed it
from religious influence: “It very different: “Bill 60 is government- as a political ploy:
will become, I’m certain, sanctioned employment discrimination, “| see this as quite
a strong uniting element pure and simple. It is being dressed an obvious attempt
between Québeckers. We're up in the veil (pardon the pun) of to move citizens’
moving forward in the name secularization, to marginalize religious attention away
of all the women, all the men, minorities, religious identities, and all from jobs and the
who chose Québec for our those who are committed to a religion economy.”
culture, for our freedom, and other than that which Québec was
for our diversity.” founded upon.”

Explorations |
1. Restate in your own words, the various perspectives on Pauline Marois? What other perspectives would help |
the Parti Québécois’ proposed Charter of Values. What you understand it better?
did Québec voters think?
3. The different perspectives of the Charter highlight
2. How would your understanding of the Charter be differences among Canadians in Québec. What did the
limited if you had access only to the perspective of - 2014 Québec election result tell us about whether or not
those differences will break up the country?
Chapter 2 Review
Knowledge, Understanding, and . Historical Significance: Review the criteria for
defining historical significance (p. 6) and choose one
Thinking historically significant issue or event that you read
about in this chapter. Record reasons for your choice.
1. List three types of diversity that have played a
Compare your choice and the reasons you made it with
significant role in Canada’s development since 1982.
those of a partner. After this discussion, revise your
Rank the three in order of importance from most to
response if necessary.
least important. Explain the criteria you used to decide.
a) Was the issue or event you chose significantto
2. Identify three economic developments that have Canada as a whole or to a specific group of people
affected three different regions and their relationships or region? Explain your reasoning.
with the rest of the country. In each case, assess the
b) Explain how the event or issue you chose reflects
significance for different people in Canada.
the influence of diversity on Canada, and what it
3. Find a current news story that reflects how Canada’s says about how we get along — or don't get along.
founding nations — Aboriginal, French, and English c) Will the event or issue you chose continue to be
— continue to influence the country’s politics today. significant in 10 years? In 25 years? Explain the
Explain your choice. reasons for your response.
4. \f Canadians believe that the current political parties
. Cause and Consequence: To help understand
do not represent their views, they can form a new
causes and consequences, it is sometimes useful to
party, as the Green movement did in 1983. Why is
think about intentions and results. This is because
freedom to express diverse political views an important
actions taken to achieve a specific goal often have
democratic principle?
unintended consequences.
5. Canadian politics is influenced by the country’s
Think, for example, about what happened after Prime
geographic, cultural, political, social, and economic
Minister Louis St. Laurent first thought of setting up an
diversity. What are some contemporary consequences
equalization program.
of this diversity?
a) What were St. Laurent’s intentions?
b) What were the immediate consequences?
Communicating and Applying c) Inthe long term, who has benefited most and why?
6. Unless you're Aboriginal, you or your ancestors came d) What long-term imbalances ortensions resulted?
from somewhere else. So Canada’s history stretches
e) Which of these consequences might be considered
back to that immigration experience (see p. 60). The
intentional — and which unintentional?
story of K’naan — a Canadian phenomenon — would
not be complete without the telling of his idyllic . Form a small group to investigate cultural diversity
childhood in Somalia, an encounter with a grenade, in Canada’s largest cities. Each student chooses a
and an escape from civil war on the last flight out of different city.
Mogadishu in 1991. a) Individually, investigate the cultural diversity of
a) Seek out stories about the immigration experience your chosen city. What are the major groups? Are
of you, a family member, your guardian, an ancestor, there unique neighbourhoods, dedicated commercial
or a family friend. areas, or cultural events? What programs help
b) Create a presentation of the story, using people overcome differences?
photographs, maps, drawings, family trees, or any b) Share your findings with your group. Together compare
media of your choice. the cultural diversity in your cities. Discuss the major
c) Present your immigration story to a group of benefits and challenges of cultural diversity.
students or your class.
d) After seeing all the presentations, discuss how the
diverse experiences and contributions of various
immigrants have helped shape Canada.

Unir 1 * Why is Canada the nation it is today? * MHR

10. Historical Significance: Québec is not the only Figure 2-30 Sweden, Norway, and Canadian Regions: Population
province to hear rumblings of separation. Alberta has and Area
had a few parties advocating for separation. At its peak,
the Alberta First Party won 0.87 per cent of the popular Compare the relative sizes of the populations and areas. Which have
vote in the 2001 provincial election. In the April 2001 the highest density? The lowest?
issue of Policy Options, columnist Lorne Gunter pointed
out some differences between Québec and Western 1g Area
Canada. Though some Québeckers really seem to want ___(Rounded)
to leave Canada, Gunter wrote, Westerners do not. 450 000 sq km

Gunter wrote that Québec is actually “more entwined ion (2012) 324 000 sq km
in Canada than the West is. Québec is a more central The North 3 524 500 sq km
part of the country— always has been — with more Yukon, Northwest
influence on national policies and institutions. It’s more Territories, Nunavut
dependent on federal cash, and would be more hurt by a Atlantic Canada 428 000 sq km
split.” Newfoundland and
Labrador, Prince Edward
As a result of this situation, separating would be harder Island, Nova Scotia,
for Québec than for Western Canada. “[Separation] New Brunswick
SS
would more profoundly [split Québec’s] population, do Central Canada 21.7 million 2618 000 sq km
more damage to its economy, run more contrary to its Québec, Ontario
history and culture. Western separation wouldn't be (sane ee Cn Sa
The West 11.0 million 2 906 000 sq km
inconsequential, but it wouldn't be nearly as devastating Manitoba,
on the region, either.” Saskatchewan, Alberta,
a) Explain the arguments Gunter used to support his British Columbia
conclusion that Québec is “more entwined in Canada *Estimated
than the West is.”
b) Do you agree with Gunter’s conclusion that 12. Across the country, economic opportunities — or lack
separation would affect Québec more negatively thereof — affect whole communities. A small town in
than it would the West? Explain your response. a remote part of Northern Ontario may not enjoy the
. Examine the information in Figure 2—30. This table range of job opportunities that are available to people
compares the population and area of four Canadian who live in Southern Ontario. Access to services such
regions with the population and area of Sweden and as health care and public transportation may also be
Norway, which are independent countries. affected by where people live. Rural residents, for
example, must often travel long distances to see a
a) On the basis of your analysis of the data, consider
doctor. Work with a group to come up with the best
the following questions: Do you think Canada should
answers to the following questions.
be divided into four separate countries? Should it be
divided in a different way? Should it be divided at all? a) How does the economy affect your community?
Explain your judgments. What are the major sources ofjobs? Have there
been any major changes to your community in your
b) Do population and area alone provide a valid basis
lifetime, such as layoffs or the appearance of new
for deciding whether or not a region should become
businesses?
an independent country? Explain your judgment.
b) What other kinds of diversity characterize your
c) The needs of a particular country vary according to
community, and what are the effects?
its size. In what ways is this statement accurate? In
what ways is it inaccurate? Use Canadian examples c) How does your region benefit from being in the
to support your responses. Canadian federation?
d) Are a country’s size and its diversity related? Explain d) What could your community do to improve relations
your response. with other regions of the country?

MHR * How does diversity shape Canada? * CHAPTER 2

 Figure 3-1 On April 17, 1982, Queen Elizabeth II
joined Prime Minister Pierre Trudeau on the steps of the
House of Commons (top left) to sign the Constitution
Act, 1982, into law. The next day, Queen Elizabeth flew
back to Britain. After saying goodbye to the queen at
Ottawa's Uplands Airport, Trudeau performed his famous
pirouette (bottom right), which was snapped by a news
photographer.

(2} Unit 1 * Why isCanada the nation it istoday? * MR ee “eae eames bere:
 How is the 1982 Constitution shaping Canada?

During the 1960s and 1970s, some long-standing political and social
issues challenged Canadians and threatened Canadian unity. Prime Key Terms
Minister Pierre Trudeau believed that a revamped Constitution patriating

would help resolve some of these issues, including the demands of amending formula
Québec sovereignists. veto
One big problem stood in the way: Canada’s Constitution was a sovereignty
British law called the British North America Act. That meant that association
Canada couldn’t change it to address Canadian issues. Trudeau distinct society
argued that no other country should control Canada’s Constitution. decentralization
He believed that patriating the Constitution — bringing it home — entrenched
would allow Canada to create a new, made-in-Canada document that notwithstanding
would be better designed to address Canadian issues and concerns. clause
So Trudeau set out to bring the Constitution to Canada. The Aboriginal rights
process took years, but on April 17, 1982, he achieved his goal. treaty rights
Examine the photographs on the previous page, and then respond self-government
to the following questions: comprehensive land
¢ Why was Queen Elizabeth I] involved in the ceremony to bring claims
the Constitution to Canada? specific land claims

¢ What feelings might Trudeau have been expressing when he reserves

pirouetted for the news media? traditional territories

¢ Would the government of a democratic sovereign country be omnibus bill

more capable of doing its job if the country had control of its employment equity
constitution? Why or why not?

i RSENS
MIEN NCD AE SANT PRISE TA “ LESLIE OLDIES
IGESLLL ILE LICL
LEARNING GOALS
Looking Ahead
In this chapter you will
The following inquiry questions will help you n of the :
explore ways that the Canadian Constitution helps « explore how the p atriatio
ion has s hap ed and continues to
Canada work: Constitut
shape Canada
e¢ Why bring home the Constitution? t ution has led to both
e explain how the Consti
n among Can| adians
e Will Québec ever sign the Constitution? conflict and co-operatio
ective protections
¢ How does the Constitution protect rights? ° examine how the coll
affected both
¢ How does the Constitution affect Aboriginal of the Constitution have
ina l peoples
peoples? Québécois and Aborig
rter of Rights and
© examine how the Cha
PS
ey
ene
scree
EP
mnt
cocananenossnnanacasannannnenre
SE
¢ How does the Constitution affect individual
ed wom en, LGBT ,
Canadians? Freedoms has affect bilities
Can adi ans wit h disa
Canadians, and
 Why bring home the Constitution?
In the 1970s, Prime Minister Pierre Trudeau came to believe that
changing the Constitution would give Canadians the tools they needed to
deal with the most pressing political and social issues facing the country.
The country was facing Québécois sovereigntists wanting to break up
the country and Aboriginal peoples demanding that Canada fulfil the
obligations of the treaties.
A constitution is the foundational document of a country. It sets out
the rules governments use to run the country. Trudeau reasoned that
if the rules were adjusted to better meet the needs and interests of key
groups, these groups would be content to live within Confederation.
But the Constitution was a British statute passed in 1867. Should
Canada, a sovereign nation, have to ask a foreign country to amend the
Canadian Constitution? Trudeau didn’t think so. He launched a plan to
Figure 3-2 Why patriate the patriate the Constitution.
Constitution?

pre-1867: 4 ; 1982:
Canadians 1867:3 cig
Only the :
The Canadian
: :
post-1982:
negotiate The British none Bat government brings Canada alone
¢ sh can
and write the government the BNA Act can change
hae he make changes home, making it
British North passest to the BNA its own
America Act. BNA Act A partof its new Constitution
ce Constitution.

Canada’s Constitution before 1982

In many countries, such as the United States, a constitution
was written and approved by the country’s leaders when
the country was established. This was almost the case for
Canada. Beginning in 1864, leaders of the British North
American colonies who wanted to unite into a single country
worked to develop a constitution. The document they
produced was the British North America (BNA) Act, an act
passed by the British Parliament to bring Canada into being
on July 1, 1867. Today, the BNA Act remains one of Canada’s
key constitutional documents.
The BNA Act set out the powers of the federal and
provincial governments. The federal government controls
matters that affect all Canadians, such as defence, fisheries
and oceans, and international trade. Provincial governments
control matters that relate to their geographic area, such as
health and welfare, education, and natural resources. It is this
division of powers that makes Canada a federation — power
is shared.

Figure 3-3 The BNA Act lays out which levels of government control what. So provinces
control — and reap the profits from — all resources harvested on their lands. Alberta,
for example, earns a royalty for every litre of oil pumped out ofthis oil well. How would
this system ensure that people feel in control of the resources in their province?

Unit 1 * Why is Canada the nation it is today? * MHR

| Struggling to Find Common Ground
A constitution needs to be foolproof. You want to get it right the first time
and you want to make it difficult to change. Otherwise, an irresponsible |believe a constitution can permit the
coexistence of several cultures and
government could make dangerous changes.
ethnic groups within a single state.
At the same time, a responsible government may wish to make wise
changes to meet the needs of a changing society. So a country needs an — Pierre Trudeau, during his first
campaign for election to the House of
amending formula — a set process for changing the Constitution. It has Commons, 1965
to be demanding, so that it’s clear that a strong majority of Canadians or
the provinces agree with the change.
Prime Minister Pierre Trudeau began talking about patriating the
Constitution in 1968. But gaining agreement on the amending formula
was difficult. Québec wanted a veto (right to reject) on any constitutional
change. To make matters worse, nearly all the premiers were skeptical of
the new Charter of Rights and Freedoms that Trudeau proposed. They
thought it would erode their powers.
For more than a decade, the federal and provincial politicians grappled
with questions such as the following:
¢ How many provinces should be required to agree before constitutional
changes are approved? Up for Discussion
Should any single group in Canada be
¢ Should provinces with larger populations have a greater say?
recognized as distinct from other groups?
¢ Should Québec have the right to veto or opt out of constitutional
changes?
¢ Should Québec receive special recognition within the federation?

Cause and Consequence: Why would Trudeau have wanted an amending

formula in place before the Constitution was patriated? What problems
might have arisen if no amending formula was built into the Constitution?

In Search of Agreement
During the campaign leading up to the 1980 Québec referendum on ‘CONNECTIONS:
sovereignty association (two countries with formal ties), Trudeau had
René Lévesque was not just a
promised Québeckers that he would patriate the Constitution. When separatist; he was the founder of the
Québec voters rejected sovereignty association, Trudeau needed to live up Parti Québécois and served as the
to his promise. So he called a first ministers’ conference — a meeting of champion of the separatist cause for
15 years. He had been a well-respected
the prime minister and the provincial premiers. journalist before his political career, so
The first ministers once again failed to agree on an amending he was well known and well respected
formula, so Trudeau decided to take unilateral action — he would in Québec for his fierce defence of the
province he loved.
patriate the Constitution without the involvement of the provinces. His
decision forced the first ministers to meet again in a last-ditch attempt to
reach agreement. Several days of negotiating produced no results.
However, behind the scenes, Federal Justice Minister Jean Chrétien
and the attorneys general of Ontario and Saskatchewan were working on
a compromise. After midnight on November 5, all the provincial premiers
except Québec Premier René Lévesque, who was not staying in the same
hotel, were hastily called to a meeting in a pantry at the conference centre.
They were presented with the proposal. The premiers supported the
compromise, which was nicknamed the “Kitchen Accord.”

MHR * How is the 1982 Constitution shaping Canada? * CHAPTER 3

 The Deed Is Done
Lévesque awoke the next morning to find that an agreement had been
|have been stabbed in the back reached without him. He was furious and walked out of the meeting.
during the night by a bunch of According to the final document, the Constitution can be amended
eats with the agreement of at least two-thirds of the provinces representing
— René Lévesque, premier of Québec at least half the country’s population. This arrangement means that it is
| during the constitutional negotiations, 0 | ogsible to make changes to the Constitution, but it is difficult to achieve.
amemoir, 1986 pes ‘
It also means that the Constitution can be changed even if Québec
objects.
Some historians argue that the events leading to the Kitchen Accord
gave Québec separatists more evidence of the federal government's
betrayal. But some of those involved in
the November 1981 conference, such
as Alberta Premier Peter Lougheed,
have said they believe that Lévesque
was so dedicated to separation that no
compromise would have satisfied him.
Because the agreement had the
support of nine provinces, Parliament
endorsed it in the House of Commons
on December 2, 1981. When Queen
Elizabeth II signed the document
in April 1982, the process was
complete. Canada controlled its own
Constitution.
Although the Supreme Court later
ruled that the Constitution applies in
Québec, the province of Québec has
never signed it.

Figure 3—4 René Lévesque described the meeting

leading to the Kitchen Accord as “the night of the long
knives” and vowed to fight the agreement. On the day
the queen signed the Constitution, Levesque ordered the
flag outside Québec’s National Assembly to be flown at
half-mast. What message was Lévesque sending?

Recall... Reflect... Respond

1. Figure 3—1 (p. 82) shows Pierre Trudeau pirouetting 2. Tellthe story of the patriation of Canada’s Constitution
after Queen Elizabeth signed the Constitution Act. as a comic strip, rap, or poem. In the stanzas or speech
How might Francophone Québécois have interpreted bubbles, use the following terms in such a way as to
Trudeau's action? Explain your response. demonstrate your understanding of them: patriation,
amending formula, Constitution, BNA Act, Charter
of Rights and Freedoms, compromise, and Kitchen
Accord.

Unir 1 * Why is Canada the nation it is today? * MHR

Will Quebec ever sign the Constitution?
Patriating the Constitution failed to dampen the sovereignty
movement in Québec. In fact, many Canadians believe that
the process increased the strength of the separatists. “Rather
than undermining the forces of Québec separatism, the strategy
strengthens them, bringing Canada to the brink of collapse,” wrote
political scientist Kenneth McRoberts. “In light of the Trudeau
strategy's original purpose of securing national unity, there can be no
doubt that [the strategy] has failed.”

A Fresh Face
In February 1984, Pierre Trudeau resigned. He had achieved his
goals of defeating the separatists in the 1980 referendum, patriating
the Constitution, and creating a Charter of Rights and Freedoms.
Yet his handling of the economy and Canada—U.S. relations were
not widely admired. It was time for him to go.
In the 1984 election, John Turner’s Liberals were soundly defeated, Figure 3-5 Brian Mulroney stretches
and Brian Mulroney became prime minister. A bilingual Anglophone through a bus window to shake the hands
Québecker, Mulroney had strong support in Québec, especially among of voters in Wabush, Newfoundland. It
federalists. He viewed the failure to persuade Québec to sign the was his last stop on the campaign trail
Constitution as a problem he would resolve. Soon after taking office, in 1984. He promised to strengthen the
Mulroney decided the time was right: René Lévesque had retired; the economy, shrink government, and improve
Parti Québécois had been defeated in the 1985 provincial election; and Canada-US. relations. Why would some
people see this as a breath of fresh air?
Québec’s new premier, Liberal Robert Bourassa, was a federalist.
Mulroney launched discussions, and in April 1987, a first ministers’
conference brought Mulroney and the premiers together at Meech Lake,
Québec. Mulroney’s goal was to persuade the premiers to accept the idea
that Québec’s language and culture made it a distinct society within
Canada, in other words, a component of Canadian society that has a
unique character that should be legally protected. [The Meech Lake Accord] is an
unprecedented historic attempt to
Historical Significance: Meech Lake was created for one purpose: to entice maintain and consolidate the unity of
a Québec premier to sign the Constitution. Why was this so important to our country, Canada. For Québeckers,
the politicians in 1987? Canada is the first choice, and |would
like it to remain that way.
Aiming for Constitutional Unity — Robert Bourassa,
Few expected much from the Meech Lake Conference. But Mulroney’s premier of Québec, 1987
Progressive Conservatives believed in decentralization — the role of the
federal government should be reduced while that of the provinces should
grow. [he premiers were delighted.
The prime minister and premiers hammered out the Meech Lake
Constitutional Accord. All provinces would gain the following powers:
* a right to veto constitutional changes
* a greater say in nominating senators and Supreme Court judges
* the right to opt out of federal social programs and receive money to
design their own programs
¢ shared control of immigration

MHR * How is the 1982 Constitution shaping Canada? * CHAPTER 3

 Québec Premier Robert Bourassa supported the accord because he
Figure 3-6 Prime Minister Brian Mulroney believed that the additional powers would help Québécois protect and
(centre), Québec Premier Robert Bourassa enhance their French language and culture. The other premiers were
(left), and New Brunswick Premier Frank
happy to receive more powers.
McKenna chat at a 1989 meeting of the
The accord gained parliamentary approval, but that was not
Francophonie in Senegal. At the time,
relations between Mulroney and the
enough. Because the accord amended the Constitution, all 10 provincial
premiers were friendly. Why had this legislatures would have to approve the deal within three years. If it wasn’t
relationship changed since 1982? passed by June 23, 1990, the accord would fail.

Opposition to Meech
At first, public opinion polls
showed that most Canadians
supported the Meech Lake Accord.
The national political parties
and all 10 provincial premiers
supported the agreement.
As the debate unfolded over
the next three years, though,
this support began to dwindle.
Some opposed decentralization.
Since 1867, Canada had
worked by balancing power
between provincial and federal
governments.
For many, though, the
sticking point was a clause that
came to be known as the distinct
society clause. The Constitution would have to be interpreted in such a
way that recognized “that Québec constitutes within Canada a distinct
There were, of course, legitimate
society.” Provincial and federal governments would be committed to
grounds for opposing a constitutional preserving Canada as a largely Francophone society in Québec and largely
change that explicitly set Québec Anglophone society everywhere else. For many Canadians, it just seemed
apart from the other provinces. too personal — calling just one part of Canada distinct just rubbed them
But something less rational, and at the wrong way. Weren't all parts of Canada equally important to the
times ugly, was also in play. Even country?
today, the main players on both sides A further fear was the vagueness of the clause. What powers, exactly,
of the debate hesitate to discuss would Québec gain by receiving this special status? Former Liberal
the degree to which outright anti- Prime Minister Pierre Trudeau, a strong federalist, was one of the leading
Québec bigotry was behind the fierce opponents. He argued that labelling Québec a distinct society would
opposition to the [distinct society]
encourage separatists by making Québécois feel less a part of Canada and
clause.
isolating them more than before. He was especially critical of Mulroney,
— John Geddes, Ottawa bureau chief, arguing that Canada “was set to last a thousand years. Alas, only one
Maclean's magazine, 2000
eventuality hadn't been foreseen: that one day the government of Canada
would fall into the hands of a weakling. It has now happened.”
Had Mulroney given up too much for the sake of bringing Québec
into the Canadian constitutional family?

Unit 1 * Why is Canada the nation it is today? * MHR

Rising Temperatures
Other critics argued that the accord’s distinct society clause would
allow Québec to override the Charter of Rights and Freedoms and
deprive certain groups of their rights. For example, the National Action
Committee on the Status of Women, an umbrella organization of
Canadian women’s groups, feared that Québec might use the distinct
society clause to override women’s equality rights, which were guaranteed
in the Charter.
Aboriginal peoples were also angry. The Assembly of First Nations
pointed out that the accord had been drafted by “11 men in suits.” They
argued that, like Québec’s Francophone society, their cultures were
distinct too, so they should also receive distinct society status. Aboriginal Check Back ~
peoples protested across the country.
Another group opposed to the Meech Lake Accord was a political Non each coe Ses apsing ot
‘ : the Reform Party in Chapter 2.
party with roots in Western Canada. In 1987, the Reform Party had : ‘
been created to give voice to Western Canadians who felt alienated from
Central Canada. This party resented the additional powers the accord
granted to Québec and argued that the agreement
would make the provinces unequal. Reformers argued
that the other nine provinces would begin to demand
any additional powers that Québec gained, and that
this would end up fragmenting Canada into competing
regional groups.

The Deal Falls Apart

A challenge of timing arose during the ratification
period. Three provinces — Manitoba, Newfoundland
and Labrador, and New Brunswick — had elected new
governments. [heir new premiers had not attended the
Meech Lake Conference and were not fully committed
to passing the accord as quickly as possible.
The deadline of June 23, 1990, drew near when the
Manitoba government scheduled a last-minute debate
on the accord. The rules of the provincial legislature
said that unanimous approval was required to allow the
debate. And there was one member of the legislature
who was not afraid to stand his ground. Cree Member
of the Legislative Assembly Elijah Harper was firm in
his position that Aboriginal peoples should have been
included in constitutional discussions.
When he voted “no,” by raising an eagle feather,
Figure 3-7 A pivotal moment in history was caught on camera
Harper ensured that no debate would be held and that
when Wayne Glowacki snapped this photograph of Elijah Harper
Meech Lake would not pass. denying the Manitoba legislature the Meech Lake debate that it
Cause and Consequence: In what ways did the Meech wanted on June 19, 1990. As Harper said later, “Canada can’t be
Lake Accord contribute to unity in Canada? In what preaching about human rights and democracy elsewhere until it
ways did it contribute to disunity? Which consequence starts dealing with its Aboriginal people in Canada.”
do you think has had the more lasting effect? Explain
your response.

MHR * How is the 1982 Constitution shaping Canada? * CHAPTER 3

 INKINg FAISTOrICaHy. Isto CAVICE

flecting on the Impact of a Rejection

Events can be historically significant for many different reasons, depending on their impact. In the
case of a major event such as the rejection of the Meech Lake Accord, these are the criteria:
1. whether or not the rejection caused a change might have claimed ownership. But they resented that Meech
2. whether or not the change affected many people Lake was revolution from above; it was constitution-making
3. whether or not the change lasted a long time by stealth and its collapse was a body blow to executive
federalism. ...
Without digging deeply, it may seem that the Why the popular opposition to these seemingly moderate
rejection of Meech caused no change at all. Its constitutional reforms? While few Canadians cared about the
passage would have been noteworthy, of course. But
spending power, immigration, or allowing the provinces a
since it was rejected, it had no effect... right?
say in appointing high court judges and senators, they were
As Andrew Coyne argues below, the rejection of
suspicious of recognizing Québec as “a distinct society.” More
Meech teaches us something important about Canada.
Coyne wrote this 2010 article on the 20th anniversary generally, they worried about the devolution of powers.
of the rejection of Meech. He is a native Montréaler Today, we can ponder the consequences if Meech Lake had
and an award-winning journalist. passed. Perhaps Québec would have lived happily ever
after within Canada. No Bloc Québécois, no Charlottetown
Long before the end of the Meech Lake Accord on June 23, agreement, no Clarity Act.
1990, politicians were warning that Canada would not survive More likely, though, the Parti Québécois would have used
its death. ... That Canada endured . . . is one of the lessons of the distinct society to claim significant powers for Québec in
the Meech Lake Accord, the longest of the constitutional wars social policy. For sovereigntists, it was win-win either way.
that seized Canada from the mid-1960s to the mid-1990s. Had they succeeded, they would have moved Québec toward
There were other lessons. de facto sovereignty; had they failed, they would have said
Meech Lake taught us that constitutions could no longer Meech Lake was a lie.
be made in secret. The accord, a set of constitutional Meech Lake began with good intentions. Itwent badly
amendments, was negotiated in private by the first ministers wrong, divided English and French, and plunged Canada into
in a day-long session on April 30, 1987, on the shores of Meech psychodrama that drove us to [the] edge of the abyss in the
Lake in Québec. referendum in Québec in 1995. Itshowed us that it is almost
At first, it was widely praised; there was hardly a politician impossible to change our Constitution — and dangerous to try.
anywhere who opposed it. But the more Canadians learned But it also showed that the people were right, the political
about Meech Lake, the more they distrusted it. class was wrong and that our Canada takes a lot of killing.
Had they been consulted, as they were in the making of
the Charter of Rights and Freedoms in 1980 and 1981, they

Explorations
1. From Andrew Coyne’s article, we can identify more e How did the rejection discourage politicians from
than one reason that rejection of the Meech Lake trying to change the Constitution in future?
Accord should be historically significanttoCanadians.
¢ How did the rejection reinforce to politicians the
Spot them by answering the following questions.
importance of public consultation?
¢ According to Coyne, what three possible outcomes
2. Summarize Coyne’s opinion on whether the rejection of
did Canada avoid by rejecting the accord?
Meech was historically significant for Canada.
}

The Charlottetown Accord

Brian Mulroney tried again to get Québec to
sign the Constitution. He had learned from the
failure of Meech. This time, he consulted widely,
holding five national conferences to talk about
issues affecting the country.
In 1992, the negotiations with premiers and
Aboriginal leaders led to the Charlottetown
Accord. This accord was similar to Meech. It
recognized Québec as a distinct society and
promised greater powers for the provinces. But it
went further, with two major proposals:
constitutional recognition of Aboriginal
peoples’ right to self-government
an elected Senate with an equal number of
senators from each province and with seats
reserved for Aboriginal senators
Figure 3-8 The final agreement on both Confederation in 1867 and the
This time, the fate of the accord was to be Charlottetown Accord in 1992 was reached in Charlottetown. Adrian Raeside
decided by a national referendum. If it passed, drew on this fact to create an editorial cartoon comparing the two processes.
then the provincial legislatures would have to Is Raeside’s comment on the 1992 politicians fair? On the one hand, the
ratify. But it never got that far. Many Canadians bad feeling generated by the negotiations was painfully obvious. On the
were still concerned about decentralization and other hand, consider that the 1867 half ofthe cartoon mimics the famous
recognizing Québec as a distinct society. Robert Harris painting called The Founders of Confederation, which was never
In the months leading up to the referendum, intended to symbolize the negotiation process.
various aspects of the accord were fiercely
debated. On voting day in October 1992, the accord was rejected by
more than 55 per cent of those who cast ballots, including in Québec.
The defeat led to the election of a Parti Québécois government in Québec
in 1994 and ultimately another referendum on Québec sovereignty in
1995. As of 2014, no further attempts have been made to reform the
Constitution. Instead, the focus has shifted from sweeping constitutional
reform to focused legislative reform.

Recall... Reflect... Respond

1. Analyze the proposed Meech Lake Accord from a Identify at least two political developments that
variety of perspectives. Describe who held each took place between 1982 and 1992 that affected the
perspective and why. Whose perspective was missing sovereignty movement in Québec. Identify ways in
in the debate? which these developments both improved and eroded
the relationship between Québec and the federal
. Who was responsible for the failure of the Meech Lake
government. Record your ideas in a chart like the one
Accord? Identify the individuals and groups who played
the greatest role in causing it to fail. Provide evidence
to support your position.

MHR * How is the 1982 Constitution shaping Canada? * CHAPTER 3

 How does the Constitution protect
rights?
The Constitution is the highest law in the land, and laws passed by
governments in Canada cannot violate the Constitution. If a law violates
the Constitution, it can be struck down.
Before 1982, Canadians did not have their rights guaranteed. They
had two laws to protect their rights: the Bill of Rights, which was
passed by the Conservative government under John Diefenbaker in
1960, and the Canadian Human Rights Act of 1977, which set out an
antidiscrimination code. Both of these acts, however, could be changed
with a simple act of Parliament.
The Charter of Rights and Freedoms in the Canadian Constitution is
different. Because it is entrenched — anchored — in the Constitution, it
cannot be changed except through the amending formula. So the federal
and provincial governments cannot act in a manner that violates the
rights and freedoms set out in the Charter.
The job of making sure that laws affecting individual rights conform
to the Charter falls to the courts, and ultimately to the Supreme Court
of Canada. One of the first tests of the Charter shows how this works. In
1986, David Oakes was charged with selling narcotics. At the time, the
law presumed that anyone carrying drugs was going to try to sell them
Figure 3-9 The Charter protects many — a very serious charge. But David Oakes claimed that he was going to
rights. Which ofthose listed here have use them, not sell them. Oakes’s lawyer argued that the law violated his
you taken for granted? Is it important to client’s Charter right to be presumed innocent until proven guilty. The
protect rights that seem obvious, such as Supreme Court agreed and declared the law unconstitutional. Ever since,
the right to be free to travel from province no one can be assumed to be selling drugs just because he or she has them
to province? in their possession.

Protecting Individual Rights

Fundamental freedoms (Section 2), The Charter protects a wide variety of individual rights, as you can see
such as freedom of association (you in Figure 3—9. All of these rights are held by every individual citizen of
can interact with anyone you like) and Canada.
freedom of religion
The Constitution does allow for some flexibility. Governments may
Democratic rights (Sections 3-5), restrict individual rights and freedoms for the purpose of protecting the
such as the right to vote
interests of society. For example, the government restricts freedom of
Mobility rights (Section 6), such as speech by outlawing hate speech.
the right to travel in and out of the
country Consider what happened in June 2007. The Canadian government
created a “no-fly” list of people banned from travelling on public airlines.
Legal rights (Sections 7-14), such as
the right to an interpreter in any court Federal officials suspected these individuals of being a threat to the safety
proceeding of other travellers. So these individuals lost their mobility rights.
Equality rights (Section 15), such as Examine this issue from both sides. What arguments urge you to
equal protection from discrimination disagree with the government restricting the individual rights of the
Language rights (Sections 16—22), Canadians on the “no-fly” list? What arguments urge you to agree with
such as the right to use either English or restricting their rights? Why is it important to find the right balance
French when communicating with the
between these two arguments? What impact does the Charter have on
federal government
how this situation is handled?

Unit 1 * Why is Canada the nation it is today? * MHR

Protecting Collective Rights Figure 3-10 Québec’s Bill 101 was
Canada is the only country in the world to guarantee collective rights designed to help Québec keep its French
in its Constitution. Collective rights are different from individual character. Among other things, the bill
rights because all citizens of Canada are guaranteed individual rights, banned languages other than French on
whereas collective rights belong to the three founding peoples of Canada: signs in stores. The Supreme Court disagreed,
Anglophones, Francophones, and Aboriginal peoples. The goal is to 50 the Québec government used the
protect the collective identities of these peoples. The Charter guarantees notwithstanding clause to protect its bill.
these rights as follows:
¢ Minority Language Education Rights
(Section 23), which guarantee the
rights of English- or French-speaking
populations to be educated in their
own language where numbers warrant
¢ Aboriginal rights (Section 35), which

STouIOURS
me :
Los
guarantee both Aboriginal and treaty
rights

Unlike individual rights, collective = ALWANS

rights do not apply to individuals. They
apply to a population. For example,
the French-speaking population in the
Nipissing region of Ontario has the right
to have their children educated in French.
The Conseil Scolaire Catholique Franco-
Nord runs 17 French-Catholic schools.

The Notwithstanding Clause ‘CONNECTIONS:

Though the Charter was the centrepiece of Trudeau’s constitutional The notwithstanding clause was
first invoked in June 1982, when the
proposals, it had been viewed with suspicion by the premiers of many Québec government used it to make all
provinces, including Québec. They believed that the Charter handed too past and future provincial laws immune
much power to judges, who are appointed by the government in power. from the Charter. The government let
The Kitchen Accord provided a way out of the stalemate that had this lapse after five years.

developed over the Charter. In exchange for agreeing to include the Although it used the clause in 1988 to
protect Bill 101, it again let this lapse
Charter in the Constitution, the provinces gained the right to invoke a after five years. Instead, it adjusted its
notwithstanding clause. This clause enables the federal and provincial language law to align with the Charter:
governments to declare certain laws exempt from the provisions of the English signs could be used in stores
but only if they were lower or smaller
Charter for up to five years. At that point, the declaration has to be than the French signs.
reviewed and re-enacted.

Recall... Reflect...Respond
1. What signs of co-operation or compromise do you find 3. Section 33 gives provinces the powerto pass a law
inthe Canadian Constitution? “notwithstanding a provision included in section 2 or
sections 7 to 15 of this Charter.” Referto Figure 3-9
Does the Charter reflect Canadian identity? Take into
on page 92. Which rights could be affected? Does the
consideration the protection of individual rights and
notwithstanding clause turn our rights into privileges
freedoms, collective rights, and the notwithstanding
(which can be revoked)? Is the clause too powerful?
clause. Justify your response.
Explain.

MHR * How is the 1982 Constitution shaping Canada? * CHAPTER 3

 How does the Constitution affect
Aboriginal peoples?
The negotiations leading up to the 1982 Constitution involved only
It wasn’t that long ago that it was federal and provincial politicians. Aboriginal peoples were not invited to
illegal for First Nations to engage sit at the negotiating table.
in self-government activities or But Aboriginal peoples wanted a say, especially on issues such as
even gather. [Self-government is] Aboriginal rights, treaty rights, and self-government. So organizations
something that my parents wouldn't such as the Assembly of First Nations began to lobby governments to
have even thought of, possibly even include Aboriginal rights in the Constitution. The lobby grew into an
my grandparents. across-the-country two-year protest that was so resounding in its message
— Ginger Gosnell-Myers, that politicians could not ignore it.
Nisga‘a First Nation, 2010
It was decided that two new sections would be included in the
Charter of Rights and Freedoms. Section 25 guarantees the Aboriginal
rights outlined in the Proclamation of 1763 made by King George III,
namely that Aboriginal peoples have legal title to the lands they have
occupied for thousands of years unless a treaty has been made. Section 35
“recognized and affirmed” Aboriginal rights and treaty rights. Aboriginal
rights are based on the historical continued occupation of the land. Treaty
rights refer to rights specifically set out in a treaty. First Nations, Métis,
Figure 3-11 Georges Erasmus (left),
a Dene from the Northwest Territories,
and Inuit are identified as the Aboriginal peoples of Canada.
was the national chief of the Assembly of Historical Perspective: Take the perspective of Aboriginal peoples before
First Nations in 1987. He is seated beside Sections 25 and 35 were included. Why would it seem important to
John Anagoalik, chair
of the Nunavut include both Aboriginal and treaty rights in the Charter?
Constitutional Forum, and Louis Bruyere,
president of the Native Council of Canada
(at right). Here they hold a news conference The Push for Self-Government |
to share Aboriginal opinion about After Aboriginal and treaty rights were guaranteed in the Constitution,
constitutional change in 1987. All three clarification was needed on just what these rights included. Many
helped lead the drive to increase Aboriginal
Aboriginal leaders regarded self-government as a key element of
self-government.
Aboriginal rights. Self-government involves the power to control one’s
own affairs, such as education and justice. The
government took some steps, for example, by
amending the Indian Act so that band councils
would have the power to decide who could live
on reserves.
If the Charlottetown Accord had passed,
Aboriginal governments would have formed a
third level of government, in addition to the
federal and provincial governments. But the
failure of that accord did not end Aboriginal
peoples’ demands for self-government. Many
First Nations continue to work individually to
negotiate self-government agreements with the
government. As of 2014, Canada had signed 20
self-government agreements that relate to 34
Aboriginal communities. Of these, 17 involved a
land claim.

Univ 1 * Why is Canada the nation it is today? * MHR

 Treaty s me

The best way to understand what people were thinking and feeling long ago is to examine the
evidence. Historians begin with the obvious. For example, forensic evidence that a wampum
belt is 400 years old will confirm that the belt was made 400 years ago. Historians also make
inferences from the evidence. For example, if we know that a wampum belt survived 400 years,
we Can infer that people must have valued it enormously. The long-standing regard for the belt
isn't a fact we can know for sure, but it is a well-founded conclusion based on the evidence.
The Kaswhenta wampum belt, sometimes called the First Nation and director of the Indigenous
Two Row wampum belt, was made to record a treaty Governance Program at the University of Victoria,
with the Dutch, who were the first Europeans to describes the relationship it records.
make treaties with First Nations in North America. As
Ononpaca Cuier IrvinG Pow ess, Jr.., tells it, in 1613 The metaphor for this relationship — two vessels, each
Tadaho sent out messages to the five Haudenosaunee
possessing its own integrity, travelling the river of time
nations to send representatives to negotiate a
together — was conveyed visually on a wampum belt
relationship between the Dutch and First Nations.
of two parallel purple lines (representing power) on
a background of white beads (representing peace). In !
After they made their agreement, the Dutch said to our this respectful (co-equal) friendship and alliance, any =
leaders, “We think that in the future when we meet, it would interference with the other partner's autonomy, freedom, or
be our idea that you would refer to us as father and we will powers was expressly forbidden. So long as these principles
refer to you as son.” Now we had a lot of men sitting there. were respected, the relationship would be peaceful,
How many men have been reprimanded by their fathers? harmonious, and just.
Yeah. The father has authority, as you know. So we looked at
what a family was like, and we realized that a father and son
relationship would not be to our advantage. It would be better,
because of our concepts, that we be equal. Brothers are equal
in a family relationship.
Our leaders informed the Dutch people, “From this day
forward, we will refer to each other as brothers.” ... The Dutch
agreed.
Figure 3-12 The Two Row Wampum Treaty was recorded in the
symbols in this belt made from the white shells of the Atlantic
The Dutch recorded this historic treaty on paper. The whelk and the purple shells of the Quahog clam. The belt is
Haudenosaunee recorded it in the Two-Row Treaty displayed and explained regularly so that the Haudenosaunee
belt. TAIAIAKE ALFRED, member of the Kanienkahaka remember.

Explorations
1. What can you infer about the Dutch or the Compare the benefits and drawbacks of recording a
Haudenosaunee based on the Powless quotation? treaty on paper versus recording it on a wampum belt.
. What can you infer from the belt, or Alfred’s description . What can you infer about the authors of the
of it, about the thinking of the Haudenosaunee who Constitution Act, 1982, based on your knowledge that
made the treaty and the belt? they included Aboriginal and treaty rights?
 Land Claims
The Aboriginal activism that had developed in the 1970s grew quickly
Since the first treaty was signed with after the recognition of Aboriginal rights in the Charter. Throughout
us in 1701, our peoples have believed
the 1980s, Aboriginal peoples pushed even harder to resolve land claims.
that co-operation must pave the way
There was a backlog — many of these claims had gone unsettled for
for success. ... We like to believe that
all Canadians feel this way. Consider decades and longer.
where that attitude has gotten us.
Obviously, not very far.
Comprehensive Land Claims
hte
— Phil Fontaine, national chief of the
Beb Land
;
claims fall into two Atcategories. Comprehensive
f
land claims
; '
Assembly of First Nations, 2007 ~~ involve areas where Aboriginal peoples have signed no treaty with either
the British or Canadian government. In the 1980s, these areas included
most of British Columbia and Yukon, northern Québec, and much of the
Northwest Territories, including the eastern part, which is now Nunavut.
Check Bache h areas, Aboriginal
In these communities had had never
Aboriginal communities surrendered ttheir ghts
never surrendered righ
to the land.
You read about the Nunavut Land Th pa LER ve(erica : fatal
Claimed feanignl weneamias e goal of comprehensive land claims is to put in place a treaty
a comprehensive land claim, in that clearly identifies rights to lands and resources. The Nisga’a Final
Chapter 2. Agreement, which came into effect in May 2000, is an example of a
comprehensive land claim. It gave the Nisga’a First Nation ownership
of 2000 square kilometres, the right to resources on the land, and the
authority to form its own local government.
Figure 3-13 Areas Covered by Aboriginal Treaties, 1725-1923
Specific Land Claims
Many of the areas not covered yet by treaties have been purchased and
developed by non-Aboriginal Canadians. How would this complicate the The second type of land claims are specific
land-claim settlement process? land claims. These are pursued when the
aaend government has not fulfilled its obligations as
d Ft
Boundaries recorded in
i a treaty.
ne ee Many of these claims have resulted after
Arctic Ocean | _Pre-Confederation Treaties reserve lands were either taken or sold without
| Gaga Peace and Friendship 5 : .
ae HBB Province of Canada the consent of the First Nation involved. For
2 2 (5335) Upper Canada 3
Gigs eine vente example, during World War II, the federal
y 4
y s 4 Baffin
ay Post-Confederation Treaties
ae ee government took control of part of the Stoney
Williams Treaties Point Reserve, on the shore of Lake Huron,
&
which it wanted for military training.
Ee

i Northwest \.
Atlantic Ocean
The government promised to give the
i “ee ). Territories SS Nunavut a
y Sy Peed SA 4 ] ) land back to the Chippewas of Kettle and
os See reat Slave L Q
g ] ie *aalewfoundiand Stony Point First Nation at the end of the
/ iaindidecs a a = Rae i war, but it never did. After years of getting
"British / Alberta / as
“Columbiay \ os budten ae nowhere, protestors occupied some of the land.
PANE =
Confrontation escalated, and in 1995, an OPP
|
ss
2
‘Nova Scotia |
officer shot and killed an unarmed Ojibwa
’
.
iL, Supegs
N protestor, Dudley George. After a public
——————— oeeee United States inquiry, the land was returned to reserve status
kilometres:
AY — in 2008.
Ethical Dimension: What can we gain by studying historic examples of
clashes between Canadian governments and Aboriginal peoples? How
might such studies help us to understand the position of Aboriginal peoples?

Unit 1 * Why is Canada the nation it is today? * MHR

Differing Perspectives
About half of Canada’s First Nations signed historic treaties between
1725 and 1923. The government representatives agreed to set aside Since 1978, over $14 billion have been
reserves, small parcels of land for the First Nations’ specific use. The taken out of our traditional territory.
representatives thought that, in return, the First Nations were giving up Yet my family still goes without
their rights to the rest of their traditional territories — the lands that running water. The more than 2600
oil wells on Lubicon territory make it
they had historically occupied. For their part, First Nations thought that
difficult to live a healthy, traditional,
they were simply sharing the land and its resources.
and sustainable lifestyle.
Historical Perspective: Speculate on how such very different perspectives — Melina Laboucan-Massimo, a member
could emerge from treaty negotiations. How does the difference explain of the Lubicon Lake Nation and a Climate
current conflicts over the use of natural resources in various First Nations’ and Energy Campaigner with Greenpeace,
traditional territories?
2012 |

The Lubicon Cree Land Claim

Lubicon territory is in northern Alberta near Lesser Slave Lake. It is
such a remote area that the government authorities missed the Lubicon
Lake Nation in 1899, when they were negotiating Treaty 8 with the First
Nations in the region. Consequently, the treaty includes the Lubicon
traditional territory even though the Lubicon never signed the treaty. The
Figure 3-14 Melina Laboucan Massimo,
Lubicon maintain that they have never given up their Aboriginal rights to a member ofthe Lubicon Lake Nation,
the land. speaks at the Salish Sea Festival in North
Economic development of the area began in the 1970s, when oil was Vancouver, British Columbia, on September
discovered. The government of Alberta licensed oil companies to extract 2, 2012. Massimo is also a climate and
oil and also allowed large-scale harvesting of the forests. Within 10 years, energy campaigner with Greenpeace.
more than 100 companies were operating in the region. How could Massimo use her perspective
These activities destroyed the traditional way of life of the Lubicon. as a Lubicon to help her in her job at
From 1979 to 1989, the welfare rates among the Lubicon Greenpeace?
climbed from 10 per cent to 90 per cent. So, in 1980, the
Lubicon sued the governments of Canada and Alberta for
$1 billion in compensation and started a land claim on the
basis that they had never given up their Aboriginal rights.
Negotiations over the land claim have been slow.
In 2005, the United Nations Human Rights
Committee found that Canada was guilty of violating
the International Covenant on Civil and Political Rights
by ignoring the rights of the Lubicon people. The federal
government argued that settling the claim is difficult
because of the complications of Treaty 8 and the challenge
of establishing just how many people belong to the
Lubicon Lake Nation.
As of 2012, almost 1400 square kilometres of land has
been leased for oil sands development. That's about 70 per
cent of Lubicon territory. The Lubicon were not consulted.
Continuity and Change: How might sincere negotiations
between Aboriginal peoples and the federal government
change the pace of change? Would they lead to a more
equitable outcome for all Canadians?

MHR * How is the 1982 Constitution shaping Canada? * CHAPTER 3

 Challenging the Government to Meet Its
Constitutional Obligations
When |read Bill C45, |was horrified. Many Aboriginal people and other Canadians question if the government
|got into a chat on Facebook with is meeting its constitutional obligations to Aboriginal peoples. Some
Jessica and Nina, and |started of their concerns relate to inaction in resolving ongoing problems such
explaining to them the implications as poverty, poor housing, and insufficient education funding. Other
of C45 for the environment, for the concerns relate to government actions that erode Aboriginal rights.
waters. |told them there’s something In the fall of 2012, the federal government proposed Bill C-45. This
in law called acquiescence. That
was an omnibus bill — a large set of unrelated proposed changes that
means that ifyou're silent, then your
have to be voted on all at the same time. The purpose is to push through a
silence is taken as consent. All of us
agreed that we couldn't be silent. lot of legislation without much scrutiny. At 400 pages, Bill C-45 changed
64 existing government acts.
— Sylvia McAdam, co-founder of |
Idle No More movement, 2013
One of these changes altered the Navigable Waters Protection Act.
This 1882 act had protected all of Canada’s navigable waters from
industrial development that might harm fish populations and water
quality. But Bill C-45 took away that protection from all waterways
except 3 oceans, 97 lakes, and 62 rivers. All the rest are no longer
protected from companies and governments building pipelines and power
Up for Discussion
lines. The government claims that the original act was never intended
Do omnibus bills fulfil the spirit of democracy? to protect the environment but only to ensure that waterways remain
navigable. It says that other laws protect water quality.
Four women — Sheelah McLean, Nina Wilson, Sylvia McAdam, and
Jessica Gordon — exchanged emails about Bill C-45, planned a protest,
and spread the word by creating a social media page they called Idle No
More. The idea spread like wildfire, and within a month the movement
staged a national day of protest with events across the country, including
flash-mob dances, prayer circles, and blockades. The Idle No More page
had 129 348 likes as of
May 30, 2014.
Aboriginal rights
include rights to
Figure 3-15 Idle No More demonstrators
use the land and
march to the base of the Ambassador
Bridge, which connects Windsor, Ontario,
waterways in their
with Detroit, Michigan, on January 16, 2013.
traditional territories.
What issue would you feel so passionate Did the federal
about that you would join a protest like this government fulfil
to make your voice heard? its constitutional
obligation when it
passed Bill C-45?

Recall... Reflect... Respond

1. With a partner or in a small group, decide on several 2. Identify three ways that the Constitution has affected
criteria that the federal government should use when the relationship between the federal or provincial
deciding how to settle the land claim of the Lubicon governments and Aboriginal peoples. Explain at
Lake Nation. Prepare an email to send to your member least one from two or more perspectives. Which
of Parliament explaining your criteria and why the development improved relations most? Which eroded
government should use these criteria. those relations most? Explain your choices.

Unit 1 ¢ Why is Canada the nation it is today? * MHR

How does the Constitution affect
individual Canadians?
The Charter of Rights and Freedoms identifies the individual rights and
freedoms of all citizens. Some citizens, though, had to fight to be included
in the first place.

Women and the Charter Figure 3-16 Leading Canadian feminist

Initially, the proposed Constitution did not guarantee equality of men and Doris Anderson led the charge to ensure
women. But the government held a Special Joint Committee in 1980 to women’s equality rights were included in
allow the public to make suggestions. The National Action Committee the Charter. A feminist is someone who
on the Status of Women (NAC) made a presentation, arguing that gender believes in the equality of men and women.
equality should be protected by the Constitution. Senator Harry Hays Are you a feminist?

responded to the presentation with this remark: “I was just wondering why
we don’t have a section here for babies and children. All you girls are going
to be working and youre not going to have anybody looking after them.”
Participant Michelle Landsberg recognized the senator’s mistake
immediately. She knew it was a remark that would be reported in the
media and spur to action men and women alike who believed that women
should be guaranteed equality with men. She was right.
In February 1981, NAC organized a conference about the Constitution
and the government cancelled it. So feminist groups organized another
conference, formed a coalition, and called themselves the Ad Hoc
Committee on the Constitution. They marched into Parliament on
February 14 and demanded a specific clause on gender equality.
Their efforts resulted in Section 28, which says “Notwithstanding
| anything in this Charter, the rights and freedoms referred to in it are
guaranteed equally to male and female persons.”

The Charter Levels the Playing Field

After the Constitution was passed, Canadians used the courts to achieve ‘CONNECTIONS:
greater equality for women. During the 1980s, for example, three women In 1982, Bertha Wilson became the
who worked for a supermarket chain were denied company accident and first woman justice appointed to the
Supreme Court of Canada. Wilson ruled
sickness benefits while they were on maternity leave.
on many issues relating to women's
The women argued that this was discrimination and violated their rights and was the author of the
Charter rights. The Supreme Court agreed. The justices ruled that Supreme Court decision overturning
bearing children benefits Canadian society and that women should not be the law on abortion. In 2000, Beverley
McLachlin became the first woman to
placed at a disadvantage because they are the ones who bear children. serve as chief justice of the Supreme
In another example, the Supreme Court found in 1988 that the Court. She is the longest-serving chief
Canadian abortion law was unconstitutional. The justices said that it justice in Canadian history.

violated the Charter provision that guarantees a woman’s right to life,

liberty, and security of the person. Since then, there have been no laws
against abortion in Canada.
Continuity and Change: Compare and contrast women’s inclusion in the
Constitution with women gaining the vote. How are they the same and
different? How is each a turning point? Which will have more impact in
the long term?

MHR * How is the 1982 Constitution shaping Canada? * CHAPTER 3

wwii.
i

Limitations of the Charter

The equality rights guaranteed in the Charter gave many people hope that
the gender wage gap could be reduced to zero — but this did not happen.
Although women made some progress, the income gap between men and
women has continued. By 2011, the income of women working full-time
was only about two-thirds that of men who worked full-time.
The Charter can prevent governments
Figure 3-17 Average Earnings by Gender, 1999-2011 from passing laws that create inequalities.
What pattern do you see? Are you encouraged by it or not? Explain your response.
But it cannot directly alter society. There
are many reasons that women are paid less
$50 000
HiWomen ven i a than men. Some women choose not to
take high-paying but time-consuming jobs
$40 000 because they want work-life balance. Some
women take time off from work to be with
$30 000 their young children, during which time
their male colleagues may progress to a
$20 000 higher-paying position. In many cases,
however, women are simply exploited —
$10 000 employers pay women less because they
can get away with it. So the gender wage
$0
1999
L
2001 2003 2005 2005 2011
gap remains.
Source: Statistics Canada

mame Picturing Individual Rights and the pee

Balancing Policing and .

Individual Rights

Workplace Equity Figure 3-19 Sukanya Pillay is the general counsel of the Canadian
Civil Liberties Association. This group works to protect Canadians’
R civil liberties guaranteed by the Charter. For example, in the spring
Figure 3~18 When Andrea Lawrence joined the RCMP of 2014, the association helped two students at Northern Secondary
in 1987, she became the first Black woman to serve on School in Toronto apply to the Ontario Superior Court ofJustice to
the force. By 2004, more than a dozen Black women had rule as unconstitutional the school’s policy that all students must
become RCMP officers. How does requiring employment take a breathalyzer test before entering the prom. Should we protect
equity help improve public services such as policing? freedoms, even when the goal is a social “good” such as a sober prom?

—————————SSSS See

Unit 1 * Why is Canada the nation it is today? * MHR

)

Employment Equity and the Charter

Although the Charter outlaws discrimination, it does allow one form of
positive discrimination called employment equity. The Employment
Equity Act requires federally regulated industries to actively seek out and Equalityinemployment will not
favour candidates from groups such as women and visible minorities who happen unless we make it happen.
have been historically underrepresented in a workplace. Be tied Rosalie Abelaniihar
Employment equity, sometimes called affirmative action, is not landmark 1984 report Equality in
always welcomed. Critics argue that it is a form of reverse discrimination. Employment
They argue that standards are being unfairly lowered for women or
visible-minority candidates. Richard Lawrie, president of the Fire Chiefs’
Association of British Columbia, however, says, “No department that I
know of has lowered its entry-level standards. That shouldn’t be a concern
for the public. If there’s a woman in uniform, she’s able to perform the
same rescue as a male firefighter. The female firefighters we have in our
organization are second to no man.”
Women and members of other groups continue to be underrepresented
in many occupations. Few women, for example, go into fields such as
automobile repair. But wages in some male-dominated fields are higher
than wages in female-dominated fields, such as childcare.
In your own words, define what equal opportunity in a civil society
should be. Share your definition with a classmate and discuss the
differences in your opinions.

Figure 3-21 In 1985, the Supreme Court of Canada ruled that the Charter
guarantees not only Canadians but also refugee claimants in Canada life, liberty,
and security of the person. Yet in April 2012, the federal government cut back
on the level of health care it provides refugee claimants. An organization called
Canadian Doctors for Refugee Care staged the 2013 protest pictured in this
photograph. In 2014, they launched a court challenge. Should the Charter apply
to everyone who arrives in Canada?

Equity for People with

: aes
Figure 3-20 To be truly equal, as the Charter says we
all should be, a citizen must have the opportunity to
participate fully in society. Yet people with disabilities
face both physical barriers and social stigma. To help
create an accessible and inclusive Canada, Paralympic
champion Rick Hansen launched the Man in Motion
World Tour in 1985. How does the work of people like
Hansen help fulfill the promise of the Charter? Equity for Refugee Cats

MHR * How is the 1982 Constitution shaping Canada? * CHAPTER 3

 LGBT Rights and the Charter
Protection from discrimination is guaranteed for all Canadian citizens by
Section 15 of the Charter of Rights and Freedoms. You can read Section 15
in the Voices feature.
Evidence: What are the two main points of Section 15? Is discrimination
based on sexual orientation specifically prohibited? If the Charter were
15. (1) Every individual is equal to be written today, do you think that discrimination based on sexual
before and under the law and has orientation would have been specifically prohibited? Why or why not?
the right to the equal protection and What inferences can you make about Canadian society in 1982? And
equal benefit of the law without today?
discrimination and, in particular,
Section 15 was written in general terms (with key examples), so that
without discrimination based on
as society changes, we can use it to protect ourselves from new forms of
race, national or ethnic origin,
colour, religion, sex, age or mental or
discrimination.
physical disability. Consider discrimination on the basis of sexual orientation. For many
years, this form of discrimination was legal. As recently as the 1960s, men
— Charter of Rights and Freedoms
engaged in homosexual activities could be charged as sex offenders and
sent to prison. Pierre Trudeau initiated social change in 1967 when he said
that “there’s no place for the state in the bedrooms of the nation. I think
that what’s done in private between adults doesn’t concern the Criminal
Code.
Up for Discussion Egan v. Canada was the 1995 landmark case that solidified protection
Who opposes the increasing for lesbian, gay, bisexual, and transgender (LGBT) citizens using Section
social acceptance of LGBT? Why? 15. The case was brought to court by James Egan and John Norris
Nesbit, a same-sex couple. Nesbit had applied for spousal benefits under
the federal Old Age Security Act, but he did not qualify because the act
defined a spouse as a person of the opposite gender. In its judgment, the
Supreme Court held that Section 15 protected against discrimination on
the grounds of sexual orientation. This ruling was a precedent that would
change the lives of LGBT Canadians.

Civil Marriage Act

Figure 3-22 The House of Commons votes on the Civil Marriage Act,
June 28, 2005 Another big change came in 2005. For years,
Canadians had been torn about the definition of
The act passed by a margin of 158 to 133. What patterns can you see in
marriage. Some Canadians believed that marriage
this record of the vote? What can you conclude?
could occur only between a man and a woman.
‘Political Party For. Against Absentees Total Others believed that all people should have
the right to marry any person they choose and

[meres | 3p a | =p | that withholding that right was discrimination

3
according to Section 15.
After much debate, Prime Minister Paul
Martin and his Liberal government proposed Bill
Independents m7 C-38, the Civil Marriage Act, which would legalize
same-sex marriages. This act defines marriage as
follows: “Marriage, for civil purposes, is the lawful
union of two persons to the exclusion of all others.”
After the vote, Canada became the fourth country
in the world to legalize same-sex marriage.

(102) Unit 1 * Why is Canada the nation it is today? * MHR

Thinking Historically: Continuity and Change

Queen Elizabeth II signed a proclamation on April 17, 1982, that made the Charter of Rights and
Freedoms the law of the land in Canada. Did Canada become a more tolerant nation overnight? Not
exactly. Changing a society involves more than just changing a law.
Think about how you change your mind about something. Let’s say that on Monday afternoon
you get an online event notification for a Pride event. It doesn't sound like your kind of thing.
A day later, you overhear friends talking excitedly about going. On Friday, you see a Pride
poster and it sticks in your brain. Finally, on Saturday afternoon, you check it out online and get
permission. You made your decision on Saturday afternoon, but the change in your mindset took
place over the course of a whole week.
Social change takes place in much the same way ¢ In 2003, the Conservative party introduced a
except that, instead of one shift in mindset, millions motion to again reaffirm the traditional definition
of mindsets have to change. Think about how Canada of marriage. This time, the motion failed.
has been transforming into a society more accepting e |n 2005, the Liberal government of Paul Martin
of LGBT Canadians as equal citizens. passed the Civil Marriage Act, which extended
¢ In 1978, the federal government removed a ban on marriage rights to same-sex couples.
gay and lesbian immigrants.
The legal changes mirrored changes in Canadian
¢ The 1995 ruling in Egan v. Canada made society. While not every Canadian agrees on this
discrimination based on sexual orientation illegal. topic, the past half a century has seen a significant
¢ In 1999, a Reform Party motion to affirm the shift in public opinion.
definition of marriage as “the union of one man and
one woman to the exclusion of all others” passed in ,Figure 3-23 For years, many LGBT Canadians were fearful
the House of Commons. | of social condemnation and some still are. Taking part in a
e In 2000, the Liberal government introduced Bill C-23, | Pride parade is a way of saying, “This is who |am, and I'm not
which gave gay and lesbian couples the same rights — | going to live in fear anymore.” How might the actions of these
as common-law couples.
|
All participants in 2010 affect the speed of change?
Vv

¢ |n 2003, the Ontario Court of Appeal ruled that

forbidding same-sex couples from marrying was an
infringement of their rights. Ontario legalized same-
sex marriage — the third government in the world to
do so after the Netherlands and Belgium.

Explorations
1. The first Toronto Pride event was a rally that took place
in 1981, in response to harsh police treatment of gay
men. The rally became an annual event, and in 1982,
2000 people attended in Grange Park, Toronto. By 1993, Consider the timeline of events leading to increased
150 000 people went to the Toronto Pride Parade. And social acceptance of LGBT Canadians. Describe the
in 2013, 1.2 million attended the final weekend of Pride flow of change through time. When did it start? Was it
Week. These estimates do not indicate that a growing slow orfast at certain points? Did it change direction?
number of people in Canada are LGBT. What process of Or go backward? Why does change not always happen
change dothey indicate? in a straight line? Why doesn't it happen overnight?

‘ MHR ® How is the 1982 Constitution shaping Canada? © CHAPTER 3 103

UNIT ONE 1982—PRESENT

People with Disabilities and the Charter

Check Back =oy A disability is a physical or mental condition that limits a person’s
movements, senses, or activities. Disabilities can be either temporary or
You read in Chapter 1 about the
permanent. Examples of disabilities include paralysis, blindness, and
continuing struggle for the rights
of people with disabilities. deafness. Many people with disabilities overcome difficulties with day-to-
day activities to make a valuable contribution to society.
People with disabilities often suffer discrimination in areas such as
employment, housing, and transportation. They rarely have the same
opportunities as people without disabilities.
The Charter’s recognition of the equality rights of people with
Figure 3-24 In 1983, Barbara Turnbull disabilities was a turning point. Governments could no longer argue that
was an 18-year-old Mississauga high it was too costly to provide housing to meet the needs of people with
school student with a part-time job at a disabilities. Employers, retail stores, theatres, and other private facilities
convenience store. During an armed robbery and companies were required to accommodate people with disabilities.
at the store, she was shot and paralyzed Nonetheless, many people with disabilities continue to face barriers to
from the neck down. Despite this disability, their full participation in Canadian society.
Turnbull earned a university degree in In the past, for example, some women with intellectual disabilities
journalism and launched a career as a
were sterilized against their will to ensure that they did not become
reporter at the Joronto Star. The Charter
pregnant. In the early 1980s, the case of a young woman known as Eve
forbids discrimination. How might this
ended up at the Supreme Court. Eve, who had an intellectual disability,
affect her job prospects?
attended a special school, where she had met and formed
a close relationship with a young man who was also a
student at the school.
Worried that Eve might become pregnant, her mother
applied to the court for an order authorizing her daughter’s
sterilization. The case made its way through the courts,
and in 1985, the Supreme Court ruled that sterilization
would be a “grave intrusion” on the rights of people with
intellectual disabilities, unless the operation was necessary
to deal with a serious medical condition.
Since then, the Supreme Court has made a number of
rulings upholding the rights of people with disabilities.

Recall... Reflect... Respond

1. In point form, list some ofthe activities you participate 3. a) Work with a partnerto identify five rights and
in during a typical day (e.g., going to school, computer freedoms that you think are most important to
gaming, posting on a social media site, meeting friends Canadians under the age of 18.
at the mall). Next to each activity, note how the Charter b) Bring your list home, and share your ideas with one
of Rights and Freedoms affirms your right to carry on or more family members. Explain your choices and
the activity. ask for ways to improve your list. Revise your list as
Ona scale of 1 to 10 (1 = not very significant; 10 = highly you see fit.
significant), rate the historical significance of the c) Share your revised list with your partner, and
Charter of Rights and Freedoms to Canadian women, discuss the reasons for the changes you made.
LGBT Canadians, or Canadians with disabilities. Explain
the criteria you used to arrive at your rating.

104 Unir 1 ¢ Why a Canad the Hao CEI LOO Leah ah

Viewpoints on History

\he Supreme Court-versus. Paniiament

The debate over whether or not the Supreme Court should be able to throw out a law passed in
Parliament has continued since 1982. Some people accuse the justices of engaging in “judicial
activism,’ interpreting the Constitution in a way that aligns with their personal beliefs. Others say
that justices are better qualified to measure laws against the criteria of the Constitution, while
politicians may be swayed by public opinion.
The following are three views on the issue.

A journalist who specializes in By 2014, Bevertey McLacutin

national affairs, Rory LEISHMAN had served as chief justice of the
is the author of Against Judicial Supreme Court for 24 years. She has
Activism: The Decline of Freedom and dealt with many cases that relate to
Democracy in Canada. the Charter of Rights and Freedoms.

Prior to the Charter, Parliament and the provincial legislatures Some... argue that only those elected to office can
were supreme. ... Today, the Supreme Court of Canada reigns legitimately exercise power on behalf of the people governed.
supreme over the legislative as well as the judicial process. That argument has a powerful logical appeal. However, it
Time and again . . . unelected judges on this Court have issued founders on the rocks of reality... . The reality in Canada is
guidelines on legislative policy to the democratically elected that our Constitution confers certain powers on unelected
representatives of the people of Canada in what is supposed bodies, notably the Courts. To start from the assumption
to be the legislative branch of government... . that any exercise of governance power other than by
This revolution in the Canadian legal order threatens all elected officials is illegitimate is to ignore the reality of our
Canadians. democracy, as defined by our Constitution.

Tuomas Axworthy is Senior Judges are human: they can make errors. But in my view the
Distinguished Fellow at the Munk magnitude of error in the possible excesses of majoritarian
School of Global Affairs. During legislature [majority governments overstepping their authority]
the debate over patriating the are far greater than judicial excesses [the Supreme Court
Constitution, he helped frame the overstepping its authority]... . The essence of entrenched
Charter of Rights and Freedoms. bills of rights are that a society makes a pre-commitment to
protecting minority rights by putting in place judicial barriers to
prevent emotions from getting out of control.

1. Which of the three positions most closely reflects your 3. With a partner, develop two orthree criteria that
understanding of the issue? Explain your position. Supreme Court justices could use when deciding
whether or not to strike down a law passed by
2. Who should have the final say on the constitutionality
Parliament. Compare your criteria with those of another
of our laws, the government or the Supreme Court of
pair, exploring the reasons for the similarities and
Canada? Explain the pros and cons of each scenario.
differences.
Provide examples to support your conclusion.

MHR © How ts the 1982 Constitution shaping Canada? * CHAPTER 3 105

UNIT ONE 1982—PRESENT

Chapter 3 Review
Knowledge, Understanding, and 5. Evidence: Read the following excerpts from the
speech made by Pierre Trudeau on the day Queen
Thinking Elizabeth II signed the Constitution Act in 1982. Trudeau
speaks of important clauses in the Constitution and
iF Create a timeline that shows significant events in the
describes what he hopes the Constitution will achieve.
constitutional debate. Start with Pierre Trudeau's
promise to Québec sovereignists in 1980 and end with a) List everything you know about the excerpt: what
the 1995 referendum. For each item on the timeline, it is, who created it, when, and why. Explain the
include a point-form note explaining its significance in historical context of this excerpt.
the process. Identify the events that you believe have b) Examine the excerpt for evidence about Trudeau.
had the most lasting effect on Canada and explain your Make inferences about his values and world view.
choices. Add drawings above and below your timeline What kind of Canada did he dream of?
to draw attention to key events. c) Trudeau died in 2000. If he were alive today, do
. Choose one person or organization that you think you think he would be satisfied that patriating the
helped shape Canadian identity during the decades Constitution was the right course of action? Why or
following the patriation of the Constitution in 1982. why not? Summarize your thoughts in an illustration
Explain your choice, using an example from the text. or a short paragraph that completes this idea: /f
Pierre Trudeau were alive today...
. Historical Significance: Compare the reasons three i
different groups discussed in this chapter would have ie

for finding the 1982 patriation of the Constitution to be |speak of a Canada where men and women of Aboriginal ee

an historically significant event. ancestry, of French and British heritage, of the diverse
cultures of the world, demonstrate the will to share this land
Communicating and Applying in peace, in justice, and with mutual respect. |speak ofa
4. Evidence: Conduct research in newspapers and Canada which is proud of, and-strengthened by, its essential
magazines or online to find out more about one of the bilingual destiny, a Canada whose people believe in sharing
Supreme Court's Charter-related decisions mentioned and in mutual support, and not in building regional
in this chapter or about any other Charter-related case barriers. ... NE
SSNS
P
SR
AE
that interests you.
a) Summarize the arguments presented by those We now have a Charter which defines the kind of country in
involved on both sides of the issue. which we wish to live, and guarantees the basic rights and
Me
e
Re
b) Explain the Supreme Court's decision and the freedoms which each of us shall enjoy as a citizen of Canada.
reasons behind it.
It reinforces the protection offered to French-speaking
c) Provide two quotations relevant to the case. Record Canadians outside Québec, and to English-speaking Canadians
who is speaking, what qualifies him or her (e.g., give
in Québec. It recognizes our multicultural character. It upholds
a job title), and the date.
the equality of women, and the rights of disabled persons. . . . EMS
SEA

d) Decide whether or not the Supreme Court decision

is the right decision for Canada. Explain the criteria The government of Québec decided . . . not to participate in
you used to reach your conclusion. this ceremony celebrating Canada’s full independence. |know
e) Does your conclusion support or challenge the idea that many Québeckers feel themselves pulled in two directions
that Supreme Court justices, not Parliament, should
by that decision. ...
make decisions on protecting the individual rights
set out in the Charter of Rights and Freedoms? History will show, however, that in the guarantees written
Explain your reasoning. into the Charter of Rights and Freedoms, and in the amending
f) Present your findings to a small group orthe class. formula... nothing essential to the originality of Québec has
been sacrificed. S
:
PR
at
EOE
AE
ee
IRE,
eee

106 Unit 1 ¢ Why is Canadz the nation it is today? * MUR

 6. Historical Significance: The anniversary of the 8. The Constitution protects both collective rights and
patriation of the Constitution took place on Tuesday, individual rights.
April 17, 2012. But for the federal government of Stephen a) Describe the difference between a collective right
Harper and the Conservatives, it was just a Tuesday like and an individual right.
any other. Former Liberal Prime Minister Jean Chrétien b) Give an example of a collective right and an individual
commented the next day: right that are protected by the Constitution.
c) The Constitution can be amended to specify
You know, it’s a very important moment in Canadian history additional collective or individual rights that should
— whether you agree or disagree [with it].... The first of be included. In 1993, for example, an amendment
July, |never refused to celebrate it because [Conservative] John guaranteed equality between Anglophone and
Francophone residents of New Brunswick. Identify
A. Macdonald was the prime minister [at Confederation]. It
both a collective right and an individual right that
would be ridiculous to say, no, he was not a Liberal. you recommend be included in the Constitution.
In a paragraph, state the reasons each should be
a) What is Chrétien saying about the historical included.
significance of the patriation of the Constitution?
9. Ethical Dimension: In 2014, the Federal Court of
b) Create a set of criteria for deciding which historical Appeal upheld a federal court decision that Métis have
events the federal government should help Canadians the same rights as status Indians under the Constitution.
remember. This decision may dramatically affect the lives of the
c) Should the government have taken any actions to 350 000 Métis in Canada. The federal government is
help Canadians reflect on their constitutional history? expected to appeal this decision to the Supreme Court.
7. The notwithstanding clause was added to the a) Read the quotation below. What is Betty Ann
Constitution in a last-ditch effort to reach agreement Lavallée saying? Do you agree with this perspective?
among the premiers in 1982. Pierre Trudeau hated b) What other perspectives and information would
it. But it provided a level offlexibility that reassured you like to examine before deciding if you agree that
premiers that they had a way to opt out if something in Métis should have the same rights as status Indians?
the Constitution was overriding a provincial goal. It has
rarely been used.
Métis and non-status Indians have never been granted the
Prepare a persuasive argument consisting of at least same recognition and rights as those provided [to] status
three paragraphs in support of or in opposition to this Indians living on reserve. ... They have been shut out for far
statement: “The notwithstanding clause should not
too long on being recognized for who they are and where they
have been included in the Constitution.”
fit within the Canadian society.
Include
e statements that set out your understanding of the
— Betty Ann Lavallée, national chief of the Congress of
notwithstanding clause and the relationship Aboriginal Peoples, 2014
between governments and the Supreme Court
e the criteria you used to reach your conclusion 10. On June 26, 2014, the Supreme Court ruled on the
Tsilhgot’in First Nation’s land claim. Grand Chief
¢ specific points to support your position
Stewart Phillip, president of the Union of BC Indian
Chiefs, said, “We all heard the decision at the same
moment, and the room just erupted in cheers and tears.
Everybody is absolutely jubilant. It’s very emotional.”
Research this ruling, and its potential impact for
Aboriginal peoples and other Canadians.

MHR * How is the 1982 Constitution shaping Canada? * CHAPTER 3 107

 I'VE OFTEN COMPLAINED
THAT OUR FAMILY
DIDN'T WATCH
TV TOGETHER...

Figure 4-1 Artist Guy Badeaux, who goes by the pen name Bado, works for the
French language Daily Le Droitin Ottawa. He explains what inspires him: “I get really
mad when |read the paper. By doing cartoons, |feel that |can maybe help right some
wrongs.” He created this editorial cartoon in 2014.

(108) Unrr' 1 * Why is Canada the nation it istoday? * yuan

 How is globalization shaping Canada?

The World Wide Web was born in 1989. British computer scientist
Tim Berners-Lee penned a proposal for sending and receiving digital Key Terms
information among scientists. He built a client-server prototype in globalization

the same year — and it worked. less-developed

countries
Berners-Lee worked with CERN, the European Organization for
Nuclear Research, to develop his innovation. By April 30, 1993, the more-developed
countries
Web had been up and running for about two years. On that date,
digital divide
CERN made the software to run a website freely available. The Web
would not belong to a corporation. It would belong to the citizens of multinational
corporation
the world.
intergovernmental
In the few brief decades since then, the Web has transformed how
organizations
we work, how we learn, how we connect, and how we play.
nongovernmental
Examine the editorial cartoon on the previous page, which shows
organizations
a family at play. Then discuss and respond to the following questions:
status Indian
How does the family in Guy Badeaux’s cartoon watch television? recession
In your experience, is this accurate?
free trade
How does the Internet make this family’s entertainment possible? tariff
Does the family really “watch TV together” as the male character biotechnology
suggests? If not, what’s happening? patent
Note the origins of the media: Jimmy Fallon is the host of an genetically modified
American talk show; the 2014 Sochi Olympics took place in environmental
Russia; Finding Nemo is an American-made movie; and a Finnish stewardship
company developed the video game and animated TV show Angry sustainable
Birds. Is anything Canadian? Is that a problem?
What is Badeaux saying about some of the challenges and
opportunities of today’s entertainment media?

[eee , RRR SATE LEARNING GOALS

LOOKING AHEAD
Inthis chapter you will
ts in science and
The following inquiry questions will help you explore | e identify developmen
how globalization is shaping Canada: 1 eas e globalization
technology that incr
cribe the various for
ms of globalization
¢ What is globalization? e des
t Ca nadian economy
¢ How is economic globalization shaping Canada? e compare the curren
rlier periods
¢ How does globalization stress the environment? with the economy of ea
fr ee trade on Canada’s
¢ How is the globalization of culture shaping e explore the impact of
ted States
Canada? relationship with the Uni
lo balization on the
¢ How is globalization affecting your privacy? e explore the impact of g
an d Canadian identity
§ environment, privacy,
nce of globalizat ion
Lena
nee
eC TEN 2 RCM TI ET baidishinldddaiiecaeskoccacneememebiimianaaumiterner a

* assess the significa

ELIA LOL SILT ETT OE TLE II I TELL IN IIT NRT NO TR
Figure 4-2 The Key Ingredients for
Globalization
What is globalization?
What other ingredients might drive Globalization is not new. The most widely favoured explanation of
each of economic, cultural, and political early human history is that human beings evolved in Africa and spread
globalization? throughout the world between 60 000 and 40 000 years ago. Because
different locations favoured different economic activities, communities
would seek each other out to trade goods.
growing Globalization is the growth of international
connections. It happens when societies and individuals
communication
build their networks to connect with other societies and
networks growing
other individuals. Improvements in communication
ECONOMIC, and transportation are key to building ever-larger
CULTURAL, networks. During the final decades of the 20th century,
and POLITICAL technological innovations such as the Internet enabled
these connections to occur faster and more easily than
growing networks ever before — and the pace of globalization increased
transportation dramatically.
networks When they hear “globalization,” many people picture
economic globalization. It’s true that the integration of the
world’s economies has been extensive. The technology for a computer's
processor, for example, may be developed in Canada, but the chips may
be made in China and the software in India. The various parts may be
shipped to Thailand, where they are assembled, and then transported to
dozens of countries for sale. Few countries today do not purchase goods
and services from other countries, and vice versa. But globalization comes
‘CONNECTIONS:
in other forms, including cultural and political globalization.
Time it takes to reach a business
meeting — Toronto to Vancouver Cause and Consequence: Globalization affects us every day, for example,
1939 16 hours — Flight with stops in the food we eat, the video games we play, the languages we speak, and
in North Bay, Winnipeg, even the Internet memes we share. How does it affect you?
Regina, and Lethbridge
1957. =8.5 hours — First nonstop
flight Different Views on Globalization
Today 4.5 hours — Nonstop flight Is the globalizing process a positive or negative force? Proponents of
Today 20 seconds —Dialling in to a globalization will point out that increasing business reduces poverty by
virtual meeting
providing jobs. Supporters point out that globalization brings the peoples
of the world closer together and promotes international understanding
and peace. Tim Berners-Lee, who developed the World Wide Web,
said, “Link by link, we build paths of understanding across the web of
humanity. We are the threads holding the world together.”
Where globalization means, as it so Critics of globalization believe that it can bring harm. Companies
often does, that the rich and powerful that source cheap labour, for example, may be taking advantage of
now have new means to further workers in less-developed countries — countries with little industrial
enrich and empower themselves at activity and low average incomes. Critics claim that more-developed
the cost of the poorer and weaker, we countries — countries with a lot of industrial activity and high average
have a responsibility to protest in the
incomes — can use their multiple advantages to win in the marketplace.
name of universal freedom.
Walmart alone has sales that exceed the gross domestic product of all but
— Nelson Mandela, 25 countries (2012).
President
ofSouth Africa, 2000

110 Unit 1 © Why ts Canada the nation tt ts today? * MHR

Communication Drives Globalization Figure
4-3 Percentage
ofCanadian.
Since 1982, developments in communication technology have exploded. elena RO UE es
When the World Wide Web first gained a user-friendly interface in 1991, What trend does this bar graph show? Do
only 600 000 people were Internet users. By 1995, 6 million people were you predict it will level off? Why or why not?
connected, and by 2012 this number had grown to 2.4 billion. The Web mol
has made it possible for people to go online to do business, shop, research,
and communicate with people around the world. 80/-
Personal computers did not become common until the mid-1980s.
Before that time, people had to type and retype a document to get it 60

perfect, put it in an envelope, and mail it. It could be weeks before a reply Percentage
would come in the mail. With the spread of computers, we can now write
40
documents and revise them easily before sharing them via email. And the
recipient can respond right away. Similarly, businesses can quickly order
stock and keep you posted on the status of your delivery. Some retailers 204
don’t even bother with a bricks-and-mortar store, preferring to conduct all
their sales online. a LE ts : ff
1996 1999 2000 2005 2010 2012
Source: Statistics Canada and Internet World Stats

Snapshot in Time

Martin Cooper made the first public cellphone call on April 3, 1973. The
response was as if it were magic. “As | walked down the street while
talking on the phone,” said Cooper, “sophisticated New Yorkers gaped at
the sight of someone actually moving around while making a phone call.”
Cooper's invention, which used wireless technology, was not available
to the public until 1984. At first, cellphones were big, clunky, and expensive.
They began to catch on, though, and before long they'd grown smaller, more
portable, and cheaper. By 2002, smartphones were all the rage, enabling
users to take pictures, record video,
go online, send and receive email
and text messages, watch movies
and TV shows, and post on social
media. What else can you do with
a smartphone? In your opinion,
did technology change human
behaviour orvice versa?

Figure 4—4 Martin Cooper holds his

invention, at top left. How has the
cellphone changed and stayed the same?
How have we changed or stayed the same?

ry. Goats \
the y

aes) OLE OEE RC candat ei Cuapren 4 ai)

UNIT ONE 1982—PRESENT

Changing Access to the News

Internet access expands the size of our news networks from local
Are you ready to celebrate? Well, newspapers to all newspapers virtually anywhere in the world. We can
easily access the websites of news organizations such as CNN, Al Jazeera,
*WATER ICE* on Mars! w00t!!! Best and The Times ofIndia. Even when the news is written in a language we
day ever!! don’t know, we can use a program to translate a website.
— MarsPhoenix (@MarsPhoenix) The Canadian public is now getting much of its news on social media.
June 20, 2008
Why? Alfred Hermida of UBC’s Graduate School of Journalism says that
“Canadians are using social networks as personalized news streams, with
news selected and filtered by family, friends, and acquaintances.” And
then there is the matter of speed. In 2008, the public learned about a
major discovery on Mars through a tweet on Twitter, which you can read
in Voices. The traditional news organizations were left in the dust — they
picked up the story hours later. If immediacy was the only criteria for
news, social media would win hands down.
But then there is the issue of quality. Newspapers and television
and radio newscasts use professional journalists to gather and report the
news. Journalists follow strict ethical guidelines to ensure that they are
presenting the public with balanced, honest, reliable reports. Is the news
on social media as trustworthy?
A 2011 Canadian Media Research Consortium study found that
36 per cent of Canadians view social media as reliable sources of news.
‘CONNECTIONS: That figure jumps to 61 per cent of Canadians under the age of 34. Do
Access to Internet at Home, you consider social media to be trustworthy sources of news?
Canada, 2012

the 25% of Canadians with the The Digital Divide

highest incomes: 98% access In 2014, Canada had one of the highest Internet access rates in the world.
the 25% of Canadians with the But a digital divide exists both within Canada and beyond its borders.
lowest incomes: 58% access
The digital divide separates those who do and do not have access to up-to-
university graduates: 95%
date digital technology.
high school or college graduates:
83%
In Canada, for example, high-speed Internet access is not available in
elementary school graduates: 51%
many rural areas. Accessing the Internet is expensive, and some people
34 years old and younger: 97%
cannot afford it. Language is also a challenge. Few websites, for example,
65 years old and older: 41% are available in the native languages of Aboriginal peoples.
urban: 83% The digital divide also separates the world into haves and have-nots.
rural: 73% In Africa, where many countries are less developed, only about 16 per
cent of Africans used the Internet in 2012. How might a lack of high-
speed Internet access place both individuals and their communities at a
disadvantage? Is Internet access a human right? Why or why not?

Transportation Drives Globalization

Up for Discussion Expanding communications networks stretch our minds and multiply our
Does society have an obligation to provide opportunities to connect virtually. But expanding transportations networks
Internet access to all? Why or why not? enable us — and our goods — to leave home and travel the world.
Transportation systems, including road and rail networks and
travel by ship and air, have grown in both size and sophistication. As
transportation to faraway corners of the world grows faster and cheaper,
companies set up factories in locations with low labour costs.

119 Terre Dh se ~ NT Lacy ae Peee a ee eee ee Dg

 Magna International, for example, is a Canadian-based multinational
corporation — a company that operates in more than one country. It
makes parts for the auto industry. About 19 000 of Magna’s 128 000 Just as the computer revolutionized
employees are Canadians who work at 19 plants in Canada; the rest work the flow of information, the shipping
in 315 Magna facilities in 28 other countries, such as the United States, container revolutionized the flow of
Poland, India, and Russia. goods. As generic as the 1’s and 0's
of computer code, a container can
Container Shipping hold just about anything, from coffee
In the 1950s, a few shipping companies started using containers: large beans to cellphone components. By
metal shipping boxes built in standard sizes so that they can be sealed and sharply cutting costs and enhancing
reliability, container-based shipping
transferred by crane from one form of transport to another, such as a ship
enormously increased the volume
to a truck or train.
of international trade and made
Containers revolutionized international shipping. Before they were complex supply chains possible.
introduced, workers loaded and unloaded individual boxes and barrels
— Virginia Postrel, cultural commentator,
every time the form of transport changed. This process was time in The New York Times, 2006
consuming and expensive, and caused delays and damage.
During the 1990s, the volume of freight shipped in containers grew
and shipping costs dropped. This meant that Canadian consumers could
buy electronics and other goods made in distant countries more cheaply.
“Low transport costs help make it economically sensible for a factory
in China to produce Barbie dolls with Japanese hair, Taiwanese plastics,
and American colorants, and ship them. . . all over the world,” wrote
Marc Levinson in The Box: How the Shipping Container Made the World
Smaller and the World Economy Bigger.
By 2010, about 60 per cent of the world’s trade goods were shipped in
containers — and countries with large container ports prospered. In 2014,
Port Metro Vancouver was Canada’s largest and busiest port. According to
the World Shipping Council, it ranked 48th in the world.
Cause and Consequence: Which was more important
to the process of globalization: growing communication
networks or growing transportation networks?

Figure 4-5 A loaded container

ship prepares to leave Vancouver
harbour. The gantries lift
containers off and onto the ships
— and have replaced hundreds of
workers who used to do this job by
hand. Would it have made sense
to forgo the gantries and keep the
jobs? Why or why not?

hi © Ei tyghlializaton
shaping Coral? 0 Cmmm4 GE
UNIT ONE 1982—PRESENT

Growing Worldwide Organizations

EE Evidence of globalization can be seen in the proliferation of international

organizations. They are increasing in both number and size. Many of

‘CONNECTIONS: these are intergovernmental organizations — national governments
Individuals have their own global working together to advance their mutual interests. Some international
organizations. oe, called i organizations, such as the International Civil Aviation Organization,
nongovernmental organizations A 3 g G A
(NGORN These on areitaceentuenions include virtually all countries. Others, like the Arctic Council, address the
exist when groups of citizens want to mutual needs of countries within a particular region.
accomplish something together. Plan,
for example, is a global movement that Appealing to an International Organization
works to better the lives of children. 3 , J
Sandra Lovelace Nicholas lost her Indian status when she married a man
ee =6who was nota status Indian (a person registered as Indian with the
federal government). Men in a similar situation did not lose their status.
Lovelace Nicholas was barred from taking part in band decisions, having
her children in reserve schools, and gaining access to reserve housing. The
Supreme Court ruled against her in 1977, so she appealed to the United
Nations Human Rights Committee in 1979. She won the case, and
Canada revised the law in 1985.
The United Nations did not have the power to change the laws
of Canada. Nonetheless, its decision humiliated Canada, forcing it to
reconsider the Indian Act and make changes to ensure it was no longer
discriminatory toward women. In your opinion, should an international
organization have a say in Canadian law? Why or why not?
Figure 4-6 Selected International Organizations
These are just some of the types of international organizations, and just a few samples of each type. Look at the dates, which show when they were
formed. Speculate why certain organizations emerged at certain times. What other organizations do you know of in each category?

¢ World Trade Organization (1995)

¢ Organization of the Petroleum Exporting Countries (1960)

* Amnesty International (1961) * International Paralympic Committee (1989)

* International Gay and Lesbian Hinman Trade : * World Snowboard Federation (2002)
Human Rights Commission (1990) 3 } f GeSports. |
Rights - tied ‘ f
¢ Atomic Energy Council (1955) ¢ World Wide Fund for Nature (1960)
¢ Intergovernmental Panel on Climate Science ~ Environment » * North Atlantic Salmon Conservation
Change (1988) ae eg wt Organization (1984) a

; Economics | Law : = ; steams ,

¢ International Chamber of Commerce (1919) of (oJHealthies _ International Criminal Police Organization (1923)
a yi A eee ee
¢ International Labor Organization (1919) ¢ International Criminal Court (1998)

¢ World Health Organization (1948)

¢ International AIDS Society (1998)

Recall... Reflect... Respond

1. If you were to create a computer animation of 3. With a partner or small group, brainstorm and make
globalization, what would it look like? a timeline of a list of changes that globalization has
caused since 1982. Choose two of these changes and
2. In what ways have growing networks made the period
compare the significance of their effects on your life
since 1982 a time of continuity— and of change?
and the life of one of your parents or another adult.
Provide examples to support your response.

114 UNIT 1 © Why ts Canada the nation it ts today? * MUR

How is economic globalization shaping
Canada?
Throughout the 1990s and into the 21st century, economic globalization
sped up. Countries made trading partnerships. Multinational corporations
spread their operations to multiple countries. Countries with natural
resources ramped up harvesting. Countries with inexpensive labour costs
built more factories. Goods and services were being bought and sold over
greater distances than ever before.
Increased global economic trade increased country-to-country
interdependence. But many relationships are not balanced. Consider the
world’s biggest economy, the United States, which often dominates in
economic relationships. It is the largest consumer of goods in the world, so
all countries want to sell into that market.
The United States plunged into a deep recession in 2008. A recession
is a slowdown in industrial and trade activity, so a recession in one
country can affect the economy of a trading partner. Because the United
States is Canada’s biggest trading partner, the Canadian economy was
deeply affected. Prime Minister Stephen Harper predicted, “We will not
turn the corner on this global recession until the American financial
sector crisis is fixed.” Figure 4-7 Czech artists Richard and
Slavomir Svitalsky created this cartoon in
Cause and Consequence: What do Harper's words suggest about 2006. What was their message? What does
globalization and Canada’s ability to deal with economic challenges? it have to do with trade? Should Canadians
be concerned about this message? Explain

The World Trade Organization pease

Since it began operating in 1995, the World Trade Organization (WTO)
has been the chief manager of economic globalization. The seeds of the
WTO were sown near the end of World War IJ, when representatives of
44 countries, including Canada, met and agreed that free trade would
help the world recover from the war, avoid another severe depression like The federal government has obviously
fallen down miserably in upholding
the one endured during the 1930s, and promote prosperity. Free trade is
their obligations to indigenous
the unhindered flow of goods and services across borders.
peoples... . So we've taken it up a
Until this point in time, Canada and other countries protected their
notch and we need to get our voice
industries by putting a tariff — an import tax — on imported goods. heard in the international arena
Tariffs made imported goods expensive. The goal of tarrifs was to ensure because we can’t seem to get anyone
that consumers in Canada chose to buy the lower-priced Canadian-made to listen to us in our own country.
goods. The problem with tariffs, however, is that when some countries REF a etiabinson. Nistnewte
impose them, all countries impose them, and trade is stifled. eri hetons land and resources |
Choosing to take a new course, 23 countries, including Canada, co-ordinator, Thunder Bay, explaining why
signed the General Agreement on Tariffs and Trade (GATT) in 1947. NAN made a claim to the WTO
GATT members agreed to gradually get rid of trade barriers, such as
tariffs. Eventually, GATT became the WTO.
The WTO oversees the rules of international trade. It organizes trade Up for Discussion
negotiations, polices trade agreements, and rules on trade disputes. If
Why would Canada ever let an outside
Canada and China were to disagree about auto parts, for example, the organization control any of Canada’s affairs?
WTO would settle the dispute. The WTO can enforce its decisions by
imposing trade sanctions — penalties — on countries that break the
rules. By 2013, 159 countries belonged to the WTO.
MHR * How is globalization shaping Canada? * CHAPTER 4 115
 = Impact of WTO on the Auto Pact
‘CONNECTIONS; Canada and the United States took the first step toward free trade
The Auto Pact by the Numbers
in 1965, when the two countries signed the Canada—United States
Automotive Agreement, also known as the Auto Pact.
Vehicles manufactured in Canada:
The pact, or agreement, eliminated tariffs on many vehicles and
1965 846 000 cleared the way for the “Big Three” American automakers — General
2002 2600000
Motors, Ford, and Chrysler — to expand their Canadian operations.
ee ae It also provided Canadian consumers with a wider variety of cheaper
ma ae cars and set the stage for Canadian parts manufacturers, such as Magna
EE ternational, to expand.
The Auto Pact included protections for the Canadian auto industry.
For every car the Big Three sold in Canada, they were required to build
one here. In addition, rules required every vehicle built in Canada to
include 60 per cent Canadian content in parts and labour. If these
Figure 4-8 Canadian Prime Minister Brian
Mulroney (left) and U.S. President Ronald
conditions were not met, tariffs would be applied.
Reagan became good friends, which made
But the founding of the WTO in 1995 spelled the end the Auto Pact.
it easier to work toward mutual goals. But Cars made by European and Japanese automakers were being taxed when
Reagan’s policies were unpopularinCanada, they entered Canada. These automakers complained that the pact violated
so many Canadians took a dim view of the WTO's equal-treatment rule because it favoured American auto
the friendship. Why would Canadians be companies. A WTO dispute panel upheld the complaint in 2001, and the
concerned aboutafriendship? Auto Pact was abolished.

Growing Free Trade

By the late 1980s, many Canadian businesses were urging Prime
Minister Brian Mulroney’s Progressive Conservative government
to work out a deal to promote free trade between Canada and the
United States. Canadians were hesitant. The United States had
such economic clout. Wouldn’t its advantages leave Canada at a
disadvantage? Wouldn't Canadian businesses suffer when giant
American multinationals entered the Canadian market?
Mulroney didn’t think so. He believed a stronger relationship
with the United States could only benefit Canada. He accomplished
this, in part, by developing a friendship with President Ronald
Reagan. The two had much in common, including conservative
political leanings and a mutual interest in free trade. Their common
Irish ancestry came in handy at The Shamrock Summit held on St.
Patrick’s Day, 1985, in Québec City. Before the evening was through,
the two of them were on stage belting out “When Irish Eyes are Smiling.”
The friendship set the tone for the Canada—United States relationship for
the next 25 years.
The 1988 election was the free trade election. The Progressive
Conservatives supported free trade; the Liberals and NDP did not. Most
Canadians voted against free trade, but those votes were split between the
NDP and the Liberals. So Mulroney and free trade won the day.
Soon afterward, Canada’s first free trade agreement was signed. The
Canada—United States Free Trade Agreement came into effect in 1989.
And in 1994, the FTA expanded to include Mexico and became the
North American Free Trade Agreement, or NAFTA.

116 Unit 1 © Why is Canada the nation it is today? * MHR

‘Expanding Free Trade
As it turned out, the naysayers were right. Some Canadian businesses,
especially makers of garments, footwear, upholstered furniture, and fur
goods, suffered job losses. However, the supporters of free trade were
also right. Many Canadian businesses flourished by gaining access to the
huge American market. High-tech manufacturing grew. Canada’s natural
Figure 4-9 Locomotive 2113 was one of
resources exports began to boom. From 1989 to 2002, Canada’s exports
the last to be built by Electro-Motive Diesel
rose by 221 per cent. In 2010, the United States purchased
in London, Ontario. In February 2012, the
75.9 per cent of Canada’s exports. American parent company, Caterpillar,
Since NAFTA, the Canadian government has negotiated free trade closed the plant, putting 460 employees
agreements with multiple countries, such as Chile and Israel in 1997, and out of work. The workers had refused to
Costa Rica in 2002. Canada has free trade agreements with 10 countries accept a 50 per cent pay cut. That was after
as of 2014. In that same year, Canada signed a bilateral free trade the company had received $5 million in
agreement with the Republic of Korea. The Canada—Korea Free Trade federal tax breaks in 2008. The company
Agreement (CKFTA) was a landmark agreement for Canada because it moved operations to a plant in Indiana,
was the first for Canada in the Asia-Pacific region. It was expected to level United States, where labour costs are
the playing field internationally because many countries already had trade lower. To what extent did free trade lead to
agreements in this region. this situation?
In 2014, Canada and the European Union
(EU) were negotiating the Comprehensive 4 = Sins
Economic and Trade Agreement (CETA). : =
The EU is Canada’s second-largest trading
partner, so this is an important negotiation.
The goal is to give Canadian businesses access
to 500 million consumers while lowering the
price of EU goods in Canada.

The Pros and Cons of

Free Trade
Supporters of free trade argue that it makes
Canada more prosperous and creates jobs.
The federal government agrees. It stated in
2014 that 4.7 million new jobs had been
created since NAFTA came into force. Trade
between Canada and the United States doubled between 1993 and 2012.
Canada—Mexico trade had increased sevenfold in the same time period.
In addition, Canadian consumers could buy a wider range of products
more cheaply because import tariffs had been reduced or eliminated.
Critics say that free trade has cost jobs because manufacturers have
moved factories to Mexico and other countries. There, costs are lower
because workers are paid less and rules governing working conditions and Up for Discussion
the environment are either weak or not enforced. In addition, many of Many unionized workers have taken pay cuts
the new jobs created in Canada are part-time or low-skilled jobs with low to help their employers stay in Canada. Should
salaries and few benefits. “ unions do this? Is a 50 per cent pay cut too
: 4 } much? What should affect their decision?
Evidence: Does moving a Canadian factory to China, where workers are
paid less, exploit Chinese workers? What other information might you
need to make a judgment on this issue? How would you go about finding
this information?

MHR © How ts elobalization shaping Canada? ¢ CHAPTER 4 117

UNIT ONE 1982—PRESENT

The Softwood Lumber Dispute

‘CONNECTIONS : Just because Canada has free trade deals with various countries does not
The softwood lumber dispute divided
mean that the trade relationships don’t have rough patches. Consider,
Americans. Lumber companies for example, the nasty fight between Canada and the United States over
supported the tariff, but a coalition of softwood lumber.
consumer and business groups opposed
it. The coalition said that the tariff
The United States cannot produce enough softwood lumber to supply
added to the cost of a new home in its needs. It imports about one-third of its softwood lumber from Canada.
the United States, and this put home This means that more than $10 billion in Canadian softwood lumber
ownership out of the reach of many enters the United States every year.
consumers.
In Canada, and especially in British Columbia, most logging takes
place on Crown land, which is owned by the government. U.S. lumber
companies claimed that Canada’s provincial governments charged low
Up for Discussion fees for logging licences. They claimed that the low fees enabled Canadian
lfthe United States won't abide by the NAFTA companies to sell lumber at lower prices than American companies.
and W10 rulings, should Canada stop trading In response to industry pressure, the U.S. government raised the
with the United States? tariff on Canadian softwood lumber imports in 2002. The tariff made
the Canadian lumber more costly than American lumber. Demand for
Canadian softwood lumber fell — and tens of thousands of Canadian
forestry workers lost their jobs. British Columbia was hardest hit. There,
about 15 000 workers were laid off.
Over the next four years, this dispute went before NAFTA panels and
the WTO several times. Almost all rulings were in Canada’s favour. Still,
the United States refused to back down.
Finally, in 2006, the United States offered to lift the tariff and
refund 80 per cent of the more than $5 billion in tariffs collected from
Canadian companies — while keeping
$1 billion. Canada realized that this
was as good a deal as it was going to
get, so it accepted.
Coming home from market, Jack, of
‘Jack and the Beanstalk’ fame, meets Cause and Consequence: Should
Steve the Nifty Nafta Trader... Canada have foreseen that increasing
its dependence on exports would make
ss
it vulnerable to decisions made in
Sweet! I won other countries?
" traded the “i = the softwood
family cow for Hn 5 lumber dispute,
so I get to give
— Uncle Sam
one billion Figure 4-10 Soon after Canada and the
y dollars! United States reached the softwood lumber
agreement in 2006, cartoonist Roy Peterson
portrayed Stephen Harper explaining the
deal. What was Peterson's message? Do you
So agree with it? Is free trade to blame for the
Se
outcome of this dispute? Why or why not?

112 DR eee fan Pe 19g Ae coat mY etal La eS ee ER Ol. bys AE emt | Fe oe

aaa
a

Giving Up Control
To a certain extent, embracing free trade is giving up control and trusting
in the marketplace. This can be a risky business, because Canada cannot Up for Discussion
control international market forces. If you have a product another country Should Canada ever sacrifice safety or
wants, you are in a good position. But if the country finds another, environmental concerns to avoid a lawsuit?
cheaper supplier, your sales could evaporate overnight.
In some cases, though, it is the negotiated agreement that causes
problems. Consider Chapter 11 of NAFTA, which states that foreign
investors can sue governments if they believe they are being treated
unfairly. The dispute is decided not by a court of law but by an
appointed tribunal.
Several companies have sued Canada. In 1997, the Figure 4-11 This political cartoon by Michael de Adder shows
Canadian government had to pay Ethyl Corporation Canada trying to get a trade dispute resolved with the United
$13 million because Canada banned the import of the States. What is the situation? What is de Adder trying to say?
gasoline additive MMT, which research suggests is a
neurotoxin and potentially harmful to the environment
and health of Canadians. The Canadian government was
trying to protect Canadians and ended up paying dearly
for it. Barry Appleton, Canadian lawyer for Ethyl Corp.,
said at the time, “It wouldn’t matter if a substance was
liquid plutonium destined for a child’s breakfast cereal. If
the government bans a product and a United States—based
company loses profits, the company can claim damages
under NAFTA.”
Cause and Consequence: As of 2010, Canada had paid
out $157 million in damages to foreign companies that
made claims under Chapter 11. The United States hadn't
paid anything. What can you conclude? What additional
information might help you figure out what happened?

Figure 4-12 Effects of Free Trade on the Canadian Clothing Industry, 1989-2011
Who benefited and who was harmed by changes in the trade rules for clothing? How much control does Canada have over any ofthese changes?

Period Trade Conditions eS Effects

1989-1994 | The Canada—United States Free Trade e Canadian clothing exports to the United States grew.
Agreement eliminated tariffs on clothing
U imports e Canadian clothing imports from the United States grew.
and exports between the two countries.
1995-2002 | To conform to World Trade Organization rules, e Clothing imports from less-developed countries grew.
Canada gradually eliminated quotas on clothing | © Canadian clothing production and imports from the United States fell.
from less-developed countries.
2003-2011 To conform to World Trade Organization e |mports from China increased by 52 per cent (2004-2006).
rules, Canada removed trade restrictions e |mports from the United States and more-developed countries fell.
on clothing imported from least-developed
~e Number of workers in the Canadian clothing industry dropped from
countries (countries with the lowest levels
106 225 in 2001 to 25 670 in 2010.
of industrialization and the lowest average
incomes). ¢ GDP generated by apparel manufacturing fell from $1.9 billion to $1.3 billion
between 2007 and 2011.
e Clothing prices in Canada declined.

MHR * How is globalization shaping Canada? * CHAPTER 4 119

 The Impact on Canadian Entrepreneurs
As trade barriers between countries fell in the 1990s and early 21st
century, Canadian businesses were faced with a challenge: to compete
with other businesses in the world marketplace. Some did not take up the
challenge, but others viewed the challenge as an opportunity.

= Mike Lazaridis and BlackBerry

‘CONNECTIONS: Mike Lazaridis, whose Greek family immigrated to Canada from Turkey
WOE OaRe Ohare en eeUS. when he was five years old, founded Research in Motion (RIM) in 1984
presidency, Secret Service agents while he was studying computer science at the University of Waterloo.
expressed concern about his personal The company, which focused on developing cellphone technology,
ra UM aR released the first version of the BlackBerry in 1999.
agents asked the president to give it The BlackBerry revolutionized the mobile market, and sales took off.
up. Obama refused — and was allowed In early 2009, RIM shipped its 50 millionth BlackBerry and announced
ees eee ee that the 2008 sales had set a new record. The company’s swagger dimmed
equipped with a “super-encryption : ; 3 : :
package” designed to foil hackers. when it failed to compete successfully against the iPhone and Android
phones when they came on the market.
SS SS a ee
Tanya Shaw and Unique Solutions
After graduating from Nova Scotia’s Dalhousie University in 1994, Tanya
Shaw started a company that developed state-of-the-art online body-
Figure 4-13 Mike Lazaridis
andTanya scanning technology to enable customers to make or order clothing that
Shaw are Canadian entrepreneurs who took fits perfectly.
advantage of freer North American and Shaw credits NAFTA with opening up markets and business
global trade to build thriving businesses. opportunities for her company, Unique Solutions Designs. Though the
company’s research and development division remains in Nova Scotia, its
marketing and sales departments are in California.

The Impact on Workers

When Canadian businesses flourish, generally Canadian workers flourish
as well. But with globalization, that relationship is frequently undermined.
¢ When goods from other countries are cheaper than Canada’s,
manufacturers in Canada close down. From 2006 to 2013, Canada lost
355 000 manufacturing jobs, many of them in Ontario.
¢ Many Canadian companies subcontract work to overseas
manufacturing plants, again eliminating Canadian jobs.
¢ Just the threat of moving operations overseas undercuts a union’s power
to negotiate, sometimes forcing wage cuts.
¢ When companies flourish on the world market, they may pass the
profits to shareholders instead of using them to benefit their employees.
¢ Workers in operations overseas are attracted to manufacturing jobs,
even though conditions may be unsafe.
Up for Discussion * Globalization of the workforce means that foreigners can be hired to
Do foreign workers take jobs away work in Canada. In 2014, critics accused the Foreign Worker Program
from Canadians, or do they take jobs that of leading to Canadians losing out on Canadian jobs to foreigners. The
Canadians don’t want? program was also accused of leading to exploitation of those workers.

120 Unit 1 ¢ Why is Canada the nation it is today? * MHR

Thinking Historically: Ethical Dimension

Perhaps no piece of garment symbolizes globalization as does the humble T-shirt. Textiles were
once a mainstay of Canadian manufacturing, but no more. Today, retailers in Canada get their
T-shirts made in less-developed countries such as Bangladesh, where wages hover around $39
per month. In 2014, the Bangladeshi textile industry was worth $22 billion.
For Canada, the global arrangement seemed to go Canadian retailers were not stepping up. It committed
smoothly for a long time. And then an eight-storey to long-term compensation to those affected. It also
Bangladeshi garment factory called Rana Plaza signed the Accord on Fire and Building Safety in
collapsed on April 24, 2013, killing 1127 people. Rana Bangladesh, along with multiple American and British
Plaza had been built like the hundreds of other garment retailers. The accord commits the companies to
factories in the area — quickly and cheaply to meet the improving safety in Bangladeshi factories.
growing demand for inexpensive export goods. |
A Canadian connection appeared immediately. | Figure4-14 Reshma Begum, a garment worker, is pulled from the
Lying among the rubble and clothing from multiple || rubble of the Rana Plaza factory 17 days after the building collapsed on
companies were items from a Canadian company. April 24, 2013. The 17-year-old banged on a pipe to get the attention of
Canadians demanded answers. rescue workers.
Let's speculate on the process the company officials
may have gone through to decide how to respond.
They probably had a look at the history of workplace
accidents in Bangladesh. They would have found out
that since 2005, more than 1800 garment workers had
been killed in major accidents. They would have learned
about the 2012 fire in the seven-storey Tazreen Fashion
garment factory, which alone resulted in 112 deaths.
The parallel is not perfect. The Tazreen disaster was
a fire, while the Rana Plaza disaster was the collapse
of a building. It was abundantly clear, however, that
many factories in Bangladesh had been built quickly
and cheaply from poor materials and with little
regard to safety features, such as fire escapes, that
Canadians take for granted.
In their search for parallels, the company officials
probably knew that after the Tazreen disaster, North
American retailers had failed to agree on a way to
improve conditions in the Bangladeshi factories.
What did the company officials learn from this
history? We can’t be sure, but we do know that the
company decided to take action, even though some

Explorations
1. Studying history can help us decide how to respond to 2. Why must we take the “lessons” from the past
contemporary issues. We can model our solutions on a cautiously? Identify an example of people trying to
good response to a similar disaster. And we can avoid use a lesson from the past, onlyto end up in greater
strategies that history shows had bad results. What did difficulty.
the company profiled above figure out?

MHR * How is globalization shaping Canada? * CHAPTER 4 121

UNIT ONE 1982—PRESENT

Figure 4-15 One of thousands of

The World Starts Consulting on Economic Issues
protestors holds up a sign in front of riot With the world’s economies so intertwined, the six countries with the
police during the G20 Summit held in largest economies decided they needed more communication. So in 1975,
Toronto in 2010. Some people believe the leaders of France, Germany, Italy, Japan, Britain, and the United
that the G20 works in the interest of big States started meeting informally to discuss global economic issues and
business, not ordinary people. What is the foreign policy. They became known as the Group of Six,
difference? Is there a difference?
or G6.
Canada was invited to join a year later, and the name
changed to the G7. When Russia joined in 1998, the
group became the G8. (In 2014, in response to Russia's
annexation of Crimea, Russia’s welcome was rescinded,
and the group once again became the G7.)
But Canadian politician Paul Martin, who was
federal finance minister in the 1990s, believed that
more countries — especially those with rapidly growing
economies — should be involved in making decisions.
Martin proposed a new and larger group called the G20,
which would include representatives from all regions of
the world.
Some G8 countries resisted the idea, but Martin
persisted and the G20 was founded in 1999. In addition
to the G8 countries, the G20 includes China, India,
Brazil, Mexico, Saudi Arabia, and the European Union.
Both the G8 and the G20 meet regularly to discuss
matters that affect the world economy.
Historical Perspective: Where should we discuss world
economic problems: the UN, the G20, or in an online
discussion? Who would favour each and why? Which
would be most effective? Or most inclusive?

Recall... Reflect...Respond
1. Compare Canada’s economy before and after 1989. ability to afford goods and services, and anything else
What has changed? What has stayed the same? Create that seems relevant.
a graphic to organize your thoughts.
Discuss the following questions in a small group.
Choose one change that globalization has caused in : : se
Canada since 1989. Explain how the change you chose yAe as Sedveneu de fone wore aut tsly
has affected Canadians. Knowing that this change will apianidash Scot IS okIbtr
probably continue to have an effect, list two things you ¢ Would a T-shirt cost more if it was made in Canada in
might do to prepare for the future. safe conditions in a factory that paid fair wages?
How has economic globalization affected the ¢ Would you be willing to pay the higher cost?
relationship between Canada and the United States? F
¢ If you know Bangladeshi workers are underage,
How has economic globalization affected your life? underpaid, or working in unsafe conditions, and
Consider employment of family members, impact on yet you still buy the T-shirts they make, are you
businesses in your community, your job prospects, your responsible for those working conditions?

(12) Unir 1 * Why is Canada the nation it is today? * MHR

 Thinking Historically: Cause and Consequence
SOTIRY
Bit

Have you ever seen a well-laid plan work out exactly as intended? Perhaps. But much of the time,
life has a way of surprising us with unintended consequences.
History works the same way. A warmonger who launches a war may lose. A leader who patriates
a constitution may end up with endless, fruitless political debate. A government that launches a
program to improve the economy may hurt some ofthe very people the program was meantto help.
History is full of surprises.
= —= — >
In the 1990s, the government created the Federal
7a Figure 4-16 Edwardo Alvarez, a
Skilled Worker Program (FSWP). The intention was to
attract skilled, well-educated immigrants who would Cuban educated as an aerospace
get jobs, help strengthen the Canadian economy, and engineer in Russia, stocks shelves
help it compete globally. at the Fairmont Royal York Hotel in
To some extent that happened. Thousands of health Toronto. Alvarez had immigrated to
care professionals, skilled tradespeople, and high- Canada but could not find work in his
tech workers have come to Canada to start a new field. What could Canada do to help
life. According to Statistics Canada, highly skilled Alvarez change his circumstances?
immigrants accounted for about one-third of the
increase in employment among computer engineers,
systems analysts, and computer programmers in the Figure 4-17 Percentage of Immigrants with University Degrees in
period following the start of the program. In 2012 alone, Jobs with Low Education Requirements
more than 57 200 immigrants were admitted under the
Which gender is more successful at gaining employment that
FSWP. matches qualifications? What trends do you see?
But for many of these highly skilled immigrants, the
story did not play out as hoped. Many of them have
had trouble finding work. In 2013, for example, the
unemployment rate of all Canadians with a university Men
degree was 4.4 per cent. In contrast, the unemployment
rate of landed immigrants with the same education
stood at 7.2 per cent. Immigrant with
a degree from
One also has to consider the types ofjob they got.
Canada or the
Many highly qualified immigrants ended up working but United States
Women
not in the jobs that they were trained for. They came to
Canada hoping to be a dentist, for example, and ended Canadian-born
up driving a taxi. with a degree
What is causing the problem? Some have difficulty 0 10
getting Canadian certification in their field. Source: Statistics Canada

Discrimination may also be a factor.

\
]|
Explorations
4. Another unintended consequence of the FSWP was governments have for the unintended consequences of |
the negative effect on less-developed countries. Critics _ the policies that they put in place? |
|
point out that Canada’s actions have lured trained health
2. Describe the actions of any person from history and the
care workers away from their homelands, where they are
unexpected consequences that resulted.
often desperately needed. What responsibility should

!
|
f
[
MHR * How is globalization shaping Canada? * CHAPTER 4 (12s)
UNIT ONE 1982—PRESENT

How does globalization stress the

environment?
As economic globalization expands, so do environmental problems. The
positive correlation is not surprising: much economic activity involves
the harvesting, processing, and burning of natural resources, all of which
stress the environment.
Some environmental problems are local. Strip mining, for example,
digs up a local landscape. Most environmental problems, however, are
global in nature.
¢ Habitat destruction accumulates, giving wildlife fewer places to live.
e Water and air pollution travel easily from country to country.
A pig cannot normally exchange ¢ Climate change affects all countries, not just those that caused it.
genes with a plant, or a human witha
fish, but now biotechnology makes it Humans have a way of messing around with nature. We use it, abuse
possible... these crops are growing it, and then wonder how we can stop the problems we cause.
in the real world, interacting with
other organisms. What effects will
this have on ecosystems and on us?
The Biotech Conundrum
No scientist can say, but the answer In the 1980s, scientists began experimenting with the DNA of plants
to this question is critical for us to and animals. The biotech industry emerged. Biotechnology is the use
decide ifgenetically modifying foods of living organisms to create products. Large multinational corporations
is a worthwhile endeavour. finance researchers to change the genetic makeup of an organism in the
— David Suzuki, environmentalist, on the hopes of creating “new” forms of life. They then patent these life forms
David Suzuki Foundation website — they get a licence that gives them sole selling rights.
A corn plant typically carries about 30 000 genes. Scientists may try
to add or replace a few corn genes with genes from other animal or plant
species. The goal is to make a genetically modified (GM) corn plant that
is insect or disease resistant or simply produces higher yields.
In the United States... the most Biotech industries argue that GM foods can help protect the
litigious [most likely to sue] society environment and reduce global hunger. Critics worry about the long-term
in history, nobody has sued for a GM effects of GM products on the world’s environment. Most GM organisms
health problem. ... We need smart, can survive in the wild. If GM salmon, for example, escape their pens and
sustainable, sensitive science and breed with wild salmon, what might be the effect? What if we make a
technology, and we need to use every mistake? Will it be possible to reverse our mistakes?
tool in our toolbox, including GM.
— Professor Jonathan Jones, A Canadian Farmer Goes up Against Monsanto
senior scientist with the
In 1997, Saskatchewan farmer Percy Schmeiser discovered that his canola
Sainsbury Laboratory, UK
crop included plants that had been genetically modified by Monsanto.
This company is the largest multinational agricultural biotech corporation
in the world. It makes both Roundup (a herbicide) and Roundup-resistant
Up for Discussion canola seeds. Farmers who use Monsanto seed must agree to buy new seed
Should any company ever have exclusive rights every year. The product is therefore hugely profitable.
to own and profit from a life form? Monsanto Canada sued Schmeiser for violating its patent. In court,
Schmeiser argued that the seed had blown into his field. He also argued
that a plant is a higher life form that should never be patented.
The Supreme Court disagreed. It upheld Monsanto’s patent and
ordered Schmeiser to hand over his remaining 1997 and 1998 seed.

Unit 1 * Why is Canada the nation it is today? * MHR

Ramping up Our Use of Natural Resources
Canada is rich in natural resources — minerals, oil, gas, water, and forest
The fight for the Elaho was without a
and marine products. As global markets open up, Canadian companies
doubt the toughest, most demanding
export more and more of these resources. It makes sense economically, but
conservation campaign |have ever
does it make sense for the environment?
been involved with. By the time it
The potential harm to the environment is in using natural resources was over,anamazing collection of
irresponsibly. In the case of a nonrenewable resources, you could easily eco-heroes had stepped up to save
use it up. If a resource is used up, the jobs and the wealth it generates the valley.
disappear too. In the case of a renewable resource, you could harvest it so te
; f fx j — Joe Foy, campaign director for the
quickly that you destroy the resource’s ability to renew itself. Northern Wilderness Committee, 2008
cod, for example, were harvested almost to extinction.

Conflict in the Elaho

In British Columbia, the forest industry provides jobs for more than
20 000 people and helps the province’s economy thrive. But the logging
companies have drawn criticism because of how they log, where they log,
and what they log.
In one instance, logging in the Elaho Valley near Squamish, BC, Figure 4-18 A truck carries logs down
became the focus of a conflict that pitted logging interests against the Elaho Valley to a mill in Squamish, BC.
environmentalists and the Squamish First Nation. At issue was the fate wet ae ae ey ae Ji
of forests that include stands of red cedar that are more than 1000 years ae eptpot inettale is ie
Mer ca irresponsible use of resources?
old, as well as the oldest living Douglas firs in
Canada.
Interfor, a Vancouver-based international
lumber company, was given a provincial
government licence to harvest the trees. In
1995, environmentalists and the Squamish
First Nation, which claimed the area, together
launched a high-profile campaign to save the
trees.
One of the major figures of that campaign
was known locally as Great Grandma
Betty Krawczyk. In 2000, upset that young
protesters had been beaten up by angry loggers,
Krawczyk stood in the main logging road and
wouldn't move to let the logging trucks pass.
She was sent to prison for her trouble, though
the charges were overturned after four months.
Finally, in 2000, Interfor agreed to
stop logging in sensitive areas. In 2007, the
area was protected when British Columbia
and the Squamish First Nation created the
Upper Elaho Valley Conservancy as part of a
comprehensive land-use agreement.
Historical Perspective: In one sense, the protest ©
in the Upper Elaho was local — its purpose
was to protect one valley. Could it also be
viewed as global? If so, how?

MHR * How is globalization shaping Canada? * CHAPTER4 (125)

 Environmental Stewardship
Perhaps the greatest challenge of economic globalization is to figure
out how to prevent it from harming the environment. The efforts of
the Squamish First Nation to protect the Elaho Valley is an example
of environmental stewardship — people taking responsibility for
protecting the Earth. Sustainable resource use is key. Resource use is
sustainable only if it can continue to meet people’s needs long into the
future without harming the environment.
At an individual level, many Canadians use resources sustainably.
Perhaps you take public transit, for example, or ride your bike to get
Figure 4-19 Alisa Smith and J.B. around, both of which use less fossil fuels than driving a car.
MacKinnon co-wrote 7he 100-Mile Diet: A Many Canadians believe that the globalization of food networks
Year of Local Eating, a humorous story of is both harmful and unnecessary. The fossil fuels used by the planes,
their effort to eat only food grown within trains, ships, and trucks that transport food from one country to another
a 100-mile radius of their downtown
contribute to global climate change. Buying local produce and products,
Vancouver apartment.
on the other hand, helps reduce the need for long-distance transport and
supports local economies. Consequently, many people try to “eat local.”

Youth Making History

Going Green
Like students at many schools across Canada, members mines closed in the 1990s, when they were no longer
of Elliot Lake Secondary School's Environmental Issues economically viable.
Club are trying to make a green difference. Peter Hauguth, a Grade 12 student who was part
In 2008, teacher Lindsay Killen and club members of the project, told The Globe and Mail that green
applied for and received a $50 000 grant from the technology and renewable energy are the way of the
Community Conservation Initiative of the Ontario future. “We have largely depended on nonrenewable
Ministry of Energy. With help from local partners, resources, and taken the earth for granted,” he said.
students used the grantto install 12 solar panels and “But if we can't live in the environment, we won't be
a wind turbine on the roof of the school. The project able to live at all.”
generates 5.5 kilowatts of electricity and helps power
the cafeteria kitchen.
Figure 4-20 Members of
This project was not the students’ first environmental
|| Elliot Lake Secondary School’s
venture. They have also planted more than 8000 trees
| Environmental Issues Club work
in areas where there were tailings — waste — from
| on one of the 12 solar panels
the uranium mines that were the reason the city north
they helped install on the
of Lake Huron was founded in the 1950s. The depleted
| school roof.

1. How does the Elliot Lake Secondary School energy 2; How might the school’s energy project be explained as
project show the power of individuals and groups to a response to globalization?
co-operate to protect the environment?

Unir 1 * Why is Canada the nation it is today? * MHR

)

Canada’s Climate Is Changing So Why

Aren't We?
People tend to focus on the here
An overwhelming majority of the world’s scientific community believe and now. The problem is that, once
the same thing: human activity is causing climate change. The activity global warming is something that
is the burning of fossil fuels, a process that creates excess carbon dioxide. most people can feel in the course
This overabundance of carbon dioxide rises in the atmosphere where it of their daily lives, it will be too late
stays, stopping some of the sun’s reflected heat from escaping. The result? to prevent much larger, potentially
Global warming. catastrophic changes.
Global warming began with the Industrial Revolution, when industry — Flizabeth Kolbert, author of The Sixth
started burning coal on a large scale. It increased as the world population Extinction: An Unnatural Extinction, 2074
exploded to more than seven billion and more and more people used fossil
fuels to fuel their cars, heat their homes, and generate electricity. Since
1880, average temperatures have climbed 0.8 °C. This may not seem like
much, but the rate of warming is increasing. The trend will continue for
years even if we were to cease all use of fossil fuels immediately.
And even the current small increase is wreaking havoc on planet
Earth through the following:
* an increase in extreme weather events, such as heat waves, tropical
storms, wildfires, and high-water events like the flooding in Calgary
and Toronto in the summer of 2013
¢ melting ice caps, which will result in the ocean rising, threatening
coastal communities such as Vancouver
* acidification of the oceans, which will reduce the diversity of ocean
species and devastate the coral reefs
The science community
Figure 4-21 Separating Natural and Human Forces Affecting Average World Temperatures
has been urging leaders around
the world to make drastic Observe the graph. Are natural or human causes more responsible for global temperatures? How
changes to slow climate change. can you tell? Write a statement describing the trends on this graph. Speculate what might have
Without change, the world will been the purpose of the person or organization that created it.
become a far more inhospitable (°C)
place. The kind of change
that is required, however,
is massive. Taxing carbon
emissions is one approach,
but countries are reluctant to
act alone because the extra
taxes will disadvantage their
industries on the world market.
National governments have change
Temperature
to pass laws that citizens may
dislike. Industries have to adopt
~ sustainable practices. Perhaps
1910 1950 2000
hardest of all, people have to
change how they live. Legend a

In your opinion, what Observed Model using only Model using both
would be the best way to curb temperature natural forces natural and human forces

climate change?

MHR * How is globalization shaping Canada? * CHAPTER4 @

 Canada: Part of the Problem?
CONNECTIONS :: Every year, the Center for Global Development examines the actions of
According to the David Suzuki
27 of the world’s wealthiest countries in addressing global warming. In
Foundation, Canada uses more energy 2013, Canada came in dead last. Every other country had made progress.
than the whole continent of Africa. But not Canada.
Despite its miniscule population,
Canada produced 699 megatonnes
Why such a low ranking? Canada had taken some action. British
of carbon dioxide in 2012, making it Columbia has had a carbon tax since 2008. In April 2014, the Thunder
the world’s eighth largest producer of Bay Generating Station burned off the last of its coal, making Ontario
greenhouse gases. the first jurisdiction in North America to successfully phase out coal
production of electricity. And many provinces have clean-energy testing
eeeeeeEeEeEeEeEeee—ee—eeeeeeEeEeEeEeEeEe—e—e—eEeEeEeEeEeer programs to ensure that cars and trucks don’t create excessive pollution.
According to the Center for Global Development, though, our per
capita greenhouse gas emissions were still one of the highest, owing in part
to oil sands development, our cold climate, our large land area, and our
low gas taxes. Our withdrawal from the Kyoto Accord didn’t help either.
Figure 4-22 What contradiction is artist
The Kyoto Accord was an agreement signed by 140 countries in
Kirk Anderson telling us about in this
editorial cartoon? What does he think about
1997. All countries agreed to set targets for reducing greenhouse gas
that contradiction? How do you know? Why
emissions. In 2006, Conservative Stephen Harper became prime minister
does this contradiction exist? and his government backed away from its Kyoto commitments. In 2011,
it formally withdrew, the only
country to do so. The government
set its own, less demanding targets.
As of 2014, Canada is set to fail to
meet even those.
Evidence: A 2013 survey by the
University of Montréal found
that 70 per cent of respondents
wanted the federal government
to strengthen the economy and
create jobs. However, 71 per cent
wanted the government to protect
the environment. What does this
evidence tell you about Canadians
beliefs and values? In your opinion,
can we achieve both goals?

Recall... Reflect... Respond

1. In 1988, Canada took a leadership role by hosting the . How dotrends in economic globalization stress the
first international scientific conference on climate environment? Should Canadians be concerned? Use
change. The conference concluded with a statement examples to support your opinion.
with which all attendees agreed: “Humanity is
Assume you're in a coffee shop, where you meet a
conducting an unintended, uncontrolled, globally
student visiting from another country. Write the script
pervasive experiment whose ultimate consequences
for your conversation when he or she challenges you
TS
TS
PEE
FP could be second onlyto global nuclear war.” How
on Canada’s environmental record.
has Canada’s role changed since 1988? How can you
respond to this situation?

Unit 1 * Why is Canada the nation it is today? * MHR

EY
Pe
OWS
IS
EI
SS
}

_ How is the globalization of culture

sha in Canada? Australia’s warning [to Canada]:do
not let giant U.S. conglomerates
With the advent of the Internet, the whole world got a whole lot more mess with your intellectual property
connected. Canadians can download music from anywhere in the world; rights (IPR). At least, not ifyou care
. : . : about the Internet and the future of
read and write blogs for an international audience; and stream content, ; :
: : i sharing and collaborating online, not
watch sitcoms,
;
and play video
j
games
ate
from any
:
country in the language Mee
to mention innovation and the future
of our choice. And the social media discussions about culture can cross af the publicdomain
borders too. In the Internet, barriers are few and far between.
— Cynthia Khoo, guest blogger on Open
So what does this mean for Canadian culture? As always, it means a Media website, 2014
mix of opportunity and challenge. The opportunity lies in our increased
ability to share Canadian culture with people around the world. The
challenge is to create Canadian culture before our ideas are overwhelmed
by ideas from abroad.
Canada has been fighting this battle for a long time. For example, free
trade agreements do not usually allow governments to subsidize industries
to keep them strong. But when Canada negotiated NAFTA with the
United States and Mexico in 1994, the government demanded — and
won — the right to protect Canadian cultural industries. This enabled
federal, provincial and territorial, and municipal governments to continue
spending about $8 billion a year to support Canadian arts and culture.
Figure 4-23 The Vikings TV series is the
The CRTC: Protecting Canadian Culture perfect example of
increased globalization
in television. This Canadian—Irish
In 1968, the threat to Canadian culture came not from the Internet,
co-production is made by Canada’s Take 5
which did not exist, but from media such as radio and television. So Productions and Ireland’s World 2000
the federal government created the Canadian Radio-television and for the History Channel. This photograph
Telecommunications Commission (CRTC), which licenses TV and radio shows Canadian star Katheryn Wynnick.
broadcasters to promote Canadian content on the airwaves. As cultural Why might this historical drama draw an
industries changed, the CRTC began to regulate the following: audience from multiple countries?
¢ telecommunications (1976)
e direct-to-home satellite
television service (1995)
* pay-television services (2000)
Although the Internet
appeared in the 1990s, the
CRTC decided in 1999 not to
regulate its content. It would
have been impossible. In 2006,
it decided to make television
programming delivered through
cellphones exempt from
Canadian-content rules.

MHR * How is globalization shaping Canada? * CHAPTER 4

 : Historical Significance
? ce

Historical significance is variable. To a large degree, it is a matter of perspective. Just because

a British historian says that the Battle of Agincourt is an historically significant event does not
mean that it will be so for Canadians, too. This battle is historically significant for the British
because the British defeat of the French helped form British identity. For Canadians, the Battle of
Queenstown Heights in Niagara plays a similar role. It was a major win against the United States
during the War of 1812. It is historically significant to Canadians because it contributes to
a definition of Canadian identity as “not American.”
Let’s look at a very different event — the founding of
the Aboriginal Peoples Television Network (APTN),
which started broadcasting in 1999. The APTN was
the first national public Aboriginal television network
in the world. Its mission is to create programs “by,
for, and about Aboriginal peoples,” and to share these
programs with all Canadians.
APTN’s programs focus on Aboriginal-related
content. Cooking with Wolfman, for example, is a
cooking show. Chef David Wolfman teaches both
traditional First Nations and modern dishes. Some
APTN programs feature traditional oral storytelling in Figure 4-24 A member of the Walking Buffalo Singers
a contemporary format. Community leaders and Elders performs at the 2006 Aboriginal Peoples Choice Music Awards,
speak in their own languages about environmental an annual event produced and broadcast by APTN. Aboriginal
issues, land claims, and ways of promoting people use other means of communication to share their
their culture. APTN produces dramas, sitcoms, culture. Speculate on what those might be.
news shows, live events, movies, and children’s
programming, all with Aboriginal producers, directors,
and actors.
Although APTN now produces 84 per cent of its Because ofthe globalization of communications,
programs in Canada, it also runs programs telling the APTN shows can be seen via satellite or Internet
stories of Indigenous peoples around the world. Most around the world. APTN’s success has inspired
APTN programs are in English and French, but 28 per Indigenous peoples in other countries to launch their
cent are broadcast in Aboriginal languages such as own TV networks. The Maori Television Network, for
Inuktitut, Cree, and Tlingit. example, was launched in New Zealand in 2004.

1. How has the expansion of global communications 3. The APTN came about in part because ofthe 1996
affected the sharing of Aboriginal culture? report of the Royal Commission on Aboriginal Peoples.
The report said that the mainstream media did not
2. Decide the extent to which the following groups would
reflect Aboriginal realities and did not “offer much
likely view the founding of the APTN as historically
space to Aboriginal people to tell their own stories —
significant, and why:
as broadcasters, journalists, commentators, poets, or
° Aboriginal people storytellers.” The commissioners urged the federal
° Canadians who have never heard of APTN government to fund Aboriginal-controlled media. Does
° Canadians who watch Cooking with Wolfman this make the APTN historically significant? Why or
why not? To whom?
° Maori in New Zealand

Unit 1 * Why is Canada the nation it is today? * MHR

meee
\Television
One ongoing area of concern for the CRTC is the amount of money Check Forward
Canadian TV networks spend on American programs. On the one hand,
creating I'V programs is costly and the Canadian market is small. Even es esoe ?rin we4
with government support, many Canadian productions cannot break , |
even in the Canadian market. On the other hand, American producers
of television shows have already covered their costs of production by
selling into the huge American market. So they can offer their shows to
Figure 4-25 Serena Ryder won a Juno
Canadian networks for a low cost. for Artist of the Year in 2014. The album
To prevent Canadian broadcasters from giving their whole schedules AHEM Rebeheleathat ested tothe
over to inexpensive American shows, the CRTC requires that at least 60 charts: “Stompa”and“What |Wouldn't
per cent of the programs aired by Canadian broadcasters be Canadian. Do.” How might the CRTC’s Canadian-
Some Canadian production companies aim to create shows that will content rules have helped boost hercareer?
appeal to an international audience and have had great
success internationally. Some of these include Degrassi: The
Next Generation, Little Mosque on the Prairie, and Flashpoint.
Evidence: In 2003, the major commercial networks spent
$541 million on buying foreign programs and $536 million
on domestic programs. In 2012, they spent $726 million
on foreign shows and $662 million on Canadian programs.
What does this trend indicate? Should the CRTC force
equal spending? What would be the pros and cons?

The CBC
The Canadian Broadcasting Corporation (CBC) is
Canada’s public broadcaster and is funded largely by public
money. The 1991 Broadcasting Act requires the CBC to
be “predominantly and distinctively Canadian” and to
“contribute to shared national consciousness and identity.”
It creates Canadian content and supplies programming to
remote areas of Canada that otherwise would not receive
service, including local news. Although the CBC is primarily
a television network, it runs 30 different services including
radio stations, websites, live streaming, a wireless service
and podcasts. It also runs Radio-Canada — the French-
Canadian version of CBC. It does all this on a budget of
$1.1 billion per year (2012).
The Conservative government cut CBC’s funding in the spring of
‘CONNECTIONS:
2012 by 10 per cent over three years. Some Canadians applauded the cuts
because they view the CBC as unnecessary. Others condemned the cuts as To satisfy Canadian-content (Cancon)
Aan Pet rules,
a song must meet two ofthe
P eee VaLCC.. following criteria:
e The music was composed by a
| Music Canadian.
e The lyrics were written by a
The CRTC requires about 35 per cent of the music played on Canadian Canadian.
radio to be Canadian. This rule has helped promote the work of recording e The performing artist is Canadian.
artists such as k-os, Feist, K7Naan, Sarah McLachlan, Broken Social e The production was Canadian.
Scene, Susan Aglukark, and Maestro Fresh Wes.

MHR * How is globalization shaping Canada? * CHAPTER 4 (11)

 Thinking Historically: Continuity and Change

Making sense of all the events in history can be a challenge. Historians have a useful strategy
that helps them organize their thinking: they sort the events of history into periods of time in
which certain related events occurred. The Digital Age and the Space Age are two examples.
Take international trade. A student of economics might FTA and Post-FTA. What periods have you already
notice that before 1989 Canada’s international trade studied in history? What events marked the beginning
was limited by multiple tariffs and duties. Then, in 1989, or end of those periods?
Canada negotiated the Free Trade Agreement with Now consider that periodization is a relative thing.
the United States. Since then, Canada has forged a Would a student of music technology choose the
dozen or so trade agreements with various countries. periods preferred by the economics student? Not
Canada’s exports have grown exponentially. likely. That student would be far more interested in
In conclusion, an economic student might divide dates such as those in the table shown.
Canadian history into two periods: a period of
restricted trade and a period of expanded trade. That
student might name the periods something like Pre- Figure 4-27 Earbuds
allows us to listen to
Figure 4-26 Playing Devices our music anywhere
— onthe bus, in the
How and where do you listen to music? mall, on a walk in the
park. How does this
| both connect us and
Performance At the performance
separate us at the
Phonograph (1877) At home same time?
Long-playing (LP) record (1931) At home
Jukebox (1934) In a restaurant

Reel-to-reel tape recorder (1936) At home

8-track tape (1964) In a car

Cassette tape player (1971) At home or in a car

Boombox (1976) Anywhere

Personal listening device (1979) Anywhere

CD player (1982) Anywhere

MP3 player (1997) Anywhere

P ortable electronic device (2001) Anywhere

1. Decide ona set of periods for the history of music information from the table in Figure 4—26 or your own
listening. You could base it on where people tend research to explain the periods you chose.
to listen; whether they listen alone or with others;
2. What do the names of periods called “the Depression,”
whether they listen to a live performance, a record, a
“the Age of Exploration,” and “the Sixties” tell us about
tape, or an electronic device; or any other criteria that
the interests of the historians who named them?
you choose. Give each period an appropriate name. Use

(122) Unit 1 * Why is Canada the nation it is today? * MHR

eee
SS aa a ee
Publishing
Beginning in the 1980s, many small Canadian publishers were scooped
up by international corporations. Increasing competition or trouble
adapting to a digital age forced others to close. In the name of profit,
some foreign-owned companies just stopped publishing Canadian books.
The pressure to compete forced many publishers to seek out bestsellers
and take fewer risks developing Canadian writers. Still, Canadians borrow
or buy about 3.4 million books a year, and many of those are Canadian.

The Battle over Sports Illustrated

Figure 4-28 This April 1999 issue of
In 1996, the practices of Sports Illustrated sparked a trade dispute between Sports Illustrated featured stories about
Canada and the United States. This popular magazine is owned by Time the retirement of Canadian hockey great
Warner, the American media giant. In 1993, Sports Illustrated had started Wayne Gretzky, who had played for both
publishing a “split-run” edition for sale in Canada. This edition contained Canadian and U.S. teams. How mighta
the same content as the American edition but with Canadian ads. Canadian and an American magazine take
American publishers could offer bargain prices to Canadian different approaches to Gretzky’s story? Do
advertisers because they had already paid for their expenses by selling these differences matter?
into the huge American market. Because the Canadian market is much
smaller, Canadian magazines could not offer the low American ad rates. If
something didn’t happen, they would all be out of business.
How could the government protect Canadian magazines? It decided
to impose a tax on Canadian advertising in U.S. split-run magazines.
Time Warner challenged this action at the WTO, which did not accept
Canada’s argument that Canadian magazines promote Canadian culture.
It ruled that magazine publishers were businesses and must be treated
equally. Canada could not create a special tax for the U.S. split-run
magazines. “f 7 Understanding
Canada finally figured out a way to promote Canadian content. a og ta
When U.S. magazines increased their Canadian content, they would be The pried
permitted to offer more ad space to Canadian businesses. As for Canadian Bymeckur
magazine publishers, they would receive additional financial support from
the federal government.
Cause and Consequence: If most magazines sold in Canada contained
little or no Canadian content, would this have a negative effect on
Canadian culture and identity? Should the law demand a specific amount
of Cancon in all magazines sold in Canada? Explain your opinion.

Recall... Reflect... Respond

1. Inthe United States, the Federal Communications 2. Choose one of the CRTC, APTN, or CBC.
Commission (FCC) plays a role similar to that of the
a) How has this organization affected the arts or
CRTC in Canada. But unlike the CRTC, the FCC does
popular culture in Canada?
not set American-content quotas. Should the CRTC do
the same, and stop setting Canadian-content quotas? b) How has it affected Canadian identity?
Explain your response.
c) Should we continue to fund this organization?
Why or why not?

MHR * How is globalization shaping Canada? * CHAPTER 4 (13)

 How is globalization affecting your
privacy?
Canadians have a right to privacy. That means that when you write in
Figure 4-29 Acting responsibly isn’t just your journal and slip your journal under your pillow, no government
for governments. In 2014, the Office of the official can enter your home, go into your bedroom, and read your private
Privacy Commissioner of Canada produced thoughts. Nor can a government official read a note you write to a friend,
an online graphic novel that tells the story
make a list of the movies you watch, or track your movements.
of the difficulty two teenagers, Amy and
The exception to this is if a police officer has reasonable grounds to
Dave, have protecting their privacy. Based
on your own knowledge and experiences,
suspect you are involved in criminal activity. Before proceeding, he or she
what problems might Amy and Dave run
has to convince a judge that the suspicions are legitimate and obtain a
into? search warrant. So our privacy rights do have limits.
For many years, people could protect their privacy fairly easily. Private
eee " conversations could stay that way. Private letters could be hidden, torn up,
or thrown in the fireplace.

aoma
ICIO
IS
EEE
SS
oe
RS
II
PS
SO
FF
OF Then came the digital age, and the explosion of information exchange
“ait TR over the Internet. Suddenly, accessing private information became much
easier. Governments, commercial organizations, and individuals have all
joined in on the spying “game.”

Government Spying
In early 2013, Edward Snowden was an unknown computer specialist
working on contract for the American National Security Agency (NSA).
In June of that year, he passed secret government documents to a news
agency and became an overnight sensation.
Snowden’s revelations showed the extent of the surveillance programs
of the American government. It was using digital tracking devices to spy
not only on unfriendly governments but also on friendly governments
and its own citizens. It was recording cellphone calls, collecting webcam
images, mining databases, and collecting device location records.
ed
a
A
eS
PDN
ES
he
LT
ORE
NN
I
DEE
Pe
ELE
Before fleeing to Russia to avoid charges of espionage, Snowden also
revealed Canada’s role. The NSA works with spy agencies in Australia, New
Zealand, the United Kingdom, and Canada in a spying club called the
Five Eyes. To get around laws that prevent them from spying on their own
citizens, they spy on one another's citizens and then trade information.
Snowden revealed a few disturbing cases of spying within Canada.
For example, he showed that Canada’s spy agency, the Communications
Security Establishment Canada (CSEC), used a free wireless network at a
CSEC, and its Five Eyes partners,
major Canadian airport to track the whereabouts of ordinary passengers
play a vital role in keeping Canadian
for a period of two weeks. In the words of Ronald Deibert, professor
families and businesses safe from the
threats of terrorism, espionage, and at the Munk School of Global Affairs, “I can’t see any circumstance in
cyber-attacks. which this would not be unlawful, under current Canadian law, under
our Charter, under CSEC’s mandates.” CSEC said it was just practising
— Prime Minister Stephen Harper, in an
email to the CBC, 2014 tracking on communication networks.
Ethical Dimension: Read Stephen Harper’s comment in Voices. What do
you think? Did the CSEC do anything wrong by taking part in Five Eyes?
By tracking Canadians at an airport? What issues are at stake?

Unit 1 * Why is Canada the nation it is today? * MHR

‘Canada Spying on Canadians
Our own spy agency wasn’t the only Canadian organization accused of
spying on the very people it is supposed to protect. Before 2014, police
agencies were regularly asking Canadian telecommunications firms
for information on their customers. In 2011, the Canadian Wireless
Telecommunications Association said that its members had received
1 193 630 requests for information in just one year. That works out to one
request every 27 seconds. The telecoms obliged in about 780 000 cases, Figure 4-30 Ontario's Information
most without a warrant. and Privacy Officer, Ann Cavoukian, was
Ontario's privacy watchdog in 2014. She
Police agencies were not asking for the content of texts or posts.
was delighted with the privacy decision:
Instead, they were seeking to identify people. They suspected criminal
“The Supreme Court of Canada has
activity of a particular IP address (computer address), and wanted to
recognized that, look, there’s a huge
know the real-world identity of the person associated with that address. accountability gap here and they've
When they got it, they could connect an online plugged it, and that’s fantastic.”
persona with a real person. This is particularly
helpful for prosecuting online crimes such as
the sharing of child pornography.
In June 2014, the Supreme Court ruled in
R. v. Spencer that what you watch and what you
read and what you say on the Internet should
be your own business. The exception is when
a police officer suspects criminal activity and
gets a warrant. As lawyer Jill Presser stated
after the decision: “Law-breaking is still illegal.
Canadians online must not interpret Friday’s
decision as a permit to write hate literature,
view child pornography, or listen to pirated
music.” But if Canadians do stay within the
law, their privacy must be protected.

Recall... Reflect... Respond

1. How have spying activities been affected by expanding 4. Overtime, privacy issues can change. Discuss ina
communications networks? small group:
How is globalization affecting your privacy? Answer by a) How do you protect your personal information —
writing a tweet (140 characters), adding a hashtag (#) basic facts like your name and social insurance
to highlight your main idea. number?
In a T-chart, outline the arguments for and against the How do you protect your personal identity — the
Supreme Court's decision to uphold citizens’ right to representation that you choose to show the world?
online anonymity. Which side of the argument do you
What issues might come up if you fail?
agree with? Why?
How has people’s ability to protect their privacy
changed since the Internet Age began?
How do current privacy issues compare with those
before the Internet?

MHR * How 1s globalization shaping Canada? * CHAPTER4 (138)

UNIT ONE 1982—PRESENT

Chapter 4 Review
Knowledge, Understanding, and Communicating and Applying
Thinking 5. Free trade agreements have created close economic
ties between Canada and the United States. Some
1. Historical Significance: Consider
the globalization- economists have even suggested that the two
related events and issues covered in this chapter.
countries should get rid of their own currency and
Choose one that you think will be considered
adopt a common North American dollar. On both sides
historically significant in the future and explain why
of the border, some people argue that it is only a matter
you have made this judgment.
of time before the two countries unite politically as well
2. Cause and Consequence: Describe a social or as economically.
cultural trend, an economic trend, a public policy, and
Should Canada and the United States form one large
a development in science and technology that affected
North American country? Explain the criteria you used
life in Canada since 1982. Choose the one you think
to reach your judgment.
has had the most impact. Whom does this trend affect
most? Who benefits and who doesn’t? Explain your . Continuity and Change: List 5 to 10 employment
thinking. skills that you and your classmates will need in orderto
achieve success in today’s globalizing world after you
3. Continuity and Change: How a society
graduate. You may wish to consult a reliable source for
communicates rarely changes overnight. A
ideas. In addition, list five jobs or careers that you or
communications device or social media program might
another graduate could reasonably pursue.
become available suddenly, but populations tend to
adapt to new technologies gradually. Then research and list 5 to 10 employment skills that
a) What are some reasons people take different were required of graduates 30 years ago. You may
amounts of time to embrace new technologies? wish to consult a parent or guardian for information. In
addition, list five jobs or careers that were available to
b) In your experience, when we switch technologies,
graduates at that time.
what might change? What might stay the same?
c) Describe the pace of your own adaptation to various a) Compare the lists. Look for both continuity and
technologies. Was there one that you picked up change. What skills continue to be important? What
quickly? Another that you tried and then dropped? are the most significant differences between the
What was hard to learn? And what was worth the lists?
effort? b) Which changes do you believe are linked to
. Cause and Consequence: To consider
the effects globalization? Explain your response.
of globalization on Canada and Canadians, work with a . Continuity and Change: Consider what your
partner to create a T-chart like the one shown. Predict life today might be like if the Internet had never
how each challenge or opportunity you listed is likely been invented. Describe your ideas in a two- to four-
to affect your life 10 years from now. To help you get paragraph opinion piece, In your piece, consider at
started, two examples have been filled in. For each least three of the following factors and conclude with
effect, explain why you classified it as a challenge or a statement that sums up your assessment of whether
as an opportunity. the Internet has been a positive or negative force for
you and others:
Effects of Globalization on Canada
¢ personal communication
Challenges Opportunities
e the digital divide
Greater competition from Increased trade
° news media
businesses in other countries
e researching and locating information
¢ employment
¢ knowledge of the world

Univ 1 * Why is Canada the nation it is today? * MHR

8. Assume that Canada is negotiating a trade deal with Figure 4-31 Direct and Indirect Consequences of the Internet
Bangladesh. Should Canada require Bangladeshi
businesses to meet specific environmental standards
and to enforce fair labour practices before its trade
2
goods will be allowed into Canada? Would such
conditions protect Bangladeshi workers? Or would
they be a barrier that would decrease trade and hurt
workers?
In a small group, discuss the possible advantages and
disadvantages of special conditions like these.
a) Brainstorm to create a list of stakeholders who might
have an interest in these conditions. Consider people
who are directly affected, as well as those who are
indirectly affected.
b) Why do some organizations and governments support
conditions like these, while others do not?
c) Try to achieve consensus — general agreement—
in your group on whether these conditions would 10. Cause and Consequence: Canada interacts
help or hurt the various stakeholders involved in with the world on a variety of levels. In turn, those
international trade. Consider as many factors as interactions affect Canadian identity. Remake the
possible (e.g., effects on the environment, how many graphic in Figure 4—32 using different examples. Which
people would benefit in the long term). type of interaction do you think most affects Canadian
d) Choose one group memberto summarize your identity? Which most shapes Canada? What's the
discussion and present the conclusions to the class. difference?

. Cause and Consequence: Historical events can

have both direct and indirect consequences. Direct Figure 4-32, Canadians Interact with the World as Individuals,
consequences are the immediate results of an event. Through Organizations, and as a Country
Indirect consequences emerge as a result of direct
consequences. You can play online games with people Individual
K’naan’s song “Wavin’ Flag” is chosen as
anywhere in the world — this is a direct consequence of the anthem of the 2010 FIFA World Cup.
the development ofthe Internet. If you play a lot, you're
going to spend less time communicating face to face Canadian Identity
Canadians can feel pride as a nation of
with people — this is an indirect consequence ofthe successful hip-hop artists.
development of the Web.
a) Create a web of effects like the one in Figure 4—31. Organization
Place the word “Internet” at the centre of the web. Catalyst Paper exports pulp and paper
Work with a partnerto record as many direct and made by recycling sawmill waste.
indirect consequences of the Internet as you can. If Canadian Identity
necessary, add more bubbles to your web. Canadians can think of their country as
successful in the business world.
b) After reflecting on your web of effects, select one
consequence that you believe has had the greatest
Canada
effect on your life. Record this consequence and
The Canadian government sends aid to the |
provide reasons for your selection. Philippines after a typhoon in 2013.

Canadian Identity
Canadians can think of themselves as a
nation that helps when needed.

MHR * How is globalization shaping Canada? * CHAPTER 4 (17)

Figure 5-1 Members of the Royal Canadian Legion (bottom), firefighters, and other Canadians gather along Highway 401
to honour Canadian soldiers Mario Mercier and Christian Duchesne, who were killed in Afghanistan in August 2007. During
the NATO mission in Afghanistan, planes carrying bodies home from Afghanistan landed at the military airfield in Trenton,
Ontario. Hearses then carried the bodies to Toronto. From there, the bodies were brought home to the soldiers’ families.
 How is international involvement shaping Canada?

Canadian Forces joined the North Atlantic Treaty Organization

(NATO)-led mission in Afghanistan in 2002. Soon after the Key Terms
first Canadian soldiers died in the conflict, Canadians at home Cold War
spontaneously started a new tradition. As the cortége carrying the civil society
soldiers’ bodies travelled from Trenton to Toronto on Highway 401, genocide
people gathered along the roadside and on overpasses to pay their responsibility to
respects. protect
In response to a petition carrying more than 62 000 signatures, middle power
Ontario premier Dalton McGuinty renamed the section of road economic sanctions
travelled by the fallen soldiers the Highway of Heroes. McGuinty weapons of mass
said this change would remind Canadians “that our freedom, safety, destruction
and prosperity is often purchased by the sacrifices of others.” peacemaking
Consider the photograph on the preceding page. Then discuss tribunals
and respond to the following questions:
¢ What message are the people standing along the highway sending?
For whom is the message intended?
¢ Are the people paying tribute to the fallen soldiers glorifying war
or protesting war?
* Is it possible to mourn soldiers’ deaths without supporting war?
* Is it possible to mourn soldiers’ deaths without condemning war?
¢ At the peak of the Afghan mission, a public opinion poll found
that more than half of respondents disapproved of Canada’s
participation in the mission. Is it possible to disagree with a
mission and still honour Canadian soldiers serving their country?

LEARNING GOALS
:
LOOKING AHEAD In this chapter you will
ada wor ks wit h other
The following inquiry questions will help you explore « explore ways that Can ter place |
wor ld a bet
how international involvement has shaped Canada: countries to make the
in
ada has been involved
e identify reasons Can 2
i
¢ How does Canada work toward peace? ns sin ce 198
multiple military missio
) ¢ Why does Canada respond to major international 9/11 aff ect ed Canada and the
¢ describe how oe.
conflicts? world
e Was 9/11 a turning point for Canada? i s deve loppme r
men ts
e considi er how vartou
ed Can ada ’s rel ati ons hip with the United
affect
States
etimes disagree
* investigate why Ca nadians som :
iss ues .
on national security
 How does Canada work toward peace?
If Canada had no armed forces, a hostile force could enter Canada
unchallenged and terrorize the population. So Canada has a military to
keep Canadians safe.
Canada has other means to protect itself. It builds alliances with
friendly countries for mutual protection. And through military assistance,
diplomatic efforts, and humanitarian aid, Canada works to make the
world a better place.

= Military Alliances
‘CONNECTIONS: Canada belongs to several military defence organizations. These alliances
The Cold War began after World War II, involve mutual protection that will be backed up by military action if
The name refers to a struggle between necessary.
the United States and the Soviet Union
and their respective allies. It was called
= ARSE var REGRET UR Aen The North Atlantic Treaty Organization (NATO)
words and ideas rather than a “hot” war Canada, the United States, and many European countries formed the
that nvolveRsaiieChGomnmbal De ween North Atlantic Treaty Organization (NATO) in 1949, at the beginning
the two superpowers. : :
of the Cold War. Members of the pact feared aggression from the Soviet
Union, so they agreed to stand together — an attack against one would be
viewed as an attack against all.
With the collapse of the Soviet Union in the early 1990s, NATO's
Check Forward ® focus shifted to promoting international stability. It does this by
managing minor conflicts before they become regional conflicts.
You will read more aboutthe Cold In 2003, NATO took command of the United Nations—approved
ea | International Security Assistance Force in Afghanistan. The goal of the
; Afghan mission was to rid the country of a government (the Taliban) that
supported terrorists (al-Qaeda) and to restore democracy. It soon became
obvious that achieving this goal would include active combat.
At the peak of the war, in 2009, the NATO force in Afghanistan
Figure 5-2 In October 1999, a large numbered about 50 000 troops from 41 countries, including all
dcreen Inside the NORAD command.centre 26 NATO members. Canada contributed about 2500 troops.
in Colorado Springs, Colorado, shows the A
location of U.S. and Canadian political and The North American Aerospace Defence Command
military leaders. To withstand the threat of (NORAD)
nuclear attack, the centre was built deep The North American Aerospace Defence Command (NORAD) is
inside a mountain. Why would NORAD track another alliance that emerged from the Cold War. This organization
Une CCARODSErae raacte) protects the airspace over North America.
When the United States was attacked by terrorists flying into
buildings on September 11, 2001, Major Pierre Bérubé of the Canadian
air force was on duty at NORAD’s main air warning centre in Colorado.
Within minutes, Bérubé ordered the launch of fighter jets to shoot down
any suspicious airplanes. Because the terrorists were hijacking airliners to
fly into buildings, he also helped co-ordinate the temporary grounding of
4 2400 commercial flights in American airspace.
o:: teddat Geoteel aaaae : a After 9/11, NORAD began tracking every commercial flight in U.S.
airspace. If a crew member on a commercial flight reports a passenger
who might be dangerous, NORAD monitors the plane until it lands.

Unir 1 * Why is Canada the nation it is today? * MHR

' ° eT
Working Together for a More Peaceful World
Another strategy for protecting Canada is to make non-military alliances for ‘CONNECTIONS:
creating a more peaceful world. Issues such as poverty, hunger, and disease The following are some terms of the
can threaten international peace and security because desperate populations Convention on the Rights of the Child:
can make governments unstable. Undemocratic governments lead to abuse fe ictta inst tok ee ote
measures to make sure children’s
of human rights and further instability. So Canada works alongside other fchieate respocted’ preset.
countries to address these problems and promote democracy. and fulfilled.
: ; : When adults are making decisions
Canada in the United Nations that affect children, children have
the right to say what they think
Canada is a founding member of the single most important international
should happen and have their
organization: the United Nations (UN). The UN is the closest thing we opinions taken into account.
have to a world government. All countries of the world can be members. © In addition to the rights set out in
The UN leads international efforts to create a better world. For example, the convention, refugee children
the World Health Organization (WHO) is the arm of the UN responsible sae right to special protection
for providing global leadership on world health issues. :
. , . P overnments must protect and
In 1990, Canada was a driving force behind the first World Summit care for children affected by war.
for Children, which was held after the UN General Assembly adopted the Children younger than 15 should
Convention on the Rights of the Child. Canadian Prime Minister Brian not be forced or recruited to take
Mulroney and Mali President Moussa Traoré jointly chaired the summit, i eget |e SLUT
which was the largest gathering of world leaders ever held at the UN.
In a related effort, the UN created the Declaration on the Rights of
Indigenous Peoples in 2007. It commits members to stop the persistent
violation of the rights of Indigenous peoples around the world. The
Canadian government overcame initial doubts, and endorsed the
declaration in 2010.

Canada in the Commonwealth Figure 5-3 Canada’s Marie-Jose

Ares-Pilon, from Sherbrooke, Québec,
Canada has been a member of the Commonwealth since 1931, when the
strains to lift 115 kilogramsin the
organization was founded. Most of the Commonwealth’s 52 member women’s 69-kilogram event at the 2010
countries are former British colonies. Commonwealth Games in New Delhi, India.
Member countries work together to promote trade, as well as Ares-Pilon came in fourth place. How do
economic and social development. They stage cultural exchanges and international sporting events like this
major sports competitions, such as the Commonwealth Youth Games. strengthen bonds among the participating
They have one powerful tool for keeping countries?
each other in line: the threat of exclusion.
Commonwealth countries have committed
themselves to promoting peace, equal rights,
and the rule of law. Countries that do not
abide by these values may be suspended. In
2007, for example, Pakistan was suspended
for declaring a state of emergency and firing
the country’s top judges. This suspension was
lifted after the Pakistan government took
steps to restore democracy in 2008.
Cause and Consequence: What makes the
threat of exclusion work? When might it have
no influence? How would events such as the
Commonwealth Games increase its influence?

MHR * How is international involvement shaping Canada? * CHAPTER 5

UNIT ONE 1982—PRESENT

La Francophonie
‘CONNECTIONS: LOrganisation internationale de la Francophonie — la Francophonie for
Land Mines by the Numbers short — is an alliance of countries or regions where French is spoken.
Number of people killed by land mines
Members co-operate to promote the French language, peace, and
every day: 72 sustainable development. Canada has been involved in la Francophonie
Percentage of victims who are since it was founded in 1970. The provincial governments of Québec and
civilians: 90% New Brunswick also take part in meetings, which are held every two
Percentage of victims who are years. Together, Canada and Québec hosted the la Francophonie summit
children: 40%
in 2008.
Cost of making a land mine: $3+ (U.S.)
Cost of removing a land mine: $1000 (U.S.) The Land Mine Agreement
Number of land mines in place in the
world (2009): 110 million
Countries sometime sign treaties to co-ordinate their efforts to resolve a
particular world problem, such as ridding the world of land mines.
Planting land mines is a common tactic in military conflicts around
the world. Land mines are cheap and effective. You just put them in the
ground where an enemy might walk. When someone steps on one, the
mine blows up. Soldiers plant them around bases for protection and in
Up for Discussion areas where the enemy is likely to travel.
Might Canada be helping other counties not
But unexploded land mines remain in the ground long after a war
only because it’s the humane thing to do but has ended — and they remain just as deadly. Unexploded mines threaten
also out of self-interest? civilians, and are costly and dangerous to remove.
In 1992, American activist Jody Williams and a group of non-
governmental organizations worked together to found the International
Campaign to Ban Landmines. This organization is supported by more
than 1000 organizations in 72 countries.
In 1997, Williams and Lloyd Axworthy, who was Canadian foreign
affairs minister at the time, organized an international meeting in
Ottawa. This led to an agreement that is often called the Ottawa Treaty.
It banned the use of land mines and required countries that signed the
treaty to help remove existing mines.
By 2014, 161 countries, including Canada, had signed. But the United
States, China, Russia, and India have refused to do so. They say that land
mines are necessary for defence.
In 1999, Axworthy said that Canada’s
“engagement in the world is bred in the bone.
Canadians consistently rate our activities and
success abroad as an important indicator of how we
define ourselves.”
Cause and Consequence: Why is co-operation
among countries so vital for solving problems
such as the use of land mines? What other global
problems could be tackled in the same way?

Figure 5-4 Canadian Foreign Minister Lloyd Axworthy (left) spoke

with land mine survivor Tun Channareth of Cambodia after the Ottawa
Treaty was signed. No land mines are buried in Canada. Why, then, would
Canadians become involved in the battle to ban land mines?

Unit 1 * Why is Canada the nation it is today? * MHR

;

Humanitarian Assistance
When crises happen, Canadians help. Both natural disasters and wartime
‘CONNECTIONS-:
conflicts put thousands of people in jeopardy. In these situations, donor
countries send emergency food, clean water, money, and supplies. Crisis AIDS — acquired immune deficiency
syndrome — was identified in the early
experts save lives, relieve suffering, and maintain and protect human 1980s. By 1991, an estimated 10 million
dignity. In 2011, for example, Canadian governments, groups, and people around the world had contracted
individuals together provided $501 million (U.S.) in humanitarian aid. either AIDS or HIV, the virus that causes
the disease. By 1997, this number had
risen to 22 million. By 2011, 34 million
The Canadian Forces Disaster Assistance Response Team
people were living with HIV-AIDS.
(DART) Nearly 3.3 million of them were children.
In late 1996, a cholera epidemic devastated 500 000 refugees who had
flooded into Rwanda to escape civil conflict in neighbouring Zaire.
Canada and other countries sent medical relief to the refugees, but the
help arrived too late to save many people.
So the Canadian government decided to create a rapid-response
military team that could move quickly into crisis areas. The Disaster Our mandate is to listen to African
Assistance Response Team (DART) consists of Canadian Forces disaster grandmothers, respect their
specialists who can be flown quickly to disaster areas to provide medical expertise, and amplify their voices
treatment and emergency supplies. in order to promote authentic
and substantive responses to the
In 2013, Typhoon Haiyan hit the Philippines with devastating effect.
pandemic in Africa.
The federal government charged DART with providing emergency
assistance and Operation Renaissance 13-1 was born. Within weeks, — Hannah Diamond, member of |
the Coquitlam Gogos (Gogo means
315 DART personnel had purified 493 346 litres of water, treated 6525 “grandmother” in Zulu.)
medical patients, cleared more than 131 kilometres of roads, and delivered
230 485 pounds of food and other aid provided by donor organizations,
all in little more than four weeks. Figure 5-5 Stephen Lewis, UN AIDS
envoy (left), and singer Alicia Keys (right)
People to People sing with grandmothers from around the
Canadians make a difference in the world not just through their world at the International AIDS conference
government's efforts but also through civil society: people connected by held in Toronto in 2006. Lewis started
their common interest in a cause. These are human rights organizations, the Grandmothers to Grandmothers
faith groups, union groups, and student groups, among others. In 2008, Campaign in the same year. Grandmothers
students at Bishop Macdonell Catholic High School in Guelph, Ontario, in Canada use their collective voice to help
presented Stephen Lewis with a social justice award. From 2001 to 2006, grandmothers in Africa care for the millions
of AIDS orphans. Why would Lewis turn to
Lewis, a former leader of the Ontario NDP and a former Canadian
grandmothers to lead this effort?
ambassador to the UN, served as the UN secretary-
general’s special envoy for HIV-AIDS in Africa.
The students told Lewis that he was a role model for
changing the world.
In turn, Lewis praised the students for raising more
than $21 000 to support an AIDS clinic in Lesotho,
Africa. Lewis said, “Recognize that it’s a notable effort
to show basic human generosity and compassion for
other people. We are our brothers’ and sisters’ keepers.”
Historical Perspective: Infer from Lewis's actions and
statement what he might think about whether or not
individuals have the power to effect change. Support
your inference with the evidence.

MHR * How is international involvement shaping Canada? * CHAPTER 5

 The Responsibility to Protect
Before the 1990s, the UN had a longstanding policy of taking action in
The issue is not one of a right only two situations: a conflict between countries or a conflict within a
to intervention, but rather of a
country when a government invited the UN to help. If an invitation was
responsibility — in the first instance,
not issued, the UN viewed the conflict as an internal matter and refused
a responsibility of all states to protect
their own populations, but ultimately to intervene.
a responsibility of the whole human During the 1990s and into the 21st century, brutal civil conflicts
race to protect our fellow human within countries such as Yugoslavia, Rwanda, Somalia, Sudan, and Burma
beings from extreme abuse wherever led to atrocities and sometimes genocide — deliberate efforts to destroy
and whenever it occurs. a national, ethnic, racial or religious group. Sometimes the atrocities were
— Kofi Annan, UN secretary-general being perpetrated by a people’s own government.
at the Stockholm International Forum on | As the world learned of these horrors, civil society groups, politicians,
Preventing Genocide, 2004 and diplomats began to call on the United Nations to take action to
protect victims of this kind of violence, even without an invitation. They
argued that national borders should not matter when human rights
are being violated. This idea came to be called the responsibility to
protect. It means that the UN may step in when a government is unable
or unwilling to protect its citizens from genocide, war crimes, ethnic
cleansing, or crimes against humanity.
Lloyd Axworthy and the Canadian government played a leading
role in overcoming opposition — and in 2005, the UN adopted the
idea. It was first used as justification for action in February 2011. The
UN Security Council demanded that the government of Libya cease its
ongoing attacks against civilians, which it called crimes against humanity.
It authorized member states to protect Libyan civilians under attack.
NATO soon began air strikes, a mission in which Canada took part.

Figure 5—6 In March 2011, a Libyan rebel on top of amoving

truck urges people to leave the area as government forces start
shelling the outskirts of Bin Jawaad in central Libya. Why might
it sometimes be difficult to tell when an abuse of human rights is
happening? How would you go about getting confirmation?

Recall... Reflect... Respond

1. Develop two criteria you would use to decide 2. Choose one organization mentioned in this chapter
whether or not the world community should and list the pros and cons of membership. When
intervene to stop violence within a country, even making your list, consider the potential effect on
without an invitation. What ethical considerations international security. Write a concluding statement
influenced the criteria you developed? that explains if Canada should be a member or not.

Unir 1 * Why is Canada the nation it is today? * MHR

Why does Canada respond to major
international conflicts? [Middle powers] are those who are
willing g to assume responsibilities;
p
The world has experienced many conflicts since 1982, some within seek practical, doable solutions to
countries and some between countries. Every time, Canada had to decide P‘aa i ih ns 3; and
whether or not to get involved. eee rene
: ; : they lead, not by lecturing, but by
Canada is a middle power — a country that is not a superpower but ade
is still strong enough to influence world affairs. As such, it doesn’t ever try
to resolve conflicts on its own.
:
It virtually always consults with itsE allies stctdeiptnae babies lala
minister, at the Council of Foreign
and the UN, and then decides how much support to offer a multilateral Relations, 2007
effort to resolve the situation.
Canada has faced many such situations since the late 1980s and
early 1990s, when the Soviet Union broke up into a number of smaller,
independent countries. During the Cold War, the Soviet Union had
suppressed internal conflicts in the countries under its control. After that
control evaporated, conflicts erupted in Eastern Europe, parts of Africa,
the Middle East, and elsewhere.
Some say that it all began with a single event: the fall of the Berlin Wall.

The Fall of the Berlin Wall

After World War II, the victorious Allies had divided Germany in two.
At first, West Germany was controlled by Britain, France, and the
United States, but it eventually became an independent democracy. East
Germany became a communist state controlled by the Soviet Union.
Throughout the Cold War, NATO forces, including Canadians, kept
military bases in West Germany to defend Western Europe from possible
Soviet attack.
Berlin, which had been Germany’s capital, was divided in two. East
Berlin was part of East Germany, and West Berlin was part of West Figure 5-7 To celebrate the reunification
Germany. The Soviets decided to put up a wall to divide the two halves of their city in 1989, Berliners climbed
of the city because hundreds of thousands of East Germans were fleeing onto the wall that had divided East and
through Berlin to the West. It was embarrassing. On August 13, 1961, West Berlin for decades. In the background
the wall began to go up. Orders were given that anyone caught trying to is the Brandenburg Gate. Compare the
climb the wall would be shot. perspectives East and West Berliners might
In the West, the wall was not just reinforced have had of this event.
concrete and barbed wire. Every time an East German
was shot while trying to escape to the West, the wall
became an ever more powerful symbol of the tyranny
of the Soviet Union.
Twenty-eight years after the wall first went up,
on November 4, 1989, half a million East Germans
protested in East Berlin. It was part of a rising storm
that the Communist leaders were helpless to slow
down or stop. Then, on the night of November 9, -
more than two million East Berliners flooded though
the checkpoints to join what one journalist called “the
greatest street party in the history of the world.”

MHR * How is international involvement shaping Canada? * CHAPTER 5

Thinking Historically: Co
BR acc

When East and West Berliners pulled down the Berlin Wall in the days following November 9,
1989, the event seemed to mark the end of a political era. The end of tyranny. The end ofthe Cold
War. A new beginning. Many viewed this event as a turning point.
A turning point is a singular moment in time when the process of change shifts. It can change in
direction, in speed, or both.

After 1989, people's dreams of a new world order Figure 5-8 Visualizing Turning Points
did not materialize. War and nuclear arms did not
A turning point is a moment when the course of history changes.
suddenly evaporate from the world. Yet the fall may
What do these diagrams suggest about turning points?
have been a turning point for people in other ways.
Let’s look at various ways that change may have — ae
shifted in direction or speed after the fall of the Berlin
Wall.
The wall had physically divided Berlin families for
nearly three decades. After the wall came down,
they could travel freely.
With the fall, German reunification suddenly became Could the turning point have been much earlier?
possible — within a year, East and West Germany Consider one possibility: the leader of the Soviet
became a single country once again. Union, Mikhail Gorbachev, took explicit actions in
1985 to deal with Russia’s economic and political
The fall of the Berlin Wall signalled the peaceful
deterioration. He launched two sweeping reforms.
defeat of the Soviet Union and the end of the Cold
Perestroika (restructuring) ended price controls
War. In a sense, it was the waving of the white flag.
and government monopolies, encouraged a
The fall marked the beginning of the end of the free market economy, and promised democratic
communist political system in the Soviet Union. elections. Unfortunately, it takes a long time for suct
Indeed, it marked the beginning of the breakup changes to improve a society.
of the Soviet Union itself, as various states soon Through glasnost (openness), Gorbachev allowed
gained independence from the Soviet Union. freedom of speech, which meant the press began
The Soviet planned economy had been slowly pointing out the corruption and flaws in the Soviet
deteriorating for decades. The Soviet Union could system. It also meant that Soviet police would not
not keep up in the arms race. For decades, the use violence to suppress protests. These changes
peoples of Eastern Europe had been craving the encouraged fed-up citizens to demonstrate without
democracy, lifestyle, and freedoms enjoyed in the fear for their safety, which in turn put pressure on *
West. The fall of the wall was the final expression the East German government to accede to their
of those cravings. demand to open the wall.

Cumlnwatr nine
cxpiorations

= One person spray painted on the wall, “Only today is 3. Some turning points are specific to particular societies
the war really over.” To what war would he or she have The fall of the Berlin Wall could be viewed by German
been referring? Does this make the fall of the wall a citizens as a turning point for their country. Some
turning point? turning points mark monumental change for many
countries, or even the world. Was the fall of the Berlin
Ls) Did the fall of the Berlin Wall actually mark a change
Wall a turning point for the world — and Canada too?
in the direction or pace of historical change? Support
your answer by noting specific trends that changed.

Unit 1° Why is Canada the nation it is today? * MHR

Canada and the 1991 Gulf War
In 1990, oil-rich Iraq was controlled by President Saddam Hussein, a
CONNECTIONS:
dictator who ruled the country with an iron fist. That August, Saddam Some firsts were recorded during the
Gulf War.
claimed that neighbouring Kuwait was stealing Iraqi oil. It was the excuse
e This war marked the first time
he wanted for invading Kuwait, and Iraqi troops entered the country. Canadian forces had taken part in
In response, the United Nations Security Council imposed economic active combat since the Korean War

sanctions (trade restrictions) on Iraq and ordered Saddam to remove his (1950-53).
forces from Kuwait. Canada complied with the UN sanctions and sent e It was the first time that TV news
provided 24-hour coverage of a
forces to join an international military coalition that was gathering in case conflict, on channels such as CNN.
Saddam ignored the UN’s order.
The UN set a deadline: Iraqi forces 2
had to leave Kuwait by January 15,
1991, or face military consequences. Figure 5-9 The Middle East
Saddam ignored the deadline. So the
U.S. Congress authorized the use of Find Canada, the United States, and Britain on the locator map. Why would Western powers
have started gathering forces to oppose Saddam five months before declaring war? Would
force against Iraq, and the Canadian
this preparation have increased or decreased the likelihood of war?
Parliament followed suit. Nearly three
dozen other countries did the same —
and the Gulf War began.
Troops from the United States and
Britain spearheaded the operation.
Canadian forces escorted hospital ships,
provided medical help, transported
personnel and cargo, and helped refuel
fighter planes in the air. The Canadian
air force also flew combat patrols and
took part in bombing missions.

The End of the Gulf War

Iraq’s armed forces were quickly
overwhelmed by the much larger and
better-equipped coalition force, and
on February 26, Iraqi troops started
withdrawing from Kuwait. Coalition
soldiers pursued Saddam’s troops into
Iraq but stopped short of attacking
Baghdad, the Iraqi capital. As a
result, Saddam remained in power
when the war ended. Itwas absolutely thrilling when we
Afterward, the UN set up the knew that we put the last [well] out.
Iraq—Kuwait Observation Mission to It was like a big celebration to us. I'd
monitor the situation between Iraq do it again. I’d do it again in a New
and Kuwait. Canadian forces played York minute. If it all started again,
an important role in this mission. A and even with my age, I’d be the
first volunteer to go there and start
field engineer unit, for example, helped clear land-mines planted by Iraqi
working.
forces. Because of their experience with oil wells, Canadian companies
were hired to put out the many oil well fires that the Iraqi forces had set — George Connon, a Canadian crew
chief who put out oil well fires in Kuwait
before they left Kuwait.

MHR * How is international involvement shaping Canada? * CHAPTER 5

 Consequences of the Gulf War
The victory of coalition forces in the Gulf War did not resolve tensions
between Iraq and the United States and its allies. Some people argued
that the war actually made the situation worse because Saddam was
humiliated by the crushing defeat. Others argued that the coalition forces
should have continued to Baghdad and driven Saddam from power.
Some observers did not believe that the Gulf War was really fought
because of concern for the citizens of Kuwait. These commentators
‘CONNECTIONS:
believed that coalition allies were more concerned about ensuring their
Gulf War syndrome is a group of continued access to oil. Do the motives of governments that joined the
ailments reported by veterans of the
Gulf War. They experience nausea,
coalition matter?
rashes, irritable bowel syndrome, and After the Gulf War, many people believed that Saddam was amassing
fatigue. Many researchers believe that weapons of mass destruction (WMD), including chemical and nuclear
y one cause of the syndrome is exposure
weapons. So Canada, the United States, and many other UN members
to toxic chemicals and depleted
uranium, which is used in weapons. continued the sanctions against Iraq.
But the sanctions were controversial. Some people argued that the
sanctions did not harm Saddam; rather, they hurt the Iraqi people
by limiting their access to food, medicine, and other supplies. Other
people supported the sanctions. For example, Canadian Defence
| Figure 5-10 After serving in the 1991 Gulf Minister Art Eggleton said that the sanctions would “further strengthen
| War, Canadian Louise Richard experienced Canada’s military relationship with the United States and reaffirm our
serious health problems including asthma, commitment to peace and stability in [the Middle East].”
hair loss, and excessive bleeding. Here, she
speaks with the media on Parliament Hill in Continued Tensions in the Middle East
Ottawa, in 2011. She notes that soldiers are The governments of several Arab countries, including Saudi Arabia and
exposed to a wide variety of harmful toxins, Qatar, had joined the coalition that fought Saddam. They believed that
many of which have long-term health
the Iraqi dictator endangered security in the Middle East.
consequences. The government denies
But many people in Arab countries and elsewhere condemned the
responsibility. Should the government
assist veterans in the absence of proof?
continued sanctions against Iraq. Iraq’s infrastructure had been severely
Should it compensate them for their health
damaged by the bombing that had taken place during the war, and the
problems? sanctions prevented rebuilding.
Further, UNICEF reported that at least
300 000 Iraqi children died because of the
shortage of food and medical supplies. Some
people said that the sanctions were deadlier
than the war.
Another point that angered many Muslims
was the presence of American troops in Saudi
Arabia after the war. Osama bin Laden, the
Saudi leader of an extremist group called
al-Qaeda, was particularly upset. In the view
of bin Laden and his followers, the American
presence desecrated the country that was home
to Islam’s holiest sites.
Historical Perspective: If we do not try to
understand the motivations of everyone
involved in an historical event, how would our
understanding of the event be limited?

Unit 1 * Why is Canada the nation it is today? * MHR

a ue

Yugoslavia Figure 5-11 Yugoslavia, 1990

At the end of World War I, the Allies, who had won Not all Serbians lived in Serbia in 1990. Nor did all Croatians live in
the war, created one country — Yugoslavia — out Croatia or Slovenes live in Slovenia. How might this mixing up of
of the Balkan states of Slovenia, Croatia, Bosnia and populations cause tensions? Why might it lead to war?
Herzegovina, Serbia, Macedonia, and Montenegro. The | Legend
| * Capital City
ethnic, religious, and cultural differences that divided ,-{~.-- International
- Boundary
the people of these states were ignored. = Republic Boundary
For much of the second half of the 20th century, Provincial Boundary
RE H

this uneasy union was held together by the communist

dictator Josip Tito. Under Tito’s rule, people belonging
to various ethnic and religious groups lived and worked
|
side by side in relative harmony. But when Tito died in peneee
1980, independence movements surfaced. Serbians 38% Pisce
Sa
aces:
|

. A Croatians 20% p-—

By the early 1990s, these tensions had erupted into Muslims* 9%
. : 5 ne Albanians 8%
fierce fighting as ethnic and religious groups clashed. Slovenes 8%
‘ aceconians 0 Peper.
eaSeen
Eventually, peace deals were brokered, and Slovenia, Montenegrins 3% re
ne
he
=
Sohn
\ Sigear,
A 5 Fi 5 Hungariang = 2%
Macedonia, and Croatia achieved independence. Other 6%
5 > ¥ si * People who identified
Bosnia and Herzegovina declared independence in themselves onlyasMuslims.
Many ethnic groups included
1992, but Serbs who lived there wanted to unite with bot ChistianandMiss |
Serbia — and the Serbian government supported them. aS
Bosnian Serbs and Serbian troops fought to gain control ,
in Bosnia, and hundreds of thousands of Bosnian
Albanians, mostly Muslims, were driven from their
homes. People on both sides found themselves attacked,
sometimes by former neighbours. Thousands of people
died.
Historical Perspective: Is it idealistic to think that people
of different heritages should be able to get along? Why
didn’t it work in the former Yugoslavia?

Canadian Peacekeepers in the Former Yugoslavia

The United Nations negotiated ceasefires so that peacekeepers could
provide humanitarian relief and set up safe areas for refugees. Canadian
peacekeepers played an important role in this mission. Countries don’t give their troops to
General Lewis MacKenzie, a Canadian who had served on previous the UN in trust to be killed trying to
UN missions, commanded the UN force. As usual, the peacekeepers were implement a really lousy ceasefire
ordered not to take sides and to use force only to defend themselves. agreement arranged by a bunch of
But the operations in the former Yugoslavia were different from diplomats and politicians... . That’s
what's happening in Yugoslavia.
previous missions — the combatants wanted to keep fighting, so the
peacekeepers often found themselves in difficult situations. Some witnessed — Lewis MacKenzie, after his tour as
commander of UN forces in Bosnia, 1993
atrocities, but their orders prevented them from intervening to save people.
Many peacekeepers were attacked and forced to defend themselves.
After completing his stint as commander in Bosnia, MacKenzie
blamed the UN for sending peacekeepers on a mission that was bound to
fail. MacKenzie believed that this UN mission marked a turning point
for peacekeeping — the whole notion of peacekeeping would have to be
reconsidered.

MHR * How is international involvement shaping Canada? * CHAPTER 5

UNIT ONE 1982—PRESENT

Canada and Kosovo

Under Josip Tito’s rule, Yugoslavia had been a federation of six republics.
Kosovo was a province in the Serbian republic. Here, Serbs and Albanians
formed the two largest ethnic groups.
When Yugoslavia started to crumble, Albanian Kosovars demanded
independence, but Serbian Kosovars wanted to keep their ties with
Figure 5-12 A protester holds up a sign at Serbia. Life for all Kosovars became dangerous as extremists on both sides
a 2008 Vancouver rally opposing Canada’s committed murders and other atrocities.
recognition of Kosovo as an independent By 1998, Serbian government forces were openly fighting the
country. How might recognizing Kosovo be supporters of independence in Kosovo and President Slobodan MiloSevi¢
interpreted as supporting social justice? had launched a brutal crackdown on Albanian Kosovars. The Serbian
How might it be interpreted as undermining
tactics included mass murder and mass expulsions.
social justice?
NATO officials tried to broker a peace but failed. To
halt the attacks, NATO then launched air strikes — it
was the first time NATO launched such a mission without
the authorization of the UN. Eighteen Canadian CF-18
fighters joined planes from countries such as the United
States, Britain, France, and Spain to take part in these
strikes.
From the end of March until the beginning of June
1999, NATO planes bombed not only military sites but
also the cities of Belgrade and Pristina.
The air strikes were controversial. Mary Robinson,
the UN’s high commissioner for human rights, confirmed
that the bombings had killed “large numbers of civilians.”
Critics argued that the strikes violated international law
and humanitarian principles.
Other people supported the strikes, saying that they
were needed to keep the conflict from spreading.

Up for Discussion The Aftermath of the Bombings

The UN has a responsibility to protect, but During and after the bombings, hundreds of thousands of Albanian
does NATO? Who gets to decide when a Kosovars fled to refugee camps in neighbouring countries. Many reported
population needs protection? that the mass murders and forced expulsions had become worse during
the NATO campaign.
But in June 1999, Serbian forces left Kosovo and UN peacekeepers,
including Canadians, moved in. The UN set up a temporary government
and tried to help refugees return home.
On February 17, 2008, Kosovo declared independence. Serbia said
the declaration was illegal. By 2009, the UN had not recognized Kosovo.
Despite this, Canada, the United States, and many European countries
recognized Kosovo's independence.
Cause and Consequence: Some Canadians predicted that recognizing
Kosovo, which did not hold a referendum before declaring independence,
will make it harder for Canada to enforce the Clarity Act (p. 78) if
Québec declares independence in the future. Others argued that the cases
of Kosovo and Québec are too different. Choose one side of this debate
and prepare arguments you could use to support your view.

Unit 1 * Why is Canada the nation it is today? * MHR

Canadian Peacekeepers in Somalia
By late 1992, the government of the East African country of Somalia had
collapsed. Warlords and clans were fighting for power in a conflict made
worse by a famine that was sweeping the country. Many people were
murdered, while others starved.
To try to stabilize Somalia, 900 members of the Canadian Airborne
Regiment, an elite force, joined a UN peacekeeping mission there. The
peacekeepers’ assignment was to disarm the warring clans and provide
relief supplies to the starving people.
The mission in the lawless country was difficult. Some members of
the Canadian
ah. regiment reacted badly, committing violent acts against Unfortunately some incidents puta
Somali citizens. One of the worst occurred when soldiers tortured and shadow over everything we did. A
killed Shidane Arone, a 16-year-old who had been caught trying to steal few incidents made the news, and
supplies. [not] all the rest of the work — the
Though the soldiers who committed the crimes were brought to school we built, the engineering
justice, the Somalia affair tarnished Canada’s peacekeeping record. In work. We saved dozens of people.
1996, a Canadian inquiry found that the Canadian Airborne’s leadership And we read about that nowhere.
had failed, and the regiment was disbanded in disgrace. | —Captain Hercule Gosselin, Canadian |
With no effective government, Somalis survived as best they could, Airborne Regiment, 1993
and some turned to piracy. Pirates seized ships in the Gulf of Aden and
the Arabian Sea, holding the crews and cargos for ransom. The waters off
the country’s coast earned the reputation of being the most dangerous in
the world. In 2014, Somalia remained chaotic.
Ethical Dimension: How does the context of the situation in Somalia
help us understand — though not condone — the unethical behaviour
of Canadian soldiers? How does the context of Canada’s
previously unmarred peacekeeping record help us Figure 5-13 Somalia and Rwanda
understand why the Canadian Airborne Regiment was How did geography contribute to the rise in piracy off the Somali
disbanded? coast?

Canadian Peacekeepers in Rwanda

In 1993, the UN sent about 2500 peacekeepers, including
400 Canadians, to Rwanda under the command of
Canadian General Roméo Dallaire. Rwanda had been in
a state of conflict because the two main ethnic groups —
Hutus and Tutsis — were struggling for power. But a peace
agreement had been reached, and the peacekeepers’ mission
was to ensure that the agreement was respected.
Then, in April 1994, an airplane carrying Rwandan
president Juvénal Habyarimana, a Hutu, was shot down.
Though no one knew who had committed the crime,
‘Tutsis were blamed. Radio broadcasts openly incited Hutus
to violence. Many Hutus went on a murderous rampage,
killing Tutsis, and even Hutus who had criticized the Hutu
government.
Over the next 100 days, up to 800 000 people were _ ~—Rwa : meen
murdered. More than 90 per cent of the dead were Tutsis. ____ Burundi,” Tanzania *- “kilometres

MHR * How is international involvement shaping Canada? * CHAPTER 5 (‘s1)

 UNIT ONE 1982—PRESENT

The UN Failure in Rwanda

Roméo Dallaire had warned UN officials of the risk of genocide, pleaded
Rwanda will never ever leave me... . for reinforcements, and asked permission to seize Hutu weapons —
Fifty to sixty thousand people but his requests were ignored. When the genocide started, the UN
walking in the rain and the mud to peacekeepers tried to protect as many people as they could, but the small
escape being killed, and seeing a force was not permitted to take direct action to stem the violence. So
person there beside the road dying.
Dallaire had to endure three months of witnessing the majority Hutu
We saw lots of them dying. And lots
population slaughtering the minority Tutsi population. Approximately 10
of those eyes still haunt me, angry
eyes or innocent eyes, no laughing
per cent of the country’s population was killed.
eyes. But the worst eyes that haunt Later, Boutros Boutros-Ghali, who was UN secretary-general at the
me are the eyes of those people time of the genocide, acknowledged that what had happened in Rwanda
who were totally bewildered. .. . was one of the greatest failures of his life. Even when the extent of the
Those eyes dominated and they're killing became known and the UN decided to send more peacekeepers
absolutely right. How come |failed? to Rwanda, arguments over costs caused delays. In the end, troops and
How come my mission failed? supplies did not arrive in the country until well after the genocide was over.
— Roméo Dallaire, in an interview for the Ethical Dimension: In Voices, Roméo Dallaire talks of being haunted by
documentary Ghosts of Rwanda, 2003
visions of the past and feelings of failure. What might come of his efforts
to talk about what went wrong so many years ago?
See
ROS
SE
“Sy

Picturing International Security Issues =

Figure 5-14 An Iraqi child is vaccinated against polio in 2000. Before the UN
imposed sanctions in the early 1990s, polio was extremely rare in Iraq. But medical
supplies, including essential vaccines, were on the list of sanctioned goods. As a
result, polio re-emerged as a serious childhood illness among Iraqi children. Who
should take responsibility for this situation — Saddam Hussein or the countries
that supported sanctions?

Child Soldiers

Figure 5-15 A child soldier patrols in 2003

during a rally in the Democratic Republic of
Congo. The UN Convention on the Rights of the
Child prohibits recruiting children younger than
15 to fight in the military. Should this age limit
be raised to 16? To 18?

Children’s Health

(1s2) Unit 1 * Why is Canada the nation it is today? * MHR

The Aftermath of the Rwandan Genocide
Figure 5-16 |n 2007, an award-winning
In 2014, 20 years after the Rwandan genocide, its effects were still being Canadian movie based on Roméo Dallaire’s
felt. Local courts were set up to try to achieve reconciliation between book was released. The movie was critical
victims and some of those who had been involved in the murders. In of the UN’s failure to take action to prevent
some cases, the reconciliation efforts were successful, but in other cases, the genocide in Rwanda. What do you think
they were not. Some genocide survivors have been murdered, tortured, or the title means in relation to the Rwanda
intimidated so they would not tell their stories to the courts. mission?
The genocide in Rwanda, combined with the troubles peacekeepers
were experiencing in Yugoslavia and Somalia, raised questions about
the UN’s ability to protect threatened populations. Critics argued that
traditional ideas about peacekeeping should be abandoned in favour of
more active peacemaking — a strategy that forces an end to conflict
rather than just helping two warring parties keep the peace.
As for Dallaire, he was plagued with post-traumatic stress disorder
for decades. He worked to raise awareness about the genocide and to raise
awareness about post-traumatic stress disorder. After serving for nine
years in the Canadian Senate, Dallaire resigned so that he could dedicate
himself to combating the use of child soldiers.

Refugees ofWar

Figure 5-17 Syrian families wait their turn in Aggressors |

Lebanon to register as refugees of the Syrian civil
war in 2014. About 6.5 million Syrians have been
internally displaced and 2.5 million have fled Syria Figure 5-18 In March 2014, pro-Russian forces broke into the Belbek
altogether. Canada agreed to take 1300 Syrian airbase in Crimea, Ukraine. Ukraine forces could not repel the attackers.
refugees by the end of 2014. How can we balance The photograph shows a pro-Russian machine gunner controlling the
human suffering against Canada’s ability to absorb gate of the captured airbase. As ofJuly 2014, pro-Russian forces had
new citizens? : not left. What should we do when aggressors use their firepower to get
their way? Fight back and start a war? Try diplomacy? The problem is
that if countries always respond harshly to every apparent injustice, the
consequence could be war.

MHR * How is international involvement shaping Canada? * CHAPTER 5 (1s)

 UNIT ONE 1982—PRESENT

International Criminal Tribunals

During the 1990s, the UN Security Council established two international
tribunals (special courts) to investigate crimes against humanity. In 1993,
it set up the International Criminal Tribunal for the Former Yugoslavia,
and in 1994, it established a similar tribunal to investigate the genocide in
Rwanda. Canada strongly supported these tribunals.
Neither tribunal made much
progress in bringing people to justice
until Canadian Louise Arbour was
named chief prosecutor in 1996. By the
time Arbour stepped down in 1999, the
Rwanda tribunal had achieved the first
conviction for genocide since the UN
had passed the Convention on Genocide
in 1948. Jean-Paul Akayesu was judged
guilty because of his actions while
he was mayor of the Rwandan town
of Taba. He not only refused to save
people though he was in a position to
do so, but also provided lists of people
he wanted killed, organized house-to-
house searches for them, and supervised
killings. The Yugoslavia tribunal laid
charges against former Serbian President
Figure 5=19" In July 1292 Louse nnpout Slobodan MiloSevi¢, as well as other high-ranking officials who had been
spoke with Kosovat Aenea ies responsible for many atrocities in the former Yugoslavia. MiloSevi¢ died in
Witnessed ee jail ofa heart attack before a verdict was reached.
the village of Vlastica, Kosovo. Why would as 5 Fibs Me
icbour visit the ses wherethe aed Arbour went on to serve as the UN’s high commissioner for human
ois t00K place? rights from 2004 to 2008. Her job was to investigate human rights
violations.

Debate over the Tribunals

The criminal tribunals for both the former Yugoslavia and Rwanda
sparked controversy. People disagreed over whether the UN Security
Council had the authority to set up bodies like these. Some critics
The Universal Declaration [of Human argued that tribunals can be established only by the UN General
Rights] and its core values— Assembly. The tribunals have also been costly, and these costs — several
inherent human dignity, justice, non- million dollars a year — are shared by all UN members. Other critics
discrimination, equality, fairness, and argued that the tribunals moved too slowly to be effective. In some
universality — applytoeveryone, cases, trials have lasted years.
everywhere, always. But tribunal supporters, including Canada, argued that every
| — Louise Arbour, UN high accused person deserves a fair trial, no matter how long it takes.
| commissioner for human rights, 2007 They also say that the tribunals send an important message: that the
international community will stand behind the Universal Declaration of
Human Rights.
: Cause and Consequence: What would the Declaration of Human Rights
| be worth if those who signed it never stood up to enforce it? What is the
best way to get governments to uphold the values in the declaration?

Unit 1 * Why is Canada the nation it is today? * MHR

 The International Criminal Court
The events in the former Yugoslavia and Rwanda, and the long delays ‘CONNECTIONS:
in bringing criminals to justice through the tribunals, convinced some Canadian international law expert
governments and many other ‘
organizations
:
that the United: Nations Pee Sener eon
role in promoting and organizing the
should set up a permanent international court for prosecuting cases of intermatonal Grninal Couct in 200s
genocide. The Canadian government was one of the driving forces behind Kirsch, who has been called the
the call to establish this court. (fates of te ICC wes'eietted as
judge for a six-year term, and served
The International Criminal Court (ICC) began to take shape in 1998. as the court's first president.
' Representatives of Canada and other countries met in Rome to plan how
the court would work. But the ICC could not start operating until 60 of ee ee
the UN’s 192 members had agreed to support it. The minimum number
___ was reached in 2002. By 2014, 122 countries had signed on. Some states
_ were reluctant at first because a country that is a member must agree that
_ the ICC has the authority to put its citizens on trial.
The UN funds the ICC, though the court operates independently.
The court’s purpose is to try people accused of genocide, war crimes,
and crimes against humanity: “the most serious crimes of international
concern.” The court can rule on crimes committed only within a country
that has signed the treaty. The ICC has no police force of its own; instead,
it depends on national police forces to arrest people it wants to charge.

The Debate over the International Criminal Court

Up for Discussion
Like the criminal tribunals, the ICC is controversial. Countries that
Does the International Criminal Court support
support the court believe that it promotes international peace and security
— or undermine — social justice?
by providing a tool that can be used to bring war criminals to justice.
These countries believe that this helps ensure that everyone’s human
rights are protected.
But many powerful countries, such as China, the United States,
_ Russia, and India, actively oppose the court. The U.S. government, for
_ example, has threatened to withhold military aid from countries that
support the court.
| American officials argue that countries should be left to bring war
criminals to justice in their own courts. They also say that the ICC is too
powerful because it does not answer to any national government.

Canada and International Security since 1782

| Recall... Reflect... Respond Conflict | How Conflict | Canada’s Our
| Challenged | Response |Assessment
| 1. With a partner, create a chart like the one shown. In international of Canada’s
the final column, explain how Canada’s involvement A
e
in each conflict helped or hurt the cause of
Security Response
international security. Cult War
ba 2 ll EE EEE ee
The ICC does more than ensure that justice is
Yugoslavia
served. How can it help countries come to terms
with what happened? Think about what survivors, Kosovo
perpetrators, bystanders, educators, and youth
might each gain from a trial.

Rwanda

MHR * How is international involvement shaping Canada? * CHAPTER5 (1s5)

 Was 9/11 a turning point for Canada?
On September 11, 2001, four American commercial flights were hijacked
over the United States. Two of the planes were used to destroy the towers
of the World Trade Center in New York City; another crashed into
the Pentagon in Washington, D.C.; and a fourth crashed in a field in
Pennsylvania. The death toll was 2752, including 24 Canadians.
Osama bin Laden, leader of al-Qaeda, claimed responsibility for the
attacks, which have become known as 9/11.

Thinking Historically: Evidence

iat He They were just unbelievable the way

they treated us up there. They fed
us, and put us up and ifwe needed
anything, they’d get it for you.
— Dennis O'Rourke, resident of New
Imagine you were an historian in York City
There was one after another. I'm
2050, and for some reason the history
looking at this and I’m saying: “Oh
of the year 2001 has been wiped off my God. Each one of those planes
the books — and the hard drives and I’m just going back to tell everybody
must have anywhere from 200 to 300
there: Thank you. Everybody in the
the Internet. people on-board. |think reality really
town put their lives on hold so they
kicked in at that point.
So you want to figure out what could take care of us... . At some
happened. You track down this comment — 02 Fudge, a Gander police officer | point |broke down crying yee
made by Prime Minister Jean Chrétien finally everything hit me. |didn't
on September 11, 2002, at the one- know where |was; |didn’t know
year anniversary of some major event when |was getting home, all this
in Gander, Newfoundland: “You did The way they rose to that occasion is
stuff had happened to my country.
yourselves proud, ladies and gentlemen, simply astonishing to me. They took
those passengers
care of every one of — Monica Burke, an American police
and you did Canada proud.” What dispatcher
happened in Gander? — and got their medicine for them
You do some more digging and find a and food and entertainment for
handful of quotes of people commenting them, anything that they needed. It |guess as a community, watching it
on the ten-year anniversary of the same was one of the most extraordinary at the beginning, we felt like we were
event. Can you use this evidence to gifts by human beings to strangers helpless, there was not much we
solve the mystery? that |think |have ever seen. could do to help the people in New
— louise Slaughter, U.S. York. But when the planes started to
Congresswoman ¥ land, there was a way we could help.
— Claude Elliott, mayor of Gander }
| 1. What happened in Gander? Be careful — remember
that you know nothing at all about what happened in the
year 2001 beyond what these quotes tell you.
| a) List inferences you can make about what occurred c) Qualify each of your inferences as “definitely,”
| in that year, both in Gander and elsewhere. “likely,” or “possibly.”
| 5
| ‘
b) For each inference, note if F
more than one piece of How did the events in Gander, Newfoundland, in 2001
| evidence supports your conclusion. affect the Canada—U.S. relationship? What does the
evidence tell you?

Unit 1 * Why is Canada the nation it is today? * MHR

)

_ Canada Goes to War

In response to the attacks, Canada declared a national day of mourning ASUSGh Be
and Prime Minister Jean Chrétien pledged to support the United States. Osama bid Laden had two grudges
He said, “We will be with the United States every step of the way. As against the United States. He believed
: : ides that American forces in Saudi Arabia
friends. As neighbours. As family. were “desecrating” a Muslim country,
In October 2001, just one month after 9/11, Chrétien announced although the Saudi royal family had
that Canada would join a UN-approved NATO coalition attack force to eens
Further, bin Laden wanted American
invade Afghanistan, stronghold of al-Qaeda. support for Israel to stop.

Background to the War in Afghanistan Le

It all began in the late 1970s, when Afghan government forces were
fighting a losing battle against rebel groups that supported an extreme
interpretation of Muslim scriptures and traditions. The Afghan
government appealed to the Soviet Union for help.
To stop the Soviet Union from increasing its influence, the United
States started to supply the extremist rebels with arms and money. One
rebel group was led by Osama bin Laden.
Figure 5-20 NATO Forces in Afghanistan,
After years of fighting, the Soviets finally withdrew from 2009
Afghanistan in the late 1980s. This cleared the way for the Taliban — a
fundamentalist Muslim political movement — to take over the country. Canada took responsibility for Kandahar
At about this time, bin Laden formed al-Qaeda. Using Afghanistan as Province, a Taliban stronghold. This choice
a base, he vowed to fight the West. After he did so in 9/11, Afghanistan’s meant thattheCanadian mission would
Taliban government refused to reveal bin Laden’s hiding place. So the =Be Ie aus one
: , 5 : : : anada’s troop contribution with that of
United Nations agreed that the United States and its allies had the right ire countries Gntiectan forcestptl
— as a matter of self-defence
:
— to invade Afghanistan to track down bin their weight in Afghanistan, do too little,
Laden and oust the Taliban. acaietaraTay

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Bee iy eae ey ia, Gham st Bulgaria 820 Poland 1590
a eee ee See Rese faye aaa Canada 2830 Portugal 30
Croatia 280 Romania 860
Czech Singapore 20
Republic 580. Slovakia 230
Denmark 700 Slovenia 70
Estonia 140 Spain 780
Finland 110 Sweden 290
France 2780 Macedonia 170
po Regional Command Capital
- Lead Country: France Georgia 1 Turkey 660
Regional Command North - Lead Country: Germany Germany 3465 Ukraine 10
_ Regional Command West
- Lead Country: Italy Greece 140 United Arab
! >) Regional Command South
-Lead Country: Netherlands Hungary 370 Emirates 25
& 100 200 300 (Rotates Britain, Canada) | Iceland 8 United States 26 215
X See GHIGHSS "Regional Command East-Lead Country: United States Ireland 7

MHR * How is international involvement shaping Canada? * CHAPTER 5 (7)

UNIT ONE 1982-PRESENT

A Long, Tough Slog

By the end of 2001, the Taliban had been driven from power in
Afghanistan, and in 2004 the country held democratic elections.
Nonetheless, the country remained very dangerous. Al-Qaeda and the
Taliban recruited guerrillas — independent armed forces that fight
against government forces — to terrorize the Afghan people and wage a
battle against the NATO forces.
Canada had responsibility for Kandahar Province, which was
perhaps the most dangerous location in the whole country. The guerrilla
tactics included improvised explosive devices (IEDs) such as land
mines, ambushes, and suicide attacks. Insurgents disguised themselves
as ordinary Afghans, so they were hard to identify and capture. The
constant danger made it difficult for Canada and its NATO partners to
fulfill their goals of helping Afghans build a safe and democratic society.
By 2006, more than two million Afghans had been forced from their
homes and were living as refugees.

Youth Making History

Omar Kh adr ChiIaSe

In 2002, Omar Khadr killed Sgt. 1st Class Christopher 1 By 2014, Omar Khadrhad
Speer, a U.S. army medic, with a hand grenade during ee akin fopaioat vere
a firefight in Afghanistan. At the time, Omar was just 15 )
years old. Pa Teer seeeS
How did a Toronto-born Canadian teenager end up in Because of Omar's age, organizations such as
a war zone? Omar's father had links to Osama bin Laden, Amnesty International argued that he was a child
and he had taken his son Omarto live and work with soldier and should be set free. The United States
Taliban forces in Afghanistan. We can only speculate on disagreed. In 2010, Omar pleaded not guilty to five wat
what went on before the firefight. crimes. After he was offered a transfer to a Canadian
Afterward, Omar was captured by U.S. forces, prison, he changed his mind and pleaded guilty.
classified as an enemy combatant, and shipped to
At first Omar was sentenced to 40 years, but a
Guantanamo Bay detention camp, where the United pretrial deal reduced the sentence to eight years. In
States holds enemy combatants it suspects of terrorism.
2014, Omar was serving his time in a medium security
prison in Alberta. His release is set for October 30, 2011

1. Omar stated in 2013, “I have no memory at all of that day 3. Throughout Omar's 10 years at Guantanamo, the federal
or anything at all about a grenade being thrown at any government did not try to bring Omarto Canada to be
U.S. soldiers.” Could this be true? Why might Omar have tried here. Other countries made such arrangements for
pleaded guilty? How would you find out the truth? their citizens. Does a government always have to do its
utmost to protect its citizens? Explain your opinion.
| 2. Should Omar’s age have had an influence on the
decisions made by the Canadian government?

Unit 1 * Why is Canada the nation it is today? * MHR

\ The Mission Wraps Up
Figure 5-22 Master Corporal Anthony
Although Canada’s role in combat ended in 2011, some Canadian forces Alliot of the Grenadier Guards infantry
stayed for three more years to train Afghan National Security Forces. regiment was one of the last Canadian
By the time Canada’s mission finally ended in 2014, more than 40 000 soldiers to return home on March 18, 2014.
Canadian soldiers had served their country. Of these, 158 had been killed Here, he embraces his girlfriend, Sarah
and more than 1800 were wounded. To put this mission in perspective, Tooth. Although soldiers know what is
more Canadians died in Afghanistan than in any other military mission expected of them when they join up, the
since the Korean War in the 1950s. long separations are still very hard for both
The financial costs were also high. Security analyst David Perry soldiers and their loved ones. He said, “It’s
estimates that the final bill will reach $22 billion. This includes the costs been an honour to serve. It was a great
of the missions, the long-term care for wounded veterans, and payments experience; something |will remember for
the rest of my life.” Would you be prepared
to rebuild and replace military equipment.
to embrace army life?
Was It Worth It?
Afghanistan is one of the 15 least developed countries in
the world. In 2002, levels of education, infrastructure,
and respect for human rights are all extremely low. To
accomplish their goal of building Afghanistan into a
stable, secure, and democratic country, Canadian forces
were involved in diplomacy, community development,
securing women’s rights, ensuring education for girls,
and building infrastructure. They not only fought the
insurgents but also trained Afghan security forces so they
could do the job themselves after Canada left.
Were the accomplishments worth all the sacrifices?
Some argue that the costs, both human and monetary,
were too great. In the Ottawa Sun, a survey posted in
August 2011 showed that 30 per cent of respondents thought the mission
was worth it, while 58 per cent did not.
As the mission came to an end, Stephen Harper praised the valiant ‘CONNECTIONS:
efforts of the 40 000 Canadian soldiers who served in this mission by
According to the Costs of War Project,
stating that they “have fought to defeat the threat of terrorism, and to at least 21 000 Afghan civilians have
ensure the freedom of others to build a stronger, safer world.” died as a result of the war in their
country. Some were victims of violence
while others died from the war-induced
Figure 5-23 Changes in Afghanistan, 2001-2014 breakdown of public health and
infrastructure.
Canada contributed extensively in achieving these changes. Which do you predict will be permanent?

2001 2014

es
Up for Discussion
0 since 1982 5 since 2004
What makes the question “Was the mission
worth it?” a difficult one to answer? How
would you go about answering it?

300 000

MHR * How is international involvement shaping Canada? * CHAPTER 5

Women's Rights in Aighanistan
In 2009, the Afghan parliament passed a law that was in keeping with the beliefs of Shia Muslims
— about 10 per cent of Afghanistan’s population. The law enabled Shia men to strictly control
their wives. Wives were, for example, required to ask permission to go out.
Humanitarian groups and many Western leaders question whether or not the NATO mission was
condemned the law as a setback in Afghan women’s making any progress toward promoting human
battle for equal rights. In Canada, it led people to rights in Afghanistan.

FARAH Mouamen, whose family

arrived in Canada as refugees, is |grew up in Canada in a Muslim home where respect and the
active in various community and advancement of women are normal, and |was horrified by this
humanitarian groups. law. How can you think in this day and age that a man can have
that kind of control over a woman and her body? This is not a
woman’s issue. To me, this is about human rights. My male Muslim

A former chair of the National

Action Committee on the Status of
Women, Jupy ReBick opposed the Never have women achieved equality by somebody coming in and
War in Afghanistan. giving it to them. We can’t bomb our way into equality. ... We
should never have gone into Afghanistan in the first place, and we
should leave.

Historian Margaret MacMitan,

who wrote the award-winning This is a moment for women on the left, who support women’s rights
Paris 1919: Six Months That at home, to ask themselves, “What do we do about Afghanistan?” . ..
Changed the World, believes This is a regime that depends very heavily on Western backing and
that the mission was essential to the Canadian government and others should . . . use their influence
protect women’s rights. over President [Hamid] Karzai [to make him end this law].

Macaca YousaFzal was just 15

years old when a Taliban fighter shot When women say they want independence, people think this
her in the head because she was means we don't want to obey our fathers, brothers, or husbands.
outspoken about girls’ and women’s But it does not mean that. It means we want to make decisions
right to education. She responded for ourselves. We want to be free to go to school or to go to
by recovering and bringing her work. Nowhere is it written in the Quran that a woman should be
message to the world. dependent on a man.

Compare the positions of the four speakers. How are 3. Do Canadians have a right— or even a responsibility—
they the same? How are they different? to press the Afghan governmentto change a law that
Whose view do you agree with most closely? Explain. seems to undermine human rights? Or should Afghans
figure it out on their own? Explain your response.

Unit 1 * Why is Canada the nation it is today? * MHR

\The Invasion of Iraq Figure 5-24 In February 2003, U.S.
Shortly after the NATO Afghanistan mission had begun, American Secretary of State Colin Powell tried
President George W. Bush and British Prime Minister Tony Blair had unsuccessfully to convince the UN Security
switched their focus to Iraq, where Saddam Hussein remained in power. Council that Iraq had WMDs that must be
Both Bush and Blair accused Saddam of amassing weapons of mass destroyed. Powell later said that he had
destruction (WMDs). These are chemical or biological weapons that can been misinformed and that the speech was
a painful blot on his career.
kill whole populations.
So in March 2003, 300 000 soldiers from the United States, Britain,
and a coalition of other countries invaded Iraq. They said the purpose of
the mission was to safeguard international security by deposing Saddam
and destroying Iraq’s WMDs.
But United Nations inspectors had conducted inspections in Iraq and
found no WMDs. Consequently, the UN did not support the invasion.
Without UN approval, Canada refused to join the mission.
Many Canadians agreed with the government's decision, saying that
the real purpose of the invasion had been to gain control of Iraq’s huge
oil reserves. Others expressed concerns that Canada’s refusal to take part
would harm the country’s relations with its closest allies.
When the invasion started, the United States pulled some of its
forces out of Afghanistan and sent them to Iraq instead. To make up the
shortfall in Afghanistan, Canada and other NATO countries increased CONNECTIONS:
the size of their forces. In the view of some Canadians, this action The United States used the alleged
amounted to approving the invasion of Iraq. proof of WMDs in Iraq as an excuse to
launch the war. When it became clear
Saddam was captured in late 2003 and executed three years later. No that reports of WMDs had been false,
WMDs were found in Iraq. Nonetheless U.S. forces remained in Iraq until some media outlets apologized for their
2011. And though Iraq had made some progress toward democracy, it all failure to monitor the situation more
closely and to report more objectively.
seemed to fall apart in 2014 when an Islamist militant group took over The editors of the influential New York
much of the country and the Iraqi government could not regain control. Times, for example, confessed that the
Canada’s refusal to be involved in the Iraqi mission was Canada’s right paper's coverage “was not as rigorous
as a sovereign nation. Why might the Americans be unhappy with this as it should have been.”

decision? How might it damage the Canada—U.S. relationship? Was this

decision a wise move or a mistake?

Figure 5-25 During the invasion of

Iraq, journalists were selected to team
up with coalition troops and travel with
them exclusively. How might this affect
a journalist's ability to be unbiased?
Afterward, American artist Glenn Foden
created this cartoon as a comment on the
American media's coverage of the war.
What message is Foden sending?

RiGHT or WRONG. WRITE the WRONG

MHR * How is international involvement shaping Canada? * CHAPTER 5
UNIT ONE 1982—PRESENT

A Culture of Fear
Terrorism seeks to instill fear in a civilian population. The 9/11 attacks
On theone hand,we're fighting on the United States created a lot of fear. Many Canadians worried that
against terrorism, but we are also
Canada might experience similar attacks.
fighting for human rights. And it
So, how should a government respond to terrorism? Canada went to
would be the ultimate irony that
once we win the battle against war to catch the terrorists. And it started beefing up security at home.
terrorism ... that we are going to Screening of passengers at airports, for example, increased substantially.
be doing it at the expense of civil On the one hand, Canadians welcomed these measures because they
liberties. wanted to be safe. On the other hand, they worried because increasing
Se rfewtclegdh Uberslinoneene a surveillance reduces individual civil rights.
Parliament, 2001 On December 18, 2001, Parliament passed the Anti-Terrorism Act,
which defined terrorism as an action taken “for a political, religious, or
ideological purpose, objective, or cause.” In addition to making terrorism
a crime, the act
¢ allowed police to detain suspected terrorists without charge for three
days
Figure 5-26 For seven years, Mohamed
¢ made it easier to conduct electronic surveillance of suspected terrorists
Harkat lived under strict house arrest and
had to wear an electronic tracking device
and to make preventive arrests
such as the one shown in this photograph. ¢ allowed judges to force witnesses to provide evidence during
Harkat was suspected of being a sleeper investigations
agerit=— 4 person wig blendsinto.a target ¢ allowed the government to designate groups as terrorist organizations
society for years before being directed to
cOmmallallaevalier vist iiesdeniestiie In addition, the Anti-Terrorism Act makes it illegal to contribute
as CUS TOU aie nGuseITesTIMESWelE money to groups that support terrorism. As of June 2014, a government
relaxed in 2013. How far should Canada
list identified 51 such banned groups. The World Tamil Movement, for
go to protect its citizens from potential
example, was added to the list in 2008.
terrorism?

Deporting Non-Citizens with Security Certificates

One of the most controversial anti-terrorism tools is the
security certificate. The government issues these to detain,
try, and deport noncitizens whom it believes threaten national
security. The proceedings are kept secret because the evidence
may threaten national security. The evidence is never revealed
either to the accused or to the public.
But Canada has signed an international convention that
prohibits deporting people to countries where they face torture.
In 2009, five people — all of Middle Eastern origin — were
in this position. On the basis of secret evidence, they had been
declared security threats and ordered deported. But they could
not be deported because they faced torture in their homeland.
So they stayed in Canada and spent years in detention or under
house arrest. The Supreme Court ruled in 2014 that the security
certificate system was constitutional.
Ethical Dimension: Security certificates can be used to deport only
noncitizens. Citizens were protected by the Charter of Rights and
Freedoms and other laws. Should Canadian law protect everyone equally?

Unit 1 * Why is Canada the nation it is today? * MHR

‘Maher Arar: Canadian Defender of Civil Rights
Figure 5-27 Maher Arar and Monia
In September 2002, Maher Arar, an engineer with dual Canadian—Syrian Mazigh consult during a news conference
citizenship, was flying home to Ottawa after a family holiday in Tunisia. in 2004. How do you think their struggle
On a stopover in New York, he was detained by American officials. After to persuade the Canadian government to
receiving misleading information from the RCMP, the Americans accused acknowledge that Arar’s rights had been
Arar of being a terrorist and deported him to Syria. Why would they send violated may have affected their view of
him to Syria, where he had not lived for nearly two decades? Could it be Canada?
that they knew the Syrian security forces would go further
than Canada would to try to get answers out of Arar?
In Syria, Arar was jailed and tortured periodically
over the course of a year. He says, “I stayed in Syria, most
of my time, in an underground cell which is the size of a
coffin, basically. It’s about three feet [1 m] wide, six feet
[2 m] high and about seven feet [2.5 m] deep. It was a
filthy place. It was dark.”
In the meantime, Arar’s wife, Monia Mazigh, brought
her husband’s treatment to the attention of the media and
human rights groups, which put pressure on the Canadian
government to seek his release. Thanks to Mazigh, Arar
was finally set free and allowed to return home.
In response to continued pressure, the Canadian
government set up an inquiry to investigate the events
that led to Arar’s deportation. The inquiry found no
evidence that he was involved in terrorism, and in 2007,
Prime Minister Stephen Harper formally apologized
and announced that Arar would receive $10.5 million in
compensation.
Cause and Consequence: Arar worked passionately to
clear his name and draw attention to national security
issues. In 2007, 7ime magazine named Maher Arar as
one of the 100 most influential people in the world. The
United States still had him on a watch list, however, so he
could not travel to the ceremony. As of 2014, the United
States has still not apologized. How might the whole
incident affect the Canada—U.S. relationship?

Recall... Reflect...Respond
1. Two different Canadian news sources used the The two headlines are nearly the same. Which
following headlines when reporting Maher Arar’s words are different? What biases do these words
deportation: show? How might each headline have influenced
people's view of the fairness of the deportation?
e “U.S. deports respected Canadian to Syria”
The 9/11 attack hugely affected Canada and the
e “United States deports suspected terroristto
world. Describe examples of both co-operation and
Syria”
conflict between the United States and Canada.
Overall, did it lead to more co-operation or more
conflict?

MHR * How is international involvement shaping Canada? * CHAPTER 5

UNIT ONE 1982—PRESENT

Chapter 5 Review
Knowledge, Understanding, and 7. Ethical Dimension: The overarching question for
this unit is “Why is Canada the nation it is today?”
Thinking a) Explain what gives a country its character.
1. Create a timeline that starts in 1982. Include at least b) Refer to the timeline you created in response to
five instances in which Canada became involved in Question 1. Choose one international event from
the international community. For each event, jot a the timeline and explain whether the Canadian
point-form note that identifies the factors that led to response did — or did not — help make Canada the
Canada’s participation. kind of country in which you would like to live.
2. Identify three examples of co-operation leading to a c) Write a brief memo to your Member of Parliament
Canadian success. Why was the spirit of co-operation explaining what lesson might be drawn from the
necessary? What would have happened without it? Canadian response to the event you selected and
What other goals could a spirit of co-operation help how the lesson might affect this country’s response
Canada achieve? to similar situations in the future.

3. Continuity and Change: Consider the challenges While you are browsing online, you come across a
faced by Canadian peacekeepers during the 1990s. blog that says Canadian forces should never have
How did Canada’s role in international conflicts show gone to Afghanistan. The author of the blog argues
continuity during this time? How did it show change? that Canadian forces should be required to engage in
Be prepared to explain your judgments. active combat only to protect Canadian soil, not to help
resolve conflicts in other parts of the world.
4. Choose a government policy or political development
that divided Canadians, such as national security The blogger asks readers to post comments in
issues, involvement in the mission to Afghanistan, or response. Prepare the response you would make to
another issue of your choice. Examine it from several support or oppose the blogger’s position. Include at
perspectives, showing how and why people disagreed. least two arguments that support your position.

5. Identify five people or organizations from any chapter In Kosovo, Canada was trying to force a peace
in Unit 1that you believe have made an important by peacemaking rather than maintain a peace
contribution to Canadian society or politics. Each by peacekeeping. What's the difference? Has
individual should represent a different form of peacemaking made the UN redundant? Is Canada a
contribution (for example, they cannot all be war peacekeeping nation or a peacemaking nation? Which
heroes). Justify your choices. should it be? Write up your opinion after discussing
these questions in a small group.
. Ethical Dimension: Research a foreign event such
Communicating and Applying as Haiti after it was hit by Hurricane Hanna in 2008,
6. Some people argue that Canada should mind its own the crushing of the Chinese pro-democracy movement
business and focus on helping its own citizens. Others in Tienanmen Square in 1989, or the 2004 tsunami
say that helping people anywhere in the world is every crisis. Was Canada involved? Why or why not? Should
country’s responsibility. Still others take a position Canada have been involved? Explain your opinion.
somewhere between these two extremes.
On a continuum like the one shown, locate your
position on this issue. Explain the reasons for your
decision.

Countries should Countries should

mind their help people

own business everywhere

Unit 1 * Why is Canada the nation it is today? * MHR

11. Evidence: The Dalai Lama won the Nobel Peace Prize b) The Americans tried and convicted Omar as an adult.
in 1989. The following excerpt is from his acceptance In July 2014, after his return to Canada, the Alberta
speech. Court of Appeal ruled that Omar should be treated
as if he had been sentenced as a youth. This would
give him the rightto apply for early release. In your
Peace, in the sense of the absence of war, is of little value to Opinion, how should a person who committed a crime
someone who is dying of hunger or cold. It will not remove the at the age of 15 be treated by the justice system?
pain of torture inflicted on a prisoner of conscience. It does not Why?
comfort those who have lost their loved ones in floods caused c) Some members of Omar Khadr's family, who now
by senseless deforestation in a neighbouring country. Peace live in Canada, have made no secret of their support
can only last where human rights are respected, where the for al-Qaeda and its goals. Whose views should
be considered when deciding whether or not Omar
people are fed, and where individuals and nations are free.
should be given an early release?
— Dalai Lama, 1989
d) The federal government wants to appeal the 2014
court ruling. With a partner, write an email message
a) Summarize the speech excerpt in your own words. to the justice minister. Present and support your
Indicate what you think is the Dalai Lama’s main position on whether or not Omar should be treated
point. as if he was a minor atthe time of the offence, and
b) What does the speech excerpt tell you about the explain the reasons for your judgment.
Dalai Lama?
. Cause and Consequence: The land mine treaty
c) What does his message have to do with social
championed by Jody Williams and Lloyd Axworthy led
justice? directly to a similar treaty to ban cluster munitions.
d) Write the opening paragraph of the speech you might Most cluster munitions are air-dropped bombs that
give if you won the Nobel Peace Prize 40 years from release multiple bomblets. Some of these explode
now. In it, indicate what you did to win the prize, and immediately, but others do not. They can explode later
any message you would like to send to the world. to kill or maim civilians even after many years. A 2010
treaty to ban them was modelled on the earlier land
12. Ethical Dimension: The case of Omar Khadr raised
mine treaty. Describe how the example of Williams and
complex ethical and political questions. Consider
Axworthy could be used as a model to solve another
the following information, and then respond to the
global problem of your choosing.
questions.
¢ The UN’s Convention on the Rights of the Child (see . In 1989, the Canadian Human Rights Commission
p. 141) defines a child soldier as younger than 15. An removed the barriers that had prevented women from
additional but optional protocol says that children serving alongside men in combat roles in the military.
younger than 18 should not take part in armed Of the 158 Canadian soldiers who died in Afghanistan,
conflict. three were women. They were the first Canadian
women to die in active service. Describe the variety
e In Canada, 16-year-olds can join the armed forces
of perspectives on this development. Consider the
with their parents’ permission, but they are not
assigned to combat units until they are 18.
soldiers’ families, male soldiers, female soldiers, and
girls who might become female soldiers.
e In Canada, lawbreakers younger than 18 are not
usually treated as adults. Young offenders are
subject to the Youth Criminal Justice Act, which
encourages rehabilitation.
a) Was Omar Khadr a child soldier? Should that have
affected how he was treated bythe U.S. military -
commission?

MHR * How is international involvement shaping Canada? * CHAPTER 5

 UNIT TWO 1914-1929

This chart shows how the course, unit, and chapter issue questions,
as well as the chapter inquiry questions, are organized.

Overall Course Issue Question

Does our history make us who we are?

UNIT ONE UNIT TWO UNIT THREE UNIT FOUR

1982-PRESENT 1914-1929 1929-1945 1945-1982

Unit issue Question Unit Issue Question Unit Issue Question Unit Issue Question

Why is Canada the Did World War | Did Canada grow Did Canada find
: nation it is today? transform Canada? up during World its own pathway
: ) War Il? by 1982?

CHAPTER SIX CHAPTER SEVEN CHAPTER EIGHT

World War | A Changing Inequality in
Canada Canada
| Chapter Issue Question Chapter Issue Question Chapter Issue Question

| What were the causes | What changed and Were the Roaring
and consequences of | whatstayed thesame | Twenties good times
World War |? after World War I? for all?

Inquiry Questions Inquiry Questions Inquiry Questions

+ Why did Canada get « Was World Warla » Did government

involved in World War |? turning point for actions help or hinder
- How did Canadian women? Aboriginal peoples?
military forces meet the « How did Canada recover | - What were the impacts
challenge of war? from the war? of immigration policies?
How did Canadians at | + Howdid the “good + What forces affected
home respond to the times” of the 1920s Canadian identity?
war? affect life in Canada?
What new roles did
Canada play on the
world stage?
 UNITaTWOR1914=1929

Unit Two Issue Question

Did World War |transform Canada?

It would be seen by the world that Canada, a daughter of old England, intends
to stand by her in this great conflict. When the call comes, our answer goes at
once, and it goes in the classical language of the British answer to the call of
duty: “Ready, aye, ready.”
— Wilfrid Laurier, prime minister, to the House of Commons, 1914

The date that marks the beginning of this unit

is 1914. This was a remarkable year primarily WE WILLUPHOLD TH PRICELESSGEM OF LIBERTY
because it saw the outbreak of the biggest war * For Gold the. Ploughs theMai
: The Farmer tills the Manor
the world had ever seen. World War I involved pens Gloryis the Soldier's Prize Mg
so many countries and was so devastating that \" |The Soldiers WealthisHonour”fe
people called it the “War to End All Wars.” \ S
The year 1914 also marked the end of one era |
and the beginning of another. Before 1914, many
Canadians revelled in their role as an outpost of
the British Empire. Like Wilfrid Laurier, quoted
above, they were still enthusiastically loyal to
Britain. So they willingly followed the “home
country” into a terrible conflict that would see
many of them die.
The years following the war were tumultuous
as Canada adjusted to the postwar reality.
Within a few years, though, the giddy glad
times of the Roaring Twenties had begun. In a
sense, this decade was a new beginning marked
by economic prosperity. But it was not an easy
time for all. Canada had not yet developed the scnisiaaee onan Se aoe
social programs to help those in need. Nor had it When World War |began, Canada’s connectionstoBritain
developed its present character as a country that remained strong, and British symbols such as the Union Jack
regards all citizens as equal. But there were hints, were prominent on many recruiting posters.
in this period, of the Canada we would become.
UNITE
WO 1914-1929

LOOK AT HIM. HE AND LIKE A LOT

WAS SO YOUNG IN OF YOUNG MEN,
1914—ONLY 17, JUST HE LIED ABOUT HIS
ABOUT MY AGE. AGE TO ENLIST.

NL
y LET'S LOOK YES, HE WENT
> AT GREAT-GRANDDAD'S THROUGH A LOT. HIS }
| «©PICTURES AGAIN. | CAN'T . WAS AWORLD OF
BELIEVE HE WENT THROUGH / CHANGES.
SO MUCH.

LOOK, MARY YEAH, BUT LOOK HOW NOW THAT'S

THE ROARING TWENTIES
PICKFORD WAS MUCH OLDER GREAT-GRANDDAD A SCENE | CAN
DEFINITELY RELATE
—WHAT A WILD AND WONDERFUL
PLAYING. SHE LOOKS. NO BIG SMILES NOW.
TO. A PARTY'S A
TIME THAT MUST HAVE BEEN.
WAS CANADIAN, | GUESS WE FINALLY LEARNED
YOU KNOW. HOW AWFUL WAR IS. PARTY NO MATTER
PEOPLE PROBABLY BELIEVED
THE WHOLE WORLD HAD
= TURNED A CORNER.
1918
] £ Welcome Home,

JUST 10 YEARS
LATER, AND LOOK AT THE GREAT DIDN'T THE WORLD LEARN
THE DIFFERENCE. DEPRESSION. WOW, SOME AT 18. ONLY 25
ANYTHING? | CAN'T IMAGINE
KIND OF CANADA: AFTER YEARS LATER,
HOW GREAT-GRANDDAD FELT,
FIGHTING A WAR, YOU FIGHTING “THE WAR TO END ALL
CANT GET A JOB! COUNTRY’S
WARS” AND THEN IT TURNED
OUT IT WASN'T.
HEADING INTO
ANOTHER WAR.

Your Turn
This graphic novel steps beyond the
time period for this unit to show you
big picture. History sometimes seem
return to the beginning. Are we doo!
to repeat the errors of the past?
 Unit 2 Timeline 1914-1929
This timeline highlights some key dates and
events in Canadian history between 1914 and 1929.

1914 Canada joins Britain and other Allies in World War] «-:+***+e2ss%
Indian passengers on the Komagata Maru are refused entry to Canada

1917 Canadian Corps wins Battle of Vimy Ridge

Some Canadian women win right to vote

1918 World War |ends

1919 Canada signs Treaty of Versailles independently of Britain

Workers and police clash during Winnipeg General Strike - - - - - « reese

1920 Law requires all First Nations children to attend school

1921 Frederick Banting and Charles Best discover that insulin treats diabetes
United States replaces Britain as Canada’s chief trading partner

1923 Law bans nearly all Chinese immigrants

Foster Hewitt begins announcing play-by-play of hockey on radio
Lawren S, Harris creates Clouds, Lake Superior

1927 Famous Five challenge legal definition of “persons”

Canada passes the Old Age Pensions Act

> 1928 Canadian women win two gold medals in the first Olympic Games
to include women

1929 British Privy Council rules that women are persons --- +++ --+++++->
Great Depression begins
 1914-1929

| | CHAyou r
LLENGE Analyze a primary-source document related to an injustice or contribution in
Canadian history. Keep in mind the Unit 2 issue question:

Did World War |transform Canada?

Primary-Source Documents What You Will Hand In
Primary sources are records that were created in On completion of your analysis of your chosen
the past and that have survived into the present. primary-source document, you will hand in
Written documents include letters, diaries, * a brief description of the historical event you
newspaper articles, statistics, and official reports chose for this unit
and records. They can also be transcripts of oral ¢ an explanation of why it meets the four criteria
testimonies, speeches, or interviews. for choosing an event (see Step 1)
Firsthand evidence from the past can help you
analyze and interpret how events and issues affected * your analysis (see Step 3)
people who lived at the time — and how their lives ¢ asummary of what you learned in relation to the
changed and how they remained the same. When unit issue question: Did World War I transform
examining primary sources, be sure that they are Canada?
authentic, that they come from a reliable source, and * your tentative proposal (see Step 4)
that they relate to the event you are investigating.
As you progress through the three chapters of DAILY REPORTER
- APRIL 18, 1918 i
this unit, you will analyze, interpret, and evaluate CANADIANS ADVANCE
multiple written primary sources. Some of them will 0 N VIMY RIDGE |
nena oo won |
be related to an injustice or a contribution. You may
wish to analyze these, or you may wish to search
elsewhere for an authentic primary-source document
related to a particular injustice or accomplishment
that occurred during this time period.

Tips for Choosing Primary-Source Documents as Evidence

© Choose documents that were created at or near the time of your chosen injustice or accomplishment.
© |dentify the person who created the document and the circumstances in which it was created.
© Research the source to be sure the document is an authentic record created at the time.
© Identify the creator's purpose and his or her intended audience.
© Summarize the creator’s perspective on the event or issue.
 ‘\
| Using a Primary-Source Document as Evidence
nei A DA na RE OREO ce OR it OSES nS

Qtep |CHoose aN IngusTice OR CONTRIBUTION

Ag you progress through thig unit, watch for historical events that meet
ae

f primary sources, remember

5

the four criteria:

- The event ig of higtorical significance to Canada.
- [thag an ethical dimengion — it ig either an injustice that we should
acknowledge or a contribution that we should celebrate.
- {t throws light on the courge igcue question: Doeg our history make us
who we are?
- You find it incredibly interesting.
Your choice will affect which primary-gource docurnent you select.
Conduct regearch to explore how your chosen higtoric event affected
Canadian society.
‘
;
a =
Step 2. Croose a DocumeENT
Work with clagemates to develop criteria for selecting a primary-gour
ce
document. Include criteria to help you understand the event you have
chogen
for the unit. Include criteria to help you gelect an authentic voice
As you explore the chapters in thie unit, makejotnotes and use your
criteria to assess possible primary-gource docurente to analyze. You
ma
look outside the text to find a relevant primary-gource document ;
kasd
etl cl aia a winnie
a tl = sane

Qten 3 Anatyze Your Orivary-Source Document

Co through several layers of analysis, from factual to inference.
- Record what you know about the creation of the document (e.g., when
it wae created, by whom, and in what higtorical context)
+ Consider who the audience wag, and the author's purpose for creating
4 the document. What meggage was he or she trying to get across?
+ Use the document to make inferences about the author, the
organization for which the document was produced, or the society in
which it wag created. Identify the evidence that allowg you to make
each inference.
/ + Corroborate your Step 4 Weire a TENTATIVE
; inferences if necessary. Drovosat
think about how your clage might m

of your work on thig course,

you wil
proposals, and create both
4
 i Thegenera1a pre es
be , ,7mind si ofa nightmare. We have
aebeen inthe most bitter of,fights. —
fogs
| | r seventeen days and seventeen
Fo
2
le none of Us: have had our
n our beetseven,a
éhes affnor

=Tre ae ae anDepee
never ceased forsixty seconds.
And behind itall was the constant
- background ofthe sights ofthe dead,
the wounded, the maimed, aan
. terrible ee lest the lineshould
AON

ela

Figure 6-1 The excerpt is from a letter written by John McCrae to his mother
in April 1915. McCrae, a
surgeon and the author of the poem “In Flanders Fields,” was describing the
conditions at a field hospital
during the Second Battle of Ypres. The unidentified soldier in the photograp
h was one of about 600 000
Canadians who served in World War|,

(72) v2 » Did en
CHAPTER'ISSUE Ee

What were the causes and consequences of World War I?

The eyes of the unnamed soldier in Figure 6—1 bear witness to the
nightmare that John McCrae described in his letter from the front. Key Terms
World War I changed the world for many people — the sailors imperialism
who fought at sea, the soldiers and pilots who fought in Belgium militarism
and France, the nurses and doctors who treated the wounded, and balance of power
the Canadians at home who supported absent family members and armistice
friends, feared for their safety, and mourned their loss. propaganda
World War I helped shape Canadians’ sense of themselves enemy aliens
and their role in the world. Canadians’ responses to the war also profiteering
influenced the way people in other countries viewed Canada. conscription
Examine the photograph and letter on the previous page, and
then respond to the following questions:
¢ What do these primary source documents — the letter and
photograph — convey about the experience of those who served in a
World War I? Le
* How do these documents help you understand why this war was
significant in Canadian history? How might these primary sources
help you understand some current issues?
* In light of McCrae’s words, how would you sum up how war
affects soldiers — on both sides of the battle lines?
¢ How much do you think the experience of war has changed for
soldiers? Canada was involved in the Afghanistan War from 2001
to 2014. How might the experiences of the Canadian soldier in the
photograph be similar to those of a soldier serving Canada today?
How might their experiences be different?

LEARNING GOALS

Looking Ahead | in this chapter you will

The following inquiry questions will help you e explain the causes of World War |
explore how Canada responded to World War |: * describe Canada’s participation in has
ces 0
° Why did Canada get involved in World War |? War |and analyse the consequen
nt
¢ How did Canadian military forces meet the the country’s involveme
e of the maj or political and
challenge of war? ¢ describe som
time
¢ How did Canadians at home respond to the war? social conflicts at this
n how spec ific gro ups andan
e explai
ividuals contri
buted to Canadi
ind
ee haa
maadiniaaans
scetihihiebieniattaa
society and politics
t
nen
Figure 6-2 Size of Armies, August 1914* Why did Canada get involved
in World War I?
On the basis of these figures, what was
Canada’s military presence in 1914? What
other information might help you answer

a
this question? In 1914, the population of Canada was about 7.9 million. More than
three million immigrants had arrived since 1896, about a third of
them from Britain. Railways linked the country from east to west, and

le a growing number of homes and businesses had electric power and

telephones. Canada’s first airplane flight had taken place in Nova Scotia,

i [a
j—_ Austria-Hungary 3 000 000
and about 50 000 Canadians drove cars.
At the same time, the gap between rich and poor was growing. Although
people had jobs, many of them paid poorly. To improve their working
conditions, some people were joining unions. Many First Nations people were
restricted to reserves, where their rights were limited. And some women were
fighting to be allowed to vote in provincial and federal elections.

ee
sn
The Causes of World War |
War brings violence, death, and grief. One might wonder why any

ES
country ever goes to war. But history is filled with wars. Let’s look at what
factors led a young country like Canada to decide in 1914 that war was

[ose
the only option.
In the early 1900s, the great powers of Europe were on a collision
course. Britain, France, Germany, Austria-Hungary, and Russia were in a
* Standing army and reserves race for power.
** Standing army 3000; reserves 57 000
Note: “Standing army” refers to full-time soldiers;
Imperialism
“reserves’ are part-time forces that can be called up
in an emergency.
Britain, France, Austria-Hungary, Germany, and Russia were imperial
powers. Imperialism — the policy of extending the power of one country
over other countries through military force or economic control — was
a source of tension as European countries tried to expand their empires.
The British Empire, for example, controlled more than 25 per cent of the
world’s territory and people.
From their colonies, European countries imported cheap raw materials,
such as minerals and lumber, to feed their factories. The colonies also
Figure 6-3 Anlmperial Clash served as markets where goods manufactured in the homeland were
Imperial powers like to control other sold. This gave the European countries economic power — and led to
countries. What happens when two competition for overseas colonies.
imperial powers want to control the same
country? Militarism
Militarism means using a military force to defend or promote a country’s
Imperial Imperial
interest. To protect themselves and their colonies against invasion by rival

jie
Power #1 Power #2
empires, some European countries spent vast sums on their armed forces.
In the years leading up to World War I, for example, Britain’s
navy was the largest in the world and Russia had the largest army. But
country country country Germany was racing to catch up to both.
Advances in technology had led to the development of more powerful
and deadlier weapons. During this time, arms manufacturers became
some of the largest companies in Europe. How might such military
buildup make it more likely that war would break out?
Unit 2 * Did World WarI transform Canada? * MHR
}

Alliances Figure6—4 TheTriple lance andTipleEntente 1914

Countries often form alliances to strengthen What challenges might the Triple Alliance face based on its geographic
their position in the world. After World War II, location?
for example, Canada joined a defensive alliance =0 400 800 5] Legend
called the North Atlantic Treaty Organization “Icelan kilometres Triple Alliance
(NATO). NATO members agreed that an attack Triple Entente
on one would be considered an attack on all. * Capital City
In the late 19th and early 20th centuries, Atlantic fo Si
pet
European countries formed similar alliances to Ocean Epo 5 \{ =>|
e r i e chea Swed sd eet Petersburg
try to maintain a balance of power whereby no ge north 4ES
: aA or
single country can became more powerful than : 4Se | Sea benfian 7% OY
.

the rest. By 1914, conflicting imperial ambitions — DSi a pe. Russia

and the buildup of military might had created N baa < _eBetiin "7
two large power blocs. The Triple Alliance lestehee, eee Sa
: : neMade Paris MelLunembata. a
included Germany, Austria-Hungary, and Italy. q a
included F France, : Switzedl and# ee be Ukraine
The e Triple
Triple E Entente, or Allies.Allies, included a A witzefland’ “yeviema _ ie7 @:
Russia, and Britain. oben @ttaly “B i
i ag omania “a
When the European powder keg exploded Os Serbia peBlack Sea
and countries honoured their alliance aes é ” Sardinia
:
commitments, World War I began. Cae. canerancen
Le * a Sea
eeicm., : “wey
Cause and Consequence: If you were a country oe
with many neighbours, how would maintaining the
“balance of power” be to your advantage? What might
the disadvantages be?

Nationalism
Nationalism — excessive pride in one’s own nation — was growing in the Oe eonee
years before World War I. The March to War, 1914
Austria-Hungary, for example, was home to 50 million Austrians, June 28 Serbian bc
Hungarians, Bosnians, and Ukrainians, who were often hostile to one os ay anpee
another. Many of the groups wanted their own independent countries. Hungary and his wife,
The spark that ignited World War I was a political assassination in Duchess Sophie
Sarajevo, the capital of Bosnia-Herzegovina, which was part of Austria- July 28 Austria-Hungary declares
Hungary at the time. On June 28, 1914, Archduke Franz Ferdinand of ae aetea ae
Austria-Hungary and his wife, Duchess Sophie, were shot dead while y ia Laue ier oe
visiting the city. Hungary and Germany
The man who carried out the assassination belonged to a nationalist August 1 Germany declares war on
group in Serbia, Bosnia-Herzegovina’s neighbour. Many Serbians lived in Russia
Bosnia-Herzegovina — and Serbian nationalists believed that they should August 3 Germany declares war on
be liberated from Austrian control and become part of Serbia. France
August 4 Germany invades Belgium
After the assassination, Austria-Hungary declared war on Serbia. But en route to France
Russia had promised to help Serbia, and when Russian troops mobilized Britain declares war on
to do this, Germany sprang to defend its ally in the Triple Alliance. Germany
Britain and France backed Russia, their ally in the Triple Entente. And so Canadian government
by August 4, 1914, much of Europe was at war. confirms that Canada, too,
is at war
Cause and Consequence: In your opinion, were the alliances or the
assassinations more responsible for starting the war?

MHR * What were the causes and consequences of World War I? * CHAPTER 6 (1)
UNIT TWO 1914-13 {ae aS MSY f.8 (
tt

= HELCOM:
NEED Nab: NOW. My
PalVei

Figure 6-5 In September 1915, crowds

waited outside City Hall in Toronto for their
turn to join the army. The sign above the
entrance reads, “Your king and country
need you now. Welcome.” What do these
words say about the basis of the appeal to
sign up?

Canada Goes to War

In 1914, more than half of Canadians were of British heritage, and many
thought of Britain as the “mother country.” Canada was in charge of
its own internal affairs, but the British government still controlled the
country’s foreign affairs — its relations with other countries.
This meant that when Britain declared war on Germany in August
1914, Canada was also at war. On the same day that Britain declared war,
Prime Minister Robert Borden’s government said that Canada, too, was at
war. Two weeks later, Parliament confirmed this. Sam Hughes, a member
of Borden’s government and a strong supporter of British imperial rule,
became responsible for mobilizing Canada’s volunteer army.
Historical Perspective: What does calling Britain the “mother country”
suggest about how Canadians viewed Britain?

Responses to Recruitment
‘CONNECTIONS: When World War I began, Canada was experiencing an economic
depression. Factories had closed, and unemployment was high. Two years
American politicians viewed World
War |as a European conflict and of drought had ruined much of the Prairie wheat crop. More than 50 000
vowed to remain neutral. But American people had lost their jobs on the railways, which were deeply in debt.
businesses, such as the steel industry, Politicians like Wilfrid Laurier, the Liberal leader who had been prime
made huge profits by supplying war
materials to the Allies. In addition,
minister from 1896 to 1911, urged Canadian men to enlist. Laurier said,
many American banks and financiers “Tt is our duty . . . to let Great Britain know . . . that there is in Canada
lent money to Allied governments to but one mind and one heart, and that all Canadians stand behind the
help fund the war effort.
Mother Country, conscious and proud that she . . . engaged in war... to
ltaly had been a member of the Triple
Alliance, but Italian public opinion
save civilization from the unbridled lust of conquest and power.”
opposed going to war. Finally, in 1915, About 25 per cent of all soldiers who served in the Canadian army
Italy entered the war — but on the during the war had been born in Britain. These volunteers, who were
side of the Allies. Allied leaders had paid $1.10 a day, came from all walks of life. They were factory workers,
promised Italy financial support,
as well as territory controlled by doctors, labourers, farmers, lawyers, and miners. Many of them thought
Austria-Hungary. that the war would be over soon. They rushed to sign up, believing that
they were setting out on a great adventure.
On October 3, 1914, the first 30 troop ships set sail for England
carrying 32 000 Canadian and Newfoundland troops and 100 Canadian
nurses. After more training in England, the troops finally arrived at the
front lines near Ypres, Belgium, in the spring of 1915.
Cause and Consequence: Consider Canadian economic conditions in
1914. What factors, besides patriotism, might have motivated so many to
sign up so quickly?

Unit 2 * Did World War I transform Canada? * MHR

Not Wanted in the Armed Forces
In 1914, discrimination was common — and recruiting practices
reflected the discriminatory attitudes of many Canadians. Early
in the war, for example, Aboriginal people were not expected or
encouraged to sign up.
But as the war dragged on, many soldiers were dying while
the number of volunteers dropped. So the government started
welcoming Aboriginal volunteers, who signed up in large numbers.
By the end of the war, about 35 per cent of eligible Aboriginal Figure 6-6 The musical band of the
men — about 4000 of them — had joined the Canadian Forces. On the No. 2 Construction Battalion in 1916.
Algonquins of Pikwakanagan First Nation reserve, for example, all but This battalion was formed as a result of
three eligible single men enlisted. lobbying by Black Canadians, and some
Some Aboriginal volunteers signed up out of loyalty to the British members went on to fight in regular
army units. Why would Black Canadians be
king. He was descended from Queen Victoria, with whom First Nations
assigned to an all-Black battalion? Would
had signed treaties. Others enlisted as a way of escaping the reserve system,
that be acceptable today?
which restricted their rights. Ironically, though, in order for Aboriginal men
to enlist, they had to relinquish their Aboriginal rights and status.
Many Black Canadians also tried to enlist, but most were rejected
Figure 6-7 These nurses were
by the white officers who ran the recruiting stations. Eventually, in
photographed in Winnipeg in 1915, just
1916, Black volunteers were recruited to join a segregated, non-combat
before they left to serve in Europe. Nurses
construction battalion. Their job was to dig trenches, load ammunition, were automatically given officer status.
cut down trees, and lay railway tracks. Would it be toughertobe a man or awoman
Asian volunteers were also turned away. Canadians of German in the armed forces at that time? Why?
heritage, as well as many who came from Ukraine, were rejected because
their former homelands were at war with Britain.

Women’s Roles
Women were not allowed to sign on as soldiers, sailors, or pilots. But
more than 3000 Canadian women enlisted as nurses. These were the first
women to officially serve in the Canadian Armed Forces. They took care of
wounded and dying soldiers in field hospitals, often within a few kilometres
of the front lines. They also served in hospitals in Britain and France.
Nursing near the front lines was dangerous. Many medical staff were
wounded or killed when hospitals came under fire. In addition, the risk of
picking up an infection or disease was high.
Further, about 1000 Canadian women served as drivers in the air
force. Others volunteered to drive ambulances and take on other jobs with
the Red Cross.

Recall... Reflect... Respond

1. Could the Canadian government have responded 3. Create a web diagram to illustrate all the causes of
differently to the outbreak of war? Explain your World War I. Include both long-term conditions and
judgment. é short-term causes. Show which causes are related to
others. Explain your connections.
On the basis of your knowledge of who was welcomed
into the armed forces, describe the barriers faced by
many groups in Canada during World War |.

MHR * What were the causes and consequences of World War I? * CHAPTER 6 (7)
UNIT TWO 1914-1929

How did Canadian military forces

meet the challenge of war?
As we consider how Canadian forces responded to the violence of war,
we should think about what exactly they faced. By the early 1900s,
The whole of West Flanders [now
industrialization and new technology had changed not only the way mam
Belgium] is one large, steaming pot,
in which death and devastation are
people lived but also how war was waged. Weapons were more deadly
brewing. With the sun smiling its and could be manufactured more quickly than in the past. Inventions
brightest at us, terrific, never-ending such as the internal combustion engine led to the development of tanks,
thunderstorms are raging over the armoured vehicles, and the trucks that transported soldiers and supplies t
land. Amid noises such as the old the front lines.
earth never heard before, a crop of
new battles and new wars between
Weapons of War
nations is growing to maturity.
The course of the war depended hugely on whether the Allies or
— Max Osborn, German observer
at Ypres, on the artillery destruction
the Central Powers could discover and put to use ever-more deadly
on July 31, 1917 technologies before the other could.
By 1914, Germany and Britain had both developed diesel-powered
submarines armed with torpedoes to fire at unsuspecting ships.
Submarines were effective weapons, and by 1918 German subs had sunk
2600 Allied military and civilian ships. In response, the Allies developed
anti-submarine destroyers. These fast-moving ships carried equipment
that could detect submarines and drop on them depth charges — bombs
that exploded underwater.
Tanks — armoured vehicles with heavy metal tracks instead of wheel.
— were developed by the British using the same technology as bulldozers
Tanks were designed to cross trenches and plow through barbed wire and
Figure 6-8 The painting to the left
other obstacles. Their thick metal armour protected the tank drivers.
shows two World War |fighter planes in
At the beginning of the war, airplanes were used mainly to observe
a dogfight. The photo to the right shows
a CF-18 Hornet, used by the Canadian air
and photograph enemy territory. But the Germans and the British
force today. How have advances in airplane
eventually developed technology that allowed machine guns to be
technology changed the face of war? mounted on the planes and fired between the rotating propeller blades.
Later in the war, aircraft were developed to carry bombs.

Unit 2 * Did World WarI transform Canada? * MHR

 rical Signifi
Sy

In 1914, Allied military leaders had been trained in 19th-century battle tactics. They still believed
that battles would be won by two armies fighting on an open field. In such close contact, a rifle
with a bayonet Is an excellent weapon but only if both sides have similar weapons.

The British and French commanders were unsure of deadly shrapnel, and they could shoot 600 rounds of
the effectiveness of a new weapon —the machine ammunition a minute.
gun — because it jammed and got overheated. Consequently, Allied soldiers were at a hopeless
These guns were very heavy and required four to six disadvantage. When their commanders ordered them
operators. So the Allies issued only two machine guns to attack, they were shot down long before they got
per battalion. close enough to the enemy to be a threat.
German commanders had a lot more confidence in Even after the Allied forces were armed with
the new machine guns, so they stockpiled thousands powerful machine guns, neither side could make
of them. They placed them right at the front of their advances because both sides had machine guns
lines, where they could shoot down attackers from to defend their positions. War became a kind of
a distance. These weapons fired shells filled with stalemate.

Figure 6-9 At the beginning |

of the Battle of the Somme, |
German machine guns like this
Maschinengewehr 08 killed |
thousands ofattacking Allied |
troops within just a few minutes. /

Explorations
1. How did the invention and use of machine guns affect 2. We can geta better understanding of the historical
how World War | was fought? What impact did it have significance of a development by asking a “Whatif...“
on the lives of soldiers? On the lives of Canadians at ~ question. What if the machine gun had never been
home? What does its use reveal about the changing invented? What deep consequences for many people
nature of war? would not have resulted?
——

MHR * What were the causes and consequences of World War I? * CHAPTER 6
UNIT TWO 1914-1929

Figure 6-10 The Western Front, 1914 Trench Warfare

Trenches ran 708 kilometres along the Western Front, fromthe © After the Germans’ initial rapid push through Belgium
Swiss bordertothe North Sea. How mightthe trenches have and into France, the Allies stopped them in late 1914. This
actually made it hardertoend the war? resulted in a stalemate (where neither side can move), and
from then on, the Western Front did not change much. To
protect themselves from artillery and machine gun fire,
f Antwer soldiers on both sides dug trenches deep enough to shelter
Boulognes oe: a Frese orussel a man standing up.
English | So, when the first Canadian troops arrived at Ypres in
Be sk 1915, they found themselves digging — and living in —
trenches. Over the years, the trenches grew into a maze of
underground rooms and tunnels. Some tunnels were dug
toward enemy lines so that listeners could eavesdrop and
sappers could plant explosives to blow up enemy trenches.
Despite the new machine guns and artillery, British
Legend
The Western and French commanders stuck to outdated tactics. They
+ ee fe : continued ordering soldiers to go “over the top” of the
es trenches and attack. But to reach enemy lines, the soldiers
————t
kilometres

had to cross no man’s land — the area between the Allied

and German trenches. In no man’s land, Allied soldiers
had little protection against enemy artillery and machine
gun fire, and hundreds of thousands died.
Cause and Consequence: Examine the map in Figure
6-10. It shows the 708-kilometre Western Front, which
stretched from the Swiss border to the North Sea. How
might this long line of trenches have contributed to the
stalemate between the warring sides?
\

Life in the Trenches

Figure 6-11 The Trench System Life in the trenches was miserable and dangerous.
Whan tha tranches filled with ean aarater ural’ theelihae
When the trenches filled with rain water, would the soldiers
0 0 Dependiagion the seasonwsoldierseuduied Dome-cullm
stay in their trenches or climb out? Why? cold, unbearable heat, or constant rain and mud. Their
uniforms were filthy and infested with lice. Rats were
everywhere. Diseases such as trench foot were common.
Trench foot, which rotted the flesh of the feet, was caused
by standing in mud and water. If the infection spread, a
To reserve
soldier’s foot and leg might need to be amputated.
trenches Fear was constant. Soldiers never knew when the
enemy might stage a surprise raid or an all-out attack.
Medical Even between battles, troops were not safe. Snipers on
officer {a
both sides tried to shoot enemy soldiers, and each army
tried to lob shells and grenades into the other’s trenches.
Support-line§ Evidence: We know that conditions were dreadful in the
trench
: 2 8 i trenches. Yet Canadian soldiers stayed and continued the
© CANADIAN ~ ENewye fight. What can you infer from this?
TRENCHES TRENCHES

Unit 2 * Did World WarI transform Canada? * MAR

The War at Sea
Both Britain and Germany relied on ships to supply food, raw
materials, medical equipment, soldiers, and weapons. So each
side used its navy to sink as many of the enemy’s supply ships
as possible.
When the war began, Germany had more submarines than
Britain. The Germans called their submarines U-boats, which
stood for Unterseebooten (underwater boats). To cut off the Allies’
supplies, U-boats began to attack ships bound for Britain.
To counter this threat, the Allies set up convoys. Merchant ships
gathered at Halifax, Nova Scotia, and travelled in packs with naval ra
UR
tasers
sa
escorts to detect and sink U-boats. Once the convoy system was
in place, fewer ships were lost. Still, 45 Canadian steamships were
among the 2600 Allied ships sunk by U-boats.
In 1915, a U-boat torpedoed the Lusitania, a British passenger
liner that was also carrying war supplies to Britain. More than half
the passengers, including 128 Americans, went down with the ship.
This incident, and the sinking of two more American ships in 1917,
is often credited with helping shift American public opinion in
favour of joining the Allies. However, historians disagree on how
significant the incident was because the United States did not enter
Figure 6-12 British artist Bernard
the war until April 1917. Partridge created this poster, which
World War I helped speed the growth of the Canadian navy. When shows people drowning as the Lusitania
the war started, Canada’s navy consisted of two second-hand cruisers. By sinks. What does the figure of the woman
1918, this number had grown to more than 100 ships, including cruisers, represent? What feelings might this poster
destroyers, submarines, trawlers, and minesweepers. These ships escorted have been calculated to stir? How effective
convoys across the Atlantic, bringing much needed arms and supplies. is it?
What would it take to ramp up from two to 100 ships?

The War in the Air

When World War I began, Canada had no air force, so would-be aviators CONNECTIONS:
joined the British Royal Flying Corps or the Royal Naval Air Service. More than 50 000 Allied pilots and
About 22 800 Canadians served as pilots, gunners, mechanics, and aircrew died during World War |. Once
pilots started active service, they could
aircrew. During the war, Britain began expect to live about three weeks. As
training pilots in Canada. By the end of a result, the air corps was nicknamed
the war, about 40 per cent of British the “suicide service” and planes were
called “flying coffins.”
pilots were Canadian.
Flying the early airplanes was
dangerous. Their open cockpits
offered little protection, and
pilots often flew low over enemy Figure 6-13 By the time he was 24
lines to take pictures, gather years old, Billy Bishop of Owen Sound,
information, drop bombs, and Ontario, was the top Allied flying ace. He
fire at enemy soldiers.
|”
often went on “unofficial” solo missions
Fighter pilots who shot deep into enemy territory where he
down five or more enemy aircraft could launch surprise attacks on the
became known as aces. Canadian Germans. How would you describe his
response to war?
Billy Bishop was one of the bravest.

MHR * What were the causes and consequences of World War I? * CHAPTER 6 ON
UNIT TWO 1914-1929

A New Kind of War

Figure 6-14 Although warfare was
becoming more mechanized, horses were When Canadian troops first arrived in Europe, they remained together in
still useful on the battlefield. So both sides their division. But as more divisions arrived, the divisions were separated
developed gas masks to protect horses from and integrated into the British army.
poison gas. Would the Canadian army use Soon after arriving in Europe, Canadian soldiers were sent to
horses in battle today? Why or why not? help French and British troops near Ypres, Belgium. There, in April
1915, the Germans unleashed a deadly new weapon: chlorine gas.
This gas burned the eyes and lungs, causing victims to choke, gag,
and suffocate to death.
When the French front line at Ypres was hit hard by the gas,
Canadian troops moved in as reinforcements. At first, the Germans
pushed the Canadians back, but then the line held. The German
advance was stopped, but the Canadians suffered more than 6000
casualties.
Both sides launched gas attacks during the war — and both
sides began equipping their troops with gas masks. In the end,
however, these attacks were not as effective as had been hoped. The
gas usually dispersed quickly, and if the wind changed, a gas attack
could backfire and harm the troops who had started the attack.

The Battle of the Somme

General Douglas Haig, the British commander, believed the Allied
forces could break through the German lines at a location on the
Somme River. This action would help stop German troops from
bombarding the French near Verdun.
For two weeks, Allied artillery bombarded the German line
along a 45-kilometre front. Haig wanted to destroy the German trenches
and the barbed wire that protected them. But the tactic failed.
Up for Discussion
When British and Canadian troops started moving across no man’s
land on July 1, 1916, they found the barbed wire intact and the Germans
The use of poison gas in warfare
was banned by international agreement
with machine guns ready. Also taking part was the Newfoundland
in 1925. Doés setting rules for Regiment, which was not linked to the Canadian Army because
waging war make sense? Newfoundland had not yet joined Confederation. The Newfoundlanders
attacked at Beaumont-Hamel at the northern end of the front — and
suffered terrible casualties. Of the nearly 800 men who went over the
top at Beaumont-Hamel, only 68 were able to report for duty the next
morning.
Although the Allied force suffered 60 000 casualties on that first
We are so busy here that we scarcely day, Haig ordered the attack to continue. And it did, for more than four
know where to turn. It is just a months. When the battle finally ended in November 1916, the Allies had
procession of wounded coming and suffered about 650 000 casualties to gain just 545 square kilometres of
going all the time, for we have to
territory. For good reason, this battle is sometimes called the bloodiest
send them off as quickly as possible
battle in human history. Among the casualties were 24 000 Canadians.
in order to make room for the new
arrivals. Continuity and Change: Compare the number of dead to the number of
— Agnes Warner, Canadian nurse at the Canadians killed in Canada’s decade-long war in Afghanistan. What has
Somme, ina letter home, 1916 changed and what has stayed the same?

Unit 2 * Did World WarI transform Canada? * MHR

The Battle of Vimy Ridge
By early 1917, both British and French
forces had tried — unsuccessfully — to
take a German stronghold on Vimy Ridge
in northern France. This height of land was
considered a key vantage point, and for their
third attempt to capture it, the Allies turned
to the Canadians. For the first time, Canada’s
four divisions were assembled to fight as a
single unit under a Canadian commander,
Major-General Arthur Currie.
The slaughter at the Somme had ended
just a few months earlier, and it had taught the
Allied commanders some important lessons.
They began to change their tactics.
Figure 6-15 Canadian soldiers go over the top. When the order to attack was
One strategy they adopted was the creeping
given, soldiers would leave the relative safety of the trenches and advance through
barrage. From behind the front line, artillery
no man’s land — with bayonets at the ready for hand-to-hand combat with the
would start bombarding no man’s land and
enemy. Would it be easier going over the top knowing that a Canadian was giving
gradually advance their salvos toward the fheordel?
German trenches. Infantry would follow this
creeping barrage forward, moving as close as
possible to enemy positions before starting their attack.
Currie and his superior, British Lieutenant-General Julian Byng, spent
the weeks before the attack making detailed plans. Soldiers were shown Figure 6-16 A sculpted figure at the Vimy
maps and aerial photographs and drilled on the location of German Memorial looks toward the battlefield
positions. Troops practised, using scale models. Tunnels were built so that the Canadians had to cross. The sculpture
troops could move part of the way forward under cover. — and the rest of the memorial — sits
Then, for two weeks, artillery pummelled the German lines. The at thetop of
the ridge that the Germans
attack started at 5:30 a.m. on Monday, April 9, 1917, the day after Easter chose as astronghold. What evidence in
Sunday. As snow fell, the first wave of 20 000 Canadians followed a the photograph shows you what made it a
carefully co-ordinated creeping barrage toward the good defensive position?
ridge.
Once on the move, the Canadians were required
to reach specific points at precise times; otherwise,
they risked being caught in their own bombardment.
Machine guns were carried forward behind the first
wave to hold positions that had been captured.
The careful preparation paid off. By the next
day, the Canadians had taken and held Vimy Ridge.
Coming on the heels of the disaster at the Somme,
this important victory gave the Allies new hope.
After the battle, a Paris newspaper called the
victory “Canada’s Easter gift to France.” And after
the war, France gave the battlefield to Canada as a
memorial park. On the memorial are inscribed the
names of 11 285 Canadian soldiers who died in
France but whose bodies were never found.

MHR * What were the causes and consequences of World War I? * CHAPTER 6
UNIT TWO 1914-1929

Vimy and Canadian Identity

Figure 6-17 News of the Canadian victory at Vimy was trumpeted on
the front pages of newspapers across Canada. How might Canadians Many historians view the success at Vimy as a turning
e mre : .
respond to reading these headlines? point in Canada’s history as a nation. The achievement gave
many Canadians a new sense of national pride and identity.
Historian C.P. Stacey, for example, wrote: “As [the

“ANADIANSTEAD |IN_ DH Canadian soldiers] looked across the Douai plain from
the conquered ridge they felt that their nation had come
5316 ENEMY IN BRITISH NET of age. If a single milestone is needed to mark progress
hg o'clock
Gesiien “THE TORONTO DAILY STAR
Stes on the road to national maturity, one might do worse
than nominate that famous Easter Monday.”
9,000 PRISONERS, 40 GUNS
<u roeressMade i2 Offensive More Extensive Than Was First tt
idRepulse Counter
Ce
pasate Thoroughly Secure
Attacks ; Strong Posts Are Caper Fampoux Positions Taken |
Historical Perspective: Stacey takes the historical
|THE WAR REVIEWED [TOUR LINES r
“SineofEvents Revrid To-sar | TRENCHESHA perspective of the victorious soldiers at Vimy. What do
[AW NOWHAtH
you think most affected Canadian identity in the long
run: the thoughts of Canadian soldiers after Vimy, as
Stacey describes them, or the newspaper headlines at left?

Youth Making History

emempering Vimy
It was a typical school assignment: Pick the name of a
soldier who had died in World War I, and research him.
But by the time high school student Robert Sweeny
3.Robert Sweeny stands beside Robert Richardson’s
of R.D. Parker Collegiate School in Thompson,
| name at
atthe
heVimy Ridge monument. If you had been Robert, what
Manitoba, had arrived in Vimy Ridge on April 9, 2012,
| might you be thinking?
to mark the battle’s 95th anniversary, he had a new
understanding of the project.
His soldier’s name was Robert Richardson. skies and drizzling rain. “I’m so glad I’m here, so that
“He was just 25 years old,” Robert said, placing his someone knows he fought in the battle.”
hand on the memorial etched with Richardson's name, Sweeny, along with 5000 other students, travelled
along with the names of more than 11 000 Canadian Vimy as part of the 2012 Vimy Ridge National Student
soldiers killed in France who were never found. “He Remembrance Tour. The students visited a number
never had a grave. They never found his body. of key sites, including Beaumont-Hamel, France,
“| just wanted to be here, to touch the wall, and let where the Newfoundland regiment suffered massive
him know that he’s not alone,” he said under darkened casualties (see page 182).

1. Is amonument like the Vimy Memorial an appropriate Most Canadians who died in World War | are buried far
wayto remember those who died in battle? Consider from home in Europe. During the War in Afghanistan,
the role that a permanent structure can play for future the bodies of Canadian soldiers who died in Afghanistar
generations. What other form of remembrance would were flown home to Canada. How does this shift reflect
help young people understand the importance ofthis technological change? How does it reflect changes in
battle to Canadian identity? social values and expectations?

Unir 2 * Did World WarI transform Canada? * MHR

The Battle of Passchendaele
In early 1917, Haig had ordered Allied troops to try to break through the
The first day |went in, the mud was
German lines near Ypres, Belgium. This battle became known as the Third
six inches deep everywhere, and in
Battle of Ypres. The Battle of Passchendaele was part of this larger battle.
most places halfway up to my knees.
The Germans had held the line at Ypres since 1914, giving them The surrounding country was literally
plenty of time to reinforce their defences and build concrete bunkers to shot to pieces, looking like a field
protect machine gun crews. after trees and stumps have been
Through the summer of 1917, constant shelling and heavy rains pulled out, except that the holes are
turned no man’s land into a muddy swamp pocked with deep, water-filled as deep as 10 feet [3 metres] and
craters. British, Australian, and New Zealand forces tried to attack the filled with water. The lips of one
German positions with little success, and at a cost of 100 000 casualties. shell hole practically touch the lips of
Since Vimy, the Canadian Forces had remained together under another.
Arthur Currie, who had been promoted to lieutenant-general. When Haig — Robert Massie, Canadian artillery
ordered Currie and the Canadians to take Passchendaele Ridge, Currie officer, recalling Passchendaele in 1918
feared that losses would be heavy and once again planned carefully.
Scouts were sent out to report the position of German machine gun
and artillery placements. Soldiers were drilled in the location of German
positions, and they rehearsed before the battle. And, once again, a
creeping barrage was planned to provide cover for soldiers making their
way across no man’s land.
On October 26, the artillery barrages that preceded the attack could
be heard in London, England, 150 kilometres away. The Canadians
attacked behind the barrage but were slowed by the mud and heavy rain.
Over the next 15 days, the attack continued.
On November 10, the Canadians captured the ridge, but 15 654 Figure 6-19 A few days after the Battle of
soldiers were dead or wounded. Despite this victory, the Third Battle of Passchendaele, Canadian machine gunners
Ypres, which resulted in more than 310 000 Allied and 260 000 German take shelter in craters created by artillery
casualties, resulted in little significant gain. For many historians, fire. Write a sentence or two to describe
Passchendaele has come to symbolize the futility of what these soldiers might have been
World War I. feeling.

Historical Perspective: Historian Ronald

Haycock once said about the Canadian
effort at Passchendaele: “The competence,
confidence, and maturity begun in 1915 at
Ypres a short distance away, and at Vimy
Ridge earlier that spring, again confirmed
the reputation of the Canadian Corps as the
finest fighting formation on the Western
Front.” On the other hand, Major John R.
Grodzinski has said, “The notion of soldiers
coming down Vimy Ridge as Canadians
was not expressed in 1917, but it was
fabricated by a series of leading questions
directed to Great War veterans during the
1960s.” In other words, the meaning of
Vimy was created after the war, once people
had a chance to talk about it. Summarize
these two viewpoints. What do these
viewpoints tell you about “truth” in history? es
MHR * What onare oe causes and consequences of World War I? * Chaptertom res }
o >s
 Thinking Historically: Historical Perspective

Taking an historical perspective means looking through the eyes of people who experienced
the past. The historian uses evidence to do that. We know, for example, that in 1914, Canadians
were calling World War | the “Great War.” This one little piece of evidence helps us see what
Canadians at that time thought about the war.

Lieutenant-Colonel John McCrae took the perspective

of the war dead in his poem “In Flanders Fields.” A In Flanders Fields
doctor from Guelph, Ontario, McCrae had signed up By John McCrae, 1915
at the beginning of the war and worked as a field In Flanders fields the poppies blow
surgeon right behind the front lines. That meant he Between the crosses row on row,
saw the worst injuries and many deaths. On May 2,
That mark our place; and in the sky
1915, McCrae had been stationed near Ypres, Belgium,
The larks, still bravely singing, fly
for two weeks. While the Battle of Ypres raged, one
Scarce heard amid the guns below.
of McCrae’s closest friends and former students,
Lieutenant Alexis Helmer of Ottawa, was killed by an We are the Dead. Short days ago
enemy shell. We lived, felt dawn, saw sunset glow,
The next day, after having buried his friend, McCrae Loved and were loved, and now we lie
sat on the back of an ambulance, quietly thinking and In Flanders fields.
jotting in a notebook. He wrote, he looked towards his Take up our quarrel with the foe:
friend's grave, and he wrote again.
McCrae did not write in his own voice. He took the To you from failing hands we throw
perspective of Helmer and the other soldiers who had The torch; be yours to hold it high.
given their lives for their country. He wrote of what they If ye break faith with us who die
would expect of their fellow soldiers and fellow citizens. We shall not sleep, though poppies grow
After two and a half more years of war, John McCrae In Flanders fields.
died of pneumonia and meningitis in a war hospital.

Rempo*
Ge Priv Ase Elward JOSPH Buyny
= >
Figure 6-20 -John McCrae’s poem was soon published and became
the most popular poem ofthe war. It encouraged people to support
the war. Eventually, it inspired people to embrace the poppy as the
symbol of remembrance. Left, Grade 4 student Joelle Bennett, in
Brampton, Ontario, is surrounded by poppies on a Remembrance
Day banner. What does the poppy symbol help people to remember?

| Explorations
Xplo

1. Take the historical perspective of McCrae by making 2. How did Anglophone Canadians in 1915, inthe midst -
inferences about what he thought and felt about of a war, respond to the third stanza? How is your
the death of his friend Helmer. Consider what you response different as you read the poem in the 21st
know ofthe relationship, the historical context of the century? How does our awareness of this difference
battlefront, and what McCrae did in response. help us to understand the people of 1915?

Unit 2 * Did World WarItransform Canada? ° MHR

Canada’s Hundred Days
Before the war ended, Canadians would meet another daunting challenge.
The battle for the Canal du Nord
In 1917, a communist revolution in Russia had deposed the czar, or
was arguably the single greatest
emperor, and Russia surrendered to Germany early in 1918. This enabled
achievement of the Canadian Corps.
Germany to transfer 600 000 German soldiers from Russia to the
An all but impregnable position had
Western Front. But the Allied forces were also becoming stronger. The been taken, thanks to an imaginative
United States had entered the war in late 1917, so fresh American troops plan, almost flawless execution,
were arriving in Europe. massive fire support, and the
Hoping to attack before the Allies were at full strength, German matchless courage of the Canadian
commanders launched a major offensive on the Western Front. But the soldiers.
Allies were ready — and on August 8, 1918, a period now known as eri Ganataen neenan in
“Canada’s Hundred Days” began. Hell's Corner: An Illustrated History of
On that date, the Canadian Corps, still led by Currie, spearheaded Canada's Great War, 1914-1918, 2004
an attack on the city of Amiens. By the end of the day, they had pushed
the Germans back 13 kilometres. In a war in which success was often
measured in metres, this achievement was astonishing, and some
historians say that it marked the beginning of the end for Germany.
The Canadians kept pushing forward. By early September, they had
reached the Canal du Nord. As at Vimy and Passchendaele, Currie and
Canadian officers carefully planned their strategy for crossing this heavily
defended landmark. Transport, labour, communications, medical, and
engineering units were brought into the planning.
On September 27, the Canadians attacked, with the support of a
huge artillery barrage. The engineers quickly built bridges and ladders,
often under German machine gun
fire. Within hours, the Canadians had Figure 6-21 Land Exchanged During World War|
opened a route across the canal for the
Note the amount of territory that changed hands over the four years of war. Consider this
guns, tanks, and supplies that would be in relation to the number of lives lost. Was it all worth it?
needed as the Allies pushed forward.
By October 11, the Canadians
had taken the town of Cambrai and
advanced 37 kilometres into what had
been German-held territory.
In the final days of the war, Boulogne
the Canadians pushed on through English
Valenciennes to the Belgian city of Channel Agee rg)
Mons, which had been in German Soman’
hands since early in the war. Late
on November 10, Canadians moved
into Mons.
At the same time, an armistice —
truce — was being negotiated, and at S<Pais France
‘11 a.m. on November 11, the armistice Legend
became official and the fighting ended. ——— Allied Front Line — December 15, 1914
Bye . : , === Allied Front Line — March 21, 1918
Historical Perspective: Why would Allingentee Pee tneiaraee
people who lived through World War I ——""" Offensives of March—July 1918
call it “the war to end all wars”? Has =——= Allied Front Line — November 11, 1918
time changed our perspective? * Capital City

MHR * What were the causes and consequences of World War I? * CHAPTER 6 xX
\\
2.
\
UNIT TWO 1914-1929

Canada at the Paris Peace Conference

In 1919, representatives of the countries that won the war met in Paris,
France, to negotiate the treaties that would officially end the war.
Although Britain still controlled Canada’s foreign policy, Prime Minister
Robert Borden argued that Canadians’ wartime record had earned
Canada the right to sit independently at the peace table. And when the
time came to sign the treaties, Canada did so separately from Britain.
Still, Prime Minister David Lloyd George of Britain, Prime Minister
Georges Clemenceau of France, and President Woodrow Wilson of the
United States were the driving forces behind many of the treaty decisions
that would have far-reaching consequences in the decades to come.
The Treaty of Versailles between the Allies and the Central Powers
imposed harsh financial, military, and territorial penalties on Germany.
Figure 6-22 World War |by the Numbers The treaty forced Germany
Which statistic stands out? What * to give up some European territory and its overseas colonies, such as
consequences might result? present-day Namibia in Africa and Jiaozhou Territory in China.
Total estimated military deaths: 8 300 000 * to limit the size of its military and stop manufacturing large armaments
Total disabled for life: 7 000 000 * to pay for the cost of the war and to compensate those countries that
had been severely damaged
Total civilian deaths: 8 000 000
* to accept responsibility “for causing all the loss and damage” of the war
Total Canadians enlisted: 600 000

Total Canadian military deaths: 60 400 Ethical Dimension: Why would the Allies insist on placing all blame for
Total Canadians wounded: 155 800
the war on Germany? Given the situation in Europe before the war, was
this fair?

Consequences Around The World

Before World War I, many Arabs in the Ottoman Empire wanted an
@ Check Back independent homeland. Although the Ottoman Empire, which was ruled
You read about some of the long- by Turks, was an ally of Germany during the war, many Arabs in the
term consequences of France and empire helped the Allies — and were promised a homeland in return.
Britain's decision to create Iraq
and control its oil in Chapter 5.
But during the war, Britain promised to help Jews establish a “national
home” in Palestine, and France and Britain secretly agreed to divide
control of the Middle East — and its oil wealth — between themselves.
At the end of the war, France took control of Syria and Lebanon,
while Britain took control of Cyprus, Palestine, and Iraq. Iraq was a new
country that the Allies carved out of the former Ottoman Empire.
Many Arabs felt betrayed by these actions, and their sense of betrayal
sparked a lasting legacy of bitterness against the Western powers.

Recall... Reflect... Respon d

1. Identify the three World War | events that you think are 2. Canada’s independent seat at the Paris Peace
most historically significant for Canada and Canadians. Conference came ata very high price. Did this seat
Explain how these events affected make the sacrifices of Canadians during the war
* Canada’s reputation in the world worthwhile? Write a paragraph that sets out your
¢ Canadians’ sense of identity reasoned response to this question.
¢ Canada’sincreasing independence

188 Unit 2. * Did World WarI transform Canada? * MHR

How did Canadians at home respond to
the war?
During the war, about 7.5 per cent of Canada’s 7.9 million people were
in uniform. But millions of Canadians at home also supported the war
effort. They contributed money, physical resources, and moral support.

Financing the War Effort AERA aEon Ee EGE,

To fight the war, the Canadian government needed money to train, ‘CONNECTIONS :
transport, feed, equip, and pay soldiers, and to build ships, armoured Fighting World War | cost the Canadian
vehicles, airplanes, and weapons. At its height, the war effort was costing government more than $1.6 billion —
at a time when the average Canadian
the government about $1 million a day. family income was less than $800
To raise money, the government sold Victory Bonds. People who a year. Today, experts estimate that
bought these bonds were lending money to the government. In return, Canada spent as much as $18.5 billion
they would get their money back, along with interest. Buying bonds in the war in Afghanistan— at a time
when the average family income was
was voluntary, so the government launched advertising campaigns that more than $70 000.
appealed to Canadians’ patriotism. The first bond drive, which was
expected to raise $50 million, raised more than $100 million. What does
this tell you about Canadians’ initial view of the war?
The government also instituted business taxes in 1916 and introduced
a tax on income in 1917. The income tax was supposed to be a temporary
measure that would end when the war was over. But it is still in place.
Historical Perspective: With a partner, imagine that it is 1917 and you are
preparing a speech to make at a community town hall meeting. Develop
several points you could use to argue in favour of — or against —
introducing an income tax to help raise money for the war effort.

Propaganda
Figure 6-23 Posters like this one, which quotes two lines from the poem
Propaganda is the systematic effort to shape
“In Flanders Field” by John McCrae (see p. 186), appealed to Canadians’
people’s beliefs to achieve specific goals. During the
sense of duty and patriotism. How did the artist combine visual elements
war, Prime Minister Robert Borden’s government
and words to appeal to the intended audience?
used propaganda to keep Canadian patriotism at a
high pitch. Posters played a key role in this effort.
Posters were used to encourage Canadians to buy
war bonds, enlist, work harder, and even change
their eating habits so food could be sent overseas.
Artists were hired to develop the most effective
images for the posters, which focused on duty to
the country, protecting loved ones, and defeating
the enemy. Billboards, parades, and rallies were
used to make sure that the message reached
Canadians in all parts of the country.
Propaganda also has a negative side. Some
posters promoted hatred of the people of enemy
countries and shamed Canadians who did not
seem to be doing their share.

MHR * What were the causes and consequences of World War I? * CHAPTER 6 189
UNIT TWO 1914-1929

Check Forward » The War Measures Act

In 1914, the Canadian government passed the War Measures F Act to help
You will read more about the :
War Measures ActinChapter15. it respond to the war. The act gave the government the power to pass laws
without the approval of Parliament while Canada was at war. It could also
overrule provincial laws, censor the news media, tell manufacturers and
farmers what they must produce, imprison people without trial, and label
some people enemies of Canada.

Enemy Aliens
In the years before World War I, the Canadian
government had actively campaigned to attract
immigrants from Europe. This meant that, by
1914, more than a million people from regions
that were part of the German and Austro-
Hungarian empires lived in Canada. Some were
recent immigrants, but others were descended
from immigrants who had arrived long before.
Some people feared that these immigrants
could become spies who might sabotage the war
effort. As a result, the government used the power
of the War Measures Act to label more than
Figure 6-24 The Castle Mountain Internment Camp in Alberta was one
800 000 people enemy aliens — people who had
of many similar camps across Canada. Most of those interned in Castle
Mountain were Ukrainians. What details in the photograph tell you about
comeah from an enemy country — and to restrict
conditionsatCastle Mountain? their rights.
Many so-called enemy aliens were forced to
carry identification cards and report regularly
to authorities. They were not allowed to publish or read anything in a
Up for Discussion language other than French or English, and they could not leave the
Is suspending people’s rights a country without permission.
reasonable response to war? More than 8500 people, mostly of Ukrainian and German heritage,
were placed in internment camps and forced to build roads and railways,
work in mines, and clear land. The internees at Castle Mountain
Internment Camp in Alberta, for example, helped develop Banff
National Park.
At the time, the 400 000 Canadians of German heritage were the
third-largest ethnic group in Canada, after the English and French. But
schools and universities were not allowed to teach the German language,
German-language newspapers were banned, and some German Canadians
were fired from their jobs. In Montréal and Winnipeg, rioters destroyed
German-owned shops, and the town of Berlin, Ontario, renamed itself
Kitchener, after Britain’s war minister, who had died when his ship hit a
German mine.
Historical Perspective: Despite their treatment, thousands of Canadians
of Ukrainian and German heritage enlisted in the Canadian Forces.
Think about Canadian identity and nationhood, and explain what might
have motivated them to respond to their situation by signing up.

190 Unit 2 © Did World WarI transform Canada? * MAR

’ The War Zone Comes Home
Halifax was a busy port during World War I. On the morning of
December 6, 1917, two ships, the Mont-Blanc and the Jmo, collided in
the harbour. The Mont-Blanc was loaded with about 2400 tonnes of
explosives and began to burn.
Just before 9:05 a.m., the Mont-Blanc blew up. The massive explosion
flattened much of the city and was heard more than 300 kilometres away.
Two thousand people died and 9000 were injured. Thousands more were
left homeless. The explosion brought the horrors of war to the home front.

Women’s Changing Roles Figure 6-25 Nellie McClung fought

In 1914, many women worked outside the home, but their job choices for women’s rights, including the right
to vote. In 1921, she was elected to the
were often limited. Ideas about appropriate work for women restricted
Alberta legislature, where she continued
many to low-paying jobs, such as teaching, domestic work, and low-
to champion the cause of women. Without
skilled factory work.
feminists like McClung, what would Canada
But when men signed up, many more women stepped in and ran their be like today?
family farms and businesses. And when the war effort needed workers
to make the supplies, ships, tanks, bombs, guns, and ammunition the
Canadian forces needed, women accepted these jobs.
Conditions were not easy for these women. At first, labour unions
resisted because they wanted to protect jobs for men. Many women found
themselves doing the same jobs as men for a fraction of the pay.
Most employers did little to help women employees. Sometimes, not
even separate washrooms were provided. In addition, working conditions
were sometimes dangerous. In munitions factories, for example, fumes
from the materials could damage workers’ lungs and turn their skin bright
yellow. Accidental explosions were also a risk.
Women’s new jobs were often considered temporary. When the men
returned from Europe, they would take back their jobs. But many women
would no longer be satisfied to play only their traditional roles as wives,
mothers, and domestic workers.
Ethical Dimension: Was it fair that women — productive workers during
the war — were removed from their jobs because men had returned from
the battlefield? Explain your viewpoint.

Women and the Right to Vote

In 1914, voting was not considered a right for everyone. Some Canadian
women, for example, could vote in municipal elections, but they were not
allowed to vote in provincial or federal elections.
Women had been fighting to change this since the early 1870s. In
the early 20th century, this cause was taken up by women such as Nellie
McClung and Emily Murphy.
In 1916, the Manitoba government gave some women the right
to vote in provincial elections, and, by 1917, women in Ontario,
Saskatchewan, Alberta, and British Columbia could also vote in
provincial elections. But it would take a wartime conscription crisis in
1917 to get them the federal vote.

MHR *© What were the causes and consequences of World War I? ¢ CHAPTER 6 191
UNIT TWO 1914-1929

Figure 6-26 Canadian Enlistments The Munitions Scandal

and Casualties, 1917
Sam Hughes, Canada’s minister of militia and defence, responded to
Think about the battles Canadian troops the war by making sure that his friends, many of whom were wealthy
were involved in during 1917. Why might businesspeople, got richer. Hughes was associated with the Shell
enlistments have spiked in May and June? Committee, whose members used their influence to land, and profit from,
Why would casualties have been higher in
$170 million in government contracts to make artillery shells.
April, May, and November?
By 1915, word of this profiteering — making excessive profits — had
leaked out. The scandal became worse when the committee delivered
only $5.5 million worth of shells, and even those deliveries were late. The
scandal ended Hughes’ political career.

Conscription
When World War I began, the government had no problem persuading
May 6407 13 457
Canadians to enlist in the armed forces. But by 1916, people had
June 6348 7931
—————— |
learned about conditions at the front from newspaper accounts and from
July 3882 7906 wounded veterans who had returned home. Many families had lost loved
August 3117 13 232 ones, and the casualty lists published in Canadian newspapers were
[ree | ee ei
September 5588 10 990
making the human costs of the war clear. In addition, many Canadians
had landed high-paying jobs in the war industries.
October 4884 5gZg
In response, fewer people wanted to sign up. Enlistment campaigns
November 30 741
started falling short of their targets, so soldiers lost in battle could not be
December replaced. At the same time, Britain was pressing Canada for reinforcements.
TOTAL 62 810 95 246 To make up the shortfall, the government of Prime Minister Robert
ite
Borden passed the Military Service Act in July 1917. The act introduced
conscription — forced military service. Many Canadians, especially
those with family members serving overseas, supported the act. But
others, including Liberal leader and former Prime Minister Wilfrid
Laurier, were outraged at the idea of forcing people to fight.
It has often been wondered why Violent riots erupted, especially in Québec, where Francophones were
the people of Québec have not nearly unanimous in opposing the act. The conscription issue created
volunteered in large numbers. |am distrust between Anglophone and Francophone Canadians.
sure that not one man in the province Although the conscription issue divided the country, it made little
of Québec has any relatives native of
difference to the war effort. By the end of the war, only about 24 000 of
France. ...| think it may be truthfully
those who fought overseas were conscripts.
said on the other hand that there is
not an English-speaking family in
Canada which cannot claim relatives
in Great Britain.
— Wilfrid Laurier, Figure 6-27 Sam Hughes had already been criticized for supplying Canadian soldiers with shoddy
to the House of Commons, 1917
equipment, including leaky boots and the Ross rifle, which jammed in the heat of battle. Would you
blame soldiers for tossing the Canadian-made weapon in favour ofthe British Lee Enfield?

192 Unit 2° Did World WarI transform Canada? * MHR

Thinking Historically: Evidence

All of history is the telling of stories — interpretations of what happened in the past. Our links with
the past are primary sources, which can be anything from a cave painting to a selfie. By making
inferences from primary sources, we can create a story about what really happened.

For example, before calling for conscription, Prime Around this time, French Canadians were suffering
Minister Robert Borden told the House of Commons a major erosion of their rights in Ontario. The provincial
in 1917 that “The time has come when the authority of government's Regulation 17 had made English the
the state should be invoked to provide reinforcements language of instruction and communication throughout
necessary to maintain the gallant men at the front.” the province. Franco-Ontarians were outraged.
Read below to see what Henri Bourassa thought
¢ The primary source: the text of Borden’s speech
about conscription in light of the new Ontario regulation.
e An inference: Borden used the word “gallant” to For contrast, read the opinion of Bourassa’s cousin,
convince members of Parliament that Canadian Talbot Papineau, who was an officer with Princess
soldiers deserved support. Therefore, Borden Patricia’s Canadian Light Infantry.
favoured conscription.

A former member of Parliament, TaLBot PapPINeau responded to his

Henri Bourassa was the outspoken cousin while he was on the front
founder and editor of the influential lines in France. Papineau was killed
Montréal French newspaper Le during the Battle of Passchendaele.
Devoir. In 1915, he posed the following
question:

Those of us in this great army, who may be so fortunate

French Canadians are being exhorted to fight the Prussians as to return to our Canada, will have faced the grimmest
[Germans] of Europe in the name of religion, liberty, and and sincerest issues of life and death — we will have
loyalty to the British flag. But shall we allow Ontario's experienced the unhappy strength of brute force — we will
Prussians to impose their domination at the very heart of have seen our loved comrades die in blood and suffering.
Canada’s Confederation, aided and abetted by the British flag Beware lest we return with revengeful feelings, for |say to
and British institutions? you that for those who, while we fought and suffered here,
remained in safety and comfort in Canada and failed to give
us encouragement and support... we shall demand a heavy
day of reckoning.

Explorations
1. Who is Bourassa calling “Ontario's Prussians”? What 2. What can you infer from the Papineau quote about
can you infer from his comparison? What does he his view of the Canadian forces, the experiences he
think about Regulation 17? What does he think about has undergone in war, and his view of those he says
conscription? “remained in safety and comfort”?
How can evidence like these quotes help us better
understand the conscription crisis?

MHR © What were the causes and consequences of World War I? © CHAPTER 6 193
UNIT TWO 1914-1929

Conscription and the Vote

Prime Minister Robert Borden knew that the conscription law had stirred
up a hornet’s nest. So with a general election looming in late 1917, he
Figure 6-28 |n 1917, these Canadian
introduced measures to improve his government's chances of winning
military nurses — often called
re-election.
Bluebirds because of the colour oftheir To begin, Borden brought in the Military Voters Act, which gave
uniforms —voted at a polling station set all members of the military, male and female, the vote. In addition, it
up at their field hospital in France. Why allowed the government to assign the vote of soldiers who did not specify
would these women have the right to vote a riding to any constituency the government wished.
while other women did not? Borden thought that women with relatives fighting
in the war were likely to support him and the policy of
conscription. So the Wartime Elections Act gave the
vote to close women relatives — wives, widows, mothers,
sisters, and daughters — of men serving in the armed
forces. This act also took away many people’s right to
vote. Those barred from voting included all enemy aliens,
as well as conscientious objectors — people who did not
believe in war.
In addition, Borden promised to extend the franchise
to even more women. And when he realized that many
Anglophone farmers opposed conscription because they
believed they could not leave their farms, he granted
farmers’ sons an exemption from conscription, which he
then revoked after the election.
Borden’s election campaign was designed to appeal to women’s
patriotism and to fear. One leaflet, for example, suggested, “Before you
cast your vote, think what the Kaiser [the German emperor] would like it
to be.” Posters and editorial cartoons portrayed the possibility of Germans
invading Canada and attacking women and children in their homes.
Borden and his supporters easily won the election, and conscription
went into effect. But the debate had been divisive and left a legacy of
bitterness between Francophones and Anglophones. Borden did keep his
election promise to women, and in 1918, women who were older than 21,
who were not alien-born or Aboriginal, and who met provincial property-
ownership requirements had the right to vote in federal elections.

Recall... Reflect ...Respond

1. Many Canadian women won the right to vote in federal Give reasons for your choices. Share your decisions
elections because of the political tactics Prime Minister and reasons with a partner.
Robert Borden used to ensure his re-election. An old
Some people believe that Canadians who did not enlist
saying — the end justifies the means — suggests that
inthe armed forces benefited greatly from World War |.
questionable methods are justified if the outcome is
Develop three pieces of evidence you could use to
positive. Did the positive outcome for women in 1917
argue in favour of, or against, this position. Share your
justify Borden's tactics? Explain your response.
ideas with a classmate. After your discussion, identify
Think about the responses to war of Canadians at home the arguments that most effectively support your
and identifythe two you believe had the greatest long- position.
term impact for Canadian society, politics, or identity.

Unit 2 * Did World WarI transform Canada? * MAR

Thinking Historically: Historical Perspective

There is a world of difference between the Canada of a hundred years ago and our Canada
today. Societal norms and attitudes have all changed. So when we attempt to understand people
from the past, we should avoid judging them as if they lived in our own era. The period of World
War | was a period of transition in views about women’s role in society. Some people held “old-
fashioned” opinions, while others were more forward looking. If the opinions below seem odd or
even objectionable, ask yourself how the passage of time offers an explanation.
In the early 20th century, STEPHEN = NevtieE Mcctung, author and
Leacock was not only a teacher, "| advocate for women’s rights, wrote
political scientist, and serious author _ this in her 1915 book, /n Times Like
but also the best-known humorist “ | a These.
in the English-speaking world. He |
wrote this comment in an essay ‘
called “The Woman Question.” ea See Se ee Bs)
: arth No person denies a woman the right to go to church, and yet
The women's vote, when they get Uswillleave women much the church service takes a great deal more time than voting. ...
as they were before. .-. The world’s work is open to [woman], But the wife and mother, with her God-given, sacred trust of
butshe oo doIeShe lacks the physical strength for moulding the young life of our land, must never dream of going
laying bricks or digging coal. If put to work on a steel beam round the corner to vote. “Who will mind the baby,” cried one of
a hundred feet above the ground, she would fall off. For the our public men, in great agony of spirit, “when the mother goes
pursuit of business her head is all wrong. Figures confuse her. foie?
She lacks sustained attention. ... Women could never be a
team ofanything.

Homesteader IRENE PaRLBY was

Marie-JosepH Demers, member of ca Alberta’s first female cabinet
Parliamentfor St. Johns—Iberville, 2 he minister and one of Canada’s
Québec, made these remarks in the ' : Famous Five.
House of Commons in May 1918. f

If politics mean . .. the effort to secure through legislative

[W]e all recognize [women’s] sublime mission; that is to say, action better conditions of life for the people, greater
the moral and intellectual development of our children. | opportunities for our children and other people’s children...
believe that it is a dangerous experiment to take them away then it most assuredly is a woman’s job as much as itis a
from our homes. man’s job.

Explorations
1. Choose a speaker whose opinion seems odd or 2. Which speakers do you think were likely criticized for
unacceptable to you. Think about the values and beliefs their views in the early 20th century? What opinions
that were the norm in early 20th-century Canada. Does today might be viewed as odd or unacceptable
that help you understand, if not approve of, the opinion? 100 years from now? Explain your choices.
Why or why not?

MAR © What were the causes and consequences of World War I? * CHAPTER 6
 UNIT TWO 1914-1929

Chapter 6 Review

bi Knowledge, Understanding, and c) Forma group with four orfive other students who
| Thinking are playing the same role as you. Discuss your
character and share ideas that will help you answer
1. Write a paragraph to explain what caused World your interview questions.
War I. In your explanation, communicate the meaning
d) Return to your original partner. Take turns
and impact of imperialism, militarism, alliances, and
interviewing each other. The interviewer should
nationalism. take notes on the answers to the questions.
2. What technologies of war affected how World War | e) With your partner, write a profile of each character,
played out? Rank the technologies in order of most describing the conditions of his or her life during
influential to least influential. Explain your rankings. World War I, and what each thought about the war.
3. Which event or development during World War | had f) How and why did the perspectives of these two
the most impact on Canadian society and politics in the characters differ?
long term? Explain your choice.
. Evidence: You have been asked to prepare a
4. What war-time issue increased tensions between Remembrance Day blog to post on your school’s
English and French Canada? Why did these tensions website. To illustrate the blog, you plan to include five
come about? images that show how Canadians responded to World
War I.
5. Choose one person or organization that you think
helped shape Canadian identity during this period of a) With a partner or in a small group, select five
history. Explain your choice, using an example from the different ways that Canadians responded to World
text. War | that you would like to represent. You might,
for example, want to cover Canadians volunteering
6. What unique skill sets might Aboriginal peoples have for service or the contributions of women to the war
brought to the war effort? What do you think it meant to effort.
serve Canada and relinquish their rights and status?
b) Seek out visuals that will help communicate your
five chosen responses. You could use photographs,
Communicating and Applying symbols, diagrams, and even cartoons to illustrate
the response.
7. Historical Perspective: Imagine that you can travel c) For each visual, provide a heading that identifies the
eek back to 1917 and interview two Canadians involved way of responding, e.g., “Volunteerism.”
ea in the war effort: a man fighting in the trenches and a
d) For each visual, provide a label that tells about the
woman working in a munitions factory in Canada.
visual (for example, names of people shown, date
a) Work with a partnerto prepare and conduct the created, place shown, photographer, or artist).
interviews. Decide which role each of you will play.
e) For each visual, write a caption to explain how the
Together, make up a single set of five interview
visual illustrates a Canadian response to World
questions that could be asked of both characters.
War l.
These questions should deal with general topics like
hopes and fears, the future, the effects of the war on
family and friends, and so on.
b) With your partner, make notes on what conditions or
challenges your characters might face during World
War |. Use this text or outside material as sources.
9. Historical Perspective: Many Canadians at home 10. Ethical Dimension: The people who fought in World
endured a different kind of suffering from those in the War | are long gone.
trenches of France and Belgium. They stayed behind and Why should we remember the war? Read what
worried while family members and friends went to war. Historian J.L. Granatstein says about the war.
Sheila Rand of Winnipeg wrote the poem on this page to
express herfeelings about a cousin who was killed while
serving overseas. It was published in 1918. J.L. Granatstein, April 2014
a) In a few sentences, summarize the message in
The Canadian Corps became the strongest formation
this poem. Identify words and phrases that were
important for you in establishing the message.
in the British Expeditionary Force, the Empire’s shock
troops. Its four divisions won victory after victory, and
b) How would this poem have affected Canadian readers
at the time? literally smashed the German army in the battles of the
c) Suppose you had a chance to speakto the poet. What
Hundred Days that ended the war in November, 1918,
three questions would you ask her about this poem? with a de facto German surrender. At the very least, this
d) Sketch an image to illustrate your understanding of war record must be marked and remembered.
the emotions described in the poem. You can add
captions or labels if you wish.
a) Summarize Granatstein’s reasoning.
b) In your opinion, why should we remark upon and
remember the deeds of World War |? Consider
To One Who Died in Action - the development of Canadian identity
By Sheila Rand, Winnipeg - how the war changed Canada
For thirteen years, - how knowledge of the past can help us live in the
present
Each first of June,
We marked our heights upon the schoolroom door, c) There are other ways of remembering the deeds of
war. For example, photos of World War I, such as the
With girlish jeers,
one below, can be found at the Canadian War Museum
Each first of June, and the Canada 150 website. What do you think is the
|scoffed, ‘0 cousin you must grow still more most effective way to commemorate a war?
Ifyou would be as tall as |,
Next first of June!
My solemn, pale-faced cousin, Fie! Figure 6-29 Three soldiers in a German dugout surrender after
To let me win the race.’ their dugout is captured during the Canadian advance east of Arras,
France, in October 1918.
Ah me! Today,
This first of June,
They wrote that you in Flanders found a grave.
So now | say,
This first of June,
‘0 pale-faced cousin, sleeping with the brave,
Would |could grow as tall as you
Next first of June, =
And stride, as British heroes do,
With head above the clouds!’

J,

hat were the causes and consequences of World War I? © CHAPTER 6 ‘2

ecige
UNIT TWO 1914-1929

Chapter Seven

CHANGING

Figure 7-1 The illustration (left) ofa

Canadian World War |veteran at home
appeared in Canada in Khaki, a magazine
published by the Canadian War Records
Office. But the rosy picture shown in this
illustration — suggesting everything
was back to normal — was far from the
reality faced by many returning soldiers.
The photograph (bottom) shows some
returning veterans at the corner of Yonge
and Carlton streets in Toronto in 1919.

© Unir2 * Did World War I wansform Canada? * iin

PPS
 What changed and what stayed the same after World War I?

By the time World War I ended, nearly 600 000 men and women
had served in the Canadian forces. Between 60 000 and 70 000 Key Terms
Canadians never returned; they were buried in marked and inflation

unmarked graves in France and Belgium. And of those who did suffrage
return, more than 172 000 were wounded in body or mind. pandemic
In 1919, neither war veterans nor Canadians who had remained general strikes
at home knew what was to come. The Allies had won the war, but Prohibition
the victory had been costly in many ways. Canada was in debt, and branch plants
the country was entering a turbulent time. In the decades ahead, credit
Canadians faced rapid changes marked by periods of boom and bust. autonomy
The images on the previous page show two perspectives on the multilateral action
experience of returning soldiers. Examine each and respond to the
following questions:
¢ What words or phrases sum up your immediate response to each
image?
¢ What story does each image tell about how life has changed or
stayed the same?
e What are the similarities and differences between the two stories?
e What might have been some of the greatest challenges returning
veterans had to face? Consider social, economic, and psychological
challenges.

Looking Ahead
The following inquiry questions will help you explore
how — or whether— Canada and Canadians LEARNING GOALS
changed after World War |:
e¢ Was World War | a turning point for women? In this chapter you will
d and what stayed
¢ How did Canada recover from the war? ° examine what change
following World
the same about Canada
ecenetocninenrninannintannchAne

e How did the “good times“of the 1920s affect life in .

War |
Canada? pme nts in the
develo
e What new roles did Canada play on the world e describe some key
'
rights of women
stage? ividuals
¢ explore contri butions made by ind
:
as of righ ts, cul ture
and groups in the are
if

SPEER INE IE PI LE I PTO LI ET TEASE Et RA BREE NR TE RR

men t, sci enc e, and technology
and entertain
wing role on the world
° analyze Canada's gro
stage in light of its evo lving relationships
ted States
with Britain and the Uni
UNIT TWO 1914-1929

Was World War | a turning point for

women?
Figure 7-2 When veterans returned home from Europe, Canadians welcomed
them as heroes. But the homecoming celebrations masked a number of
Inflation happens when prices go up while
troubling realities. Supplying war materials had been good for Canadian
your wages stay the same. How would this
businesses, and workers had been in demand. During the war, wages
situation affect your buying power over
had risen and jobs had been plentiful. But the years ahead would not be
time?
as prosperous. Society would also be challenged by a different kind of
prices change. The war had shown women what life could look like if they could
participate equally in the workforce. This fact would prove pivotal in the
years ahead.
wages

Changing Expectations
During the war, the Canadian munitions industry had employed up to
300 000 people. The demand for workers was so high that many factories
had hired women to do skilled jobs that had previously been open only to
Figure 7-3 This cartoon, which
men — and these women had proved that they could work as effectively
appeared in the Halifax Hera/din early
as men.
1919, reflects the concern of many But when the war ended, many of these women were expected to give
returning soldiers. What are some up their jobs to make way for returning veterans. In addition, munitions
things the government could have done factories, as well as many other industries, either closed or cut production.
to ensure that veterans were able to The economy shrank, and Canada experienced a recession.
quickly reintegrate into society? The hard times meant that few jobs were
available, and by the end of 1921, 20 per cent of
XX
NSS
WBA CAQAHT \ \ all veterans were unemp loyed. The situati
oye e situation was

made worse by a British government plan that

N THar's: very SS. encouraged British veterans to settle in other parts
of the British Empire. Thousands took advantage
SS
SSS RSS of the plan to immigrate to Canada and settle on
~ Sa
\N farms in the West.
Inflation — a rise in prices accompanied by
a drop in the buying power of money — added
to the challenges. The cost of living had increased
during the final years of the war, and in 1918,
living in Canada was nearly twice as expensive as
it had been in 1914.
Returning veterans had expected more from
the government and Canadian society. Soldiers
had been poorly paid during the war, at the same
time as many Canadians at home had prospered.
The veterans lobbied for improved benefits, but in
the end, they received a lump sum based on their
rank and length of service, $35 to buy civilian
clothes, and a year of free medical care.

WHAT HE REALLY WANTS

Unit 2 ¢ Did World WarI transform Canada? * MHR

\
The government also paid an allowance to the wives and children
of those who had died in the fighting. And though veterans who had
suffered a permanent disability could claim a pension, only those who
were completely disabled were eligible. This amounted to only about
5 per cent of the total.
Ethical Dimension: Did returning veterans have a right to be resentful of
women who wanted to take part in the workforce?
Figure 7-4 Elsie MacGill, the first women to
Women and Chan ge graduate with an engineering degree from a
Canadian university, later designed World
During the late 19th and early 20th centuries, many Canadian women War Ilaircraft. How can individual trailblazers
tried to reform society by fighting for rights such as the vote, greater like MacGill help create change within society?
educational and job opportunities, and improved labour laws and health
care.
Before World War I, many of the jobs open to women were low-
paying and offered little chance of advancement. This situation started
to change during the war, but most women, such as teachers, were still
expected to end their careers once they married. Married women with
families to support often worked as domestic servants in the homes of the
wealthy or in the sweatshops of the clothing industry.
Many professions, such as medicine, law, and engineering, were all
but closed to women. By 1919, only 11 Ontario women had managed to
overcome the obstacles to becoming a lawyer. And Canada’s first woman
engineer, Elsie MacGill, did not graduate from the University of Toronto
until 1927.
One of the earliest Canadian women’s organizations was the National
Council of Women of Canada, which was founded in 1893 and has
remained active to the present day. In the early days, members focused
on improving public health and the lives of female factory workers,
immigrants, and prisoners. Many early advocates of the vote for women,
including Nellie McClung, were members of the council. Check Back
Continuity and Change: With a partner, draft a statement that expresses
how the graph in Figure 7-5 shows that some things for women had | You read about Elsie MacGill
changed — while other things had stayed the same. PEC ON.

Figure 7-5 Women’s Changing Roles,

1911-1921
(|---|
Before 1911, many working women were
domestic servants. That changed after S | |
the war. This graph shows how women’s Percentage
participation in two other professionswas af
changing. What other professions might
have seen more women? 0
Clerical Professional
Positions Positions
Source: Robert Bothwell, lan Drummond, and John English. Canada:
1900-1945.

MHR * What changed and what stayed the same after World War I? * CHAPTER 7
UNIT TWO 1914-1929

Women and Political Change

Canadian women began to campaign for suffrage — the right to vote —
in the 1870s under the leadership of Emily Stowe. Stowe, the first woman
to practise medicine in Canada, knew about inequality firsthand. Denied
Figure 7-6 Women in the House of entry to medical schools in Canada, she had gone to the United States to
Commons, 1921 and 2011 earn her degree. She then had to spend years trying to become licensed to
practise medicine in Ontario.
What does your comparison of these
In the early 1900s, leaders such as Nellie McClung, Henrietta Muir
graphs suggest about the level of success
of Canadian women’s struggle for equality? Edwards, Louise McKinney, and Emily Murphy continued the fight for
women’s right to vote. These activists did not see suffrage as the end of the
0.4% battle. They also wanted to overcome other hurdles, such as the right to
run for public office, to be appointed to the Senate, and to serve as judges.
Ontario was the first province to allow some women — widows and
unmarried women who owned property — to vote in municipal elections.
More women won the right to vote during World War I, and by 1918,
1921 2008 some women could vote in provincial elections in Manitoba, Alberta,
1 of 235 MPs 69 of 308 MPs
Saskatchewan, British Columbia, Ontario, and Nova Scotia.
In 1918, Prime Minister Robert
Borden's government extended suffrage
Figure 7-7 This 1918 cartoon was created by the artist and writer Emily Carr, who to most Canadian women and, in 1919,
poked fun at people who feared that recognizing women’s right to vote would lead to women’s right to run for Parliament was
even more “radical” changes in society. What is Carr's message? recognized. In the 1921 federal election,
Agnes Macphail became Canada’s
first woman member of Parliament
Good Ni¢nt! when the voters of Grey Southeast, in
AND I ALWAYS SAID Ontario, elected her to represent them.
A WoMAN wWoutrn'T
Do WIth
Know waarTo HAD owe VSa
Y
Macphail, who was from a farming
AVoTE 1F SHO
—
family, ran for the Progressive Party,
which championed farmers’ causes.
Election to the House of Commons
did not end Macphail’s struggle for
equality. In the House, she encountered
resistance and was often belittled by
other MPs. Still, the voters in her riding
continued to return her to the House,
where she struggled as the only woman
until 1935. In that year’s election,
Martha Black, who was elected in
Yukon, became the second woman MP.
Continuity and Change: Is measuring
political representation the most
effective way of assessing the success of
women’s struggle for equality? What
other measures should we consider?

ABOMB(INABLE) ATTACK

Unir 2 ¢ Did World WarI transform Canada? * MAR

Historical events sometimes happen at a precise moment. On May 24, 1918, the Canadian
Parliament passed the Act to confer the Electoral Franchise upon Women. |n one fell swoop,
parliamentarians officially granted all white women born in Canada the right to vote in federal
elections. It is important to note that non-white women were excluded, but the step nonetheless
almost doubled the number of people who had full citizenship rights.

There is no doubt that the members of Parliament who 3 —=

voted to change the law changed Canada’s course. As =
with all historical develo pments, however, people do not BNEW YORK CITY WOMEN
act in isolation. Historical events come about through a mee. HAVE NO VOTE AT ALL
combination of é ,
e historical actions—people or groups take actions that
cause events
e the conditions within which those actions are taken

The federal government would not have changed

the law a hundred years earlier because the conditions A
re

would not have been right. The war changed everything. f Figure 7—9 Suffragette protests like this 1913 parade
| in New York City would have made the news. How would
|}

L
i
this influence Canadian women and legislators?
Figure 7-8 Underlying Conditions and Historical Actions

© Social conditions: During the war, women were doing jobs normally done by men.
© Economic conditions: Some women were gaining economic independence.

~ © Political conditions: It looked like Sir Robert Borden and his party would not get re-elected
without votes from the mothers, sisters, and wives of soldiers.
ee Se Canadian
women get
Ng.
¢ Dr. Emily Howard Stowe formed the Toronto Women’s Library Club, which was a screen for
the vote
suffrage activities. Members began a long campaign of public education. in 1918
e In 1914, Nellie McClung and the Political Equality League staged a mock parliamentary session
in Winnipeg. They debated whether or not to give men the vote. It was an enormous success. ;
e Between 1916 and 1918, six provincial governments, including the Ontario government, had
voted to grant women the right to vote in provincial elections.
Historical
© To get re-elected in 1917, Robert Borden granted the mothers, sisters, and wives of soldiers
the right to vote. When other women protested their exclusion, he promised it to all women.

Explorations
1. Create a web ofthe historical actions and conditions 2. In your opinion, which historical action or condition was
inthe graphic above. Draw arrows from one to another most responsible for women getting the rightto vote in
to indicate how one condition or action led to another 1918? What part did the war play? What were the other
c ondition or action. What can your conclude about how factors? Explain your position.
| conditions and historical actions interact?

i MHR * What changed and what stayed the same after World War I? ¢ CHAPTER7
UNIT TWO 1914-1929

The Persons Case

By the end of 1919, most women in Canada could vote and hold elected
office, but they still struggled to be appointed judges and senators.
In 1916, the Alberta government had appointed Emily Murphy
a police magistrate, making her the first woman judge in the British
Figure 7-10 In 2000, this sculpture by Empire. Though some male lawyers who appeared before Murphy refused
Edmonton artist Barbara Paterson was to accept her judgments, the Alberta courts ruled that she was qualified to
unveiled on Parliament Hill in Ottawa. It is hold the post.
called Women Are Persons! and honours Then, in 1917, a group of women put Murphy’s name forward as a
the Famous Five, the five women who candidate for the Senate — but Prime Minister Robert Borden refused to
spearheaded the Persons Case. Why do consider Murphy on the grounds that she was not a “qualified person.”
you think it took until 2000 to erect this Borden’s decision set in motion what became known as the “Persons
sculpture? Case,” a legal action that took 12 years to resolve.
The British North America Act of 1867, Canada’s
Constitution at the time, specified that only “qualified
persons” could be senators. But the act did not define
“persons”; instead, the courts relied on an old British
definition. It said, “Women are persons in matters of
pains and penalties, but are not persons in matters of
rights and privileges.”
In response to Borden’s decision, Murphy and
four other women — Henrietta Muir Edwards, Nellie
McClung, Louise McKinney, and Irene Parlby — came
together to take the case to the Supreme Court of Canada.
This court ruled that because only men were persons, only
men could be appointed senators.
At that time, Supreme Court decisions could be appealed to the Privy
Council in Britain, and this is where the women took their case next.
On October 18,.1929, the privy councillors overturned the Supreme
Court decision and ruled that Canadian women are persons. The
councillors noted that “the exclusion of women from all public offices is
a relic of days more barbarous than ours. And to those who would ask
why the word ‘persons’ should include females, the obvious answer is, why
should it not?”
At the time, Liberal William Lyon Mackenzie King was prime
minister, and he soon named Cairine Wilson to the Senate. Despite
Murphy’s leading role in the battle, King bypassed her because of her ties
to the Conservative Party.

Recall... Reflect... Respond

1. Historians Robert Bothwell, lan Drummond, John . What changes in Canadian society made Canada a
English, Sarah Glassford, and Amy Shaw maintain better place for women? How have these changes
that World War | was “of fundamental importance in influenced what kind of Canada we live in today?
the changes in the political role of women.” Develop
Imagine you were a woman in Canada at this time.
an argument to support or challenge this judgment.
Which steps would you be willing to take to help
improve your rights and social opportunities?

Unit 2 * Did World War I transform Canada? * MHR

i
How did Canada recover from the war? Up for Discussion
Ifwars have such terrible long-term
At the end of World War I, Canada faced a number of challenges —
effects, why do countries such as Canada
physical, economic, and political. commemorate battles?

Influenza: 1918-1919
At the time, little was known about the disease or how to treat it.
Scientists now believe it started in birds and jumped to pigs and then
to humans. Once humans carried the flu to Europe, the disease spread
quickly in the mud and filth of the trenches.
Wounded soldiers returning to Canada in 1918 carried the virus home |want to make it absolutely clear
with them. By the time Canadian forces in Europe had embarked on the that people are dying in our midst
last 100 days of the war, the flu was spreading across Canada. because they are not provided with
proper care. They are not dying
The parades and crowds celebrating the end of the war in late 1918
because we don’t know about them.
helped spread the disease. The same thing happened in many other
We know where they are, but we
countries, and the flu became a global pandemic — an epidemic that
have nobody to send. Knitting socks
affects many people in many countries. Some historians believe that as for soldiers is very useful work,
many as 50 million people, including more than 50 000 Canadians, died. but we are now asking the women
of Ottawa to get in the trenches
Conditions in Canada themselves.

The economies of countries that had fought in World War I were — Harold Fisher, mayor of Ottawa,
at anews conference, 1918
in chaos, partly because of unemployment caused by the closing
of munitions factories and partly because of huge debts that had
accumulated during the war. By 1934, for example, Britain still owed the
United States $4.4 billion for the war. The global economic decline after
the war was deep and widespread. Figure 7-11 Returning soldiers were
In Canada, unemployment increased in 1919. Tens of thousands angry when they could not find jobs. On
of soldiers had returned from Europe and were looking for work at the Thanksgiving Day in 1920, this group of
same time as munitions factories, chemical and steel plants, and mining World War |veterans marched through
operations were closing. downtown Toronto to protest the shortage
Both food and fuel were in short supply and became more expensive. of jobs. Put yourself in their shoes. Why do
The price of ground beef, for example, had been 10 cents a pound in they feel a sense of injustice?
1914. In 1918, it was 39 cents a pound, an
increase of nearly 300 per cent. Higher prices
and lower wages meant that people had trouble
maintaining their standard of living.
In 1920, Stephen Leacock, a popular
Canadian humorist and a political economist,
warned that Canada faced strikes, economic
unrest, and cycles of rising wages and prices.
During the war years, employers had
needed workers, and many employers had
been willing to negotiate when workers
threatened to strike. But when the economy
tanked after the war, companies had a hard
time surviving, so they were unwilling to
improve working conditions or wages.

MHR * What changed and what stayed the same after World War I? ¢ CHAPTER 7
UNIT TWO 1914-1929

Returning Veterans
Many of the soldiers returning from World War I were changed by the
horrors they had experienced. Some found it hard to settle down to
There must be a minimum of civilian life. In March 1919, veteran George Pearson wrote in Maclean’s
sentiment anda maximum of hard magazine that returning soldiers experienced a “terrible restlessness
business sense concerning the future which possesses us like an evil spirit; the indefinite expression of a vague
of the returned soldier. discontent, the restlessness of dying men, little children, and old soldiers.”
— Fest Scammell, secretary of the Others suffered from shell shock, called post-traumatic stress disorder
Military Hospitals Commission, 1915 today. And some 4500 veterans had been prisoners of war.
Few services were available for these soldiers. The prevailing attitude
was that they should return to their civilian responsibilities. Hugh
Graham — Lord Atholstan — the multimillionaire publisher of the
Montréal Daily Star, echoed this opinion when he said, “The returned
soldier must not be allowed to consider himself an unlimited creditor of
the State, to be supported in idleness.”
Up for Discussion At first, soldiers with disabilities had some government support, but
For how long should a country be as time passed and the economy worsened, the government cancelled
expected to support soldiers while veterans’ training and skills programs. By the end of 1921, most veterans
they reintegrate into society? with disabilities were unemployed. Many former soldiers were bitterly
disappointed by the government’s — and the public’s — response to their
situation.
Some veterans hoped that by banding together they might be able to
press the federal government to create programs that would benefit them
Figure 7212lindo Memberahyiond Hoi and their families. So they formed groups such as the Great War Veterans’
Wages for Building-Trade Association. The GWVA tried, but failed, to win improved compensation
Workers in Canada, 1914-1924 for all veterans, including those with disabilities and the families of those
who had been killed. In a number of cities, veterans began to organize
In which years was union membership
protests but often ended up in jail. First Nations veterans also organized
highest? In which years were hourly wages
protests, and their story is told in the next chapter.
the highest?

Labour Unrest
In the early 1900s, labour union activity increased in Canada. This
activity reflected growth in the worldwide labour movement. Canadian
1915 $0.25 workers began to demand eight-hour workdays, recognition of their
unions, and improved wages. At the time, few laws protected workers
from exploitation, and work conditions could be dreadful. Between 1914
and 1918, membership in labour unions grew.
The experience of Canadian soldiers in Europe had taught many that
working collectively brought results, an insight that meshed with the
fom) 374 000 $0.43 growing union movement in Canada. Strikes organized by labour unions
313.000 $0.38 in several major centres of the United States found broad-based support in
Canada.
Evidence: Examine the statistics in Figure 7-12. What factors could have
contributed to an increase in union membership and wages? What factors
Source: Statistics Canada
could have contributed to a decline in membership and wages? Based on
this evidence, make a statement about labour movements that you think is
true. Explain your answer.

Unit 2 * Did World WarI transform Canada? * MHR

One Big Union
After World War I, the idea of unions joining together became popular, CONNECTIONS:
especially in Western Canada. In March 1919, union leaders met in The idea for One Big Union began with
Calgary and decided to form a branch of the One Big Union. OBU the Industrial Workers of the World,
members believed that an alliance would increase their bargaining power a movement that had started in the
United States just after the turn of the
with government and employers. Members would support one another if 20th century. |WW members — often
one group decided to strike. called “Wobblies” — believed that
The beliefs of many OBU members were similar to those of the all workers should unite in one big
union rather than join smaller unions
communist revolutionaries in Russia and of the international communist representing specific trades. The I|WW
movement. In Canada, many people, including the government and and the OBU adopted the communist
police, were suspicious of communists and harassed them continually. slogan: Workers of the World, Unite.
Pamphlets produced by the OBU called for a restructuring of society
because it was based on an unfair class system. The pamphlets said that
workers suffered “hunger and want” while employers had “all the good
things of life.” Workers were urged to unite to fight those who denied
them equality and fairness. Voices
To achieve their goals, OBU members supported general strikes.
A general strike is not directed against a single employer; rather, it is Winnipeg is a warning to the rest of
directed against governments and employers as a group. At the Calgary Canada. The object of the One Big
Union is plain. It is the aim of the
meeting, delegates proposed a country-wide general strike on June 1 if the
Reds [communists] who dominate
government did not respond to their demands.
that organization to use mass-power,
Historical Perspective: Communism was young and untested in 1919. in defiance of agreements, for the
Many people thought that it was the answer to all the world’s problems overturning of organized society.
because it claimed to put the needs of the people before the needs of the —The Times, Toronto, May 21,1919 |
rich. Why would its ideals appeal to Canadians in 1919? Is it easier to
judge how effective communism is today? Why or why not?

The Winnipeg General Strike

On May 1, 1919, members of Winnipeg’s building trade unions went on Figure 7-13 Although thousands of World
strike when their employers refused to negotiate a wage increase. The War |veterans joined the Winnipeg General
Strike, others like these — who marched on
strikers were joined the next day by city metal workers. When the strikes
June 4, 1919 — believed that the strikers were
were not settled by 11 a.m. on May 15, the Winnipeg Trades and Labour
trying to destroy the values they had fought
Council called for a citywide strike to support the striking workers. An for. Why might such a widespread strike cause
hour later, 20 000 members of 94 unions were off the job.
people to fear or attack the strikers?
Within days, the number of
strikers had risen to 30 000. The
strike closed factories and stores,
and stopped city streetcars. The
original strikers were joined by
postal workers, firefighters, and
police officers.
A central committee
co-ordinated the labour protests
and negotiated with employers.
Essential services, such as delivery
of food and dairy products, were
allowed. Delivery wagons carried
signs that read “Permitted by
Authority of Strike Committee.”

MHR * What changed and what stayed the same after World War I? * CHAPTER 7
UNIT TWO 1914-1929

Opposition to the Strike

The Citizens’ Committee of 1000 formed to oppose the strikers. The
committee, which was made up of business owners, politicians, and
bankers, portrayed the strike as an effort by foreigners to overthrow the
democratically elected Canadian government.
Figure 7-14 On Saturday, June 21,
The committee recruited volunteers to replace striking workers, fired
1919, members of the Royal Northwest
Mounted Police charged at protesters
all Winnipeg police officers who refused to pledge not to join the strike,
who had attacked a streetcar driven by a
and hired 1800 special police officers. The city also called in the Royal
replacement worker. Order was restored, Northwest Mounted Police (RNWMP) — now the RCMP — to help
but the day became known as “Bloody keep order.
Saturday” because of the violence. Do you Committee leaders warned that the strike was the start of a revolution
think the situation could have been handled like the one that had taken place in Russia. The federal government,
differently? Explain your response. which was afraid the strike would spread to other
cities, supported the citizens’ committee and
ordered government employees to report to work
or lose their jobs. Immigration laws were changed
so that any striker who was an immigrant could
be deported immediately.
On June 17, some strike leaders were arrested.
Four days later, RNWMP officers on horseback
charged into a protest that was becoming violent.
By the time the confrontation ended, up to 100
people were injured and one worker was dead. A
second died later of his injuries.
The army then moved in to occupy the streets
of the city. Threatened with losing their jobs, the
strikers returned to work on June 25, six weeks
after the strike began. Some strikers were fired,
and before they were allowed to go back to work,
others were forced to sign agreements not to join
a union.
Ethical Dimension: Given the context, was the government reaction and
use of force justified?

Some Consequences of the Strike

The strike did not bring about the changes that the workers had hoped
Unionism has already accomplished
for. One strike leader was deported, and others were jailed. And over the
much. Factory acts, the reduction
next few years, union membership dropped as unemployment rose.
in the hours of labour, and the
establishment of a standard rate
Still, the strike did have some lasting effects. A royal commission
of wages have been brought about found that the strikers had engaged in peaceful protest and that the strike
largely through pressure on the part was not a conspiracy to overthrow the government.
of Unions... Unionism is the most The law soon required employers to recognize the right of workers to
democratic of all movements. bargain collectively. The strike began a new era of political involvement
— JS. Woodsworth,
for workers, and several strike leaders went on to political careers. John
in My Neighbor, 7977 Queen, for example, later became mayor of Winnipeg, and in 1921,
J.S. Woodsworth was elected to the House of Commons. Woodsworth
became a founding member of the Co-operative Commonwealth
Federation, which later became the New Democratic Party.

Unit 2 * Did World War I transform Canada? * MHR

Prohibition Figure 7-15 As Prohibition in the
In the early 20th century, alcohol was blamed for many social problems, United States continued into 1928, liquor
such as crime, public drunkenness, family violence, and poverty. As a smugglers from Canada found ways to
result, the temperance movement, which called on people to abstain from conceal the illegal substance. This woman
drinking alcohol, gained ground in North America. showed how a floppy overcoat could be
Temperance societies believed that if people stopped spending money used to conceal two tins of liquor strapped
on alcohol, many families would be able to improve their lives. The to her legs. What might be this woman’s
motive for posing for these photographs?
Woman's Christian Temperance Union campaigned for a total prohibition
Was she a smuggler or a prohibitionist?
on alcohol. Nellie McClung and Louise McKinney of the Famous Five
were members of the movement.
Before and during World War I, the temperance movement led to the
banning of alcohol in several provinces, including Alberta and Ontario.
Bars were closed and selling alcohol became illegal. In 1918, under the
War Measures Act, the federal government enacted Prohibition — laws
against making and selling intoxicating liquor. The ban lasted until a year
after the war ended.
Not all Canadians were happy with Prohibition, and a brisk illegal
trade in alcohol developed. People who wanted to drink had to buy illegal
liquor from criminals for high prices or go without. Governments lost
the income generated by alcohol taxes. By 1921, provincial governments
began to repeal prohibition laws and replace them with government-
controlled liquor sales.
The U.S. government had also introduced Prohibition, and the U.S.
laws remained in effect well after Prohibition had ended in Canada. This
created a profitable business opportunity for Canadian liquor companies,
which looked the other way when their products were smuggled into the
United States. CONNECTIONS:
Every year, “rum runners” transported about 45 million litres of liquor The /’m Alone was a rum runner from
into the United States, often through remote land crossings or across lakes Lunenburg, Nova Scotia. In 1926, the
U.S. Coastguard noticed that the boat
and rivers in boats. Small-scale smugglers often hid liquor containers in had developed engine trouble in the
their clothing, in baby carriages, or in other places. Larger-scale smugglers Gulf of Mexico. The U.S. Coastguard
used fast boats or cars to bypass border checkpoints. Some Canadian rum chased it out to sea, where it sank.
After the incident, Canada demanded
runners, such as Rocco Perri and Emilio Picariello, developed reputations an apology and compensation for the
as larger-than-life “entrepreneurs.” loss of the vessel.

Recall... Reflect... Respond

1. Create a two-circle Venn diagram to describe On the basis of what your Venn diagram shows, write
conditions in Canada in the years immediately after a short message that you would have sent to your
World War |. member of Parliament if you had lived at the time.

e Inthe left circle, describe conditions for war Explain the goals of a movement in which Canadians
veterans. worked together to achieve something.
¢ Inthe right circle, describe conditions
for most — Describe one major area of conflict among Canadians
Canadians. inthe years following World War |. What caused this
¢ Inthe centre, overlapping area, describe conditions conflict? What harm did this conflict lead to? What
encountered by both groups. positive results came out of it?

MHR * What changed and what stayed the same after World War I? * CHAPTER 7
UNIT TWO 1914-1929

How did the good times of the 1920s

affect life in Canada?
By 1924, the Canadian economy was finally turning around. In Europe,
countries were starting to recover from World War I, and demand for
Canadian products grew. This increased demand created more jobs for
Canadians.
Many of these jobs involved producing consumer goods. People began
to buy mass-produced goods like cars, radios, and telephones. These
products represented a “modern” way of life and helped people forget the
horrors of the war years.

Figure 7-16 The top photograph shows A Growing Economy

Lake Shore Boulevard in Toronto in the Industries developed mass production techniques during the 1920s. With
winter of 1925. The bottom picture shows assembly lines, products could be turned out more quickly and for less
the elevated Gardiner Expressway, which
money. These changes in the manufacturing process meant that cars and
now runs above Lake Shore Boulevard.
trucks could be produced more cheaply. As prices dropped, more people
How do these images reflect the growing
importance of the car to the average
could afford to buy them.
Canadian urban dweller?
By 1927, the Ford Motor Co. had sold 15 million Model Ts
around the world. Vehicle ownership in Canada jumped from
300 000 in 1918 to 1.9 million in 1929. The rapid increase in the
number of cars encouraged governments to invest in infrastructure
like roads, bridges, and power systems.
As electrical power became more widely available, many
Canadian industries began using electricity rather than coal
to power factories. This stimulated the development of large
hydroelectric power stations. During the 1920s, electrical
energy production in Canada increased fourfold.
Canadian resources industries, including forestry and
mining, also expanded to keep up with the demand for raw
materials. The pulp and paper industry, for example, grew
because it supplied newspaper companies in the United States.
During the 1920s, Canada also became a major wheat
exporter. At the beginning of World War I, wheat accounted fot
about a quarter of the country’s exports. But in the years after
the war, the value of wheat exports increased by 250 per cent.
Two forces helped contribute to the increase in wheat exports: a
growing number of farmers on the Prairies and innovations that
helped farmers increase production.
Unfortunately, not every part of Canada prospered. The
economy in the Maritimes, for example, remained weak. As
industries stopped using coal, many coal mines in the region
closed, leaving miners out of work. Manufacturing jobs in the
region also began to disappear when the federal government
opted to protect industry in Central Canada by maintaining
high tariffs on goods imported from other parts of the country,
and by raising railway freight rates.

Unit 2 * Did World War I transform Canada? * MHR

Changing Trade Partners
Until the 1920s, Britain was Canada’s main trading partner. But as the ‘CONNECTIONS:
American economy became stronger, trade between Canada and the The McLaughlin Motor Car Co. of
Oshawa, Ontario, had been building
United States grew, while trade between Canada and Britain declined. By Buicks in partnership with General
1925, the United States had become Canada’s chief trading partner. Motors, an American company, since
The Canadian economy benefited from the strong U.S. economy. The 1907. In 1918, General Motors bought
McLaughlin — and General Motors
Americans needed Canada’s natural resources to manufacture products, of Canada was founded. By 1938, the
such as newspapers. But most manufactured goods flowed the other way company had manufactured a million
— from the United States to Canada. vehicles.

Cause and Consequence: During the Great Recession of 2008, Canadian

resource companies that exported to the United States suffered because
sales went down. When the economy in the United States picked up, so
did sales for Canadian resource exporters. How was this situation similar
to what occurred in the 1920s?

Foreign Ownership
During the 1920s, Americans increased their investment in Canadian
industries. Some of these investments were in the form of branch
plants — operations set up in Canada but completely owned by Figure 7-17 Estimates of Foreign
American companies. Investment in Canada,
Auto companies such as Ford and General Motors, for example, ess?
were quick to establish Canadian branch plants. Branch plants enabled Examine the statistics. When was U.S.
American companies to sell to Canadian consumers without incurring investment the highest? When was British
high transportation costs or paying the import tariffs that the Canadian investment the lowest?

government used to protect Canadian manufacturers.

Canadians were divided over the benefits of branch plants. Some
Ps |ow [om |a
believed that foreign investment created jobs for Canadians and helped
ao [aww [os [om
Pes [os[ox
Canadian industries grow. And if American investors made money in
Canada, they would continue to invest.
Others argued that American factories put Canadian companies
out of business, that the managers of the branch plants were usually
American, and that most profits earned in Canada went back to the U.S. Source: Statistics Canada
parent companies. These critics also said that branch plants undermined
Canada’s ability to make economic decisions — the branch plants
answered to the parent company, not to Canadian workers, citizens, or
decision makers.
Continuity and Change: By the end of 2012, the United States accounted
for 51 per cent of foreign investment in Canada, while Britain accounted Up for Discussion
for 8 per cent. The remaining 41 per cent was from other countries.
Does it matter if ownership is Canadian or
Examine the trend shown in Figure 7-17 and comment on whether the foreign as long as a company provides jobs?
2012 figures are what you might have expected — and why.

MHR * What changed and what stayed the same after World War I? * CHAPTER 7 (a)
UNIT TWO 1914-1929

Figure 7-18 Urban and Rural Populations, Changing Lifestyles

1911-2011.
As the economy improved during the 1920s, Canadians began to change
What trends do you see from 1911 to 1931? the way they lived. Before World War I, more than 50 per cent of
Did those trends continue? How would Canadians had lived on farms and in rural areas, but after the war, many
these trerndsatett eg een ses began to move to towns and cities. Many Canadians had money to spare,
100 and they could afford to buy the consumer goods, including radios and
telephones, that were becoming widely available.

a Urbanization
Manufacturers built their plants in urban areas because they needed
[op]oS a large, skilled labour force and transportation links. Canadian cities
began to grow as workers crowded into them. Cities grew upward as tall
Percentage
40 buildings, some more than 30 storeys, were built. Cities also expanded
outward as residential suburbs were added.
The growth of cities depended on technological innovations.
Streetcar and road systems linked suburbs to the centre of cities, where
most industries and services were located. Telephone and telegraph
communication connected city dwellers.
1911 1921 1931 2011 :
ties es ne es, These changes meant that many Canadians were no longer as self-
Canada, 2011 Census sufficient as they had been. They needed the services offered in urban
areas — grocery and clothing stores, housing, education, health care, and
so on. The wealth generated by jobs was used to pay for these services,
and the service sector of the economy grew quickly.
As more people moved to cities, a political shift took
Figure 7-19. The Eaton Co’s Winnipeg catalogue
for1928-1929 place. The political power of urban centres increased, while
was designed to encourage both urban and rural dwellers to buy. the power of rural areas decreased.
How does this cover promote an idealized version of Canada? Continuity and Change: Explain why the Progressive Party,
whose support was largely rural, failed to maintain its
popularity after 1921.

Growing Consumerism
During the boom of the 1920s, more Canadians could
afford to buy consumer goods. After paying for food,
clothing, and shelter, many had money left over to buy
products that went beyond the necessities. Mass advertising
campaigns — in magazines and newspapers and on
billboards and radio — encouraged people to spend.
Department stores like the T. Eaton Co. created
catalogues and mailed them across the country. In the
1920s, the catalogues became large publications. Pages of
colour images were designed to persuade people to buy
new products — electric toasters, irons, sewing machines,
washing machines, and fashionable clothing for everyone
in the family. Women were usually the intended audience
for these catalogues, and they were portrayed as stylish —
and often idealized — wives and mothers, roles that the
intended audience often identified with.

(22) Unit 2 * Did World WarI transform Canada? * MHR

Buying on Credit
One outcome of the new, urban way of life was the use of consumer credit
— borrowed money. Before this time, credit had been given by grocers and
merchants for food and fuel, items that were consumed. Amounts owed by
households remained small, and the credit was given for a short time only.
In the 1920s, the demand for consumer goods prompted banks to
lend money for goods like furnishings and cars. People often bought
expensive items on an instalment plan. This involved paying part of the Figure 7-20 In 1923, Foster Hewitt
cost at the time of purchase and the rest in instalments over time. The becamethefirst announcer to broadcast
amount of household debt increased dramatically. the play-by-play of aCanadian hockey
game on radio. He would continue to be the
Credit was also available for playing the stock market, and this
voice of hockey broadcasts for the next 60
appealed to people who wanted to share in the promise of spectacular
years. How could something like this help
profits. Paying very little up front, even average citizens could invest, and
unite the country?
the stock market boomed, setting new trading records.
Ethical Dimension: What parallels do you see between the credit-crazy
1920s and today’s consumer society?

The Media and the Arts

The whole world seemed different after World War I, and that included
Canada. Technological and artistic developments in media, literature, and
the visual arts helped make this happen.

Rise of the Radio

During the 1920s, more people bought radios as the technology improved
and prices fell. By 1928, some Canadian radio stations existed, but 80 per
cent of the programs Canadians listened to were produced in the United
States. Powerful transmitters carried the programs across the border.
Canadians listened to homegrown and imported drama, comedy shows,
music, and sports broadcasts. Passengers riding in Canadian National Figure 7-21 By 1938, Maclean’s magazine
Railway’s parlour cars could listen to the radio as they crossed Canada. had builtaloyal following among Canadians
Prime Minister William Lyon Mackenzie King participated in interested in reading news, articles, and
Canada’s first cross-country radio broadcast in 1927, when he addressed stories told from a Canadian perspective.
How would this perspective be important to
the country from Parliament Hill to celebrate the Diamond Jubilee of
Canadian identity?
Confederation. Canadian National and Canadian Pacific telegraph
lines and various local and provincial telephone lines were used to link
most of the private Canadian radio stations operating at that time. King
was impressed with the new medium as a way of communicating with
Canadians, and he continued to use radio to address the country.

Magazines
Like television and radio programs, Canadian magazines also faced
competition — in this case, from glossy American magazines such as The
Saturday Evening Post. Some of the early Canadian magazines survived.
The Beaver, today called Canada’s History, was started by the Hudson’s
Bay Company in 1920 to celebrate the company’s 250th anniversary. One
of the company’s main goals was to promote its stores, but the magazine
also focused on Canadian history and culture, publishing photo essays
and stories by Canadian writers such as Stephen Leacock.

MHR * What changed and what stayed the same after World War I? * CHAPTER 7 @
UNIT TWO 1914-1929

Maclean’s, which was founded in 1905, grew in popularity during

the 1920s. Issues featured articles by Canadian writers including Emily
Murphy, one of the Famous Five, as well as Canadian art and fiction
by authors such as Lucy Maud Montgomery and Robert Service.
Maclean’ prided itself on presenting a Canadian perspective. In 1926,
editor J. Vernon Mackenzie said that the magazine’s success proved
“that a Canadian magazine staffed by Canadian editors, and featuring
predominantly the work of Canadian writers and artists, could merit the
support of a discriminating Canadian public.”

Movies
Figure 7-22 Mary Pickford was reported
to be the first woman to earn more than
By 1920, the American movie industry was well established. Initially,
$1 million a year through acting and the movie studios in California turned out silent films, but in 1927, The
co-running a major film studio. Millions Jazz Singer ushered in the “talkies.” Like their neighbours to the south,
of Canadians flocked to her movies. What Canadians loved movies and movie stars such as Greta Garbo and Charlie
effect might she have had on Canadians’ Chaplin. Even during the Depression, many people managed to scrape
dreams and aspirations? together money to go to the movies. Although Canada produced few
movies during the 1920s and 1930s, some Canadians played an important
role in the development of the American industry.
A rising star of this period was actress Mary Pickford, born Gladys
Marie Smith, from Toronto, Ontario. Pickford, who had begun her
career in the theatre, was first noticed by a New York film director who
cast her in his short silent films. During the 1920s, she became a major
Hollywood silent film star, surpassing even Charlie Chaplin in popularity.
One of Pickford’s greatest legacies was her businesslike approach to
acting. She negotiated wisely with studios for payment and eventually
formed United Artists — today a major motion picture company — along
with other actors so that she could have more control over her own film
production and distribution. Other Canadian fixtures in Hollywood at the
time were comedian Marie Dressler and studio executive Louis B. Mayer.

Canadian Literature
In the early years of the 20th century, some Canadian writers told stories
of people struggling against an unforgiving wilderness. Others told
sunnier tales of rural life in tight-knit communities such as Avonlea,
Prince Edward Island, the setting of Lucy Maud Montgomery’s 1908
novel, Anne of Green Gables.
But by the 1920s, Canadian writers were developing a different
sensibility. They were telling grittier stories influenced by the social
It was hardly more than dawn when
disruptions caused by World War I, poverty, and the growth of cities.
George woke up so suddenly. He
Canadian writer Morley Callaghan, who was born in Toronto in
lay wide awake listening to a heavy
1903, published his first novel, Strange Fugitive, in 1928. In the decades
truck moving slowly on the street
below; he heard one truck-driver that followed, Callaghan’s fiction, especially his innovative, tightly
shout angrily to another; he heard crafted, and intense short stories, would gain an international audience.
a hundred small street sounds Callaghan’s language was sparse, and he told his stories from
multiplying and rolling with the the perspective of ordinary people who were often caught in painful
motion of the city awakening. predicaments and whose lives were marred by poor choices.
— Morley Callaghan, writer, Historical Perspective: How did Callaghan’s use of plain language and
in “The Blue Kimono,” 1935
everyday situations reflect a changing Canadian sensibility?

Unit 2 * Did World WarI transform Canada? * MHR

 Canadian Visual Art Figure 7-23 Big Raven, by Emily Carr, 1931
The growing sense of Canadian identity that
emerged after World War I was encouraged
by some Canadian painters who were also
_ developing a distinctive style. Until then, most
Canadian artists had been heavily influenced by
European styles and techniques, but a number
__ of painters found inspiration in Canada’s rugged
landscapes. Using strong, vivid colours, they
wanted to show how the landscape affected them.
To do this, they went out and experienced the
physical settings for themselves.
Leaders in this new style of painting included
Emily Carr, Tom Thomson, and the Group of
Seven — J.E.H. MacDonald, Lawren S. Harris,
Franklin Carmichael, Arthur Lismer, F.H.
Varley, A.Y. Jackson, and Franz Johnston. When
Johnston left the group, A.J. Casson joined.
Emily Carr was one of the groundbreaking
Canadian artists. Carr grew up in Victoria, B.C., in the late 19th century.
After studying in Paris, she developed a unique style, but neither this nor
her subjects — the culture of the Kwakiutl people and the landscape of
the West Coast — was appreciated at the time. But in the late 1920s, she
received encouragement from members of the Group of Seven, though
her works did not sell well during her lifetime. Throughout her career, she
continued to be influenced by First Nations people and their communities.
Many Canadians rejected this new style, with its bold colours and
brooding images. One patron of the arts remarked, “It’s bad enough to
live in this country, without having pictures of it in your home.” But over
time, this new style captured the imagination of many Canadians, who
connected it with their growing sense of identity.

Figure 7-24 Clouds, Lake Superior, by Lawren S. Harris, 1923 Figure 7-25 Swamp, Sawyer’s Lake by A.J. Casson, undated

MHR * What changed and what stayed the same after World War I? * CHAPTER 7 @
 Thinking Historically: Cause and Consequence

In the early days of mainstream Canadian art, Canadians of European heritage painted in a
European, realistic style. They painted lovely scenery, rugged outdoorsmen, and quaint domestic
scenes. But nothing about the paintings said, “This is Canadian!”
Then came a pivotal moment in Canadian artistic history: the first exhibition of the Group
of Seven in May 1920. For the first time, a group of Canadian artists presented a distinctive
interpretation of the Canadian wilderness. How did this moment come to be?

The Inspiration of Tom Thomson Algonquin Park. He spent the war years living in the
It all began in 1877, with the birth of Tom Thomson. park and painting his most famous works. Then, in July
Thomson grew up in Leith, Ontario, a small town on the 1917, he drowned in Canoe Lake.
shores of Georgian Bay. His parents encouraged him Thomson’s friends mourned his loss but drew
in drawing, design, and music. After some business inspiration from his paintings and their memories. They
training, he began a career in commercial art. By lucky continued his pursuit of a truly Canadian approach to
chance, in 1909, he joined the Toronto firm Grip Ltd., art. And this led, in May 1920, to their first exhibition.
where he met the head designer, J.E.H. MacDonald.
MacDonald helped Thomson develop his talents. Soon
Figure 7-26 The West Wind, by Tom Thomson, 1917
Thompson, MacDonald, and four fellow designers at
Grip began to go on weekend painting trips into the In the early 20th century, Canada was becoming increasingly
countryside. urban. Could it be that Canada’s newest city residents
The artists didn’t just share the occasional tube of yearned for the undeveloped Canada they had left behind?
paint. They also shared a common passion to interpret How might this condition have contributed to the success of
Canada for Canadians. They wanted to break from the Group ofSeven?
European artistic traditions. Together, they set about to
create a unique painting style.
In 1912, Thomson travelled for the first time to
Algonquin Park. He was so impressed by the setting that
he convinced his artist friends to join him there. This
was their first introduction to the Canadian wilderness.
And they loved it. Arthur Lismer said that “Thomson
sought the wilderness, never seeking to tame it, but only
to draw from it, its magic of tangle and season.” The
artists followed Thomson's example, and began painting
the wilderness using defiant brush strokes and vivid
colours.
On seeing Thomson’s paintings, an art enthusiast
offered to pay Thomson's expenses. So in 1914,
Thomson took a leave from his job and moved to

1. Create a graphic to show how multiple causes led to 2. Dothe landscape paintings of Thomson and the Group
the art exhibition that revolutionized the Canadian art of Seven reveal an aspect of Canadian identity that is
scene. Include actions of individuals as well as general important to you? Explain.
conditions.

Unit 2 * Did World WarItransform Canada? * MHR

Changes in Science and Technology Figure 7-27 This woman is driving a
The period after World War I was a time of rapid technological change. flashy Studebaker roadster— a two-seater
During the 1920s, radio and movies become mainstream media. convertible. Predict how car ownership may
Industries developed mass production techniques to meet the consumer gave fertesi sore vomnesarieniiyy aie
sense of independence.
demand for goods. Cars started to become cheaper, faster, and more
reliable and comfortable.
gt eee
Other scientific and ‘tikes ls
technological developments
were also important in changing
Canadians lives.

Roads
In 1919, Parliament passed
the Canada Highways Act,
committing the federal
government to build 40 000
kilometres of highway. By 1930,
the annual cost of building roads
was about $94 million.
Better roads made Canadians
more mobile. And convenience
helped drive up vehicle ownership,
which encouraged the building
of new roads. By the end of the
1920s, nearly 1.62 million motor
vehicles were travelling Canada’s
roads. Widespread car ownership also supported the expansion of cities
Figure 7-28 The candlestick phone was
and the development of suburbs, a pattern that has continued. one of the first desktop dial phones. How
would your life be different ifthis was the
Communication
only type of phone you could use?
Telephone technology developed quickly after Alexander Graham Bell
made the first telephone call in 1876. In 1916, for example, the first
trans-Canada call was made from Montréal to Vancouver, although it was
routed through American systems.
At the time, telephones came in two pieces: an earpiece and a
speaking piece. Users first called an operator, usually a woman, who
connected them with the person they were calling.
Phones were expensive and were considered a luxury, affordable only
for people who were wealthy. But over time, innovations made phone
service much easier and cheaper. The dial phone was introduced in 1924,
and the one-piece handset in 1927.
In 1927, 13 of every 100 Canadians had a telephone. Telephone
company advertising promoted the telephone as essential to modern life
and an aid to social interaction. :
Historical Perspective: Compare 1920s phone technology and 21st
century “smart phone” technology. Which do you feel had a greater
impact on people’s lives? Explain your reasoning.

MHR * What changed and what stayed the same after World War I? * CHAPTER 7 (a)
 UNIT TWO 1914-1929

Changes in Health
Health care was another field in which rapid advances were made in the
decades after World War I— and Canadians were at the forefront of
some of these innovations.

Treating Diabetes
Figure 7-29 Charles Best (left) and
Frederick Banting stand with one of the
In 1920, people knew little about diabetes, a condition in which the
diabetic dogs they used for research. In
pancreas does not produce enough insulin. Diabetes often affected
the 1920s, using animals for research children and was usually fatal.
purposes was not frowned upon. How Frederick Banting, a doctor from Alliston, Ontario, believed
does this situation help you understand diabetes could be treated with injections of insulin. Banting persuaded
the risks of imposing today’s ethics ona J.J.R. Macleod, a professor at the University of Toronto, to lend him
past action? his laboratory so he could test his theory. Macleod assigned Charles
Best, a young researcher, to help Banting. In January 1922, the pair
injected animal insulin into Leonard Thompson, a 14-year-old diabetic.
Thompson got better, and lived until his late twenties before dying of
another illness.
In 1923, Banting and Macleod were awarded the Nobel Prize for
medicine for the discovery of injectable insulin. Today, millions of people
owe their lives to this research.

Fighting Tuberculosis
Tuberculosis (TB) is a deadly disease that attacks the lungs. In the 1920s,
there was no effective treatment for TB, one of the leading causes of
death in Canadians 20 to 50 years old. By 1925, however, a Canadian
team sponsored by the National Research Council (NRC) had begun
making a vaccine against TB. At the time, TB was a problem on many
First Nation reserves, so NRC doctors started vaccination programs there.
These programs helped establish a model for more widespread vaccination
programs, and TB became a preventable disease.
Change and Continuity: How did the medical advances of the 1920s
change life for all Canadians, including future generations?

Recall... Reflect...Respond
1. Who would most benefit from the improved In the column headed “Legacies,” include topics listed
technologies of cars, radios, and telephones? Who in this section of the chapter. Then, on the basis of
wouldn't? Why not? your understanding of events and conditions in Canada
|
between 1914 and 1929, list both short- and long-term
| . Choose two individuals who contributed to Canadian
effects. Incorporate your ideas into a paragraph that
| cultural development in the 1920s and explain their
responds to the question.
impact today. You may have to do some research to
assess the person's impact in contemporary life.
In your opinion, which ofthe cultural, technological,
) and scientific changes ushered in after World War |
: and during the 1920s had the greatest impact on
Canada? To help you decide, create a three-column
chart like the one shown.

|
) Unit 2 * Did World WarI transform Canada? * MAR
 What new roles did Canada play on the
world stage?
Canada’s performance on the battlefields of World War I had changed many
Canadians’ sense of themselves and of their country. They wanted Canada to
take its place on the international stage, and they supported Prime Minister
Robert Borden’s insistence on Canada having its own seat at the peace talks
in 1919, and not being considered a colony of Britain.

Growing Autonomy
Many Canadians also wanted greater autonomy — self-government or
independence — from Britain. They believed that Canada should no When Britain’s message came [asking
for help at Chanak], then Canada
longer be tied to the apron strings of a European power, so in the decades
should have said: “Ready, aye ready;
after the war, the country took steps toward independence. we stand by you.” |hope the time
The Chanak Affair, 1922 has not yet gone by when that
declaration can yet be made.
~ After World War I, French and British forces occupied Turkey, which had
— Arthur Meighen, leader of the |
fought alongside the Central Powers. By 1920, treaties had been signed Opposition, 1922
and British forces had withdrawn to a few key sites.
A British ally, Greece, attacked Turkey. Turkey fought off the Greeks
- but then advanced on the British at Chanak, now Canakkale. The British
were outnumbered, so David Lloyd George, the British prime minister,
called on the dominions and colonies of the British Empire for help. But
William Lyon Mackenzie King had become prime minister, and King
refused to send Canadians without question. King wanted Parliament to
decide whether Canadian forces should go.
In the end, the British and the Turks signed a peace agreement.
But the Chanak affair signalled that Canada wanted to make its own
_ decisions about becoming involved in conflicts.
Historical Significance: Why was a parliamentary debate over whether to
go to war regarded as an important step toward autonomy?

Halibut Treaty, 1923

Before 1923, Canada could negotiate treaties with other countries, but the
treaties always had to be co-signed by British officials.
After World War I, it became clear that halibut stocks off the Pacific
Northwest Coast of Canada and the United States were endangered by
overfishing. So the two countries negotiated an agreement to manage the
industry by setting limits on catches and on the fishing season.
Britain expected to co-sign the treaty as usual, but King said that
Canada would sign on its own. The British government eventually gave
in to King’s demands. The Halibut Treaty set a precedent by establishing
Canada’s right to take independent diplomatic action.
Cause and Consequence: How might Canada’s participation in World
War I have contributed to Canada’s changing view of itself on the world
stage? How might it have affected other countries’ willingness to listen?

MHR * What changed and what stayed the same after World War I? * CHAPTER 7
UNIT TWO 1914-1929

King—Byng Crisis, 1925-1926

‘CONNECTIONS: In the federal election of October 1925, William Lyon Mackenzie King’s
When King George V named Julian Liberals achieved only a weak minority, but they managed to hang
Byng governor general, the choice on to power until the spring of 1926. At that time, the Conservatives
was greeted enthusiastically. Byng withdrew their support over a Liberal scandal and King faced a vote of
had been the British commander of
the Canadian Corps at Vimy Ridge nonconfidence.
and was popular with the troops, In June, King asked the governor general, Julian Byng, to dissolve
who often called themselves “Byng’s Parliament and call an election. Byng refused, an action that was legal,
Boys.” Byng’s wife, Evelyn, donated
the Lady Byng Trophy to the NHL, and
but contrary to the custom of following the advice of the elected cabinet.
this trophy is still awarded annually King’s government then resigned, forcing Byng to make a decision. He
to the hockey player who best asked the Conservative Party to form a government, but it failed within
combines fair play and skill.
five days.
Although Byng was popular, many Canadians believed that his action
had undermined Canadian autonomy — and widespread resentment
helped King win a majority in the election that followed.
The debate over Byng’s actions, both in Canada and Britain, led to
discussions that eventually redefined Canada’s relationship with Britain.
Continuity and Change: Since the Byng affair, no governor general has
opposed a sitting prime minister. What does this tell you about how
Canada’s relationship with Britain has changed?

Path to Independence: The Balfour Report

Later in 1926, leaders of Canada and the other self-governing dominions
of the British Empire attended an imperial conference in London to
Figure 7-30 Prime Minister William
Lyon Mackenzie King (second from left)
discuss their relationship with Britain. The conference concluded with
and Canadian delegates arrive at the 1926
the Balfour Report, which recognized the growing political and economic.
Imperial Conference. King knew that Britain autonomy of the former colonies and said that Britain should no longer
could no longer justify denying Canada its be making decisions for them. The report also redefined the role of the
independence. How might this assumption governors general in the dominions.
on King’s part have affected the discussions? The ideas in the Balfour Report became
law in 1931, when the Statute of Westminster
was adopted. This act of the British Parliament
officially recognized the equality of Britain
and the dominions. Britain could no longer
make laws for its former colonies. The statute
also established the continuing relationship
between Britain and the members of the
British Commonwealth.
Though the statute was written in dry,
legal language, some historians, including
Norman Hillmer, have called it “Canada’s
declaration of independence.”
Cause and Consequence: Canada’s path to
independence involved decades of negotiation
rather than a violent revolution, as occurred
in the United States. How might the nature of
this process reflect Canadian identity?

Unir 2 * Did World War I transform Canada? * MHR

The Fourteen Points
American president Woodrow Wilson had arrived at the Paris Peace
Conference with a plan for ensuring that the Great War really would
be “the war to end all wars.” Wilson’s proposal for establishing a lasting
peace became known as the Fourteen Points.
Some of the measures included in Wilson’s Fourteen Points were
* open diplomacy and an end to secret deals between governments
* open and equal trade among countries
* reducing armaments to the minimum necessary to ensure a country’s
security
* creation of a “general association of nations” to guarantee the “political
independence and territorial integrity” of all countries

Canada and the League of Nations

At the peace conference, Wilson’s ideas were watered down — but his ‘CONNECTIONS:
proposal for an association of nations did result in the creation of the Although the League of Nations was
League of Nations in 1919. League members agreed on three tools that proposed by U.S. president Woodrow
Wilson, his political opponents at home
could be used when war threatened. They could
turned public opinion against the idea.
¢ ask the countries to negotiate a peaceful resolution They said it would draw the United
States into other countries’ wars. As a
* impose economic sanctions on an aggressor state to encourage it to seek result, the United States never joined
peace the League.
* use military force against the aggressor country In addition, neither Germany nor
Russia was invited to join the League.
Although Canada joined the League of Nations when it was formed Both joined later, though they did not
in 1919, Canadian officials lobbied (persuaded decision-makers) to have remain members for long. Without
these important countries as active,
the collective-security provisions removed from the League charter. They committed members, the League of
argued that a small country like Canada should have the right to decide Nations never had the political or
whether to become involved in military actions. economic power to be effective.
Joining the League marked one of the first times Canada took
independent multilateral action — action in co-operation with
many other countries. Multilateral action would become a hallmark of
Canadian foreign policy over the next century.

Recall... Reflect... Respond

1. Ina1928 speech to the League of Nations, Canadian 2. Create a timeline that includes at least six historically
senator Raoul Dandurand defended Canada’s significant military, political, or diplomatic events
reluctance to co-operate in League military actions marking Canada’s path to greater autonomy. Begin
by saying, “We live in a fire-proof house, far your timeline in 1914 and end it in 1929. Note a reason
from inflammable materials.” What do you think for including each item. Explain how Canadians’
Dandurand meant? With a partner, develop two participation in these events, as a whole, was
arguments — from the point of view of someone in significantto Canada.
1928 — to support Dandurand’s position and two
The Balfour Report and the Statute of Westminster
arguments against it. Which arguments are stronger?
(1931) that followed guaranteed Canada’s legal
Explain the reasons for your judgment.
independence from Britain. But were there ways in
which Canada remained British? Explain your answer.

MHR * What changed and what stayed the same after World War I? * CHAPTER 7 (=)
UNIT TWO 1914-1929

Chapter 7 Review
Knowledge, Understanding, and With a partner, write a profile of your character or
Thinking a first-person account in his or her voice describing
his or her feelings, concerns, and goals for the future.
1. A turning point can be thought of as a situation in which Referto actual historical events of the time for details.
things usually cannot go backto what they once were.
e A young woman living in rural Ontario who wants
Identify at least two situations that made the period
to go to medical school and realizes the doors of
following World War | a turning point for women, and
professional schools are closed to her
state why these situations qualify as a turning point.
e Areturning soldier who has decided to lobby for
2. As Canada recovered from the war, it faced a number improved benefits for veterans and better treatment
of challenges, including illness, unemployment, and of wounded soldiers
political unrest. Create a chart like the one shown to
e A returning soldier considering work opportunities
record your responses to the questions below.
to support his family only to discover that jobs are
scarce and inflation is high
e A striker during the Winnipeg General Strike
Challenges
e Atemperance worker hoping that by persuading
Opportunities
people not to buy alcohol, serious health and social
problems might be avoided
Important People
e An advertising company starting up during the
or Groups
consumer boom of the 1920s, hoping to reach
Outcomes thousands of customers with catchy messages
about all the latest conveniences and inventions
a) What were the most prominent challenges?
. Evidence: Reflecting on the historical period of the
b) What opportunities were available? 1920s, work with a partner or small group to address
c) Which individuals or groups were important? the following questions:
d) In a few words, how would you describe the a) Identify the economic and social roles that
outcome? governments could play in good times. Some issues
to think about include stimulating the economy,
3. What were the three most significant forces driving the
creating stability, and protecting people who are
social and economic changes that occurred in Canada
vulnerable.
during the 1920s? Provide the criteria you used to make
your choices. b) Identify the social and economic roles governments
could play in hard times. For example, what should
be done to support people who have lost their
Communicating and Applying jobs? What should governments do to stimulate the
economy?
4. Historical Perspective: Historical empathy is the c) On the basis of the ideas you discussed, create a
ability to see yourself as someone who might have lived
point-form job description for governments playing
in the past. Historical empathy can help you understand an appropriate role in good times and in bad.
people's responses to events of other times.
Work with a partner to imagine yourself in the shoes of
one of the following characters. Think about how the
character you choose would be influenced by events
following World War 1 and the decade of the 1920s.
6. Historical Perspective: Assess the overall historical b) Between 1920 and today, what do you think has
significance of the Winnipeg General Strike. changed the most when it comes to illness, disease
prevention, and drugs used to treat disease?
a) In a few sentences, summarize the positive and
negative outcomes of the strike. . Historical Significance: British Columbia artist Brian
b) In your opinion, are the negative outcomes Jungen specializes in creating artifacts associated with
outweighed bythe positives or vice versa? Give Aboriginal culture from consumer products. He has
reasons for your response. made sculptures from running shoes, plastics, and auto
c) Do you think that Winnipeg General Strike had long- parts. Figure 7-31, Cetology— his sculpture of a whale
lasting consequences for many people or just some? skeleton — was created entirely from plastic lawn
Explain your answer. furniture.
d) Thinking about what you know about worker rights a) In what ways is Jungen’s approach to art similar to
and worker issues today, did the strike shed light on that of the Group of Seven?
issues that are still relevant in the modern world? b) In what ways is it different?
What are those issues and why are they important? c) What emerging issues does Jungen’s work raise for
e) Make a concluding statement about the historical you?
significance of the strike.

7. Ethical Dimension: The developers of insulin, along

with many other drug developers and inventors, gave
up control of their discoveries and allowed research ‘CONNECTIONS:
institutions and patients to benefit from licensing On January 23, 1923, Frederick
revenues. Recently, a prominent drug company Banting, James Collip, and Charles
announced that diabetes is one of the largest “business Best were awarded U.S. patents for
opportunities” and diabetics are one of the “fastest insulin and the method used to make it.
growing markets” for drug manufacturers. (Many more The three researchers sold the patents
people have diabetes today than they did in 1920.) to the University of Toronto for $1 each.

a) Without attempting to judge either time period,

make a statement about the differences in these two
approaches to human illness and the drugs used to
treat it.

Figure 7-31 The lawn furniture

plastic used for Brian Jungen’s
whale sculpture sometimes still
carried the price sticker. What kind
of statement might the artist be
making by leaving the sticker on?

MHR * What changed and what stayed the same after World War I? ¢ CHAPTER 7 (3)
UNIT TWO 1914-1929

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from our
local agent
or upon
application
direct to -|f

Local Agents:
SERCOMBE & HAYES,
9, South Street, DORCHESTER.

Figure 8-1 Before and after World War |,Canada tried to attract
immigrants to settle the West and build the country’s economy.
Advertisements, such as the poster on this page, offered free or cheap
land. These ads promised prosperity and abundance, but the reality was
somewhat different. Non-British immigrants were often labelled “aliens”
and treated with suspicion. And open discrimination, such as the sign
warning Jews to stay out of Ste-Agathe, Québec, reminded some groups
that they were not welcome in some communities.

Unit 2. * Did World War I transform Canada? * wise —

CHAPTER'ISSUE oe
Were the Roaring Twenties good times for all?

In the early 20th century, the heritage of more than half of

Canadians was British. The second-largest group was French. The Key Terms
government tried to reinforce Canada’s British character by attracting enfranchise
immigrants from Britain. cultural genocide
But the desire to fill the Western provinces with Europeans push and pull factors
prompted recruiters to expand their efforts to include Western and pacifism
Eastern Europe. As a result, people arrived from Poland, Russia, child labour
Ukraine, and other non-English-speaking European countries.
European Jews and Chinese people also arrived. But many people
in these groups did not find Canada entirely welcoming. At times,
members of these groups experienced open discrimination. So did
Aboriginal peoples, who often found themselves displaced by the
newcomers and stripped of rights by the federal government.
The images on the previous page show the contrasting realities
that existed in Canada in the years after World War I. Examine the
images and respond to the following questions:
¢ What kind of society is portrayed in the Canadian National
Railways poster? What elements of the poster create this message?
¢ What does the poster suggest about who was welcome in Canada?
¢ What kind of society is portrayed by the sign in Ste-Agathe, Québec?
¢ How might this discrimination have affected relationships among
the various groups within Canadian society?
¢ What conclusions, if any, do these images help you reach about
Canadians’ commitment to social justice during this period?

LEARNING GOALS
Looking Ahead
| |
| The following inquiry questions will help you In this chapter you will
igration policy follow ing
' explore the extent to which Canada was a society ° examine Canadian imm
duri ng the 1920s
| where all people had an equal opportunity to World War | and
flourish: to Canada and why
° investigate who came
aphic trends between
¢ Did government actions help or hinder Aboriginal ° analyze major demogr
peoples? 1914 and 1929
the Indian Act and the
¢ What were the impacts of immigration policies? e explain the impact of
on Aboriginal peoples
e What forces affected Canadian identity? residential school system
different cultural groups
Irgeerntrne TONS Se SG
ae ceeds eal dldindinaaac nal ane
z
cae See ie aCe cee soppamninaneieneenerenec
e describe attitudes to ;
in Canada
ates

als and grou ps Wno

e describe some individu
to achi eve equa lity
worked
UNIT TWO 1914-1929

Did government actions help or hinder

Aboriginal peoples?
After World War I, Canadian society started to change.
* Veterans of World War I returned home with different expectations.
¢ Immigrants from across Europe brought their own cultural traditions
and languages.
¢ Some women, who now had the right to vote and the experience of
working outside the home, began to seek equality.
¢ Ties to Britain began to weaken while American ties grew.
e More and more rural Canadians moved to urban centres.
¢ Modern conveniences, such as electrical appliances and the telephone,
began to change the daily lives of Canadians.
These changes affected the Canadian economy, social structures,
institutions, and political parties, as well as relationships among groups
within society. Though many of these changes were welcome, not all
groups benefited. Aboriginal peoples, for example, struggled to make their
voices heard.

Figure 8-2 The makers of the 1921 movie First Nations and the Indian Act
Cameron of the Royal Mounted hired In the late 19th century, attempts to settle the Western United States
Alberta First Nations people to simulate had sparked violence between newcomers and First Nations who tried —
attacking a train. Even though it was unsuccessfully — to keep the newcomers from taking over their territory.
produced in Alberta, this movie targeted
The Canadian government wanted to attract Europeans to Western
American audiences and reinforced a
Canada, but it also wanted to avoid similar clashes.
largely American stereotype of First
So the government encouraged western First Nations, such as the
Nations people. What stereotypes are
shown in this scene? How might these
Siksika and Cree, to sign treaties that offered some benefits in return
stereotypes affect attitudes toward for giving up most of their land. In the view of First Nations, they were
First Nations? agreeing not to give up their lands but to share the fruits of the land.
First Nations were granted reserves — land set aside
for their exclusive use. Then, in 1876, Parliament
passed the Indian Act, which gave the government
nearly complete control over the lives of First Nations
people on reserves.
The act defined who qualified for Indian status
and therefore was eligible to receive the benefits
promised in treaties. Benefits included government-
funded health care and education. But the act
took away First Nations people’s right to govern
themselves, as well as their right to vote. The act also
restricted how First Nations people earned a living,
required them to ask permission to leave their reserve,
and prohibited them from consuming alcohol. On
each reserve, a government-appointed Indian agent
controlled people’s day-to-day activities.

Unit 2 * Did World War I transform Canada? * MAR

 Assimilation
The goal of the Indian Act was to assimilate Aboriginal peoples into the Up for Discussion
broader Canadian society. Over the years, Parliament changed the act Should a treaty be considered a binding
several times — without consulting First Nations. Restrictions on First contract that lasts foreverormerely a promise
Nations people under the Indian Act included the following: to be kept ifpossible?
e A First Nations woman who married someone who was not a status
Indian lost her Indian status.
¢ First Nations people who became doctors, lawyers, and church
ministers gave up their Indian status.
¢ Those who wanted to vote in federal and provincial elections were
required to give up their status.
¢ Traditional dances, celebrations, and powwows were prohibited.
¢ First Nations could not hire a lawyer to help them deal with issues such
as negotiating treaties. This educated Indian .. . is one of
a small number who are trying to
For First Nations, the treaties were binding contracts. But gain prominence and perhaps a little
_ governments and the courts viewed the treaties as promises that the extra cash from organising a society
government was not bound to keep and many of the promises were and posing as a friend and champion
not kept. of the Indians, and from the first |
Many of the reserves were too small for First Nations to sustain have refused to allow him to thrust
themselves or carry on traditional activities. In addition, budget cuts himself into the administration of the
in the federal Department of Indian Affairs reduced services. And Department.
government officials decided that the annual benefits promised in treaties — Duncan Campbell Scott, deputy
discouraged First Nations people from finding jobs. So these payments | __ superintendent general, Departmentof
Indian Affairs, in a letter, 1921
were reduced and made only grudgingly.
: At the same time, rules limiting economic activities meant that few
jobs were available on reserves, so unemployment was high. Housing on
reserves was usually primitive, lacking running water and indoor toilets.
Poor health care and infectious diseases also took a toll. Poverty meant
| that children were undernourished, and suicide rates jumped.
Asa result, the quality of life on reserves declined. In 1500, about
~ 500 000 First Nations people lived in Canada. By the early 1920s, the Figure 8-3. Duncan Campbell Scott
number of status Indians was reduced to about 100 000. aye aad syeseeial
: schools system. ls it reasonable to pass
_ Continuity and Change: Compare those population figures to more recent judgment on his actions or can his views
data: The population of status Indians stood at 919 745 in 2013. Sketch a be explained away because he did not
bar graph of these numbers. What do you see? live in the 21st century?

The League of Indians of Canada

Many First Nations people from across Canada had fought during World
War I. At first, because of discrimination, Aboriginal peoples had been
discouraged from enlisting. But by 1915, when the war was well underway
and enlistment was down, they were encouraged-to sign up. Once the war
brought these soldiers together in Europe, many shared their concerns
about life back home. Some hoped that their war record would persuade
the government to correct the wrongs that had been done and to grant
them the same rights as other citizens.

MHR * Were the Roaring Twenties good times for all? * CHAPTER 8 @)
UNIT TWO 1914-1929

But when they returned home, they found that little had changed.
Figure 8-4 Lt. Frederick Ogilvie Loft, Many First Nations veterans were denied the benefits that were available
World War |Veteran, member ofthe Six
to non-Aboriginal veterans. And some First Nations were forced to
Nations. How would First Nations veterans
give up reserve land so the government could offer it to non-Aboriginal
who had served Canada in World War |react
to the Indian Act?
veterans who wanted to farm.
Some First Nations people decided that it was time to make their
voices heard. Fred Loft, a Mohawk from the Six Nations of the
Grand River Reserve in Ontario and a war veteran, was a key
figure in this movement. In 1919, Loft helped found the League
of Indians of Canada, which was modelled on the League of
Nations.
Loft was anxious to work with the federal government.
He stated that “We [the League] will co-operate with the
Government, but we must have its sympathy, encouragement
and assistance so as to make good.” However, government
officials viewed Loft’s efforts with suspicion and worked actively
to undermine the league. In 1927, for example, changes to the
Indian Act made it illegal for First Nations to form political
organizations. The league never attracted widespread support.
When Loft died in 1934, the organization faded away.
Still, this early attempt at organizing a national voice for First
Nations people laid the foundation for the Aboriginal groups of
the future.
Cause and Consequence: Frederick Loft is a good example of
an individual who made a difference despite the forces working
against him. Why did his vision for an organization that would
represent Aboriginal peoples prevail in the end? .

Residential Schools
One of the main advocates of assimilation was Duncan Campbell Scott,
who rose through the ranks to lead the Department of Indian Affairs
from 1923 to 1939.
Scott, who was also a well-known poet, told a parliamentary
committee in 1920: “I want to get rid of the Indian problem. I do not
think, as a matter of fact, that the country ought to continuously protect
a class of people who are able to stand alone. . . . Our objective is to
‘CONNECTIONS: continue until there is not a single Indian in Canada that has not been
In 2007, a panel of 10 Canadian absorbed into the body politic and there is no Indian question, and no
historians brought together by the Indian Department.”
MaQaaliie ite Beaver Neagle Scott believed that education was the key to assimilation. Many
Canada’s History) named Duncan een Sieg eld el d «4 iat li
Campbell Scottt6 alist of worst irst Nations children already atten ed school, but in 1920, Parliament
Canadians. The panel's list also changed the Indian Act and required all children between the ages of
included former prime ministers John 7 and 15 to go to school. For many, this meant travelling hundreds, and
A. Macdonald and John Diefenbaker. :
ee ey even thousands, of kilometres from home.
The goal of the schools was to “civilize” the children so that they
would fit into Canadian society. English was the language of instruction,
and children were not allowed to speak their first language. Because
most of the schools were run by churches, Christian religious values were
emphasized, while Aboriginal spirituality was condemned.

Unit 2 * Did World WarI transform Canada? * MAR

 Children were separated from siblings and friends and housed
in dormitories. Many teachers were harsh; some were cruel. Most
students were required to do housework or manual labour to reduce the
institutions’ operating costs.
By 1931, 80 residential schools were operating across Canada. Over
the years, about 150 000 Aboriginal students attended these schools.

The Legacy of Residential Schools

Separated from their families for long periods, many students became
estranged from their parents and lost touch with their culture. They could
no longer speak the language of their parents and grandparents and did
not learn traditional ways. In addition, some children suffered physical
and sexual abuse.
Graduates of residential schools could become enfranchised —
Figure 8-5 These children are studying
qualified for citizenship rights, including the right to vote — but this at a residential school in Fort Resolution,
meant giving up their Indian status. In 1920, a change to the Indian Act Northwest Territories. How might sending
made it possible for graduates to be enfranchised even if they did not children to residential schools have affected
request or agree to it. the communities from which the children
were taken?

Recall... Reflect... Respond

1. Identify at least four conditions affecting First Nations nation’s language, culture, and traditions. Work with
inthe 1920s that made it difficult forthem to participate a partnerto develop arguments that could be used to
fully in Canadian society. In your opinion, which of these support one of the following positions:
conditions had the greatest impact on the struggle of
a) The Indian Act was an instrument of cultural
First Nations to achieve equality? Explain your answer.
genocide.
The Assembly of First Nations has described the
b) The Indian Act was not an instrument of cultural
effect of assimilation policies as equivalent to cultural
genocide.
genocide — the deliberate destruction of a people's or
Compare your ideas with those of another pair.

MHR * Were the Roaring Twenties good times for all? * CHAPTER 8
In November 1996, Gordon Residential School closed its doors for the last time. It was the last
federally run residential school for Aboriginal children. Was this an historically significant event?
An event, person, or development gains historical significance only when we look at it, examine it
from both sides, and recognize its meaning within a story about the past. The closing of a school,
for example, has no meaning unless we can see how the closing fits in to the larger story of
Indian residential schools.
Read the following perspectives related to the Indian residential school system in Canada,
and the Government of Canada’s apology on the following page. Think about how these different
voices are all important voices in the story of the Indian residential schools in Canada.

Ina 1911 editorial, F.J. DEANE, editor Many years after her time at the Blu
of the Cranbrook Herald, expressed Quills Residential School in Alberta,
admiration for the work being done at Mabe eine Dion Stout, whose Cree
the St. Eugene Mission, a newly built name is KETEskwew, recalled the pai
residential school near Cranbrook, of being separated from her family.
British Columbia.

It acts as a sort of balm to the conscience. . . to see for oneself |remember my mother and father coming to visit us and
the wise and sincere efforts being made by the Roman watching my mother disembark from the wagon wearing the
Catholic church to improve the mental and moral condition red tam that made her so striking and unforgettable.
of the youth of these aboriginal tribes. That this work is, on |would start missing my mother from the time she arrived,
the whole, successful cannot be questioned. A glimpse at the knowing she would slip away from me with each passing
gathering of healthy, cleanly well-dressed Indian boys and moment ofthe visit...
girls assembled on this occasion, fully established that fact...
For a young child, residential school didn’t make much
[I]t may be accepted as unquestionable that the training
sense... in there; you were mainly shut up, shut out, and
given these Indian children has a permanently beneficial
shut down. You didn’t really have a voice, you weren't really
effect upon their characters.
heard, and you were shut down emotionally because it was
too hard to feel.

In April 2008, PHIL Fontaine, national chief of the Assembly of First Nations
and a residential school survivor, wrote an open letter responding to a federal
government promise to issue an apology for the harm done by residential
schools.

There must... be a clear and unequivocal recognition in the apology that the primary objective of the
residential school policy was assimilation founded on racist premises — premises of inferiority, disrespect,
discrimination, and inequality — premises which were used to justify the attempted destruction of our very
identity and that this was profoundly wrong.

Unit 2 © Did World War I transform Canada? * Mur

 Prime MINISTER STEPHEN HARPER The government now recognizes that the consequences of the
spoke these words of apology to Indian Residential Schools policy were profoundly negative
former residents of Indian residential and that this policy has had a lasting and damaging impact on
schools in the House of Commons Aboriginal culture, heritage, and language. ...
at 3 p.m. on June 11, 2008. He
To the approximately 80 000 living former students, and all
was speaking on behalf of the
family members, and communities, the Government of Canada
Government of Canada and of all
Canadians.
now recognizes that it was wrong to forcibly remove children
from their homes and we apologize for having done this. We
now recognize that it was wrong to separate children from
The treatment of children in Indian residential schools is a sad
rich and vibrant cultures and traditions, that it created a void
chapter in our history.
in many lives and communities, and we apologize for having
For more than a century, Indian residential schools separated done this. We now recognize that, in separating children
over 150 000 Aboriginal children from their families and from their families, we undermined the ability of many to
communities. In the 1870s, the federal government, partly in adequately parent their own children and sowed the seeds for
order to meet its obligation to educate Aboriginal children, generations to follow, and we apologize for having done this.
began to play a role in the development and administration We now recognize that, far too often, these institutions gave
of these schools. Two primary objectives of the residential rise to abuse or neglect and were inadequately controlled, and
schools system were to remove and isolate children from the we apologize forfailing to protect you. Not only did you suffer
influence of their homes, families, traditions, and cultures, and these abuses as children, but as you became parents, you were
to assimilate them into the dominant culture. These objectives powerless to protect your own children from suffering the
were based on the assumption Aboriginal cultures and spiritual same experience, and for this we are sorry. ...
beliefs were inferior and unequal. Indeed, some sought, as it
The Government of Canada sincerely apologizes and asks
was infamously said, “to kill the Indian in the child.” Today,
the forgiveness of the Aboriginal peoples of this country for
we recognize that this policy of assimilation was wrong, has
failing them so profoundly.
caused great harm, and has no place in our country. .. .

a a =

Figure 8-6 The oldest residential school survivor attended the apology ceremony in
the House of Commons. Marguerite Wabano is a Mushkegowuk Elder from Northern
Ontario. She spent two years in residential school before her parents took her and
her siblings deep into the bush where the authorities could not find them. Her
granddaughte, Joyce Spence Wabano, translates what her Grannie Wabano would say
in Cree: “Always be generous to other people because you never know what they're
going through.”

Explorations
1. For each quotation, summarize what the person is 2. Draw onthe quotations inthis feature, as well as any
saying. What inferences can you make based on * prior knowledge you have, to write a true history about
the information provided in the quotes about the the Indian residential school system in Canada. Your goal
significance of the apology? is to help your reader recognize the historical significance
of the closing of the Gordon Residential School.
4

MHR * Were the Roaring Twenties good times for all? * CHAPTER 8 (201)
UNIT TWO 1914-1929

Figure 8-7 Push and Pull Factors

What were the impacts of immigration
Potential immigrants are affected by push
factors, which urge a person to leave a policies?
country, and pull factors, which attract a
person to a particular country. Before World War I, the Canadian government had actively recruited
immigrants. About three-quarters of the more than 2.5 million
Push Pull immigrants to Canada between 1896 and 1914 had come from Britain
factors factors and the United States. Most of the rest had come from European
in home in new countries, including about 150 000 from Ukraine.
country country Immigration is affected by push and pull factors. Push factors are
conditions, such as poverty, lack of political or religious freedom, and
famine, that persuade people to leave their homeland. Pull factors are
possibilities that exist in the place people are going to and may include the
chance of a better life, as well as political and religious freedom.
In some European countries, for example, Jews and Armenians faced
|think a stalwart peasant in a persecution. Meanwhile, advertising campaigns promised farmland for
sheepskin coat, born on the soil, those who wanted to immigrate to Canada. Groups fleeing religious
whose forefathers have been farmers persecution, such as the Doukhobors and Mennonites of Russia, were
for ten generations, with a stout wife attracted by the relative religious freedom in Canada.
and a half-dozen children, is [a] good
quality [immigrant].
Government Policies
— Clifford Sifton, former
minister in charge of immigration,
Many of the restrictive government policies that had led to the internment
in an interview, 1922 of “enemy aliens” during World War I continued afterward. As Canadian
soldiers returned home and unemployment increased, new immigration
policies denied entry to more people. Canada’s Immigration Act of 1919
Check Back stipe barred people from countries that had sided with the Central Powers,
those who were illiterate or who held socialist or communist beliefs, and
You read about the classification
people who had “peculiar customs, habits, modes of life, and methods of
of some immigrants as enemy
aliens in Chapter 6. holding property.” This situation improved in the 1920s, when railway
and steamship companies persuaded the government to loosen restrictions
on immigration from Europe. At the time, no separate category existed
for refugees. People seeking refuge from persecution were treated the same
way as other immigrants.
Figure 8-8 Immigration to Canada,
1914-1934 Cause and Consequence: Today, Canada recognizes refugees as a specific
class of immigrant entitled to special consideration. Depending on where
At each point identified on the graph,
decide whether push factors, pull factors,
the refugee has come from, what push factors might be at work?
or other factors were at work. Explain your
reasoning.

@) 1914-1918 World War |

@ 1917-1918 Russian Revolution
@ 1918-1919 Spanish influenza pandemic;
1919 Mussolini founds Fascist Party in Italy
@ 1925 The Railway Agreement allows the CPR
to recruit immigrants directly from Europe
© 1929 The Great Depression begins Immigrants
of
Number

Fr SP SP
SS Se is D>
CS aS sn immer CVn
Source: Statistics Canada

(2) Unit 2 * Did World WarI transform Canada? * MHR

Immigrants Who Were Welcomed Figure 8-9 Percentage of Immigrant
Arrivals in Canada from Britain
After World War I, the federal government created the Department of meee | eres
Immigration and Colonization and set out to attract British immigrants,
especially farmers who had the skill and temperament to be successful on Compare the percentages in this figure
the Prairies. White Americans were also welcomed. with information from recent Canadian
At the time, much of the available Prairie farmland was owned by pent es (page 34). How does the ne
the Canadian Pacific and Canadian National railways. Both companies piounavongettedt aanges in Canadian
launched advertising campaigns in Britain, often using materials that \amasation poligles
showed well-established communities with schools, churches, railway
stations, and roads. British immigrants could borrow money from the
railways to pay for their passage and to buy land. They could even buy
houses and barns from the railway companies.
In 1923, the British and Canadian governments co-operated in the
1923 British Settlement Act, which promoted the immigration of British
workers to Canada. The British government hoped that the scheme would
relieve some of the social stresses that were affecting postwar Britain.
Ethical Dimension: Canada’s federal government ran its campaign to
attract immigrants like a serious public relations operation. Potential
immigrants in Britain and Europe were bombarded with pamphlets,
posters, and speakers. Was it ethical for the government to exaggerate the
benefits of coming to Canada when the government wanted to populate
the country?
0 20 40 60 80 100

Seeking Religious Freedom

Percentage
Source: Statistics Canada, Canada Year Book, 1937

For decades before World War I, Hutterites, Mennonites, and

Doukhobors had immigrated to Canada to escape religious

\6h-century German-speaking countries and Russa believed

persecution. These communities, which trace their beginnings to

in pacifism — settling disputes by peaceful, rather than violent, AEA YOLA

means. They also believed in communal ownership of property. YOUR OWN Panne me
Through the centuries, these communities had been forced FARM IN CANADA
to move from country to country in search of a home where they PASSAGE
could live and practise their religion in peace. Many Hutterites,
Mennonites, and Doukhobors were prosperous farmers who
had money to buy farmland in Canada, and the Canadian
government welcomed them to settle in Ontario and on the
Prairies. Pee
Ironically, although Canada already had a large
= reece eat
Francophone population, Canada did not advertise for French- THREE OUSAND BRITISH FAMILIES
gags aes Tn government prefered a
speaking immigrants. The government preferred Eastern
er e
WANTED FOR CANADA.
ee
rom om
Upport or for the future

a sm cn
of their hildven: eae

rom ep a a re i an ta
Figure 8-10 In 1924-1925, Canadian Pacific Railway used the Canadian pavilion at PARMSICTSREADY FOR AYS,
OCCUPATION
DISTR near RAILW IN SETTLED
MARKETS & SCHOOLS
London’s British Empire Exhibition to campaign for immigrants. This poster was part FREE PASSAGES FOR CHILDREN.
of that campaign. What pull factors were designed to persuade British families to | For Further Particulars
A P PLY
Ww IAb H I N.
immigrate to Canada?

MHR * Were the Roaring Twenties good times for all? * CHAPTER 8 (22)
UNIT TWO 1914-1929

Fleeing Persecution
Figure 8-11 Rebecca Frey, shown here
at the Kitchener Farmers’ Market in 1994,
During World War I, about 4000 Hutterites, originally from Russia,
is a member of the Mennonite community immigrated to Alberta from South Dakota. In the United States, they had
that continues many traditions. How might been persecuted because they spoke German and their pacifist beliefs had
maintaining traditions help — and hurt led them to refuse military service. When they asked American officials to
— people’s attempts to deal with change direct their taxes to the Red Cross rather than to pay for the war, public
in society? opinion turned against them even more.
By 1919, public opinion in Canada was also turning against
Hutterites, Mennonites, and Doukhobors. They were viewed by many
as “foreign” and unpatriotic because of their pacifist beliefs. And some
people were jealous of their success as farmers.
When the Conservative government restricted immigration after World
War I, fewer members of these three groups were allowed into Canada. But
in 1922, the Liberals returned to power and immigration became more
open. Between 1923 and 1929, for example, more than 22 000 Mennonites
fled the Soviet Union and settled on farms in Ontario and on the Prairies.

Youth Making History

In the late 19th century and the first part of the 20th, The first place was a farm in Caledonia. There the owners
as many as 100 000 British orphans and children viewed me and another young boy as workers only. |worked
of families who were poor were sent to Canada as outside from about 5 a.m. to sometimes 10 p.m. |was allowed
part of a special immigration program. Called “home to stop only for a few minutes to eat my meals .. .
children,” they were sent to work, usually on farms,
until they were adults. The following Is part of Percy After six weeks of very hard work for which |was paid five
Brown's story of his experience as a home child. dollars a month, |was returned to Mr. Hill...
My second place of work was in Drumbo. The farmer and
|was fourteen, in 1927, when the opportunity arrived... his wife treated me as if |were their own child...|spenta
|was asked if|would like to go to Canada... wonderful six-year period with them.
In March 1927, |boarded the Montrose |don’t remember a lot Am | glad that |came to Canada? Indeed, yes! Canada has
of details about the journey... allowed me to follow many pathways; it has granted me a
successful living and an opportunity to have a wonderful
After landing .. .| took a three-day train journey to Hamilton.
family. |have been very blessed.
There |stayed with Mr. Hill until he found me a place to stay...

1. Why do you think that both the British and Canadian 2. Arethere any circumstances today that might justify a
governments supported the program for home children? program that involved sending orphans or children from
List two criteria government officials might have used families who are poorto another country to work?
to justify their support.

Unit 2 * Did World WarI transform Canada? * MHR

 ¥

Not Welcome in Canada

While the Canadian government was trying to attract certain immigrants
to Canada, it was discouraging others. Blacks from the United States, for
example, and people from India, China, and Japan were unwelcome. There are continual attempts
Canadian government statements said that Black people were by undesirables of alien and
“unsuited to the climate of Canada.” Black Canadians faced open impoverished nationalities to enter
discrimination. In Nova Scotia, for example, separate schools for Black Canada, but these attempts will be
students were set up in 1918, and in 1921, the Québec Superior Court checked as much as possible at their
ruled that racial segregation was acceptable in the province’s theatres. source.
Chinese immigrants had been required to pay a head tax since 1885, — Supervisor of European continental |
and once in Canada, neither Chinese nor Japanese people were allowed immigration for Canada, 1923

to vote. Then, in 1923, Parliament passed the Chinese Immigration Act,

which barred nearly all Chinese immigrants.
This law meant that male Chinese workers already in Canada could
not bring their wives or children to this country. As a result, the Chinese
community developed as a largely bachelor society in which fathers and
husbands were separated from their families. Their wives in China were
left to raise their children on their own, often in poverty. Fewer than
50 Chinese immigrants were allowed into Canada between 1923 and 1947.
In British Columbia, people from India had been barred from voting
in 1907. They were not allowed to run for public office or become
lawyers, accountants, or pharmacists. In a further effort to discourage
immigration from India, Parliament passed the Continuous Passage
Act in 1908. This act said that a ship carrying people from India could
not stop in any port along the way — an impossibility on a two-month
Figure 8-12 When the Komagata Maru
voyage.
entered Vancouver Harbour, it carried 376

The Komagata Maru Incident passengers, mostly Sikhs. This photograph

shows the crowding the passengers
In 1914, a ship called the Komagata Maru was hired to carry Indian endured on the voyage and while waiting
passengers to Vancouver from Asia. The ship took on passengers in Hong to hear whether they would be allowed to
Kong, Shanghai, and Yokohama. But when it entered Vancouver Harbour disembark. As the months went by, what
on May 23, Canadian officials refused to allow the passengers to get off thoughts might the passengers have had
the ship. The ship had violated the Continuous Passage Act. about the country they had chosen to make
For two months, the Komagata Maru sat in the harbour while the their new home?
Indian community in Vancouver
supplied the passengers with food and
appealed to the courts for help. But
public opinion was overwhelmingly
against allowing entry, and on July 23,
the ship was escorted out of the
harbour and sent back to India.
When the ship arrived in
Kolkata, India, it was met by British
police, who treated the passengers as
criminals. Some were killed and others
were arrested and jailed.
Thinking Historically: Ethical Dimension
TA <5

An old saying goes that we can learn from our mistakes. The same can be said for humanity. Our
ancestors have not always made good decisions, but we can draw on that experience to help us
see a larger picture about the problems that we face today.

One such episode from history was Canada’s With the Chinese Immigration Act of 1923, the
treatment of Chinese immigrants. In his 2006 apology, federal government went one step further, barring
Prime Minister Stephen Harper has called it “a all immigration from China. Between 1923 and 1947,
grave injustice, and one we are morally obligated to fewer than 50 Chinese immigrants were allowed into
acknowledge.” the country. In protest, Canadian Chinese businesses
In 1881, the federal government wanted to build a closed their doors on July 1, called it Humiliation Day.
railway connecting the country from east to west. So it The head tax slowed Chinese immigration to
recruited thousands of Chinese labourers to help build a trickle, and the Act of 1923 ended it altogether.
it. But in 1885 when the railway was complete, Canada Together, these laws condemned most Chinese men
decided to curb immigration from China. All immigrants already in Canada to a life without their wives and
from China would have to pay a special head tax. This children. Not only their families suffered, but also
decision was the result of race-based discrimination. Canada. These policies didn’t just result and reflect
No other immigrants had to pay this fee. racism. They legitimized and encouraged racism withi
Canadian society.

Henry H. STEVENS was a Karen Cuo is a documentary film

Conservative member of Parliament director based in Montréal, Québec.
for Vancouver City Centre in the early Her documentary The Shadow of
20th century. Gold Mountaintells the story of the
Chinese head tax.

|have no ill-feeling against people coming from Asia It was shocking. It was just grossly unfair... . Why were the
personally, but |reaffirm that the national life of Canada will Chinese the only ones who were asked to pay the head tax,
not permit any large degree of immigration from Asia... while my family from Britain came with the promise of free
|intend to stand up absolutely on all occasions on this one farmland? |was born mixed-race. I’m not considered 100 per
great principle — ofawhite country and a white British cent Caucasian; I’m not considered 100 per cent Chinese; |can
Columbia. only call myself 100 per cent Canadian. It is just terrible how
my [Chinese] family was affected by that.

a en A AN RR A A A

-XPiorations

1. What lessons would you draw from the history ofthe way to ensure that there will be common languages of
Chinese Immigration Act? communication in Canada? Explain your answer.
2. Today, potential immigrants to Canada must show . Develop a “Read First” warning for officials developing
some ability to speak either English or French. Is the immigration policies. Use the Chinese Immigration Act
language rule an underhanded way to exclude people or another historical example of your choice to support
from certain countries? Or is the requirement a sensible your recommendations.

Unit 2 * Did World War I transform Canada? © Muir

 \

Discrimination in Canada
During the 1920s and 1930s, few people complained about Canada’s
restrictive immigration policies or about the deportation of immigrants. None of [Winnipeg's] chartered
Many people actively supported these policies or chose to remain silent. banks, trust companies, or insurance
Immigrants were often viewed as alien and a threat to jobs. Some companies would knowingly hire a
people believed that many immigrants were communists who wanted to Jew, and anyone with a Ukrainian
or Polish name had almost no
overthrow the government.
chance of employment except rough
No law prevented employers from using hiring practices that
manual labour .. . For theyoung
discriminated against people such as Jews and Ukrainians, and some Ukrainians and Poles, there was a
immigrants resorted to hiding their origins by changing their names to possible solution ifthey could beat
sound more British. Black Canadians were restricted to a small number of the accent handicap. They could
occupations. They could, for example, work as porters on trains — and change their names. So they changed
many did. their names . . . Caroline Czarnecki
overnight became Connie Kingston,
Historical Perspective: How important is your name to you? How might
Mike Drazenovick became Martin
changing your name to fit into a dominant culture affect your sense of
Drake, and Steve Dziatkewich became
personal and social identity? Edward Dawson. But for the Jews, a
Universities and training programs routinely discriminated by setting name change was not enough.
higher standards for people whose names did not sound British. — James H. Gray, journalist |
Some groups were also denied social benefits. In Alberta during the and historian, inThe Winter Years,
amemoir, 1966
Depression, for example, relief payments for people of Chinese heritage
were 50 per cent lower than those for other Canadians. Relief payments
for Aboriginal peoples were also lower because officials believed that they
could live off the land. And some immigrants were deported because they
applied for relief.
Many Canadians strongly believed that immigrants should try
to assimilate as quickly as possible by abandoning their own culture,
traditions, and language. The public education system was viewed as
a tool that should be used to ensure that the children of immigrants
assimilated into mainstream Canadian society.

Recall... Reflect... Respond

1. When talking about immigration, people often use Create a chart like the one shown to summarize
the analogy of a door: it can open to admit more the challenges and opportunities that faced many
immigrants, or it can close to keep them out. Identify non-British immigrants to Canada during the 1920s.
situations in the 1920s when the immigration door Conclude by placing yourself in the shoes of a potential
opened and closed and explain the circumstances that immigrant and explain why you would — or would not
caused these changes. — choose to immigrate to Canada.

Discrimination against ethnic groups was open and

Immigration to Canada:
widespread in the 1920s. Today, this is illegal, and
Challenge or Opportunity?
most Canadians would find it unacceptable. Should
Canadians of earlier periods be criticized for their Challenges Opportunities
attitudes toward minority groups? Explain your
response.

MHR * Were the Roaring Twenties good times for all? * CHAPTER 8
UNIT TWO 1916-1929

What forces affected Canadian

|submit that the Government exists identity?
to provide for the needs of the
people, and when it comes to choice During the 1920s, some people experienced prosperity, but others did
between profits and property rights not. Immigrants in particular, many of whom took manufacturing jobs in
on the one hand and human welfare
Canada’s recently industrialized cities, often toiled for long hours for little
on the other, there should be no
pay. Many children worked alongside adults for even less money.
hesitation whatsoever in saying that
we are going to place the human
welfare consideration first and let Social Reform
property rights and financial interests
Social reformers fought to change some of the inequalities in
fare as best they may.
Canadian society. And under pressure from social democrats such as
— 8, Woodsworth | JS. Woodsworth, governments of the 1920s and 1930s took some small
co-founder of the CCF, 1922
steps toward improving the lives of children and senior citizens. But even
these steps sparked heated debate. Some people said the government was
going too far, while others said it was not going far enough.

i Old Age Pensions

‘CONNECTIONS: By the 1920s, Canadians were living longer, but many older people existed
pat vise rest nectar PS in poverty. Fewer people lived on farms, where everyone — young and
Saeialnvor ken iather uta slung of old — shared in the work and benefits. In cities, paid work for older
Winnipeg's North End. His experiences people was scarce; age discrimination was common, and most factories
convinced him that social programs recruited younger workers.
were the solution to poverty. During
the 1920s, he served as a member of Although some veterans with disabilities, as well as the widows of
Parliament, where he fought for labour soldiers killed in World War I, received small government pensions, senior
rights and social welfare measures. citizens received nothing.

Figure 8-13 The Old Age Pensions Act of 1927

required the provinces to match federal contributions
Se =
to the plan. Some provinces, such as Nova Scotia, — << PENSIONS Sis

could not afford to do so. What does this 1928 : 2

cartoon from the Halifax Herald say about the plight
of Nova Scotia senior citizens?

NS. OHS Ee =
TRG
ae : SS

MU! "FOZ
ZS, Ha
\:\ MNNeWt
iN
i

es es ge Zz LI LEG xg, o
LZGL TIA J RAPE, LZ,
STILL ADRIFT

Unit 2 * Did World WarI transform Canada? * MHR

 J.S. Woodsworth and other social reformers wanted to change this.
Woodsworth had considerable influence over Prime Minister William
Lyon Mackenzie King, and in 1927, King’s government passed the Old
Age Pensions Act.
The pension, which paid a maximum of $20 a month, was available
only to a limited number of people. It could be claimed only by those who
¢ were British subjects aged 70 and older
¢ had lived in Canada for more than 20 years and in their province of
residence for more than five years
¢ had an annual income of less than $365
¢ were not status Indians
Before receiving the pension, senior citizens were required to
undergo a means test and disclose all their assets. Provincial authorities
administered the means test, and the way they calculated income varied
widely from province to province. Owning property was a factor, and it
did not matter whether the property generated income.
Ethical Dimension: Is it fair to ask people to undergo a means test to prove
that they are in need? Should only senior citizens who are poor receive
a pension — or should pensions be available to everyone? Explain your
responses.
: Labour
Child FS ne ad
Various forms of child labour had existed in Canada from the time the ‘CONNECTIONS :
first European newcomers arrived, but attitudes toward this practice in 2007, the International Labour
changed significantly in the late 19th and early 20th centuries. Organization, an agency of the
As Canada became increasingly urban, fewer children worked on Bee aiee
United Nations, defined child labour

farms or entered apprenticeships for skilled occupations. More and more

e is harmful to children
children found work in factories, mills, and mines. These jobs were
e destroys their childhood
usually poorly paid and failed to provide skills that children could use as DR eaaeme rere font
adults. education
During the first decades of the 20th century, social reformers ° damages their future
campaigned to abolish child labour by making school attendance
compulsory. They believed that children who were in school could not be
at work, and they pressed provincial governments to pass laws requiring
school attendance. These education laws, along with laws banning
children from some workplaces, forced children to attend school.
By 1929, for example, most Canadian provinces had passed laws
banning children under the age of 14 from working in factories and Up for Discussion
mines. In 1911, only 63 per cent of 14-year-olds had attended school for Is it fair for laws against child labour
any period of time. By 1931, the figure was 83 per cent. to eliminate a choice for children who want to
The new laws did not end child labour completely. Some children work for a living?
younger than 14 continued to work full-time, though not in mines and
factories. Families often relied on their children’s income, especially
during the Depression.
Cause and Consequence: How does a country benefit from banning child
labour? How do children benefit? In what circumstances might allowing
some children to work be acceptable?

MHR * Were the Roaring Twenties good times for all? * CHAPTER 8
UNIT TWO 1914-1929

British Home Children

Although some British home children were treated well by the families
who took them in, others were exploited. Like Percy Brown at his first
placement (p. 234), they worked long and hard for food, shelter, and a few
dollars a month. Once the children were placed in homes — where they
Figure 8-14 The child labourers in this were supposed to remain for seven years — little was done to supervise
field were home children who arrived in their care.
Canada in the early 20th century. Many of Some people argued that the home children were poorly treated,
these children were treated like servants and others said that Canada had enough to do taking care of Canadian
and forced to work long hours for little pay. children who needed help. In 1925, the federal government banned what
Does it surprise you that Britain did littleto were called “juvenile immigrants” younger than 14. By the beginning of
nothing to ensure these children would be the next decade, the program had ended.
well cared for? Why do you think this was

at Storm Clouds Ahead

The social reforms of the 1920s were just
the start of a long process of reforms in the
areas of labour and working conditions,
social security, and human rights that
have persisted to the present day. Much
of the progress would be spurred by the
economic crash of 1929 and the Great
Depression that followed, when the income
of Canadians declined by 50 per cent in a
matter of years. Citizens and government
leaders alike would begin to realize that a
consumer society without a social safety
net cannot be sustained over the long term.
In many ways, however, the roots of those
attitudes can be traced back to the early
decades of the 20th century, when society
began to realize that women, young people,
and the senior citizens had rights.

Recall... Reflect... Respond

1. J. S.Wordsworth, the social reformer who influenced . Inthe 1920s, Canada began to introduce some of
Prime Minister King, said, “I submit that the Government the social programs that have come to symbolize its
exists to provide for the needs of the people...” Do identity. What are some social programs that assist
you agree or disagree? Give reasons for your answer. Canadians in the 21st century? What connections do
you see? Make a statement about the relationship
between the social conditions that marked the early
part of the 20th century and the conditions that
exist in Canada today. How can you account for any
differences?

Unit 2 * Did World WarI transform Canada? * MHR

Thinking Historically: Continuity and Change
pa Set : . : ave “ SI ; . sg :

Change that happens over a long period oftime can reveal a trend, either good or bad.
e |falong-term change is more or less positive, we call it progress. The slowly rising life
expectancy of Canadians Is an example of progress.
e |fthe change is generally negative, we call it decline. Inflation, which gradually lowers people's
buying power, is an example of decline.
Consider the changes that you see on the past few Figure 8-15 A portrait of Putin as Hitler and a placard that says
pages. What kind of a trend do they reveal? You might “We love Russians but hate Putin” hangs in Independence Square in
see the early expressions of a Canadian value — that Kiev, Ukraine. What does this sentiment say about how people view
society should care for the most vulnerable among us. progress and decline in general?
In that sense, the 1920s was a period of progress.
While we might be able to make generalizations
about progress and decline, we should always
remember that what might seem like progress to one
person may seem like decline to another. Consider
the 2014 Russian absorption of Crimea from Ukraine.
On the one hand, Russians might see this as progress
because Russia becomes larger. Ukrainians, on the
other hand, would view it as a decline because they
seem to have lost a sizeable portion of their territory.
The same is true when we think about change
during the 1920s. Think about how the people listed
in the right column might think about the changes
described in the left column.

Figure 8-16 The Progress and Decline of Social Change

e People who prospered

Growing prosperity
© People who did not prosper
e Seniors who qualified
Introduction of government pensions for some seniors e Seniors who did not qualify
ueTaxpayers
e Families that depended on their children for support
Banning children from the workplace e Children who could go to school
e Society as a whole
e Families that depended on the labour of the British orphans
= the British Home Children program e British orphans
e Society as a whole

Explorations
1. Are the 1920s a period of progress or decline? For 2. Describe a period of progress you have experienced in
whom? your personal life, your school life, or the society you
live in. Similarly, describe a period of decline.

MHR * Were the Roaring Twenties good times for all? * CHAPTER 8
UNIT TWO 1914-1929

Chapter 8 Review
Knowledge, Understanding, and a) What is the central message of Rita Joe’s poem?
Thinking What words helped you recognize this message?
b) What do you think it meant for Rita Joe to be
ile Create a timeline for Canada’s immigration policy assimilated into the dominant culture? What did she
from 1914to 1929. Mention specific groups of people lose? Did she gain anything?
and briefly state the government's plan for them.
Include people who were excluded, those who were c) Rita Joe died in 2007. If you could meet her, what
encouraged, and different immigration acts passed three questions might you ask about her residential
during this period. school experience and assimilation? Explain why
you would ask each question.
. Ina paragraph, and using your own words, describe
the Indian Act of 1876 and its restrictions on Aboriginal . Ethical Dimension: Most people agree that
peoples in Canada. apologies should be sincere and complete. They should
convey that the person or institution apologizing
. Select one of the immigrant groups mentioned on pages accepts total responsibility for the wrongdoing and
232-237 and create an informative poster illustrating recognizes the damage done. Based on these criteria,
the push and pull factors at work during the time this how would you rate the Canadian government's
particular group of people immigrated (or attempted to apology for the residential school system? What would
immigrate)to Canada. you add or change? Explain your response.

. Historical Perspective: In a small group, create a

Communicating and Applying role-play involving two groups in 1929:
¢ newly arrived immigrants from the Soviet Union
4. Evidence: Rita Joe, a Mi’kmaw from Nova Scotia,
experienced residential schools when she attended e Canadians of British heritage from a small town in
Shubenacadie Residential School. She later expressed Ontario
her reaction in the poem “I Lost My Talk.” The immigrants are looking for a home in Canada
and have met local citizens in the town hall. Using
respectful language, outline the discussion that
I Lost My Talk
might take place as the newcomers try to convince
|lost my talk the residents that they should be welcomed and
The talk you took away. accommodated, while the residents explain their
When |was a little girl reluctance to accept the immigrants.
At Shubenacadie school. Include factual material and ensure that your role-play
You snatched it away: accurately reflects the issues and conditions of the
|speak like you time. Think about the questions your classmates might
|think like you ask when you finish your role-play and discuss how you
|create like you might respond.
The scrambled ballad, about my word.
Two ways |talk
Both ways |say,
Your way is more powerful.
So gently |offer my hand and ask,
Let me find my talk
So |can teach you about me.
7. Continuity and Change: Examine the statistics in 8. Ethical Dimension: In pairs or in small groups, create
Figure 8-17 showing the parts of the world Canada’s an ad — a poster or digital video —to reflect Canada’s
immigrants come from today. current immigration policy. Research an agency that
a) Identify at least three demographic trends from helps integrate new families into Canada and that you
before 1971 to 2011. What was the biggest change? will mention in the ad. Accompany your ad with a brief
reflection on current immigration policy in Canada,
b) Compare British and American immigration to
and how it differs from the earlier immigration policies
Canada from 1913 to 1933 (Figure 8—9) to British and
described in this chapter. Describe
American immigration shown in the bar graph. Make
a statement that describes the relationship between e what you see as the motivation for former policies,
these two periods of history. including the motivation evident in advertisements
from the past
c) What might the trends shown in the 2011 census
mean to the immigrant groups involved? Select two e how you feel about the past and present policies
groups and make a statement about the significance
Continuity and Change: Ask a family member or
of these trends to individuals or groups.
someone else you know about how he or she views
progress and decline in his or her own life history. Here
Figure 8-17 Region of birth of immigrants by period of are some sample questions:
immigration, Canada, 2011 e Which period of your life seemed like progress?
e Which period seemed more like decline?
e Did any period of your life seem like progress in one
sense and decline in another sense? If so, please
describe.
80
ist alan
e Did any period of your family’s life seem like progress
for one family member but decline for another? If so,
please describe.
60
How is individual and family experience with progress
and decline similarto or different from the experience of
40
progress and decline in Canadian society as a whole?
) eee

10. Historical Significance: Identify five people

or organizations from Unit Two whom you believe
20 made significant contributions to Canadian society
FE
jl and politics. Ensure that each individual you select
represents a distinctive type of contribution; for
: |
| example, military, health, or human rights. Justify
Before 1971 1971 to 1980 1981to1990 1991 to 2000 2001 to2005 2006 to 2011
period of immigration your choice by suggesting three criteria that must be
met in order for a contribution by an individual to be
GB United States (Caribbean, Central and South America recognized as significant.
MP Atrica Europe
BB Asia (including the Middle East) ea Oceania and other

Note: ‘Oceana and other’ includes immigrants born in Oceania, in Canada, in Saint Pierre and Miquelon, and
responses not included elsewhere, such as ‘born at sea.’
UNIT.THREE 11929-1965

This chart shows how the course, unit, and chapter issue questions,
as well as the chapter inquiry questions, are organized.

Overall Course Issue Question

Does our history makeuswho we are?

UNIT ONE UNIT TWO UNIT THREE UNIT FOUR

1982-PRESENT 1914-1929 1929-1945 1945-1982
Unit issue Question Unit Issue Question | Unit Issue Question ___ Unit issue Question

Why is Canada the Did World War | ‘ Did Canada grow Did Canada find
nation it is today? transform Canada? “My up during World its own pathway
“War Il? by 1982?

CHAPTER NINE CHAPTER TEN CHAPTER ELEVEN

Lead-up to War World War Il The Home Front
Chapter Issue Question Chapter Issue Question Chapter Issue Question

Why are the 1930s How did Canada How did World
judged a dark time in | make its markin World | War Il make its mark
history? War Il? on Canada?

Inquiry Questions Inquiry Questions Inquiry Questions

+ What was life like during | + Was World Warllajust | - Howdid government
the Great Depression? war? - war policies affect
- How did Canada’s ~ What role did Canada Canadians?
relationship with the play early in the war? « How did Canadians
United States change? Se ire sclenceland support the war effort?
+ Why did nationalism technology the key to + Did war atrocities
grow in Québec? winning wars? change Canadians’
- DidCanadarespondto | - Howdid Canada help attitudes?
increased international end the war?
totalitarianism? ° What ethical issues
emerged from the war?
 Unit Three Issue Question

Did Canada grow up during World War II?

Ifwe do not win this war on the banks of the Rhine, we are going to have to
fight it on the banks of the St. Lawrence.
— Rt. Hon. Arthur Meighen, address to the Senate, September 10, 1939
ASA the day that Canada declared war on Germany
Canada’s flirtation with prosperity came to an abrupt end in 1929, when the
: stock market crashed. Overnight and over many years, Canadian society was
ground down into a poverty it hadn’t seen before. Jobs were scarce, pay was low,
and long-term drought made life even worse. This economic tsunami was the
Great Depression and it lasted for more than a decade.
When times are tough, people get desperate. In Canada that meant labour
unrest, a rise in nationalism in Québec, and strict, racist immigration policies. In
Europe, it meant the rise of fascism in Germany, Italy, and Spain.
Dictators offer people easy answers to rampant inflation and crushing
poverty. They guarantee full employment and food on the table. They promise
to protect citizens from “the other.” They
say they will restore the nation’s “lost glory.”
People’s desperation leads them to believe the
lies they are told. By 1938, Adolph Hitler
had re-armed Germany and begun invading
neighbouring countries.
Were Canada and the rest of the world
ready to meet the challenge? No. Did Canada
step up anyway? Yes. And for a country that
had barely learned to stand on its own two
| feet, the battle to come would be a trial by fire.

On June 1, 2014, veteran members of the Canadian Army's 1st Hussars

mark the 70th anniversary of D-Day. On that day, 70 years ago, the
Hussars along with other Canadian, American, and British soldiers,
stormed the beaches of Normandy to begin the Allied assault to
recapture Europe.
 mona OsaTy

FUNIT,T REE 1929-1945 i

SORRY, MY BOSS
Y SAYS NO COLOURED BOYS CAN V7
IN HERE. DO THE REST OF / |
YEAH, IT'S EXPENSIVE,
BUT WE'LL BE WARM. AND

THE OUTDOOR RINK

NEAR HOME.

Toronto's Biggest | ai
indoor Skating Rink
(Aa

LET'S GET OUTTA “Ta nas

, Hi Cf ak)7 aE
ISN'T WELCOME, WE'RE laagapeiripesveer) (EY PLACE WON'T GET MY
ALL LEAVING. _ y DP oN CBUSINESS AGAIN.

YOUR WORSHIP AND GENTLEMEN

OF THE COUNCIL, | AM GRIEVED THIS SHOULD HAVE
HAPPENED TO MY SON. . . WE STILL TALK OF DEMOCRACY.
| THINK IT OUGHT TO BE A REALITY. WE MUST STOP
THIS SORT OF SEGREGATION.

YOU'RE RIGHT. IT'S 1945, AND

WE'VE JUST FOUGHT A WAR TO END THIS
. KIND OF DISCRIMINATION. WE CAN'T LET
a IT EXIST IN OUR CITY.
ae

Unit
3 Timeline 1929- 1945
This timeline highlight son e key dat

events in Canadian history between 1929 and 1945.

Stock markets crash and the Great Depression begins

Cairine Wilson becomes Canada’s first female senator

Canada achieves equal status with Britain

Adolf Hitler begins holding annual Nazi Party rallies in Nuremberg

Canadian economy starts to improve

On-to-Ottawa Trek ends in Regina Riot

CBC starts radio broadcasts

1200 Canadian volunteers fight fascism in the Spanish Civil War

World War Ilbegins

Canadian Forces start accepting women in noncombat roles

Government starts interning Canadians of Japanese descent

Canadian troops land on Juno Beach

World War Il ends

Nazi leaders who committed war crimes brought to trial
United Nations established
Igor Gouzenko defects to Canada from Soviet Union
UN adopts Universal Declaration of Human Rights .

MHR * Did Canada grow up during World War II? « Untr 3 (247)
a

ers
7
 Gé Analyze a set of statistics related to an injustice or contribution in Canadian history.
Cu ALLEN Keep in mind the Unit 3 issue question:

Did Canada grow up during World War Il?

Statistical Data What You Will Hand In
Statistics are collections of numerical facts. You On completion of your analysis of your chosen set
can find statistics about virtually anything that of statistics, you will hand in
can be added or measured. Population statistics e a brief description of the historical injustice or
typically are facts about people: their average life contribution you chose for this unit
expectancy or the size of families, for example. e an explanation of why it meets the four criteria
Statistics can tell us about the numbers of people for choosing an event (see Step 1)
who worked and in what professions, percentages
of the population that owned television sets, or
your analysis (see Step 3)
even how many families had pets and of what ¢ asummary of what you learned in relation to
kind. the unit issue question: Did Canada grow up
The most valuable statistics show either during World War II?
patterns or trends. Patterns show differences © your tentative proposal (see Step 4)
within a population. Looking at the types of
car owned by rural inhabitants versus urban
inhabitants can reveal patterns. Trends show us
change over time. Looking at how the types of
car owned by Canadians shifts from year to year
and decade to decade can tell us how people’s car-
driving preferences changed over time.
Statistics can help you analyze and interpret
how events and issues affected people who lived
in another era — and how their lives changed and
how they remained the same.
As you progress through the three chapters of
this unit, you will analyze, interpret, and evaluate
multiple sets of statistics. Some of them will be
related to an injustice or contribution. You may
wish to analyze one of these, or you may wish to
search elsewhere for a set of statistics related to a
particular injustice or contribution that occurred
a during this time period.
 Using a Set of StatisticsasEvidence ik ohana aS ce Ni Sec RNAI NRE il aN

Qtep |CHoose AN INaUSTICE OR CONTRIBUTION

Ag you progress through thig unit, watch for historical events that meet
the four criteria:
oe
ie

a might be faulty, Ifsomethin =

- The event ig of higtorical significance to Canada.
- [thas an ethical dimengion — it ig either an injustice that we should \ doesn't look right, check it
acknowledge or a contribution that we should celebrate. \, against other sources
- {t throws light on the course igcue question: Does our higtory make us
who we are?
- You find it incredibly interesting.
Your choice will affect which get of statistics you gelect. Conduct
“regearch to explore how your chosen historic event affected Canadian
gociety. seseaeaninambiienameemtsicaiattene
ener eT

Step 2 CxHoose a Set oF Statigtice

Work with clagemates to develop criteria for selecting a get of statigtice
to
analyze. Include criteria to help you explore the event you have chosen for th
unit. Include criteria to help you gelect an authentic source. cad
As you explore the chapters in thig unit, makejotnotes and uge your
criteria to acess possible sete of statistics to analyze. You may algo look
outside the text to find a relevant get of statigticg.
|nant NOean Taner ers erie nesters
nanrmnrr NC ee meer emir

i
Qren 3 Anaryze Your Set oF Statistics
Analyze your set of statistics to identify and explain patterns and trends.
-
|

- Document what you know about the set of etatistics (e.g., what
|
4
information it measures, what years it covers, the form of presentation
guch ag bar graph).
; - Are your statistics authentic? That ig, have you found them at an
authoritative source?
- What patterne or trends can you spot in the statictios? What explains
these patterne or trends? What do these patterns or trends tell you
about Canadian society at that time?
- What anomalies (unugual differences) can you identify? What might
explain thoge anomalies?

emorialize or celebrate Your cho

gen
“paragraph tentative proposal tha
t ¢
Sel idl
Nine

Figure 9-1 Both the Summer and Winter Olympic

Games took place in Germany in 1936. Adolf Hitler,
the German leader, used both events as propaganda
opportunities. In the top photograph, the huge
international crowd that filled the Olympic stadium
honours Hitler with the Nazi salute. In the bottom
photograph, Hitler (centre) and Josef Goebbels (left), a
key figure in Hitler's government, sign autographs for
the Canadian Olympic figure skating team.
 MCHAPTER'ISSUE o
Why are the 1930s judged a dark time in history?

The 1936 Olympic Games stood out as a memorable international

event during the bleak years of the Great Depression. This was, in Key forms ie
part, because Adolf Hitler transformed the Games into a spectacle Gren: Oishiéesion
that he used as a propaganda opportunity. isolationism ae
| Hitler made sure that the Germany presented to the world regional disparities eee
radiated power, confidence, and success. He wanted no reminders socialism soe
| that Germany had been defeated in 1918 and humiliated by the countervailing tariff
Treaty of Versailles in 1919 — or that many Germans, like people pools
everywhere, were suffering the effects of the Depression. urbanization
Examine the two photographs on the previous page and respond totalitarian
to the following questions: ee ee
¢ What message does each photograph send? appeasement | Do
¢ What does the fact that the Canadian figure skaters were seeking anti-Semitism :
Hitler's autograph suggest about the way he was viewed in 1936?
¢ Ifyou had seen these two photographs in 1936, how might they
have shaped your opinions about Hitler? Is this different from the
way you view the photographs today? Explain your responses.
° By 1936, Hitler was already persecuting minority groups and
expanding German territory. Should other countries, such as
Canada, have used the Olympics as an opportunity to voice
concern about Hictler’s policies? Or should such matters be kept out
of the Olympics?
¢ What uses might these photographs have as
primary source evidence?

: LEARNING GOALS

_ Looking Ahead in this chapter you will |

: ' The following inquiry questions will help you ° describe some key economic changes !n
_ explore why a second world war became almost the 1930s, including the Great Depression,
__ inevitable. and their impact
| Pe. What was life like during the Great Depression? e describe some developments in eet
e How did Canada’s relationship with the United and technology during Be aa
States change? ° analyze ways in which Canadians came
conflict in the 1930s
¢ Why did nationalism grow in Québec? together or came into
* analyze developm ents in Canada’s
¢ Did Canada respondto increased international o eronehane
he United States and
totalitarianism?
Britain
n some of the
e investigate and explai
causes of World War |
 UNIT THREE 1929-1945

What was life like during the Great

Nobody could tell exactly when it
began and nobody could predict
Depression?
when it would end. At the outset, Throughout the 1920s, many people had believed that the good times
they didn’t even call it a depression. would continue. Therefore, they had borrowed money to buy homes, farms,
At worst it was a recession, a brief
‘automobiles, household appliances, and stocks. And many manufacturers had
slump, a “correction” in the market, a
glitch in the rising curve of prosperity.
produced more than was needed to meet the market demand.
Only when the full import of those But in 1929, a depression started that got so bad and lasted so long
heartbreaking years sank in did it that people started calling it the Great Depression. Many people lost
become the Great Depression. their jobs and could not pay their debts. When this happened, companies
— Pierre Berton, writer and historian,
that had lent the money also suffered. They could not pay their bills, and
in The Great Depression: 1929-1939 many went out of business. Manufacturers were left with large inventories
of products that few people could afford to’ buy.
Farmers and companies that relied on sales to the United States were
equally hard hit. The U.S. economy was also suffering, so American
markets for Canadian goods were disappearing. The economic hard times
became a worldwide phenomenon.
Young people were particularly affected. Many were forced to put
their lives on hold when they couldn’t find jobs or afford to get married.

= DICTURING SOCIAL CHANGE

Figure 9-3 Canadian governments — federal, provincial,
| // 7 Notasate place. and municipal — offered little help to desperate families. In
July 1933, a Toronto newspaper called The Worker published
| Kind man lives here. this cartoon. What does this cartoon reveal about the
cartoonist’s values and worldview?
[Lo Jl Dangerous neighbourhood.

:z Kind woman lives here.

VAV.V.VN
Tell asad story,

(x) Good place for a handout.

Nasty dog here.

Communication
and Community
a]
Figure 9-2 During the Depression, people who were homeless
wandered the country looking for work. Called tramps or hobos, they
would use chalk or charcoal to draw symbols on fences, the walls
of buildings, and railway bridges to tell others about conditions in It
a neighbourhood. What conclusion(s) about community could this Government Re ‘ef
evidence help you reach?

(22) Unit 3 * Did Canada grow up during World War II? * MAR
The Stock Market Crash of 1929
The Great Depression had many causes, but historians generally agree
that the 1929 stock market crash was one of the most immediate. That ‘CONNECTIONS:
September, people had begun selling their stocks on the New York, Not everyone suffered during the
Montréal, and Toronto exchanges, but financial experts had said that the Depression. James Henry Gray, a
markets were “fundamentally sound” — and politicians repeated these reporter with the Winnipeg Free
Press, earned $20 a week. Low prices
reassurances. meant that his family of three could
On October 4, the Toronto stock exchange lost $200 million in live well on this amount. “Rents were
value. Again, experts and politicians reassured the public. On October 24, depressed, and clothing prices were
unbelievable,” Gray wrote in a memoir.
400 000 shares were traded on the Montréal stock exchange, which sold
“Our three-roomed suite cost us $15
about 25 000 shares on a normal day. Most stocks sold at a loss as sellers a month, and later we were able to
began to panic. On the same day in New York, 12 million shares were pick and choose among five-room
sold. bungalows renting for $25 a month.”
On October 28, the value of shares on the Toronto stock exchange fell
by $1 million a minute. The next day — known as “Black Tuesday” —
the price of stocks in New York, Montréal, and Toronto continued to
plummet as sellers tried desperately to cut their losses.

Work Camps

Figure 9-4 |n 1934, 130 000. people in Toronto were on Figure 9-5 The government set up relief camps, like
relief— government support — at a time when the city’s this one in Harrison Mills, British Columbia, for single,
population was about 631 000. The people in this photograph unemployed men. The men lived in bunkhouses and were
were lined up for a free meal prepared by a charity. Why would given three meals a day, work clothes, medical care, and a
the great human need increase calls for social change? 20-cent daily wage. They worked long hours at jobs such as
building roads and planting trees. How did the Depression
tata force society to become more responsible for its citizens?

( MHR * Why are the 1930s judged a dark time in history? * CHAPTER 9 (2)
UNIT THREE 1929-1945

Figure 9-6 This photograph shows what Regional Disparities

was left of a Manitoba grain field after a Canada’s growing trade ties with the United States meant that when the
grasshopper infestation. Grasshoppers eat American economy collapsed, Canada, too, was forced into a depression.
the ear, which contains the grains. Without All parts of Canada suffered, but times were toughest on the Prairies
the ear, the crop is worthless. and in the Maritimes. Regional disparities — differences in resources,
income, wages, and jobs — meant that these areas were not as well
equipped to weather the economic storm.
On the Prairies, falling wheat prices, followed by years of drought,
dust storms, and grasshopper infestations, destroyed agricultural
production in large areas. In addition, record grain yields in other parts of
/ the world had pushed global wheat prices down.
| In the Maritimes, people suffered economically when markets for
the region’s main exports — fish and lumber — dried up. In British
Columbia, slowdowns in the fishing and mining industries threw many
people out of work. Unemployment rates in that province grew as workers
from across Canada arrived looking for jobs that did not exist.

Youth Making History

AlTeenager during ewe Me

Gwyn “Jocko” Thomas and his brother, Gregg, grew

up during the Depression. Their father, Richard, was a Figure 9-7 Gwyn “Jocko”
builder from Wales who specialized in stone. In better Thomas in 2009. For more
times, Richard had built the family home on Clinton St. than 50 years, Thomas
in Toronto, but as the economic downturn worsened, worked as a crime reporter
he could not find work. So, like many other unemployed | for the Toronto Star.
workers, Richard started looking farther afield. His
search took him to Cleveland and Philadelphia.
This left Jocko’s mother, Helen, to manage the certificate. And you could take it to the grocery store
household alone. “I remember my mother saying and you could get turnips and potatoes.”
that she mortgaged the house until the mortgage The family lived near a grocery store, but Helen’s
company wouldn't give her any more,” Jocko told the pride prevented her taking the relief certificate there
Toronto Star. She knew that the grocer was a gossip who would
Finally, his mother was forced to ask for spread the news that the family was on welfare.
government relief. “In those days, welfare was She was ashamed, Jocko said. “Ashamed to live o1
not cash money,” Jocko said. “They gave you a somebody else’s expenses.”

1. What new evidence about life during the Depression 27 per cent— and employment insurance did not exist.
does Jocko Thomas's story provide? Why do you think Jocko’s mother was ashamed to
admit that the family needed government help? For the
2. The Thomas family was far from alone in seeking help.
Thomas family, what might have been the single most
In 1933, the national unemployment rate stood at
significant effect of the Depression?

Unit 3 * Did Canada grow up during World War II? * MuR

 Saskatchewan in the 1930s Figure 9-8 Estimated Field Crop Values
In the 1920s and 1930s, wheat was Prairie farmers’ major crop. Wheat in Saskatchewan, 1925-1939
production was particularly intense in Saskatchewan. Describe the pattern of crop values,
During World War I, wheat prices had risen. In 1919, the price including highs and lows. How does the
reached a high of $2.37 a bushel and Saskatchewan farmers prospered. pattern mirror change in the economy? Or
But after the war, other countries produced bumper wheat crops and change in the weather?
placed tariffs on grain imports to protect their farmers. As a result, prices
Year Value
started to fall and continued to drop through the 1920s and into the
1930s.
By 1928, the price of a bushel of wheat was 80 cents. Although the
price rose to $1.05 in 1929, by 1932, it had dropped again — to 35 cents.
Many Saskatchewan farmers had trouble breaking even. Some went
bankrupt or abandoned their farms when they could not meet their
expenses. 1929 $235 000
As early as 1928, there was less rainfall in the Prairies than in previous 1930 $136 000
years. By 1931, vast areas of farmland had been hit by drought, dust 1931 $70 000
storms, and high temperatures. In July 1936, after a bitterly cold winter,
$98 000
_ temperatures climbed above 38°C and no rain fell. The strong Prairie
winds blew the loose, dry topsoil off millions of hectares of farmland. $76 000

Huge dust storms turned daylight to blackness, blew into houses down $96 000
chimneys and through cracks, and covered roads, railway tracks, $114 000
farmhouses, and fields.
When the winds died down, swarms of grasshoppers arrived and
ate any stalks of wheat still standing. The grasshoppers sometimes even
ate clothes that had been hung outside to dry. In that one year, 14 000
farmers who had no crops to harvest and no money to make their
mortgage payments abandoned their farms. Source: Canada Year Book, 1931, 1934-35, 1937, 1940,
and 1942. Canada, Dominion Bureau of Statistics,
General Statistics Branch.

Figure 9-9 A dust storm at Fort Macleod,

Alberta, during the 1930s.

MHR * Why are the 1930s judged a dark time in history? * CHAPTER 9 (2)
 Thinking Historically: Cause and Consequence

When investigating an historical Figure 9-10 Causes of the Great Depression

event, a natural question to This graphic does not show the relative importance of the various causes of the Depression. Hov
ask is “Why?” What made this could you show that?
event happen just the way it did,
Standards of living are rising in the 1920s.
in that particular year, in that
: F ; People assume that will continue. N
particular place, and involving TENET TS
those particular people? In pet Maha agee Se orate a
virtually every case, many intennationel demand ei Patladien eras é
causes have to come together goes down. So dofarmers’ profits. we NY
In Just the right way for the Farmers Re third of the ER TSE ue N
event to happen. buyingfarmmachinery,
If you were to brainstorm “Causes Manufacturers’ sales drop. 5 7
of the Great Depression” with your RET Eo RE FE at
a Great
class, you might generate a whole list iena economy Soni sani sell sone =
of possible causes. You might even topaydebts, Siena eye Depression
come up with a list like the one in the On Bloc Tuesdafee0Behan 29,1929 — i
graphic shown. But not all causes the price of wheat drops like a stone. e
have equal influence. Some causes People’ s
Segue are Wi ed out. a

are like snow ploughs, seeming to , aeeee,

push the event to happen. Others are Some countries increase eri (a tanon a
like obstacles, forcing the event to goods) to protect their industries, making ef
happen one way instead of another. Canadian exportstooexpensiv :
To better understand an historical Companies either go out of business or
event, we can ask which causes were — lay offmosttoftheirworkers. F
most influential, and why. staat aici
— >
Figure 9-11 This advertisement for
a new Ford automobile appeared in
1928. What is the message of the ad?
Many people were so captivated by
this message that they bought cars
| oncredit—they didn’t pay for the car
| up front but got a loan instead. What
| happens when people cannot make their
payments? How is this connected to the
causes of the Great Depression?

Explorations
1. Create your own graphic showing the causes of 2. As you read the rest of this section, take note of
the Great Depression. Communicate the relative consequences of the Great Depression. Then create
importance of various causes. a graphic that shows the relative importance of
consequences.
Government Responses to Economic Conditions EE
When the Depression began in 1929, Prime Minister William Lyon ‘CONNECTIONS:
Mackenzie King’s Liberal Party was in power. In the campaign leading The Canadian Great Depression
up to the 1930 federal election, unemployment was a major issue — and by the Numbers
R.B. Bennett, the Conservative leader, promised to fix the problem. The Unemployment Rate
Conservatives won the election by a large majority, and Bennett remained * 1929: less than 3 per cent
prime minister for the next five years, the worst years of the Depression. e 1933: 27 per cent
Bennett opposed spending federal money on relief programs for Business Profits and Losses
unemployed workers and their families. His government claimed that © 1929: $398 million in profits
providing relief was a provincial and municipal responsibility. Provincial © 1933: $98 million in losses
governments claimed that it was a federal and municipal responsibility. Exports
And municipal governments said they did not have the resources to * 1933: had dropped by
handle the problem on their own. They pleaded with the provincial and palsies
federal governments for help. ee
To protect Canada’s manufacturers, Bennett’s government raised the
tariff on imports. But the United States and other countries also increased
their import tariffs. As a result, Canadian exporters of resources such as
wheat, lumber, and fish were unable to sell their products.
As the economic situation worsened and hundreds of thousands of
workers, farmers, and fishers lost their income, some Canadians began to
demand government action.

The On-to-Ottawa Trek

During the 1930s, thousands of mainly young, unmarried men rode
freight trains across the country looking for work. In 1932, General
Andrew McNaughton, a World War I veteran who had fought at
Vimy Ridge, suggested that relief camps be set up in remote locations,
especially northern B.C. and Ontario. Bennett followed this adyice, and Figure 9-12 Hundreds of unemployed
men who had no alternative began working to clear trees, build roads, workers climbed onto freight trains for
and carry out other manual labour. But they were paid little and had to the On-to-Ottawa Trek. How does this
live in cold, crowded, poorly constructed shacks. photograph provide evidence of the
In April 1935, many of the men in the B.C. workers’ desperation?
camps staged a walkout to demand better
working conditions and higher wages. They
left the camps and walked or hitched rides to
Vancouver. There, they planned to jump on
freight trains to take their case to the prime
minister in Ottawa. Over the next two months,
1500 men gathered in Vancouver, where they
held rallies and collected money for food.
Many people in Vancouver and along
the route across the West supported the men.
When the trekkers arrived in Golden, B.C., for
example, townspeople were waiting with huge -
pots of stew. In Calgary, people donated food
and supplies, and CPR officials showed the
trekkers how to board the trains safely.

MHR * Why are the 1930s judged a dark time in history? * CHAPTER 9 (27)
UNIT THREE 1929-1945

The Regina Riot

By June 14, 1935, 2000 trekkers had reached
Regina, Saskatchewan — and the federal
government was determined to stop them there.
Bennett did not want more unemployed workers to
join the trekkers as they crossed the country. So he
agreed to meet trek leaders in Ottawa if the rest of
the trekkers would stay in Regina. Bennett agreed
to pay for their food while they waited for their
leaders to return.
The Ottawa meeting failed to resolve
anything. Bennett insisted that there was nothing
wrong with the relief camps and that trek leaders
were nothing but communist agitators. Bennett
was determined that the trek, and what he saw as a possible revolution
Figure 9-13 OnJuly1,1935,inresponse in Canada, would end in Regina.
to police attacks, these trekkers used parts At a public meeting in Regina’s Market Square on July 1, Regina
of aRegina city tar-making machine as police and the RCMP tried to arrest the trek leaders. The day was a
weapons. agalnsetia nonce ane public holiday, then called Dominion Day, and many citizens had
joined the trekkers.
When the police attacked, the crowd panicked. Some people
overturned streetcars, broke store windows, and fought back against the
police. By the time order was restored, one police officer was dead and
hundreds of police and civilians were injured.
Within days, the trekkers left Regina to return — again by freight
trains — to their homes or to the relief camps in B.C. It appeared
they had gained nothing. But in the 1935 federal election, Bennett's
government was tossed out, and the relief camps were closed.
[— §86=-_ Historical Significance: When Prime Minister Bennett agreed to meet
with some of the trek leaders in Ottawa, he had no intention of meeting
‘CONNECTIONS: 5 : : : f
their demands. Was meeting a mistake when he had no intention of
POU SMR asic8 listening to what the protesters had to say? What could Bennett have
government blamed immigrants, d are ine: i es
especially those from Eastern Europe, ONC CUsETentiy, ML YOUL VIEW:
for creating social unrest. In the
end, Bennett used a law forbidding
communist agitation to deport about New Political Parties
SU O00 people. Te decision xo depary During the Depression, some Canadians became disillusioned with
could not be appealed. Communist f > atest eal fea eciaieeat ql
Party teader Tim Bick a Bitishsbert =< the country’s two traditional political parties: the Liberals an
Canadian, was convicted under the Conservatives. The Communist Party, in contrast, supported the
same law and spent more than two idea that everyone should share equally in the profits of their labour,
years In Kingston Penitentiary.
a philosophy
hil h
that gained
:
support in
:
those tough economic: times.
:

_Sa RUSTE But the Communist Party never gained widespread support.
Many Canadians were suspicious of communists. People feared that
their goal was to cause a revolution like the one that had overthrown
the Russian monarchy in 1917. Communists were often harassed by
police, and people could be arrested and charged with being
communist agitators.

Unit 3° Did Canada grow up during World War II? * MHR

\

The Co-operative Commonwealth Federation

One of the most successful political parties to emerge from the Depression
was the Co-operative Commonwealth Federation (CCF), which formed
in 1932. The CCF’s roots were in Western labour and farmers’ groups.
CCF members wanted to dismantle the free enterprise economic
system, which they believed had caused the Depression. Instead,
they wanted to introduce socialism — an economic system based on
government control of the economy so that all people could benefit. The
CCF called for
* government ownership of banks and transportation facilities
* crop insurance for farmers
¢ medical services for all, provided by the government
* employment insurance and pensions for seniors Figure 9-14 Many people poked fun at
* foreign policies that promoted peace and co-operation Social Credit’s prosperity certificates, which
they called “funny money.” When someone
The Regina Manifesto, which was approved by the CCF membership used a certificate to pay foranitem, the
in 1933, declared that the CCF would “eliminate the domination and business pasted stamps on the back. When
exploitation of one class by another” and, through economic planning, all 104 stamps were collected, the provincial
provide all people with a “genuine democratic self-government, based government redeemed the certificate for
upon economic equality.” $1. How would this help stimulate the
The CCF’s first leader was J.S. Woodsworth, economy!
who had been a leader of the Winnipeg General
Strike. Over time, CCF policies influenced Ae
Lianeiw
Lianeiw
; uU ad se
all
er oct.
14,
OocT.
2
OcT.
28

federal governments to introduce many reforms, BRR36 a f = EB: 1936 1936

iFS
1936

4 + DEC” ivoae osc.f

including employment insurance. In 1961, the
san AN. JAN s

Ens cane

CCF evolved into the New Democratic Party.

The Social Credit Party

Another successful Western movement was the
Social Credit Party, which was led by William
SxosPTY CHAI Ane OF ISSUE

Aberhart. Aberhart, who was often called

“Bible Bill,” was an evangelical minister who
ATTAG
E — HUNDRED AND FOUR ONE 7
« Sent CERTIFICATE STAMPS

wanted the Alberta government to give out

payments of $25 a month — a “social credit”
— to every Albertan.
Aberhart believed the Depression would
end if people had more money to spend. He
was a powerful speaker who broadcast his
message over the radio and at public rallies across the province. The idea ‘CONNECTIONS:
of the $25 credit appealed to people living in poverty, and Social Credit ind oveedersieeetan nary
formed the government of Alberta in 1935. The party governed Alberta voters were unhappy with Prime
and British Columbia for many years between 1935 and 1992, and also Minister R.B. Bennett's policies, but
gained a foothold in Québec. ; most were also unwilling to jump to
a new party. Most voters chose the
In the 1935 federal election, the party won most of the seats in Alberta Liberals, and William Lyon Mackenzie
and continued to be represented in the House of Commons over the King returned to power with a strong
following decades. In the 1970s, internal disputes divided the party, and it Mayonnny,
gradually disappeared.

MHR * Why are the 1930s judged a dark time in history? * CHAPTER 9
UNIT THREE 1929-1945

Not Represented by the Western Movements?

First Nations were not included in the Western movements for farmers
Figure 9-15 Some First Nations have and workers. Although a small number of First Nations in Manitoba,
pursued farming. This 2012 photograph Saskatchewan, and Alberta had been trying to farm for decades, the
shows Terry Jennings in the flooded Canadian government had often stood in their way. Many First Nations
cranberry marsh of the Iroquois Cranberry farmers could not afford to buy suitable farm machinery. Others were
Growers near Bala, Ontario. The company denied credit because the Indian Act prevented reserve land from being
is owned and operated by the Wahta
used as collateral (guarantee for a loan). But when the Western political
Mohawk. Why are healthy private ventures
parties formed to try to protect their interests, First
like this crucial to the Canadian economy?
Nations were not recruited as allies.
In addition, during the 1930s, First Nations
farmers suffered from the weather just like other
Canadian farmers. Drought and insects destroyed
crops, and equine encephalitis (sleeping sickness)
killed many horses. Unlike other Canadian
farmers, First Nations farmers did not qualify for
any government aid. The government's response
was to suggest that First Nations return to their
traditional ways of living off the land — an
impossibility in the wake of European settlement.
Cause and Consequence: Why do you think
First Nations farmers could not easily become
part of the Western movement to protect farmers
from exploitation in the future?

The Union Nationale

In Québec, Maurice Duplessis brought together rebellious factions of
both the Liberals and Conservatives to form the Union Nationale. This
new provincial party focused on issues that concerned Francophones.
It attracted voters because of its reform agenda, which included higher
minimum wages and a provincially owned hydroelectric system.
In 1936, the Union Nationale formed the government in Québec and
Duplessis became premier. He remained in power for most of the time
between 1936 and his death in 1959.

Technological Changes of the 1930s

‘CONNECTIONS: In Chapter 8, you read how the 1920s were a time of invention.
1936, the federal government created Throughout the 1930s, innovation continued.
Trans-Canada Airlines as a Crown
corporation — a company set up Air Transportation
ee a Mepalit ee Aircraft technology had advanced quickly during World War I, and
and in 1988, it was sold to private after the war, many people believed that airplanes could be put to a
shareholders. wide variety of civilian uses. As a result, the commercial airline industry
evolved to carry passengers, as well as mail and freight, over long
distances. As airports were built, commercial airlines started regular
flights between communities. Airplanes could connect Canada to even
remote communities in the rest of the world.

Unit 3° Did Canada grow up during World War II? * MHR

\

Historical Significance: After reading the Air Transportation section and

the Connections box on the previous page, state why you think the federal pigune 2 Wethejarraseatane top
government believed that creating a government-owned national airline op peels mae Lapua
ae important nutritious food remains a staple today
(bottom). How does improved nutrition for

The Beginnings of Bombardier Inc. Aulczen bebe Trcaicounty?

Bombardier Inc. is known for its commercial aircraft and business jets, as
well as its subway systems and rail manufacturing. But it all started with
one inventor in Québec — Joseph-Armand Bombardier — who wanted
to help locals get around more easily in in the snow. When Bombardier
was a teen, the province's rural roads were not ploughed in winter.
Curious about mechanics, he decided to do something about this and
started working on a motor-powered vehicle for travelling over snow.
During the 1920s and early 1930s, Bombardier refined his ideas, and
in the winter of 1936-37, the first seven snowmobiles emerged from his
small factory in his hometown. Valcourt. The vehicles were an immediate
hit and by the winter of 1936-37 he had created a small factory and
was manufacturing the B7, his first production snowmobile. Today,
Bombardier Inc. is a multinational transportation company worth billions
of dollars and recognized worldwide.

Improvements in Nutrition for Babies and Young Children

Throughout the 1920s, malnutrition had been a continuing problem
for babies and children, often leading to bone disease. Then in 1930,
three pediatricians at the Hospital for Sick Children— Frederick Tisdall,
Theodore Drake, and Alan Brown — developed a cereal for babies that was
a healthy combination of grains, wheat germ, yeast, and alfalfa. However,
the ingredients took too long to prepare, a drawback for busy mothers.
So the team developed a precooked cereal using these ingredients, as
well as added vitamins and minerals. The flaky powder required only the
addition of milk or formula and was easily digested. The cereal was called
Pablum. Since Pablum was developed, it has been the first solid food of
tens of millions of children around the world.
Cause and Consequence: How was the development of Pablum connected
to shifts in society, such as urbanization, mass production, the changing
role of women, and technological change?

Recall... Reflect... Respond

1. Scanthis sectionofthe chapter andselectthe — 3. To what extent did the Great Depression cause new
primary source — written or visual — from the Great political parties to form? What were the short- and
Depression that you found most effective. Explain the long-term consequences of the development of these
reason for your choice. new parties?
With a partner, brainstorm to create a list of ways that 4. The scientific and technological developments of the
the events of the Great Depression have influenced 1930s illustrate how the best inventions are often
responses to economic downturns today. Provide inspired by basic need. What basic need today could be
examples to support your ideas. answered by science or technology? What would the
invention be? Why would you use it?

MHR * Why are the 1930s judged a dark time in history? * CHAPTER 9
 Thinking Historically: Historical Significance
Teas e E, >
~ .
ay 3

, H }

Historically significant people are those who shape history through their actions such as Prime
Minister William Lyon Mackenzie King or Adolph Hitler. But when we are trying to answer a
question like "What was life like during the Great Depression?" it makes sense to investigate the
lives of ordinary people. Their personal stories can help us understand an issue at a deeper level
than the "big picture" historical perspective can.

Figure 9-17 Leilani Muir

The History of the Alberta Sexual Sterilization Act decided to tell the public
Early in the 20th century, eugenics—or trying to her story because she wants
“improve” humanity through selective breeding— to shed light on a shameful
became popular. Supporters of eugenics believed period in Canadian history.
that the human population could be improved by How can a very personal story
weeding out “undesirable” qualities. The United Farm help historians and other
Women’s Association in Alberta wanted a law to Canadians understand the
prevent “deviants” and “idiots” from having children. past in ways that the bigger
In 1928, the Alberta government passed the Alberta story cannot? ]
Sexual Sterilization Act, which permitted sterilization Sy
of “mental defectives.” Not until 1972 did Alberta
abolish this law. By that time, 2800 people had been
forcibly sterilized, many without even knowing. When Leilani was 14 years old, doctors told her that
Particular groups were targeted, including children, she was going to have an operation. They said she was
single mothers, immigrants, poor people, Métis, and going to have her appendix out. But they had another
First Nations. Although Aboriginal peoples comprised procedure planned.
about 2—3 per cent ofthe total population of Alberta, Years later, when she couldn't bear children,
they made up about 6 per cent of sterilization cases. Leilani went to her doctor. He told her that both of her
fallopian tubes had been removed. He said that her
The History of Leilani Muir insides looked like a slaughterhouse. Leilani underwent
Leilani Muir experienced Alberta's eugenics surgery to try to fix the problem, but too much damage
program firsthand. Growing up unloved in an abusive had been done. She tried to adopt children, but the
household, Leilani stole other students’ lunches to plans fell through. Leilani was devastated.
avoid starving. In 1955, her own mother admitted After receiving encouragement and support, Leilani
Leilani to the Provincial Training School for Mental sued the government of Alberta—the first victim of
Defectives in Red Deer. She lied, saying that Leilani forced sterilization to do so. She won her case, and
could not tie her own shoes, dress herself, or care in 1996 was awarded $740 780. The government of
for herself. So, without any testing at all, Leilani was Alberta has since apologized to all the victims of forced
classified a “Mental Defective Moron.” sterilizations.

explorations
1. What light does Leilani Muir's personal story shed on 2. In your opinion, what makes Leilani Muir historically
the issue of eugenics? Does the state ever have the significant?
right to force someone to have a medical procedure?
: Why or why not?
NE
‘XS

Unit 3. * Did Canada grow up during World War II? * MAR

How did Canada’s relationship with the
United States change?
During the first four decades of the 20th century, Canada’s attention was Up for Discussion
increasingly drawn to the United States. Trade between the two countries Should Canada ever sign a treaty agreeing to
strengthened, cultural connections deepened, and for many Canadians, a help another country if it is attacked?
sense of Canada as a North American country was emerging.

American Isolationism
The United States had a long history of isolationism — reluctance to
become involved in world affairs, especially European affairs, that might
draw the country into war. Isolationists believed that American and
European interests were different and that the United States was better off
charting its own course.
Though the United States had turned away from isolationism when it
joined the Allies in 1917, the country returned to its traditional position
after World War I. One sign of this was its refusal to join the League of
Nations.
Like the Canadian government, the United States disagreed with
the League’s collective-security requirements (a commitment to mutual Figure 9-18 Isolationism is like going
protection). Some powerful people in the United States argued that to a party with your headphones on and
this requirement would force the United States to go to war to protect ignoring everyone else in the room.

other countries. They were especially uncomfortable with the idea that
they might need to protect European countries, which they considered
“conflict prone.”
Though Canada joined the League of Nations and tried to change the
collective-security provisions from within, the United States refused to
join at all.
Historical Perspective: Why might the Canadian and U.S. governments
share similar views on the League of Nations’ collective-security
requirements? Do you agree that European countries were “conflict
prone’? Explain your judgment.

Immigration Policy
Like Canada, the United States had also severely restricted immigration
following World War I. Asians, for example, had long been barred from
immigrating to the United States, but new policies also set limits on
Europeans, especially those from Eastern and Southern Europe.
These exclusionary policies resulted, in part, from anti-European
feeling caused by the war, but organized labour also played a role. Many
trade unions wanted to stop the flow of immigrants. Unions feared that
immigrants would work for lower wages.
By 1929, the total number of immigrants the United States would
allow into the country had been set at 150 000. Canadians were included
in this quota, and it became harder to immigrate to the United States.

MHR * Why are the 1930s judged a dark time in history? * CHAPTER 9
UNIT THREE 1929-1945

International Trade
International trade was another area affected by isolationist thinking,
especially during the 1930s. Countries tried to save jobs by protecting
their own businesses and industries from foreign competition.
For the United States, the chief tool of protectionism involved
imposing import tariffs on goods from other countries. Imports to the
United States dropped by 20 per cent when these tariffs came into effect
in 1930.
When producers in other countries could no longer sell their goods in
the United States, they pressed their own governments to impose tariffs on
American imports. Canada, for example, imposed a countervailing tariff
equal to the tariff charged on Canadian goods entering the United States.
Unless we can trade with the outside The tariffs led to a drop in trade between Canada and the United
world, our condition must be one
States, while trade between Canada and Britain increased significantly.
of stagnation, with the standards
Because cheaper imports were no longer available, this meant higher
of living falling to ever lower levels,
and with increasing strains upon
prices for Canadian consumers — at a time when many people were
the bonds that keep our federation finding it hard to make ends meet.
together. The tariffs were not welcomed by everyone. American critics said that
a tariff “which drives our best customer [Canada] to this rival [Britain]
— J.W. Dafoe, in Canada,
An American Nation, 7935 is as stupid economically as it is politically.” In Canada, many people,
such as J.W. Dafoe, editor of the Manitoba Free Press, also opposed
protectionism.
Cause and Consequence: During the recession that started in 2008,
Figure 9-19 The 1930s also saw the
most countries rejected tariffs as a solution. They believed that freer trade
launch of the first official Canadian Tire
store in Hamilton, Ontario, Canadian
would help lift the world out of the economic crisis. With a partner, create
Tire started as a service store for new car two diagrams: one to show the effects of protective tariffs and one to show
owners. It has since grown to nearly 500 the effects of freer trade. On the basis of your diagrams, judge which
stores across Canada, selling a variety of policy provides the most effective solution to an economic recession or
household and outdoor items, and its name depression.
is a Canadian icon.

The Americanization of the Canadian Auto

Industry
The Canadian auto industry had begun in Ontario when the
American Ford Motor Co. established a plant in Walkerville in
1904. Other car makers, such as the McLaughlin Motor Car Co.,
also started to operate. Between the two world wars, Canada became
the second-largest manufacturer of automobiles in the world.
The American auto companies set up operations in Ontario to
avoid high Canadian tariffs: 35 per cent on foreign-made vehicles.
In addition, vehicles made in Canada could be sold in other parts of
the British Empire nearly tariff-free. The presence of auto assembly
plants in Ontario stimulated the growth of an auto parts industry to
supply the factories.

Unir 3 ° Did Canada grow up during World War II? * MUR

Boom and Bust in the Auto Industry
In 1929, more than 260 000 cars were produced in Canada, and 102 000
of these were exported. But 1929 was the peak, as auto sales plummeted There is one rule for the industrialist
during the Great Depression. In 1933, for example, only 40 000 cars were and that is: Make the best quality
produced. of goods possible at the lowest cost
possible, paying the highest wages — |
Cause and Consequence: What factors might have contributed to making possible.
Canada and the United States leading car manufacturers? Consider
— Henry Ford, founder of the
natural resources and location in your answer. Ford Motor Co., 1933

During the 1920s, most of the remaining independent Canadian

automakers were bought out by much larger American firms. By 1925,
three-quarters of the vehicles in Canada were produced in Canadian
branch plants of Ford, General Motors, and Chrysler. By the mid-1930s,
Canadian-owned auto companies had disappeared. The Canadian Figure 9-20 Women who found work
auto industry had become a smaller version of the American industry; in the auto industry were nearly always
ownership was concentrated in the hands of a few very large corporations. restricted to lower-paid work in what
Are these factors still important today? were then considered female jobs — as
clerks in offices, workers in upholstery
Manufacturing Innovations departments, or switchboard operators,
like the women in this photograph. Women
The auto industry in North America grew quickly as a result of the
are now employed across the auto industry
methods used to manufacture vehicles. At first, cars had been made in and are represented on the assembly line
small workshops that employed only a few skilled workers. This meant and in executive positions. What might
that the vehicles were expensive. / have accounted for this change?
But entrepreneurs such as Henry Ford
and others recognized that vehicles could
be turned out more quickly and cheaply if
workers did only one job over and over again
and the vehicle passed from worker to worker.
This mass production, assembly-line approach
allowed finished cars to be driven out of
factories at the rate of about one every three
minutes. It also made car ownership accessible
to many more people.
To keep costs down, car companies
also started making vehicles with standard,
interchangeable parts — and they focused
on models with few options, such as Ford’s
Model T. It was available in any colour the
customer wanted, as long as that colour
was black.
Early on, automakers such as Ford
had recognized the importance of workers’
loyalty — and they paid relatively high wages to
ensure that skilled male workers remained with
them. This attitude did not extend to women,
who were largely shut out of assembly-line jobs.

+ =
MHR *® Why are the 1930s judged a dark time in history? * CHAPTER — |2‘ial
 UNIT THREE 1929-1945

The Canadian Wheat Board

In the early 20th century, privately owned companies bought wheat and
The Wheat Pool was as mucha
stored it in elevators. Along with the railways, these companies often
religious institution as the church.
made more from Prairie wheat than the farmers who grew the grain.
— Henry Wise Wood, president of the This situation started to change during World War I. Grain was in
United Farmers of Alberta
short supply, so the federal government established the Board of Grain
Supervisors to ensure the delivery of grain at stable prices. Though the
board was disbanded after the war, many farmers liked its approach.
So Prairie farmers set up their own wheat pools to co-ordinate the sale
and delivery of grain. The pools paid farmers part of the expected selling
price when the farmers delivered their grain to pool elevators — and the
rest after the crop was sold.
But when stock markets crashed in the fall of 1929, wheat prices fell
so sharply that the pools could not recover even the first payments made
Figure 9-21 Farmers (bottom left) line up to farmers. Facing bankruptcy, the pools successfully appealed to the
to deliver wheat to an Alberta Wheat Pool federal government for help.
elevator in Vulcan, Alberta. The grain was
Cause and Consequence : Why would the federal government consider it
stored there until it was loaded onto rail
important to help wheat farmers?
cars for delivery to markets. For decades,
grain elevators were enduring symbols Over the next years, wheat prices remained low and the federal
ofthe Prairies, but today they are being government was forced to continue supporting the Prairie pools. So
demolished (bottom right) and replaced by the government decided to create a formal arrangement and set up
huge inland terminals. the Canadian Wheat Board (CWB) in 1935. At first, farmers could
participate voluntarily, but in 1943, participation became compulsory.
The CWB became a model for other farm marketing boards, such as
those set up to market milk, eggs, and turkeys. However, on August 1,
2012, the CWB lost its power to buy and sell wheat and barley, because
of objections by the Stephen Harper government. The Conservatives had
long held that the CWB amounted to too much regulation and thought
farmers would prosper without its control. The CWB has temporary
status as a voluntary marketing organization, which will end in 2016.
After that time, the organization must be privatized.
The United States has continued to challenge the CWB under
the terms of the North American Free Trade Agreement. The United
States claims that the board unfairly subsidizes Canadian wheat
farmers, but so far, most NAFTA panels have ruled that this is not
the case.

ALBERTA C
LIMITED N

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Responses to American Cultural Influences
During the 1930s, many Canadians, including both Liberal and
Conservative politicians, became concerned about the popularity of
American radio programs among Canadian listeners. So in 1928, the
government of Prime Minister William Lyon Mackenzie King established
| aroyal commission to investigate radio broadcasting in Canada.
The royal commission’s report recommended establishing a
government-owned system similar to the British Broadcasting
Corporation. By 1932, R.B. Bennett was prime minister. To combat what
he called the “insidious American influence” of U.S. radio programs, his Figure 9-22 “The Happy Gang” was a
government established the Canadian Radio Broadcasting Commission. popular variety show that made its debut
A year after King returned to power, his government transformed the on the CBC in 1937. This tribute to some of
broadcasting commission into the Canadian Broadcasting Corporation the original cast members stands in the
_ (CBC). The CBC’s mission was to develop a Canadian radio network and CBC Museum in Toronto. Why are radio and
to regulate private broadcasters. By 1940, 90 per cent of all Canadians television shows ofabygone era still of
could listen to CBC radio broadcasts. interest to people today?
Many Canadians also loved the movies, and watching
Hollywood films became a popular pastime. Saturday
afternoons found children lined up to catch the latest western,
action, or comedy feature. Talented Canadians such as Mary
Pickford built careers in the American movie industry.
The federal government's efforts to promote a Canadian film
_ industry met with little success in the face of the hundreds of
American movies that were churned out every year. Finally, in
1939, the government set up the National Film Board to produce
Canadian movies that told Canadian stories.
American magazines such as Time were also popular with
Canadians. The government tried to reduce the influence of
American magazines by taxing those that had more than 20 per
cent U.S. advertising. In response, American magazines began printing
Canadian editions in Canada — just as they would in the 1990s. But they
stopped in the 1930s when the next government removed the tax.
By the end of the 1930s, it had become clear that Canadians were
embracing a North American culture that was dominated by the
United States.
eea nh ame Sine pee NR A A A An TOE bene ea UE ponent ann GSC Sans Saha oe anna A

Recall... Reflect...Respond
1. During the 1930s, Canada started to shift the focus 3. Are you aware of Canadian content when you
of its political, trade, and cultural ties from Britain to watch television, go to movies, or listen to music? In
the United States. Some have argued that this shift retrospect, do you think initiatives like the National Film
amounted to exchanging one form of cultural and Board and Canadian editions of American magazines
economic dependence for another. Do you agree with have been successful in creating a distinctively
this analysis? Give reasons for your response. Canadian culture? Why or why not?
2. No Canadian-owned auto industry exists today. Explain
the significance of the 1930s in shaping this situation.

MHR * Why are the 1930s judged a dark time in history? * CHAPTER 9
UNIT THREE 1929-1945

Figure9-23 Canaan Population

by First Language, 1931
Why did nationalism grow in Quebec?
What might be the "other" languages While Aboriginal peoples were becoming deeply concerned with
spoken in Canada at this time? assimilation policies, Québec Francophones were struggling to understand
their position in Canada. The 1917 conscription crisis, which you
Total Population: 10 376 786 read about in Chapter 6, had left a legacy of bitterness that many
Francophones would not quickly forget.
Many Québécois were also concerned about trends that were changing
traditional Québec Francophone society. Since the end of World War I,
more and more Francophone young people had moved from rural areas
ENGLIsH to towns and cities, such as Montréal. There, they found jobs in rapidly
57.0%
expanding businesses and industries.
Some Francophone leaders feared that this urbanization was
undermining the traditional values that had supported the French culture
and language. In addition, many of the developing businesses were
owned by Anglophone Canadians and Americans. As a result, English
was becoming the dominant language of business and trade. This fuelled
Source: Statistics Canada
Francophones’ worries about the future of the French language.
Evidence: Compare the statistics in Figure 9—23 with recent statistics on
uum «2th percentage of Francophones in Canada (p. 40). Do these statistics
suggest that Francophones concerns about their language were justified?
‘CONNECTIONS :: ‘
Explain your response.
In 2008, a group of Montréalers
mounted a campaign to change the Lionel Groulx
name of the city’s Lionel-Groulx : : p ' ; é
subway station. “Lionel Groulx was Lionel Groulx, a prominent Québec thinker and Catholic Church leader,
an oppressive figure, someone who was one of the main voices expressing Francophone concerns. Groulx
discriminated and created divisions in believed that Francophone Québécois culture was strongly linked to the
society,” said a campaign organizer.
Suggested alternatives included Catholic faith; in his view, to be a Francophone Québécois was to be a
jazz pianist Oscar Peterson, former Catholic. If Francophone Québécois culture and language were to survive,
Israeli prime minister Yitzhak Rabin, Groulx believed, the link to the Catholic Church must be maintained.
and Québécois novelist Gabrielle aecieanen ba: ‘ ine lI peti ah; d
FioysSo:tar thetcamecaan bas bate Anglophone and American influences, as well as urbanization an
unsuccessful, industrialization, were threats that should be resisted.
During the Depression, many rural Québécois experienced hard
times, and some blamed the province’s Anglophone, and largely urban,
minority for their problems. In this atmosphere, many Francophone
Québécois were attracted to Groulx’s ideas, which helped reinforce their
identity and gave them hope for a more prosperous future.
But at the same
time, Groulx also
Figure 9-24 During the 1920s and 1930s,
expressed strong
the Catholic church, such as this one in Ste-
anti-Jewish views
Agathe, was the biggest and most elaborate
building in many Québec communities.
and opposed all non-
In addition to being the focus of people's Catholic immigration
religious life, many churches were the focus to Canada. These
ofsocial activities. How does the church in views made him a
Ste-Agathe suggest that it must have been controversial figure,
important in community life? and many believe that
his vision of Québec
nationalism was tainted.

Unit 3 * Did Canada grow up during World War II? * MHR

The Union Nationale
Concerns about maintaining Francophone culture in Québec contributed
to the founding of the Union Nationale in 1935. The party drew its
strongest support from rural Québec, and many of its policies focused on
preserving traditional rural ways of life.
When the party won the 1936 provincial election, Maurice Duplessis
became premier and his government introduced farm credit programs to Figure 9-25 Maurice Duplessis’s promises
help struggling farmers. Drawing on some of Lionel Groulx’s ideas, the to defend the French language, the Catholic
party allied itself with the Catholic Church to resist outside influences religion, and Québécois culture struck
and protect what party members viewed as traditional Québec values. To a chord with many in Québec. Can you
this end, the Union Nationale provided funds to the Catholic Church to think of any modern examples of similar
run education, health care, and social services in the province. attitudes in different cultural or religious
At the same time, Duplessis opposed organized communities?

labour. His government passed laws that

obstructed unions, and strikes were frequent
during his years in power. Duplessis
responded to the strikes with force,
using the provincial police to break
up picket lines and keep order.
The Union Nationale also tried
to stamp out dissenting ideas. In
1937, for example, Duplessis’s
government passed what was often
called the Padlock Law. This law
gave police the right to seize for
up to a year any premises used by
people the government considered
a threat. The Communist Party
was one organization targeted. The
law also allowed the government to jail
anyone found guilty of preparing materials
that threatened public order.

Recall... Reflect... Respond

1. Identify two historically significant forces that Cultural dominance results in inequality. This inequality
contributed to the rise of Québec nationalism after may force some groups to feel disconnected or
World War | and into the 1930s. Then think back to what alienated. What evidence of disconnection can you see
you learned about Québec nationalism in Unit One. taking place in Québec during this time period? What
Do these forces remain important factors in Québec different perspectives might shed light on this issue?
nationalism today? Explain your response. Share your ideas in a group.

MHR * Why are the 1930s judged a dark time in history? * CHAPTER 9
UNIT THREE 1929-1945

Did Canada respond to increased

international totalitarianism?
Up for Discussion
In the early 1920s, Benito Mussolini, who later ruled Italy as a dictator,
As long as things in a country
work smoothly, does the kind of
coined the word totalitario to describe his government. “All within the
government matter? state, none outside the state, none against the state,” Mussolini said.
From Mussolini’s term came the English word totalitarian. A
totalitarian government restricts individual rights and makes everyone
subordinate to the government. Totalitarian governments stay in power by
using fear and oppression.
By the end of the 1930s, people around the world were tired of
the Depression and looking for answers — any answers. Totalitarian
dictators offered quick solutions and easy answers. People wanted jobs
and economic security, and they thought that a leader with a strong
hand would be able to make that happen. Consequently, the world saw
Figure 9-26 This poster, created by the emergence of a number of totalitarian states. Some, such as Italy and
the Soviet government, shows dictator Germany, were fascist. Fascism is a form of totalitarianism that tells
Joseph Stalin with Azerbaijanis, one of citizens that their nation and race are superior.
the many peoples who were part of the Totalitarian regimes believe that democracies are soft, decadent, and
Soviet Union. The slogan — in Azerbaijani lacking moral strength. Citizens of totalitarian countries are persuaded,
— urges people to support the Soviet often through the effective use of propaganda, to set aside their personal
Union’s new constitution. What is the ambitions for the good of the state. This message helps discourage
poster’s underlying message? Why would
questions about human rights and the state’s leadership.
conveying this message be important ina
dictatorship? Historical Perspective: What might totalitarian states offer citizens to
SS er ee Nee ce er eeeen
ensure their obedience? Why might some citizens support totalitarian
governments even when their rights have been restricted?

Communism in the Soviet Union

In 1917, many people in Russia were discouraged by the toll World War I
was taking on the country and unhappy with the leadership of the czar.
That February, a popular uprising dethroned the czar and established a
temporary government to run the country.
By October 1917, the communist Bolsheviks were strong enough to
overthrow the temporary government and establish “a dictatorship of
the proletariat.” “Proletariat” is a term that describes people who make a
living by earning a wage.
Though a civil war followed, the Bolsheviks managed to hang on to
and consolidate their power. The communist government took control of
many aspects of the economy, such as banks, mines, and oil companies.
They discouraged religion and used the media as a propaganda tool.
In 1924, Joseph Stalin emerged as leader of the Communist Party —
and the government. He united Russia with surrounding states to form
the Union of Soviet Socialist Republics (U.S.S.R.), or Soviet Union.
Stalin was a ruthless dictator who used force to crush all opposition.
During the 1930s, millions of Soviet citizens were executed, imprisoned,
deported, or starved to death.

Unit 3 * Did Canada grow up during World War II? * MuR

 Canada and Communism
During hard times, communist ideas often attracted people who wanted
to build a better society. This was the situation in 1921, when the We know that throughout Canada
Communist Party of Canada was founded secretly near Guelph, Ontario. this [communist] propaganda is being
From the beginning, police harassed suspected communists. They raided Pa roevtat@ Dy Orgallizatiols Wem
meetings, searched offices, seized documents, and arrested leaders. foreign lands that seek to destroy our
Many Canadians supported the police actions. The violence of the mrad: Dean Rel eee
Russian Revolution and the ruthlessness of Joseph Stalin’s dictatorship dichietenaeae aa thing of that
had turned many people against communism. They feared that it par
threatened democracy, and these fears were often fed by politicians, such
— RB. Bennett, prime minister,
as Prime Minister R.B. Bennett, and other Canadians. They said that ina speech, 1932
recent immigrants and labour unions promoted communism and wanted
to overthrow the government.
Continuity and Change: Read Bennett's words in Voices. Would a
Canadian leader of today be likely to make a similar speech? Explain your
response.
Figure 9-27 By 1932, Adolf Hitler was the
The Rise of Fascism in Germany Hoes OU ae Party. ays photograph,
he poses with children during the 1932
During World War I, Germany had been a monarchy, but after the war, German election campaign. Hitler's
the victorious Allies established a democratic government in the country. propaganda machine made sure that he
But Germans had little experience with democracy and little love for was frequently photographed with young
a political system that had been forced on them. Political parties were people. What messages would an image
unable to establish solid voter support, and leaders were like this send to the German people?
ineffective at running the country.
Many Germans also resented the war guilt clause
that had been included in the Treaty of Versailles,
described in Chapter 6. In addition, the need to pay
reparations kept the country struggling economically.
This struggle was made worse by a period of
hyperinflation in 1922. The value of the Deutschmark
— German money — was reduced to nearly zero, and
prices rose more than 100 times.
As a result, many Germans failed to prosper even
_ during the boom of the later 1920s. Poverty was
widespread, and people were openly frustrated. When
the Depression started in 1929, the situation became
even worse.
Many Germans wanted a leader who could fix their
country’s political and economic troubles — and Adolf
Hitler seemed to fit this bill. Born in Austria, Hitler’s
childhood was marked by problems, including an
abusive father and failure at school. Hitler served in the
army during World War I, but when the war ended, he
joined the ranks of the unemployed.
In 1920, Hitler joined a small new political party —
the National Socialist German Workers’ Party, also
_ known as the Nazis. By 1921, he was the party’s leader.

MHR * Why are the 1930s judged a dark time in history? * CHAPTER 9 (=)
UNIT THREE 1929-1945

Adolf Hitler’s Rise to Power

For Adolf Hitler and the Nazis, the turning point was the onset of the
Figure 9-28 On August 16, 1933, a riot
Great Depression. A powerful speaker, Hitler found support among the
broke out in a Toronto park after someone
shouted "Heil Hitler!” following a community
growing ranks of unemployed and disillusioned people. He said that
baseball game. It was Toronto's first race
those who supported democracy were traitors and that Aryans — often
riot =— later knawnas the Gristle Ricniat fair-haired, blue-eyed, light-skinned people — were the master race. He
— and highlighted the discrimination felt said that some groups, such as Jews and Roma, were inferior and that
by many Jewish people in the city. Historians communists, gay men, and people with disabilities were undesirable.
believe that the situation was made worse by By 1933, the Nazis had become the largest party in the Reichstag,
the Great Depression and the ascent to power holding 288 of 647 seats. Hitler then created alliances with smaller parties
of Adolph HitlerinGermany. Whatdoyou to gain control of the Reichstag, and in January 1933, he was appointed
think? Why might these forces be at workin chancellor, the highest political position in Germany.
is <j inn? . .
thissiifation Once in power, Hitler took over the
country. He suspended the constitution,
abolished all political parties except the Nazis,
and created a secret police force called the
Gestapo to ensure that no one challenged
his rule. He also built concentration camps
to hold political prisoners. Anyone could be
arrested and held without charge or trial.
Hitler also began to rebuild Germany’s
military. This was a violation of the Treaty
of Versailles, but the League of Nations
did nothing to stop it. The League also did
nothing when Hitler began taking over
neighbouring areas and countries with
German-speaking populations. He claimed
that he was protecting them and bringing
them home to the "fatherland."
World leaders knew what was happening, but many were afraid that
intervening would provoke another devastating war — and they wanted
Check Forward ™ to avoid this at all costs. So they followed a policy of appeasement, a
policy of pacifying an enemy by giving in to some of his or her demands,
You will read more about
appeasement and German
while hoping that Hitler would stop once he had gained what he wanted.
expansion in Chapter 10.
The Campaign Against Jews
Jews were very successful citizens of Germany, integrated at all levels of .
society. Then Hitler made Jews a particular target of hatred. In 1935, he
outlawed marriages between Jews and Aryans and made it illegal for Jews
ee to practise law and medicine or to perform music. Some Jewish businesses
and synagogues were closed.
‘CONNECTIONS: During the night of November 9-10, 1938, Jewish communities
When Adolf Hitler was appointed throughout Germany were attacked in what became known as
chancellor, he gave himself the title Kristallnacht— the night of the broken glass. Homes, shops, and
Fuhrer.” “Fuhrer” is a German word synagogues were burned, and Jews were arrested and murdered.
that means “leader” or “guide,” but : ; 5 :
Buran stodaytendusrevendthis Were After this, Hitler increased the persecution of Jews. They were barred
because of its strong association with from owning businesses, and their children could not attend school.
Hitler. Other laws restricted their movements. Many thousands were arrested and
sent to concentration camps, which soon became death camps.

(=) Unit 3° Did Canada grow up during World War IT? * MuR
Thinking Historically: Historical Perspective
unt ie

Taking a historical perspective is to look at the world through the eyes of a person who lived in the
past. It’s a difficult thing to do. How can we truly know what an historical actor was thinking or
feeling many years ago?
The truth is that we can’t. But we can get close by examining the evidence and making valid
inferences based on what the evidence reveals.
Examine the following two primary source documents. What do they tell you about what the two
writers thought and felt about Hitler?
In June 1937, Prime Minister Winston CuurcuHiLL, who
WILLIAM Lyon Mackenzie would later lead Britain
Kine met Adolf Hitler in through World War Il,
Berlin. King recorded some responded quickly after
of his thoughts about this British prime minister
meeting in his diary. Neville Chamberlain
signed the Munich peace
agreement with Hitler
in 1938. The agreement
allowed German forces
to annex (take over) a
|told him that | had been anxious to visit Germany .. . Czechoslovakian region
called Sudetenland.
because |was most anxious to see the friendliness of
relationships existing between the peoples of the different
countries . . .| spoke then of what |had seen ofthe Our loyal, brave people... . should know the truth. They
constructive work of his regime, and said that |hoped that should know that there has been a gross neglect and
that work might continue. That nothing would be permitted deficiency in our defences; they should know that we have
to destroy that work. That it is bound to be followed in other sustained a defeat without a war, the consequences of
countries to the great advantage of mankind. .. . which will travel far with us along our road... . And do not
suppose that this is the end. This is only the beginning of the
He smiled very pleasantly and indeed had a sort of appealing
reckoning. This is only the first sip, the first foretaste of the
and affectionate look in his eyes. My sizing up of the man as
bitter cup which will be proffered to us year by year unless by
|sat and talked with him was that he is really one who truly
a supreme recovery of moral health and martial vigour, we
loves his fellow man.
rise again and take our stand for freedom as in olden time.

Explorations
1. a) For both historical actors, make inferences from the b) What other valid inferences can you make about
evidence to answer the following questions: what King or Churchill was thinking or feeling?
- Did he consider Hitler honourable? c) For every inference you have made, identify the
phrases that helped you make that inference.
- Did he think Hitler could be appeased?
2. When King's diaries were published long after the war,
- Did he think Hitler was underhanded and planning
many people criticized his judgment. Was this fair?
to make war on all of Europe?
Write two criteria to help people make fair judgments
about the views of people in the past.

MHR * Why are the 1930s judged a dark time in history? * CHAPTER 9 (27)
UNIT THREE 1929-1945

Did intolerance grow in Canada?

Germany was not the only place in the world to persecute Jews. While
We must nevertheless seek to Jewish immigration to Canada had held steady during the 1920s, during
keep this part of the continent free
the Depression, all immigration dropped dramatically. In 1936, for
from unrest and from too great an
example, fewer than 12 000 immigrants arrived.
intermixture of foreign strains of
blood, as much the same thing lies at Anti-Semitism — prejudice against Jews — was widespread in
the basis of the oriental problem. ... Canada. Jews were often excluded from clubs and other social organizations
| fear that we would have riots ifwe and discouraged from buying homes in certain neighbourhoods.
agreed to a policy that admitted Cause and Consequence: In Canada, hate groups, such as the Ku Klux
numbers of Jews. Also we would
Klan, sprang up. Encouraged by anti-Semitic activities in Germany,
add to the difficulties between the
where the Nazis were persecuting Jews and other minorities, these groups
Provinces and the Dominion.
targeted visible minorities, Jews, and Catholics. What strategies might
— William Lyon Mackenzie King, prime
governments use to deal with the rise of hate groups?
minister, ina diary entry, March 1938
Canada had no refugee policy that allowed immigrants to be accepted
on the basis of need. Jews who faced persecution in Germany were
required to follow the same immigration procedures as other applicants.
And because few immigrants were being accepted, German Jews had little
hope of escaping to Canada.
From 1933 to 1945, Canada admitted fewer than 5000 Jewish
immigrants. During the same years, the United States accepted more than
Figure 9-29 The Sz. Lou/sin the harbour
200 000, Britain accepted about 70 000, and the city of Shanghai, China,
of Havana, Cuba, and two passengers at
received tens of thousands of Jewish refugees.
a porthole. With land in sight and fleeing
Nazi anti-Semitism in their homeland,
The St. Louis
the passengers were told they would
not be allowed to stay. How might the Though Liberal prime minister William Lyon Mackenzie King was
outcome have been different if today’s sympathetic to the problems of German Jews, he was also convinced that
communication tools had been available to allowing Jewish refugees into Canada would threaten national unity and -
the passengers? his party’s political support in Québec. There, the provincial government
opposed all immigration.
The Sz. Louis eo: showed the depth of anti-Semitism in the upper
chambers of the Canadian government. In
the spring of 1939, the passenger liner St.
Louis left Hamburg, Germany, with more
than 900 Jews on board. Trying to escape
Nazi persecution, they were bound for Cuba.
They carried tourist visas but hoped to be
accepted as refugees. But when they arrived,
they were not allowed to disembark.
So they appealed for help to both Canada
and the United States, but both countries
refused to accept them. The St. Louis was
forced to sail back across the Atlantic. Some
of the refugees were eventually allowed into
European countries that were taken over by
Germany during World War II — and more
than half the passengers were eventually
killed by the Nazis.

[NGS © Did Canada growopdiving World WerUP© sa

 The Rise of Fascism in Italy
Like Adolf Hitler, Benito Mussolini had fought in the trenches of World ‘CONNECTIONS :
War I. In the turmoil that followed the war, Mussolini started a fascist Benito Mussolini called himself “II
party in Italy. One of the party’s main planks was a nationalistic belief in Duce” — the leader — and tried to
pass laws controlling every aspect of
a strong union of citizens, regardless of social rank. Italian life. In 1926, for example, Italian
Under Mussolini’s leadership, squads of black-shirted army veterans law required bread to have at least
attacked communists, socialists, and members of other political parties at 15 per cent non-white flour. Laws also
limited newspapers to six pages, and
rallies and parades. The blackshirts claimed to be restoring order to the
no goods could be sold after 10 p.m.
streets. Many Italians agreed with their policies and party membership
grew quickly.
Government officials did little to stop the attacks. Like officials in
many countries, they were concerned about communists and believed that
the fascists were performing a useful service.
Mussolini was elected to the Italian parliament in 1921, and in 1922,
with the support of many business and military leaders, he persuaded No interest in Ethiopia, of any
the king to appoint him prime minister. After this, his party used nature whatsoever, is worth the
intimidation and violence to rig elections. life of a single Canadian citizen.
Finally, in 1925, Mussolini abandoned all appearance of democracy No consideration could justify
and took complete control of the government. Even municipal politicians participation in such a war.
were replaced by officials appointed by the fascists. People who spoke out — Ernest Lapointe, Canadian
against the regime were harshly punished. minister of justice, 1935
Mussolini then set out to fix the Italian economy. Agricultural
programs improved wheat harvests, and hydroelectric developments
helped reduce unemployment. The railways were restructured, and their
efficiency was improved. The country’s automobile and aircraft industries Figure 9-30 In 1936, Haile Selassie
expanded quickly. travelled to Geneva, Switzerland, to deliver
At first, these measures improved the lives of many Italians, who his appeal to the League of Nations in
person. In his speech, Selassie told of the
wholeheartedly supported Mussolini. Even many world leaders admired
suffering that occurred when Italian planes
Mussolini’s economic success.
sprayed poison gas on soldiers, civilians,
Next, Mussolini decided to improve Italy’s international influence by
and livestock. What criteria should world
expanding the country’s territories in Africa. So in 1935, Italian forces leaders have used when deciding how to
invaded the independent country of Ethiopia. respond to Selassie’s appeal?
The Ethiopian emperor, Haile Selassie,
appealed to the League of Nations for help,
but his pleas were ignored. In Canada,
William Lyon Mackenzie King’s government
refused to condemn Italy’s actions because
King did not want to be drawn into a war.
As with Hitler, appeasement was considered
preferable to confrontation.
In 1936, Hitler and Mussolini formed
the Rome—Berlin Alliance, and Mussolini
introduced anti-Semitic laws to Italy.
Cause and Consequence: With a partner,
consider the situation in Germany and Italy
in the 1920s and 1930s. List at least two
conditions that are necessary for a totalitarian
regime to thrive.

MHR * Why areyiheplo3 Osyudeedadark time ii )istory:me™ CHAP TERYY 275)

i —_—
 The Rise of Fascism in Spain
Between 1931 and 1936, Spain struggled to maintain a form of
democracy. The Depression had caused widespread poverty, and the
country was divided by political strife.
Despite dictator Francisco Franco's Finally, in 1936, a coalition of army officers and conservative groups tried
heavy-handed rule, Spain and the
to seize power. But the attempt was disorganized and succeeded only in parts
United States were allies during
the Cold War. The United States of the country. This set off a brutal civil war as opposing forces fought for
encouraged Franco's anti-communist control. In this war, which often pitted family members against one another,
policies, and when the dictator died, more than a million Spaniards, including many civilians, were killed.
former U.S. President Richard Nixon
remarked, “General Franco was a loyal
The rebels, who called themselves Nationalists, were led by General
friend and ally of the United States.” Francisco Franco. A strong military leader, Franco admired and was supported
by both Adolf Hitler and Benito Mussolini. The Nationalist strategy used
brutality and terror to scare people into submission.
On the other side were the Republicans, who were the legitimate
elected government.
The League of Nations did little to try to stop the fighting in Spain. As
with other conflicts that arose during the 1930s, isolationist attitudes led
many governments to follow a policy of non-intervention in foreign affairs.
Some historians believe that Hitler used the Spanish Civil War as a
practice session for the world war that started in 1939. In one of the first
examples of what was to come, Hitler bombed the city of Guernica. It was
one of the first aerial bombing attack on defenceless civilians.
The war progressed slowly and brutally. But Nationalist forces
gradually began to win territory from the Republicans. By February 1939,
Figure 9-31 The Spanish painter Pablo
Picasso, who sided with the Republicans
about 250 000 Republican soldiers had been forced to flee across the
during the Spanish Civil War, painted border into France. Within a few weeks, the rest of the Republican forces
this horrifying depiction of the German had surrendered and Franco controlled the country completely.
bombing ofthe town ofGuernica in 1937. The Once in power, Franco put in place a ruthless, totalitarian regime.
Republicans commissioned Picasso to create Critics were silenced through censorship and violence. Franco's tactics
the large mural. What does the painting tell included torture, long prison sentences, forced labour, and concentration
you about the bombing? What does it tell you camps. He remained in power until his death in 1975.
about Picasso?
 Canadians in Spain
Although most governments, including Canada’s, refused to get involved
in the Spanish Civil War, many Canadians were eager to fight fascism. So ‘CONNECTIONS:
when the Republicans appealed for help, about 40 000 people from other Many of the Mac-Paps had been
involved in the On-to-Ottawa Trek and
countries, such as Britain, the United States, and Canada, responded and
were older than volunteers from other
joined the International Brigade. countries. When the civil war ended
At first, the Canadian volunteers were placed in an American and the survivors returned home, many
_ battalion, but a Canadian battalion was formed in 1937. Called the were treated as criminals who had
disobeyed Canadian law.
Mackenzie-Papineau Battalion, after the leaders of the 1837 rebellion in
Canada, its members were known as Mac-Paps.
Canadians continued to sign up even after the federal government
passed a law forbidding Canadians to join a foreign army. By the time the
: civil war ended in 1939, nearly 1700 Canadians had fought in Spain —
and about one-third of them had died.
One of the Canadians was
Norman Bethune, a doctor born
in Gravenhurst, Ontario. As a
young surgeon, Bethune made
a mark by improving surgical
instruments, developing new
surgical techniques, and writing
for medical journals. During
_ the Depression, he supported a
government-run medical system,
an idea opposed by the Canadian
medical establishment.
When the Spanish Civil
War started, Bethune joined the
Republicans. But Bethune was an
independent spirit who disliked
following orders, and he was asked
to leave Spain in 1937. Returning
to Canada, he learned that Japan
Figure 9-32 WhileinSpain, Norman
had invaded China. So in 1938, he
Bethune (right) developed a mobile blood
- travelled to China, where he joined the communists. He helped set up
transfusion service that used refrigerated
battlefield surgery units and train doctors to work at the front. Bethune, trucks to rush blood supplies to the
who is still revered in China, died in 1939 after developing an infection wounded. His approach was responsible for
while operating on a wounded soldier. saving many lives. Would you go to war ina
foreign country to support your beliefs?
The Rise of Totalitarianism in Japan
Throughout the 1930s, the major powers in the League of Nations clung
to the belief that appeasement would prevent another world war. As in
_ Europe, they applied this belief when Japan started expanding its territory
in Asia. :
By the late 1920s, power in Japan had shifted to hard-line militarists
_who believed in military solutions to problems, encouraged nationalistic
"sentiments, and labelled Japan’s form of democracy “un-Japanese.” By
1931, this group dominated the Japanese government.

MHR * Why are the 1930s judged a dark time in history? ¢ CHAPTER 9 (=)
UNIT THREE 1929-1945

World War I had taught Japanese militarists that natural resources

were necessary to fight wars. But Japan was not rich in natural resources,
and in the 1930s, Japanese industries relied on imported raw materials.
Manchuria, in northern China, was a major source of resources such as
iron, coal, salt, and farmland. As a result, Japanese businesses had invested
heavily in this region.
But Chinese nationalism was on the rise, and it included anti-Japanese
sentiment. Many Chinese people were angry that the Allies had awarded
Germany's Chinese territory to Japan as a reward for siding with the
Figure 9-33 This famous photograph Allies during World War I. Although the territory was later restored to
of alone child sitting in the bombed- China, Japan and China were traditional enemies, and Japanese officials
out Nanjing railway station in August
worried that China might limit access to Manchuria. So in 1931, Japanese
1937 came to symbolize the brutality of
forces invaded and occupied the region.
Japan’s expansionist efforts in China.
What elements of this photograph make
When China appealed to the League of Nations for help, the League
ita compelling tool for swaying public
condemned Japan’s action but did nothing more. The League’s weak
opinion? response emboldened Japan’s leaders,
who developed plans to take over other
parts of China. In 1932, Japanese forces
landed at Shanghai, and in 1937, they
launched a multipronged attack. This
started a full-scale war between the two
countries.
Japanese leaders ordered intense
bombings of civilian targets, causing
millions of casualties. Brutality was
just as common on the ground. The
Chinese capital city of Nanjing endured
a massacre that lasted six long weeks.
During this time, Japanese soldiers
raped and murdered as many as
300 000 Chinese soldiers and civilians.
The Japanese also used chemical
weapons during the war. These
atrocities caused the United States and
other Western countries to begin to
harden their attitudes toward Japan.

Recall... Reflect... Respond

1. Create a timeline to show the rise of totalitarian 3. The world’s failure to confront totalitarian
governments in Europe and Asia up to 1938. Include at governments led to another world war that started
least five events that marked the growing strength of in 1939. Who or what should be blamed for this
the various regimes. For each event, include a point- failure to stop totalitarian governments? Or was no
form note explaining the reason(s) for your choice. one to blame? How should nations make decisions
about when and how to help? Express your opinion
Identify two or three forces at work during the 1930s
in a paragraph that provides evidence to justify your
and explain how each promoted the rise of totalitarian
position.
governments. Could the same thing happen today?
Explain the reasons for your response.

Unit 3 ¢ Did Canada grow up during World War II? « MHR

 Thinking Historically: Ethical Dimension
Sate a coke

Every history every written — even the one you're reading now — contains
ethical judgment. Just consider the word “tragedy” in the title for this feature.

Sometimes an ethical judgment is explicit, or clearly The following description of the Tragedy of the S.S.
stated. Other times it is implicit, or hinted at. Consider St. Louis appears on the website ofthe Loyal
Charles P. Stacey’s description of World War Il in an Edmonton Regiment Museum. Read it, watching
article at the website of the Canadian Encyclopedia: for examples of both implicit and explicit ethical
sn dig bs sib eeeeuBogonts (2 judgment.
The World War IIwas one of the most significant events in pha ls Aas a te ld tats |ck Stet
Canadian history. Canada played a vital role in the Battle of Rumours abounded from even before the war that the
the Atlantic and the air war over Germany, and contributed Nazis were perpetrating detestable atrocities on European
forces to the campaigns of western Europe beyond what Jews and other so-called Untermenschen (“subhumans’).
might be expected of a small nation of then only 11 million However, most Canadians dismissed these rumours as mere
people. propaganda. Some German Jews certainly understood what
was going on and tried to escape. The case of the passenger
Stacey makes an explicit judgment about the
liner St. Louis provides a poignant example ofthe difficulties
significance of the war to Canadian history. He has
they faced in finding a safe haven. The German Jews aboard
examined the evidence and come to that conclusion.
Further, Stacey implies that Canadians should be the ship could find no country to accept them. The St. Louis,
proud of this history. We can understand that from his which travelled the Atlantic stopping at ports in Canada, the
statement that Canada contributed more than would United States, South America, and Europe, eventually ended
have been expected from a small nation. Sometimes, up back in Germany because no one would let its passengers
an ethical judgment is communicated bytelling one land! When Canadian and other Allied soldiers liberated the
part of a history instead of another. For example, death camps and witnessed first-hand the enormous evil that
Stacey mentions three major contributions to the war, had taken place, their lives were changed forever.
but says nothing about the efforts on the home front. —___— ee -—- ~ ~-

Explorations
1. What explicit and implicit ethical judgments can you - Women Heroes of World War II: 26 Stories of
spot in the museum excerpt? What words or phrases Espionage, Sabotage, Resistance, and Rescue
helped you spot those judgments: Se oneal ena a euninree sNeriahicves and
| 9

2. In your opinion, how should historians — or anyone the Greatest Treasure Huntin History
writing a historical narrative — ensure that their ethical Wrremepe oF Notkne
judgments are sound?
- Hitler's Willing Executioners: Ordinary Germans and
3. Describe the ethical judgment in each ofthe following Re iainc inlet
titles of books about World War Il.

- Unbroken: A World War II Story of Survival, Resilience, Be aU ener eytae ae ne

and Redemption - Retribution: The Battle for Japan, 1944-45
- Slaughterhouse-Five

a es i ee : 2d! MHR * Why are the 1930s judged a dark time in history? * CHAPTER 9
UNIT THREE 1929-1945

Chapter 9 Review
Knowledge, Understanding, and Communicating and Applying
Thinking 5. Historical Perspective: Writing in a journal or
creating a role-play, assume the voice of one of the
1. In each of the periods you examined in the last two
following individuals during the Great Depression and
chapters — the 1920s and the 1930s — Canadians
describe what his or her experiences might have been
faced different challenges. On a chart like the one
like:
shown, compare the periods on the basis of changes
inthe economy, culture, technology, and international ¢ awheat farmer in one of the Western provinces
tensions. Then record ideas in response to the e First Nations farmer struggling to make ends meet
following questions. For each item, be sure to record ¢ aworker ina relief camp
which aspect of change you are referring to and what
vouithink HNeaverAliNinpaee was e awife or child of a worker in a relief camp many
miles away
e ateeninan urban family with no money for the
Canadians Respond to Change extras
Type of Change | The 1920s The 1930s e a Jewish young person reading about the riot at

| Christie Pits in the newspaper

6. Evidence: “Totalitarianism inevitably leads to war.”
Hold a class debate on this resolution. Review the
definition of totalitarianism and the section on pages
Think about the following:
270-272 in your group before you decide whetherto
e What were the most prominent challenges?
agree or disagree with the statement.
e What opportunities were available? :
7. Historical Significance: Adolph Hitler admired
e Which individuals or groups were important?
the eugenics movement, and used its reasoning to
2. Use the information from this chapterto create a genetically “cleanse” the European population. After
web that shows important ideas about how Canada’s seeing what Hitler had done, the world community
international experiences changed the country leading declared forced sterilizations to be a crime against
up to 1938. Before you begin, review the chapter and humanity. How does this example show how history
your notes and use the following strategies to identify can help us live better in the present?
important ideas: 3 7 ‘ *
ea 8. Historical Perspective: The early eugenics
© compare the ideas and information movement had followers across North America and
e cluster ideas and information by creating groups England. After World War II, many North American
based on characteristics eugenicists would claim that they had nothing to
e relate ideas and information by looking for do with the atrocities in Nazi Germany — that all
connections they wanted to do was to stop "inferior" people from
reproducing. Write a letterto a North American
e generalize by looking for an overall picture
eugenicist explaining why this policy could have aided
. Government policies and programs do not always Hitler's rise to power.
affect all groups within a society equally. Identify
four policies from this chapter. In each case, show
graphically which group in Canada would have been
most affected and how.

. What connections do you see among worldwide

economic depression, the rise of totalitarianism, and
world war?

Unit 3 * Did Canada grow up during World War I? « Mur

.
|

9. Evidence: A version of “Hold the Fort” (below), an old 10. Cause and Consequence: During the 1930s, the
workers’ song, became the anthem of the On-to-Ottawa policies of isolationism and appeasement shaped
Trek. Canada’s responses to world events.
a) What is the message ofthis song? Choose two or a) Explain how these two policies are connected.
three lines from the song and explain how they would b) Choose three significant conflicts that arose during
help inspire solidarity among the trekkers. the 1930s. Explain how each is connected to these
b) Think about the state of mass communication in 1935. policies.
Why would a song like “Hold the Fort” be important? c) With a partner, brainstorm to create a list of three
If something similar happened today, would a song alternative policies that governments might have
like this be as important? Explain your response. put into effect. They might, for example, have tried
to persuade the League of Nations to take collective
action. Briefly explain each alternative.
Hold the Fort
We meet today in freedom’s cause d) Create a chart to show the possible advantages and
disadvantages of each policy when dealing with the
And raise our voices high.
totalitarian governments of the 1930s.
We'll join our hands in union strong
e) Which policy do you believe Canada should have
To battle or to die. followed in the 1930s? Explain the criteria you used
—— to arrive at your judgment.
| Chorus f) What do you suppose prevented Canadian leaders
Hold the fort from following the policy you suggested?
For we are coming,
. Continuity and Change: Interview a parent,
Union hearts be strong. grandparent, or neighbour who had a connection to,
Side by side, we'll battle onward, or experienced, the Great Depression or who lived in
Victory will come. a country with similar economic hardship. How was
his or her daily life (e.g., access to food, clothing,
Look my comrades transportation, job opportunities) affected? What kind
of support (moral, financial, spiritual) did the person
See the union banners waving high.
have from the community? Plan how you could support
Reinforcements now appearing yourself and your community during a severe economic
Victory is nigh. downturn.

Chorus
Hold the fort
For we are coming,
Union hearts be strong.
Side by side, we'll battle onward,
Victory will come.

See our numbers still increasing;

Hear the bugle blow.
By our union we shall triumph
Over every foe.

MHR * Why are the 1930s judged a dark time in history? * CHAPTER 9
 Figure 10-1 When Canadian Forces chased
German troops out of Deventer, Netherlands, as
the end of World War Il approached, city residents
turned out to celebrate their freedom. Rifleman
Robert MacGregor Douglas (top), who was
photographed surrounded by happy schoolgirls,
was one of the Canadians involved in the action.

The Canadian Forces fought a long, brutal

campaign to liberate the Netherlands. As a result,
the Dutch forged a lasting relationship with
Canada, and people in the Netherlands continue
to honour the soldiers who freed their country. On
May 8, 2005, the 60th anniversary ofVEDay —
Victory in Europe Day — citizens of Apeldoorn,
Netherlands, cheered the Canadian veterans
(bottom) who had returned to help commemorate
the occasion.

(282 ) Unit 3. * Did Canada grow up during World War II? * MuR
=
CHAPTER ISSUE
How did Canada make its mark in World War II?

The liberation of the Netherlands by Canadian Forces in 1945 was a

significant contribution to the international effort to end World War II. Key Terms
But this campaign was only one of many difficult challenges faced by blitzkrieg
Canadian Forces during the war. Names such as Dieppe, Hong Kong, Resistance
Ortona, and Normandy have also become important symbols of the collaborators
war and are vividly remembered by those who fought there — and by U-boat
those who honour the sacrifices made by Canadian Forces. atomic bomb
Rifleman Robert MacGregor Douglas, pictured on the previous Geneva Conventions
page, survived the war. Douglas may look carefree in the photograph, aloealist ae
but he and his fellow Canadians had not yet finished the job. The international os
Netherlands was not fully liberated for another month. tribunals
Examine the photographs on the previous page and respond to
the following questions:
¢ How old do you think Douglas was when the picture was taken?
About how old would he be today?
¢ What do you think Douglas had been doing in the days before the
picture was taken? What might he have done the next day?
¢ What does the photograph tell you about Douglas’s frame of
mind?
¢ How do you think the experience of war could change a young
person like Douglas?
¢ If Douglas had been among the veterans who returned to
the Netherlands in 2005, what mixed feelings might he have
experienced?

LEARNING GOALS
Looking Ahead
In this chapter you will
The following inquiry questions will help you affecting Canada S
e analyze the key issues
and the United
explore how World War II forced Canada to relationship with Britain
embrace international responsibilities: War Il
States during World
t tip ped the world
e¢ Was World War Il a just war? e explain the events tha
e What role did Canada play early in the war? into war in 1939
ntribution to the war
e Are science and technology the key to winning © examine Canada’s co
Canadian identity
wars? 3 effort and its impact on
developments
¢ How did Canada help end the war? * identify some major
in sci enc e and tec hno logy that were
¢ What ethical issues emerged from the war? War Il
significant during World
 UNIT THREE 1929-1945

Was World War Il a just war?

During World War I, millions of lives were lost or changed forever. Like
many people around the world, Canadians did not want another war.

Setting the Stage for Another World War

The Treaty of Versailles, which ended World War I, had left many
Germans feeling resentful. Paying reparations interfered with the
country’s recovery from the war, and the economic situation became even
worse during the Great Depression. So when Adolf Hitler’s Nazi Party
advocated an extreme form of nationalism, many Germans welcomed the
message.
The Nazis’ nationalism was based on the belief that Germanic peoples
were a “master race” who belonged together in one country. Hitler used
this idea as an excuse to invade neighbouring countries where Germanic
people lived, even when they formed only a minority of the population.
In 1936, Hitler ordered German forces into the Rhineland, which
the Treaty of Versailles had set up as a non-military zone between France
and Germany. When other governments offered little protest, Hitler
kept going. In 1938, he persuaded government officials in neighbouring
Austria to “invite” the German army into their country. The Treaty
of Versailles had specifically forbidden this Anschluss — uniting — of
Germany and Austria.
Hitler then turned to the
Figure 10-2 German Expansion in Europe, 1935-1941
Sudetenland, a Czechoslovakian
Use the dates shown in the map to create a timeline showing Hitler's expansion in Europe border region where many German-
between 1935 and 1939. speaking people lived. Anxious to
Legend avoid war at all costs, the British and
Allied Countries
[3 Neutral Countries French, along with Benito Mussolini
[53 Axis Countries
[5 Occupied by Germany of Italy, signed the Munich Pact,
Occupied by Italy
[3 Vichy France and Colonies
which allowed Germany to take
===> Axis Offensive over this region — provided Hitler
=== Maginot Line
agreed to stop there.
So German forces marched
into the Sudetenland. But then,
in March 1939, Hitler broke his
promise and took over the rest of
Czechoslovakia.
Invaded May 10,1940. f
Surrendered June 22, 19403
Ethical Dimension: During World
War I, Sweden would remain

*
Dpsucaine
neutral. Its railways were used to
transport German equipment from
Mediterranean Sea
Norway to Finland but it also
shared intelligence with the Allies
: aga Cyprus.
:
bo
i Rhodes
Lebanon and accepted many Jewish refugees.
i (Britain-France)
Palestine! In your opinion, is the concept of
neutrality ethical? Why or why not?

Unit 3° Did Canada grow up during World War II? * MuR

aeSseSe — _n—_.er
eee
The Tipping Point
The invasion of Czechoslovakia made it clear that appeasement would
not stop Adolf Hitler’s expansion plans. Hitler next turned his attention
to East Prussia — a part of Germany that the Treaty of Versailles had
separated from the rest of the country by granting a narrow stretch of
land to Poland (see Figure 10—2).
Absorbing East Prussia into Germany would require a German
takeover of Polish territory. At this point, the British and French
governments realized that they must draw a line — and they promised to
support Poland if Hitler attacked.
Then, on August 23, 1939, Hitler and the Soviet dictator, Joseph
Stalin, shocked European leaders by signing a nonaggression pact.
Although both were dictators, they were unlikely allies, for their political
beliefs were strongly opposed. But the pact suited their purposes, because : /
the two secretly agreed to divide up Europe between them. | PAL Za7( 1
The pact with Stalin enabled Hitler to carry out his plans for taking er Ty "ONY
. :
over Western Europe without worrying about a Soviet attack from the
s
|
IST DEUISCH
east. On August 31, German agents pretending to be Polish officers
staged assaults at the German border to make it look as if Poland were
Figure 10-3 The Treaty of Versailles had
attacking Germany. Hitler had his excuse, and the next day he ordered set up Danzig, now Gdansk, as a free city
German forces to invade. . that was the responsibility of the League of
On September 3, 1939, two days after the invasion started, Britain Nations. But most Danzig residents spoke
and France declared war on Germany. German, and in 1939, the Nazis produced
this postcard saying, “Danzig is German.”
Evidence: It sometimes takes years for historians to uncover lies such as
How does this postcard show the Nazis’
Hitler’s claim that Poland was the aggressor. What value, if any, would
effective use of propaganda?
there be to proving that this claim was a lie? Why is it dangerous not to
question historical narratives?

Canada Declares War

Up for Discussion
Although Canada had entered World War I as part of the British Empire,
Ifthe Allies had stood up to Hitler when
Prime Minister William Lyon Mackenzie King believed that, this time,
German forces occupied the Rhineland, could
Canada should make an independent decision to join the war. World War || have been avoided?
King summoned Parliament, and on September 10, Canada officially
declared war on Germany.
Saat ee A Bla i NNN AN I I NR EE IOS NERO SEI BNIB ARTIS SG IT ES EE SO ts eat RNAS a i Ci I RS

Recall... Reflect... Respond

1. Create a “Countdown to War” flow chart that 3. Prime Minister William Lyon Mackenzie King had
describes the chain of events that led to World lived through World War I, as had most Canadians
War Il as described in this section. who were adults in 1939. Write a diary entry that
King, or another Canadian, might have made on
Ona scale of 1 to 10 (1 = not very significant;
September 10, 1939, once he or she knew that
10 = highly significant), rank the historical
Canada was at war again.
significance of Canada’s separate declaration of
war. Be prepared to explain the criteria you used to
arrive at your ranking. What did this event say about
Canada’s evolving relationship with Britain?

MHR * How did Canada make its mark in World War II? ¢ CHAPTER 10
UNIT THREE 1929-1945

Figure 10-4 Indecenber98,Gnaten | What role did Canada play early in

troops started boarding the ships that
would take them in convoys to Europe. As the war? 7
in World War I,these troops were all men.
Although women had made strides in the As soon as war was declared, Canadians started lining up at recruiting
previous decades, they were still barred offices, ready to do their part. Some were happy to have a steady job,
from combat roles. Are there any legitimate Others were seeking adventure. Many simply believed it was the right
reasons to limit women’s full participation thing to do.
in the military? Although Britain, France, Canada, and other
se n ll countries had declared war on Germany, none of the
i Allies was prepared for battle. Both Hitler and Stalin saw
plainly that the Allies could do little — and both took
advantage of this.
The first Canadian troops started arriving in Britain
toward the end of December 1939. But most of these
soldiers were green recruits, and when they arrived,
their barracks were not finished and they were short of
equipment. So the Canadians spent the next months
training, sometimes with wooden bullets.
The period between the declaration of war in
September 1939 and May 1940 is often called the
“phony war.” Although Hitler continued to take Europe
by storm, the Allies did little fighting during this time.
They simply were not ready.

Germany and the Soviet Union Divide

Up Europe
While the Allies scrambled to put themselves on a war footing, German
es forces continued to advance across continental Europe. While German
troops were storming into Poland from the west, Soviet forces invaded
CONNECTIONS from the east, and by late September 1939, Poland had fallen.
In September 1940, Germany, Italy, and In November 1939, Stalin also invaded Finland. Finnish forces held
Japan signed an agreement to support
faper ana the = ann teceime vane off the Soviets till the following March, but the country was finally forced
the Axis Powers, or the Axis. In 2002, to agree to Stalin’s terms. Soon afterward, the Baltic states of Estonia,
eae St a eee Latvia, and Lithuania also fell to the Soviets.
risa World War Il Gener he tanelen The German forces used a strategy called blitzkrieg, which means
Iran, Iraq, and North Korea the “axis “lightning war,” to overwhelm opposition. With strong air support,
of evil.” German troops, tanks, and artillery would launch a focused attack and
meee blast through a short section of the battlefront, then advance deep into
enemy territory. This enabled them to disrupt enemy communications,
supply lines, and defences. Traditional defensive tactics were ineffective
against blitzkrieg.
In 1940, Denmark fell in a day and Norway in a month. The most
seasoned of the Canadian troops in Britain, along with British forces, had
been sent to help in Norway, but they were recalled when it became clear
that the battle was already lost.
In quick succession, the Netherlands, Belgium, and Luxembourg also
fell to Germany. Hitler then turned his attention to France.

Unit 3° Did Canada grow up during World War II? * MuR

 Youth ‘aut aged

Growing Up in Occupied Holland

When the Germans invaded the Netherlands on Henk Hoogeveen, who
May 10, 1940, Henk Hoogeveen was 14 years old. later immigrated to Canada, was
Rotterdam was bombed to force the Dutch to serving in the Dutch army when this
surrender, but the rest of the country came through photograph was taken in 1948, four
relatively unscathed. Life went on. Henk went to years after the bad winter.
school, hung with his friends, and avoided German
soldiers. Henk tells how life gradually got harder:
At the start of the war, Henk and his family listened
Over the years everything was rationed: meat, vegetables, to English BBC radio broadcasts. “Because my sister
and | had learned English in high school, we could
potatoes, wheat, bread, pastry, sweaters, clothes. We didn’t
understand the BBC news. The Germans didn’t distort
see bananas, coffee or tea for five years. Eventually there was
the BBC because they figured the Dutch couldn't
hardly anything to buy. And the quality went down the drain. understand English. But my family could. Lots of my
Later in the war, ifyou were short of something and wanted it, friends could too.”
you had to buy it on the black market. When the electricity was cut off, Henk made a
crystal radio, with an experimental aerial, that could
As the winter of 1944-1945 approached, electricity operate without power. His radio was a rare source
and gas supplies were cut off. “We had no heating, no of news, so people came overto listen. Eventually,
coal to speak of, no burning materials,” Henk recalled. Henk started building one-tube radios that he sold to
“So we had a little wood fire. And we got into a winter neighbours and friends.
that was one of the worst in ages.” In that final winter of the war, the Germans started
The Dutch call that winter the Hongerwinter for taking away Dutch men and boys forforced labour in
good reason — it was a famine. Henk’s mother had Germany. Henk tells what happened:
sometimes bicycled to the coastal fishing villages,
where she traded valuables for food. When that They went from house to house to search for men between
became too risky, Henk’s father made the dangerous 18 and 40. They had to be let in, but we had dug a hole
journey across the country on a bicycle, to obtain food underground in the living room, so my father and |hid there
from farmers. He talked his way past German patrols
for a few hours. There were all kinds of rumours that they
by showing false papers, which he had obtained from
were going to shoot us through the floor, but nothing like that
the Dutch Resistance — people who actively resisted
the German occupation. But at a checkpoint on the
happened. Later, if! went out, |dressed like my sister, with a
way back, collaborators looked in the truck. Henk said, scarf over my head!
“They took away all my father’s bacon, and they took
away his eggs. They said ‘Here, you can go away with The day the Allied soldiers (most of whom were
these potatoes.’ So we ended up with unground wheat Canadian) arrived, was a day Henk would never forget:
and potatoes.” the Liberation.

1. In what ways did Henk and his family cope with 2. During the interview for this feature, Henk stressed one
the challenge of living in wartime? What does their of the worst aspects of the whole experience for the
experience teach you about how to persevere ina Dutch: “You weren't the boss in your own house.” What
difficult situation? do you think he meant? What does this have to do with
democracy? Orthe efforts of the Canadian forces?

MHR © How did Canada make its mark in World War Il? « CuartTer 10
UNIT THREE 1929-1945

The Maginot Line

The French army, with the support of British troops, had prepared for a
As we rounded the point to the beach long, drawn-out war like World War I. They had built concrete defences
at Dunkirk, you became aware ofthe along the Maginot Line, between Germany and France. But in early May
shelling — the Germans were only 12 1940, German troops went north around this line, bursting through
miles [19 kilometres] inland. .. . But Belgium and into France.
you came to the beach and the Caught off guard, the Allied defences collapsed. The combined force
uniforms of 400 000 waiting [Allied]
of more than 338 000 British, French, Polish, Belgian, and Dutch troops
soldiers stood out on the white sand.
These were disciplined troops; even
retreated to the beach at the port of Dunkirk on the English Channel.
with shelling and bombing, there was
no panic. They were impressive. The Battle of Dunkirk
— Robert Walter Timbrell, Canadian-born With Allied forces pinned down by German forces at Dunkirk, Hitler
British naval officer, recalling his partin }
hesitated while he decided whether the German army or air force should
the rescue at Dunkirk
finish the attack. But the Allies used this brief pause to achieve what few
expected: a dramatic rescue.
The British quickly assembled an armada of 800 fishing, pleasure,
and commercial boats, many of them operated by civilians. These boats,
along with 222 naval vessels, were sent across the English Channel. Four
Royal Canadian Navy destroyers also joined the fleet. The smaller craft
picked up the Allied troops from the beach and ferried them to larger
vessels that carried them across the Channel. About 200 of these small
boats were attacked and sunk.
Historical Significance: At the time, British Prime Minister Winston
Churchill called the Dunkirk evacuation “a miracle of deliverance,” and
the operation provided an important morale boost when the outlook for
the Allies was bleak. How could this outcome, which marked a crushing
defeat for the Allies, be considered a miracle?

France Surrenders
Less than a month after Dunkirk, on June 25, 1940, France officially
surrendered. German forces occupied Northern and Western France,
including Paris. In the South, a French government was set up in the town
of Vichy. Called Vichy France, this puppet government was controlled by
Germany and did not help the Allied war effort.
The fall of France meant
that Hitler controlled nearly all
of Western Europe — and could
focus on his next target: Britain.

Figure 10-6 Under heavy fire from

German artillery and aircraft, soldiers
wade toward a waiting ship at Dunkirk
(left). In the photograph at right, a tug and
a small powerboat carry soldiers to safety.
What might you be feeling about being
rescued under such conditions?

288 Unit 3 * Did Canada grow up during World War II? « MHR
The Battle of Britain Voices
In the aftermath of Dunkirk, about 140 000 German troops massed
About one o'clock, |heard the sound
along the English Channel, a short boat ride away from England. But
of an approaching bomber, for the
Hitler knew that Royal Air Force fighters and bombers would inflict
first time, an appalling shriek, like
severe damage if the Germans tried to cross the Channel, so he ordered a train whistle growing nearer and
the Luftwaffe — the German air force — to gain control of the air by nearer, and then a sickening crash
destroying aircraft factories, airfields, and radar stations in Britain. reverberating through the earth. At
Called the Battle of Britain, Hitler’s operation was launched on intervals through the night, we heard
July 10, 1940. the same dreaded sound, and each
é time, as we held our breaths in relief
Canada Joins the Battle at our own escape, we knew that
When the Battle of Britain started, the Luftwaffe, with about 2500 somewhere else agony and horror
planes, was vastly superior to the RAF, which had only 1200 aircraft. | had struck.
The RAF was also short of trained pilots and experienced air and _ —Phyllis Warner, journalist, reporting
grou nd crews. from London during the Blitz, 1940

But the British had several advantages. One was superior radar, which
helped RAF fighter planes track and shoot down Luftwaffe bombers
before they could reach their targets. Figure 10-7 Canadian RAF squadron
Another advantage was that Canada and other Allied countries were leader Douglas Bader (fifth from left) poses
sending pilots, radar personnel, replacement aircraft, and other supplies with 242 Squadron beside a Hurricane
as quickly as possible. More than 100 Canadian pilots flew in fighter fighter. In 1930, both Bader’s legs had
operations during theBattle of Britain, and 200 more flew bombing raids. been amputated afteraplane crash, but
Even more served as ground crew. he learned to fly with artificial legs and
Still, Britain was losing the battle — until Hitler made a strategic became one of the RAF’s most successful
mistake. A German bomber had accidentally bombed London, and in pilots during the Battle of Britain. Shot
response, the RAF bombed Berlin. down over France in August 1941, Bader
Angered by the attack on the German capital, Hitler ordered the was.a prisonerofwar until the war ended.
Luftwaffe to redirect its attacks from British In what waysdidBader exemplify heroism?
airfields to London and other cities. What
followed became known as “the Blitz.”
For 57 consecutive nights, German planes
dropped bombs on London, reducing parts
of the city to rubble and killing as many as
43 000 people.
Despite the damage, the Blitz gave the
struggling RAF a breathing space — a chance
to regroup, gather reinforcements, and rebuild.
By May 1941, it had become obvious that the
Luftwaffe was losing ground and the Battle of
Britain petered out.
During the course of the battle, British
Prime Minister Winston Churchill paid
tribute to the RAF’s efforts when he said,
“Never in the field of human conflict was so
much owed by so many to so few.”
Cause and Consequence: Consider the strategic situation in late June
1940, just before the Battle of Britain began. How significant a role did
geography and the weather play in deciding the course of the war?

MHR © How did Canada make its mark in World War II? * CHAPTER 10
UNIT THREE 1929-1945

Canada and the War in the Pacific

Just as the United States stayed out of World War I at first, the country
Check Back im also remained neutral during the early years of World War I. But Japan
You read in Chapter 9 about was intent on expanding its empire in the Pacific and winning control of
Japanese aggression in Southeast Asia’s valuable natural resources — and viewed the Americans’
Manchuria and China. growing naval strength as a possible obstacle.
So on December 7, 1941, without warning, Japan launched an air
attack on the American naval base at Pearl Harbor in Hawaii. The attack
killed 2403 Americans and sank or severely damaged 14 warships and
347 aircraft. In response, the United States joined the Allies.
Figure 10-8 Japanese-Held Territory, December 1941 Historical Perspective: The Allies quickly
decided on a “Europe first” strategy: defeat
Just a few years earlier, Japan’s foreign-held territory was far less. What could
Germany and Italy first, then tackle Japan.
an interactive time-lapse map show you that a static map like this cannot?
Explain how this strategy would have affected
the war effort.

Hong Kong
December | Just eight hours after attacking Pearl Harbor,
1941 i Japanese forces began attacking other Allied
¥* Capital City}
bases in Southeast Asia, including the
British territory of Hong Kong. Only a few
weeks earlier, 1975 young and inexperienced
“0 Formosa Canadian soldiers and two nurses had arrived
sf @ «, Pacific in Hong Kong to join the British and other
)_ Ocean | Commonwealth troops stationed there.
hailand; French
\ye4= Indochina The Allied troops were no match for the
50 000 battle-hardened Japanese soldiers.
0 500 1000 Japanese forces quickly captured the airport,
\ kilometres (>. ‘a eliminating the Allies’ hope of air support. And
pe ai } L
Lo > \ $ ld p
& 4 wit §a no reinforcements were available.
Despite their hopeless position, the Allied troops resisted, rejecting
two demands for surrender. They fought to the bitter end, but on “Black
Christmas” 1941, they finally laid down their weapons.
Figure 10-9 Members of the Royal Rifles The 1685 Canadians who survived the battle were marched to
of Canada pose with their mascot en route Japanese prisoner-of-war camps. Don Nelson, one of the captive
to Hong Kong. They were green troops,
Canadians, later described this ordeal: “[The Japanese soldiers] were
17 to 25 years old, still being trained during
pretty rough on us. They tied our hands together with barbed wire. A lot
the voyage. For security reasons, they were
not told where they were headed.
of boys that fell and couldn’t walk because they were wounded so badly,
they were cut loose and bayoneted right there.”
More than 260 Canadians died as a result of the brutal conditions
in the camps, or later, when many were forced to work as slave labour
in Japanese shipyards and mines. Since the war, many of these veterans
have demanded that Japan apologize and compensate them for the harsh
treatment. In the late 1990s, the Canadian government compensated the
veterans, but Japan has refused to consider claims from any former POWs.
Ethical Dimension: Do these veterans — or any others — have a right to
expect compensation for harsh treatment while they were prisoners
of war?

Unit 3. * Did Canada grow up during World War IT? * MHR

Hitler Turns on the Soviet Union
Despite the nonaggression pact between Germany and the Soviet Union,
Adolf Hitler and Joseph Stalin remained suspicious of each other.
On June 22, 1941, Stalin’s suspicions were confirmed when Hitler,
encouraged by his successes in Western Europe, attacked the Soviet Union
with 3 million troops and 3000 tanks.
Hitler's decision to pour troops into a second front in the east would
prove to be decisive for the Allies because it drew German forces away Figure 10-10 The top photograph shows
from Western Europe and ensured that the Soviet Union joined the Allies. members of the Queen’s Own Cameron
But the campaign also took a heavy toll on the Soviet Union. More Highlanders of Canada in a landing craft on
than 20 million Soviet people lost their lives. During the 900-day siege the way to Dieppe. The bottom photograph
of Leningrad alone, about 700 000 civilians died as a result of heavy was taken the day after the raid. What
bombing and starvation. story do these two pictures tell?

Disaster at Dieppe
During the summer of 1942, the Soviets were urging the
Allies to attack German-controlled Europe from the west.
Although the Allies were not ready to launch an all-out
assault, they did want to test new equipment and gather
intelligence. They were also looking for a success that
could boost morale. So Allied leaders decided that the 2nd
Canadian Infantry Division should spearhead a raid on
Dieppe, a French seaport on the English Channel.
The operation was a failure from the outset. The Allies
lost the element of surprise when their ships encountered a
German convoy during the night. The landing sites were
poorly planned, and the Germans were able to fire shells at
Allied landing craft when they were still 10 minutes from
shore. And the beaches were barricaded, so Allied tanks
could make no headway.
After six hours of slaughter, the
raid was called off. Of the 6033 Allied
troops at Dieppe, 4963 were Canadian.
Of these, 907 were killed, 587 were
wounded, and 1946 were captured.
There were also casualties among the
other Allied soldiers, but in the end,
Dieppe was the greatest sacrifice of
Canadian lives during the war.
Historical Perspective: To put a
positive spin on the Dieppe raid, Allied
leaders tried to focus public attention
on what they had learned from this
“practice run.” If you had been a
journalist writing about lessons learned
at Dieppe, what would your report
have said?

MHR * How did Canada make its mark in World War II? * CuarTER 10
UNIT THREE 1929-1945

The Battle of the Atlantic

With much of Europe in German hands, Britain relied on supplies and
reinforcements from Canada. But the German navy was determined
to cut this lifeline, and its U-boats hunted Allied ships crossing the
North Atlantic Ocean. This contest became known as the Battle of the
Atlantic — and was the longest battle of the war.
The Allies tried to protect cargo ships by organizing convoys guarded
by naval vessels. For the first half of the voyage from Canada, the convoys
‘CONNECTIONS :
were protected by Canadian ships and planes. In mid-Atlantic, British
The Battle of the Gulf of St. Lawrence
forces took over escort duties.
was part of the larger Battle of the
Atlantic, In 1942, German U-boats In the beginning, the U-boats, which travelled in groups called “wolf
started lurking in the Gulf of St. packs,” had the upper hand. In July 1942, for example, U-boats sank 143
Lawrence, and that year, they sank 21 Allied cargo ships.
ships. The losses included the Caribou,
a civilian ferry carrying passengers
In mid-1943, the tide began to turn in favour of the Allies. Crews
between Sydney, Nova Scotia, and were better trained and more experienced, and submarine-tracking tactics
Port aux Basques, Newfoundland. But and technology had improved. The navy and air force had also grown and
Canadian defences grew stronger, and
after 1944, the threat eased.
were able to protect more convoys more effectively. In 1939, the Canadian
navy had consisted of 13 ships and 13 000 members. By war’s end,
Canada boasted the fourth-largest navy in the world, with 375 ships and
110 000 members.
More U-boats were sunk, and more merchant ships made it past
the wolf packs. But the price was high. The Canadian navy lost 2000
members, and more than 1600 Canadian and Newfoundland merchant
mariners — civilian sailors — were killed. Among them were eight
women.
In a memoir written after the war, Britain’s wartime prime minister,
Winston Churchill, summed up the importance of this sea battle. “The
Battle of the Atlantic was the dominating factor all through the war,”
Churchill wrote. “Never for one moment could we forget that everything
happening elsewhere, on land, at sea, or in the air, depended ultimately on
its outcome, and amid all other cares we viewed its changing fortunes day
by day with hope or apprehension.”

Figure 10-11 HMCS Wetaskiwin,

a corvette, enters the harbour of St.
John’s, Newfoundland, after a patrol
during the winter of 1942-1943. On the
North Atlantic in winter, waves washing
over the deck could cause so much ice to
build up that ships sometimes became
top-heavy and capsized.

Unit 3. * Did Canada grow up during World War II? * MHR

 Youth Making History

dining) Up Underage
Shirley Ann (Sherry) Constable was orphaned at the
Shirley Ann Constable — known to her friends
age of 11, but by the age of 16 she wanted to be on
as Sherry — eventually became the driver for Colonel Dover, On
her own. She tried to be a waitress but broke too
the job, she drove a jeep, But in her off hours, she had the use of
many dishes. So she lied about her age and joined the
a motorcycle. When she went to visit Nana, her grandmother, she
Canadian Forces in 1942. Her dream? To be an army
had to park it around the corner because Nana said that nice gitls
driver. She got into the driver course in Kitchener,
did not ride motorcycles, never mind drive them,
Ontario, but within a few months, she was caught out
by the very intimidating Colonel Dover.
Here is the story of her dressing down in her own
words.

“What did you think you would accomplish by lying about

your age and driving experience?” ... My mouth was dry
and my brain had ceased working when |crossed the office
threshold.
“Come, come. You must have something to say for yourself.”
“Yes, Ma‘am," |finally managed. Once my mouth opened, it
went on of its own accord. “I really wanted to join thearmy
and |really wanted to be a driver — an army driver. |knew
|could be a good driver and | knew |would love the army. |
just needed a chance to prove it, but how could |get a chance
if|waited until |was 18? The war might be over before then.
So |lied. I’m sorry |lied, Ma‘am, but I’m not sorry to be in the
army or to bea driver.”
She looked at me silently for a few moments, while my heart
pounded.
"| have been in touch with your grandmother, and she
was upset to know that you had taken such a step without be posted overseas. You were to go as soon as your course
consulting her, but she thinks the army may be the making was finished. This, of course, will not be possible now, due
of you. |happen to think so too. |have been hearing good to your age. Consider yourself lucky to have gotten off so
reports about you from Sgt. Menzies. You have shown lightly. Dismissed.”
initiative and courage. You will report back to the garage |left her office in a daze with my thoughts turning
tomorrow and finish your course. By the way, you may be cartwheels in my brain... |could stay in the army!
interested to know that you were on the first CWAC draft to

. What did the army offer that Sherry wanted? What did . Although Sherry’s incentives were personal, het
Sherry offer that the army wanted? actions were part of a major change in Canadian
society. How did Sherry break barriers? Would she
make a good role model for young women today? Why
or why not?

MUR © How did Canada make its mark in World Way Il? * Cuavrnn 10
| UNIT THREE 1929-1945

Are science and technology the key to

winning wars?
During World War II, the Allied and Axis powers raced to achieve
technological supremacy. But this raises a question: can scientific and
technological developments win a war by themselves? Sometimes an
invention is so important that it seems to be a game changer, tilting the
advantage to one side. However, other factors may be involved. As you
read this section, think about the question posed in the heading.
Figure 10-13 This photo shows the
radar display on a ship. Before the war,
radar systems usually lacked good display Radar
screens. How would Canada's development At the start of the war, the technology of radar — the use of radio waves
AU ULM leg OL to detect objects — was being developed secretly by a number of the
AWS CO of radar display, have Allied powers, as well as the Soviet Union and the United States (both of
hehhed the whom joined the Allies in 1941), Germany, and Japan.
The British were the first to refine the radar system so that
it could detect the position of enemy planes and quickly instruct
fighter pilots what to do with the information. In the past,
getting the information about the enemy plane’s location to the
pilot before it was outdated had always been a challenge.
During the Battle of Britain, the British and the Canadians
— unbeknownst to the Germans — were able to get radar
information to their pilots so quickly that successful “interception
rates’ (shooting a plane down) increased to 75 per cent or
even higher. This development was key to the success of the
RAF over Hitler’s Luftwaffe because even though the German
fleet outnumbered the Allied force, the Germans had no good
direction system to guide their pilots.
Radar “countermeasures” also helped the Allies throughout
the war. According to the National World War II Museum,
during bombing raids, Allied bombers dropped thousands of tiny
strips of tinfoil, code-named “window” and “chaff” to jam enemy
radar.
Britain passed along its radar developments to Canada, where
Canadian scientists continued to make refinements and created the Plan
Position Indicator, the most common type of radar display even today.

‘CONNECTIONS: Sonar
LORAN, which was an acronym Sonar was another technological advance during this period. Sonar uses
for LOng-RAnge Navigation radar sound waves to detect objects. During World War II, sonar was useful in
systems, was the forerunnerof today’s ; as :
satellite-based GPS technology. It was detecting the position of German submarines. The Germans had started
| developed by the United States during to focus on submarine warfare after the Battle of Britain in order to cut
the war and improved radar tracking to off Britain from its ships loaded with weapons and food. However, sonar
2400 kilometres. : vic ; :
sometimes helped the British navy detect the precise location of German
subs and destroy them before they became a threat.

Unit 3 * Did Canada grow up during World War II? * MHR

The Enigma Machine
The Enigma Machine was similar to an electric typewriter, only it
scrambled keystrokes by replacing them with other letters. As long as
the recipient of the message knew how the letters were being scrambled,
the message could be decoded. The Germans invented the Enigma
Machine for top-secret communication during the war, unaware that
the British had figured out how to decipher their messages. The Enigma
Machine went on to inspire a number of spin-offs, including the popular
encryption software of the 21st century used to scramble messages sent via Figure 10-14 This visual appeared in an
the Internet. August 1944 Life magazine. How does this
poster, advertising the benefits of penicillin
Better Food and Medicine on the battlefield, get its message across
with few words? What emotions does it
During World War II, researchers identified which nutrients were most
generate in the reader? What war effort
essential to human health — information that was critical for preserving was it intended to support?
the health of soldiers. American researchers invented
the “D-ration” chocolate bar, which contained a
very high number of calories — 1800 — as well as
many essential vitamins and minerals. The bars were
developed with the assistance of the famed Hershey
Company. Between 1940 and 1945, it was estimated
that about 3 billion bars were distributed to Allied
soldiers. During this time, Canada’s National Research
Council also developed high-protein powdered foods
such as eggs and milk that could be shipped to soldiers
overseas.
Penicillin was another health breakthrough at
this time. Although penicillin, an antibiotic, had
been discovered back in 1928, it had never been
mass produced. During World War II, the drug was
manufactured on a massive scale in the United States and provided
to millions of soldiers and civilians. One immediate impact was the
reduction in the number of amputations and deaths on the battlefield.
On average, it took about 14 hours before a wounded soldier could see a
doctor, but when treated with penicillin, the wait time became much less
risky since the soldier was less likely to die from infection.
seach Rta vnthiple hicehbase ett Sate arate crits

Recall... Reflect... Respond

1. Create a posterto illustrate the scientific and . Doyou think developments in science technology
technological developments that changed the way gave the Allies victories during the war or do you
World War II was fought. think there were other human factors, such as
teamwork or courage, at work? Or do you think
Would technology have progressed so rapidly ifwar
victory is achieved through a combination of
had not occurred? Overall, were these technologies
technology, science, and the human factor? Explain
harmful or beneficial to people? State reasons for
your answer using examples from pages 294—295.
your viewpoint.

MHR * How did Canada make its mark in World War II? ¢ CHAPTER 10
UNIT THREE 1929-1945

How did Canada help end the war?

In 1939, William Lyon Mackenzie King’s government had committed
CONNECTIONS» the country to total war. Nearly all industries were retooled to produce
Women in the Armed Forces the arms and materials needed to equip the Canadian Armed Forces
by the Numbers and supply the Allied forces. Far from the reach of German bombers,
Canadian Women’s Army Corps Canadian factories could operate nonstop.
(CWACs): 21 600 Canadians were encouraged to enlist, but as in World War I, members
Women's Division, Royal Canadian of some groups were not welcomed wholeheartedly. But this changed as
Air Force (WDs): 17 400
the war dragged on and more troops were needed. Women, for example,
Women’s Royal Canadian Naval : : ; ;
Service (Wrens): 7100 were at first restricted to roles in the medical corps, but by 1942, a
Ppersonnel shortage
8 had motivated the army,Me navy, y: and air force to form
en's divisions.

Planning to Take Back Europe —

German forces were strongly entrenched in much of Europe, and Allied
leaders knew that a massive — and carefully planned — assault would be
needed to reclaim the occupied territory.
In 1942, British prime minister Winston Churchill and American
president Franklin D. Roosevelt announced that the Allies would help
ease the pressure on the Soviets by opening a second front in Europe as
soon as possible.
But the Allies were not ready to launch an all-out attack, so they
started in North Africa, which was controlled by German and Vichy
French forces. This operation eventually succeeded, with the Allies
Figure 10-15 The Canadian television
managing to take 275 000 Axis soldiers out of the war.
drama cenesdthe hors Care folteena: Canadians had helped the Allies win the Battle of Britain in the air
women working in a munitions factory and the Battle of the Atlantic at sea. But with the exception of the Dieppe
during World War Il. Do you think there raid, Canadian ground troops had seen little action. This changed in
should be more stories about women in 1943.
wartime? ; With North Africa secured, the Allies were in
a position to open the promised second European
front — and they did this with an assault on the
Italian island of Sicily. The goal of this attack was
not to recapture Europe; rather, it was to weaken
the German defences in France by drawing troops
south.
On the night of July 9-10, 1943, 2590 Allied
vessels, with air support, landed 500 000 Allied
troops, including Canadians, on the island. At
first, the Canadians faced little resistance, but as
they moved north, the fighting became fiercer.
In scorching heat, the Canadians advanced 240
kilometres over mountainous terrain, engaging the
enemy along the way — and losing 562 soldiers.
After 38 days of fighting, the German and
Italian forces withdrew to the Italian mainland.

Unit 3 * Did Canada grow up during World War II? * MHR

 \ The Battle up the Boot Figure 10-16 Canadians in Italy,
_ Asa result of the fall of Sicily, Benito Mussolini, the Italian dictator, was 1943-1944
_ overthrown, and the new Italian government surrendered to the Allies. Why would it make sense to attack from
But Hitler had expected this, and he ordered the German army to take the most southerly point?
over. So despite the Italian surrender, Allied forces faced stiff fighting as fiaea
: they worked their way up the “boot” of Italy. % Ganacian Advance fil
The Canadians’ mission was to capture the city of Ortona on the nae Bs
__ Adriatic Sea, but to do this, they had to fight their way northward p_ Ttaly
_ through the mountains for nearly four months. Once they reached fe Forengeg
_ Ortona, the Canadians waged a street-by-street battle to drive out the ci
Germans. They were successful, and on December 28, 1943, the city was Rom
in Canadian hands.
After this, the Canadians continued to push northward, though
they were eventually withdrawn from Italy to join the campaign that Mediterranean Sea
had started in Northern Europe. The Italian campaign claimed 5399 , i
Canadian lives.
Lees
The Devil’s Brigade kilpmetres / x

The Ist Special Service Force, a joint Canadian—American group of elite

paratroopers, arrived in Italy in November 1943. Taking on the most
Figure 10-17 Canadian soldiers cautiously
difficult and dangerous assignments, this force developed such a fearsome
advance against German snipers ona
reputation that German soldiers started calling them the “Devil’s street in the Italian village of Campochiaro,
Brigade.” northeast of Naples.
Sergeant Tommy Prince was one of the Canadians who made up
about 25 per cent of the membership of the Devil’s Brigade. On one
assignment, Prince was in an abandoned farmhouse just 200 metres from
the German line. He was watching German movements and telephoning
the information to his unit. When shelling cut the communication line,
Prince dressed as a farmer, picked up a hoe, and walked into the field
in full view of the Germans. Finding the broken wire, he bent down,
and pretending to tie his shoe, reconnected the wire. He then calmly
: returned to the farmhouse and continued his work.
For this action, Prince was awarded the Military Medal
for bravery in the field. Among the many other medals he
won was the Silver Star, an American award for gallantry,
for his work with the Devil’s Brigade in France.

Figure 10-18 Sergeant Tommy Prince a

(right) of the Brokenhead Ojibway Nation in
Manitoba stands with his brother, Private
Morris Prince, at Buckingham Palace, where
King George VI presented Tommy Prince
with the Military Medal (right) at a special
ceremony in 1945.

MHR * How did Canada make ts} ZI inhWorld\Warsll7ee HAPTER 10

 Thinking Historically: Continuity and Change

Change is always happening. Sometimes change is fast— like when Canada declared war.
Sometimes change is slow — like the long preparations before Canada and its allies were
ready to fight.
Even when change happens, though, some things stay the same. Looking at what stays the same
can be very revealing.
World War II was Canada’s first all-out war. And while the military had very strong connections
with British military tradition, the pressures of war began to change it.
Look at the following chart to spot ways that the military changed as a result of World War Il
and ways that it stayed the same.

FIRST NATIONS METIS AND INUIT

| First Nations people volunteered in | Army recruiters did not recognize
record numbers, fighting inevery | “Metis” or “Inuit” asa cultural
| major battle that Canada was | identity, so we don’t know how
involved in. However, they did not many volunteered, but many did. /
receive the same benefits that other | Inuit soldiers were code talkers,
| returning veterans received after || used to passtop-secretmessages |
| the war. | because they spoke a rare /
| language. |

| UKRAINIAN CANADIANS BLACK CANADIANS /

In World War |, Ukrainian Canadians |At the beginning of the war,
| had been regarded as enemy recruiters routinely rejected
aliens. In contrast, more than 50000 | Black Canadian volunteers. Over
| Ukrainians were welcomed by the the course of the war, this policy
| military during World War II. changed. Black Canadians were
| integrated as a part of regular units. |
| Nonetheless, they found it difficult |
| | to gain promotions. /
Figure 10-19 Canada’s Clement Chartier,
CHINESE CANADIANS | WOMEN | President of the Métis National Council, delivers
| In 1939, Canada did not evenregard | Forthe firsttime, Canadian women | his speech during World War Il ceremonies to
| Chinese Canadians as citizens, | were allowed to enlist. Their roles | honour Métis veterans, on November11,2009,
| even when they were born here. were limited to non-combat roles at Juno Beach Centre, near Caen, Normandy.
Not until 1944, when the military such as flying transport planes ese.
desperately needed more soldiers, and managing supplies. By 1942,
were Chinese Canadians permitted | the army was forming women’s
to enlist. divisions. In total, 50 580 women
| served on the front lines.

1. Explore what changed and what stayed the same in 2. Give an example of a change or continuity that
World War II by creating an “On the one hand... /On reflected attitudes in Canadian society.
the other hand...” script. Begin with a change, and
3. Give an example of a change that stemmed from
) counter with a continuity. Counter that with another
the pressures of war. How might this change affect
change, and so on.
Canadian society?
sea

Unit 3. * Did Canada grow up during World War II? * MAR

Preparing for D-Day Figure 10-20 The D-Day Invasion, June 6, 1944
While Allied troops were fighting in Italy, Allied
Given the number of communities involved, what measures might you have
leaders started planning to take back what had
to take in order to keep such a massive attack a secret?
come to be called “Fortress Europe.” With
Britain as a staging area, the Allies planned to
send a massive force across the English Channel
to gain a foothold in Northern France. From
there, Allied armies would work their way across
Europe, recapturing territory the Germans had
held for years.
The Dieppe disaster had taught the Allies
that the element of surprise was essential. The
Germans were expecting an invasion, but they
did not know where it would happen. Allied
leaders wanted to keep them guessing so that @ Saint-L6
they would not send reinforcements to the mmm American idee , 4 N
samme British
Norm
beaches of Normandy, the chosen landing site. em Canadian 0 50-100
So the Allies came up with a plan to fool the sr Capital
oe City Ing France kilometres
Germans into thinking that the invasion would —
take place at Calais. Across from Calais, the
Allies successfully created fake installations, air
bases, landing craft, and tanks to make it look as
if troops were massing there. In the meantime,
Allied forces were gathering farther west.
Evidence: Examine the map in Figure 10-20. Why would Calais
seem like a logical choice as a landing site for the Allied invasion?

D-Day
Many of the Canadian troops in Britain had spent more than four years
preparing to invade France. Finally, Allied leaders chose June 5, 1944,
as D-Day — the day the invasion called “Operation Overlord” would There was tremendous relief on the
be launched. But bad weather created rough conditions on the English part of everybody — “We've waited
Channel, and Operation Overlord was delayed for 24 hours. this long, now it’s here, let’s see what
Finally, early in the morning of June 6, 1944, under cover of a massive we can do.” After all that time. And
air and naval bombardment, ships started ferrying 150 000 American, we were pretty finely trained — but
British, and Canadian troops across the channel to Normandy. The we were green troops going into
Americans landed at the western end of an 81-kilometre stretch of the action in a strange country. Almost no
beach, while British forces, which included the Canadians, landed to one had been under enemy fire at all.
the east. — Don Learment, North Nova Scotia
Since Dieppe, the Allies had improved their landing craft and Highland Regiment, in 2004,
recalling the time before D-Day |
communication links. They also provided more effective air and naval
support for troops, and the British had developed specialized tanks that
could crush German bunkers and clear paths through minefields.
In addition, the German defenders were taken almost completely by
surprise, a tribute to the success of the Allied deception. In fact, until
Allied commanders opened their orders that morning, most of them did
not know where the landing was to take place either.

MHR * How did Canada make its mark in World War II? ¢ CHAPTER 10
UNIT THREE 1929-1945

Juno Beach
The 14 000 Canadians who took
part in Operation Overlord were
assigned an eight-kilometre stretch
of Normandy beach code-named
“Juno.” There, they faced strong
German defences — concrete
bunkers, barbed-wire barriers,
landmines, and massive antitank
defences. But, in the face of heavy
shelling and deadly machine gun
fire, the Canadians fought their
way past the German defences.
D-Day was a success, and
Canadians took pride in the fact
that, by the end of the day, they
had penetrated farther inland than
any other Allied forces. Losses had
also been minimal: 340 Canadians
were killed, 574 were wounded,
Figure 10-21 Captain Orville Norman and 47 were captured.
Fisher was a war artist who painted this
picture of Canadian soldiers struggling Canada and the Liberation of Europe
through German defences to reach Juno
Reach on D-Day. Hshertook part intte Along with British and American forces, the Canadians continued
Normandy invasion as a member of the pushing inland. But the Germans fought fiercely, and over the next six
Royal Canadian Engineers. How might days, the Canadians suffered 2831 casualties.
his personal experience have affected his Still, they managed to extend their beachhead to a point several
portrayal of the scene? kilometres inland, and over the next months, they continued advancing
northwestward. They liberated a number of French channel ports,
including Dieppe, where so many Canadians had died two years earlier.

The Battle of the Scheldt

Antwerp, in Belgium, had been liberated in early September, but this key
supply point on the Scheldt River was inland from the coast — and the
Germans still controlled the mouth of the river, near the border between
Belgium and the Netherlands. The First Canadian Army was given the
difficult task of clearing them out.
The Battle of the Scheldt involved bitter fighting that finally ended in
a Canadian victory in late November 1944. Though the price was high —
the Canadians suffered nearly 6400 casualties — the supply route to
Antwerp had been secured.
This victory cleared the way for the final Allied advance into
Germany. The importance of the victory was confirmed by Dwight
D. Eisenhower, the American general who was the Allies’ supreme
commander. Eisenhower later declared that victory over Germany became
certain “when the first ship moved unmolested up the Scheldt.”

Unit 3 * Did Canada grow up during World War II? * MHR

 Thinking Historically: Evidence

Sourcing is the first step you take when you wantto analyze
a primary source. It involves asking
and answering questions about the source and its creation.
Sourcing can begin even before you examine the source. For
example, you can seek out
information about the writing of the letter on this page by asking
questions such as the following:
Prereading Questions 4. When was the letter written?
1. Who wrote the letter? 5. Where was it written?
2. What was his position or role?
6. What was the context? That is, what was
3. To whom was the letter written? happening in the world?

-
ST

Unlike many younger volunteers, Lieutenant David

Cainon, Normandy, July 2, 1044 Kilbourn Hazzard of the Toronto-based Queen's Own
Dear Sweetheart,
Rifles of Canada was married when he signed up. He
left behind his wife, Audrey, and two young daughters.
ab
‘on about
gem t urnitten for three ot four» daysdays —J forget
L fo g
{ Sony that Jhaven During the four years he spent overseas, he wrote
Pohick: On fact D forget even what day ofth
the wreck be
nva,ts. Htnyer
it Anyway ayeO oe home faithfully, describing life in the army.
?,ri nay C ¢ } ys

Hazzard was among the reinforcements who landed

0) 9 4 b
Vi
fe
trench.
been so dog fined that Uwas falling asleep digging a slit
.

| had hurried up to the front

: a few
f days ago to support
bho Bui tah uni2tt
a Dnritish in Normandy after D-Day. The following is an excerpt
: oho were expecting a counterattack Caand then
Fenpulle c
pull d out tushen it didn t
) Dn ,
from his final letter, written just three days before he
rp mr
ct
a ata) eae
hours.
died in northern France.
come off. sult, Wwe had
GT* a zesult
Hf. As 2 no sleep for nearly forty-eight
sy

;
é and had ie insiete le maaclay ©(tee
the hardest o
ft
EMarched about fifteen miles dug in,
After you read the letter, you can ask more thoughtful
: Th
. Shen : J did
uzhen minutes
few minutes
get aa pew
id get the J could have
that questions. For example,
EVET encountered
used up lL E
oriitten, Dhad about four dozen letters to censor, asthich
Postreading Questions
on MEY slee| ia
daylight available: Today Doce managed fo eakch up
° Why did the writer write this letter?
meal ane
abathina rather sluggish stream, and hada meal of fresh
; 7 ¢ What did he choose to write about?
change from Canne E 1 Compe ratic
rations.
vegetables, athich f is a pleasant : Ef% CQ 2ho
,
¢ What information might he be leaving out?
hasn t een smashec
© So fax we haven t heen in any tourn on village that ° How does he feel about his experience on the front?
rp ‘ 7, E ae
opportunity‘ i
oO| buying any little SOUGERCT
DLC
t0a) Elazes ETE
40. there RAL
has been no
¢ How does he feel about his responsibility as a
; MWisewscsiall
ofj buying O need sox. Mine stole ushern
were allstoleikushe
to send you. Speaking lieutenant?
of thethe he
its of uy grey ONES will. be
FEQUY_QueYy
é
my camena disappeared. Alrout four
, pairs
¢ Why is it importantto him to find souvenirs?
plenty iis ¢ Why has this letter survived for more than 70 years?
, 1 pa 5 pe speed
to you, STnne, Nar
D love you! Nous and always. With all my love The answers to these questions are not always
and Nanny, Dam Yours. explicitly stated in the letter. Sometimes you have to
infer an answer — make a reasoned conclusion based
David K.
on the evidence.

|
Ey za
Explorations ||
1. Answer the pre- and postreading questions about the
letter.
2. Which questions helped you really think about the letter
and what you could learn from it? |
MHR * How did Canada make its mark in World War II? © CHAPTER
10
ee
—
UNIT THREE 1929-1945

Figure 10-22 The Campaign to Liberate Europe, 1944-1945 Freeing the Netherlands
Trace the Canadian advance from Normandy and locate the Rhine River. Why would it make sense After the Battle of the Scheldt,
for the Canadian Forces to liberate the Netherlands while British and American forces advance into winter arrived, and many of
Germany? the Canadian troops took
a well-earned rest. But on
Legend February 8, 1945, the break
— > Canadian Forces \ 0 100
—- British Forces a y : kilometres ended. That day, as many
— > American Forces as 175 000 Canadians, the
Capital City largest Canadian assault force
: in history, joined the Rhine
Offensive.
In this campaign,
Canadian Forces successfully
drove the Germans out of the
Netherlands and chased them
Dunkirk
J Sept.12 ey
into Northern Germany. As
alais —e a they liberated the Dutch towns,
eo)
the Canadians discovered
people on the verge of
starvation. On April 22, a truce
was negotiated to enable the
Allies to provide disaster relief
to the Netherlands.

Germany Surrenders
As Canadian Forces freed the Netherlands and marched
into Northern Germany, the other Allies converged on
Berlin. Hitler committed suicide on April 30 as Soviet
forces entered the city.
Things moved quickly over the next few days. On
May 5, a ceasefire was declared. On May 7, the
German forces surrendered unconditionally, and
Allied leaders declared May 8 VE Day — Victory
in Europe Day. The war in Europe was over.

Figure 10-23 A smiling George Baker displays.a copy

of the May 7, 1945, extra edition of Regina’s The Leader-
Post. Like The Leader-Post, many newspapers across
Canada printed extra editions as Canadians celebrated.
What emotions might people have felt as they heard the
news?

Unit 3 © Did Canada grow op charting Would War IP OBMHR

The War Continues in the Pacific
Although Germany had surrendered, Japan fought on in Southeast Asia
and the Pacific, where it had occupied a number of countries, including
Burma — now Myanmar — much of China, and the Philippines.
Allied leaders were focusing on Europe, and forces from the occupied
countries, as well as Britain, India, the Netherlands, Australia, and New
Zealand, had had little success in stopping Japanese expansion until the ‘CONNECTIONS:
United States entered the war in 1941. The Manhattan Project was the code
Once the U.S. joined the Allies, American forces dominated the war name for the top-secret American—
British—Canadian project that
in the Pacific. Little by little, against fierce opposition, the Allies began
developed the atomic bomb. Uranium
to win back the Pacific islands occupied by Japanese forces. from Great Bear Lake in the Northwest
With the war in Europe over, the Allies could focus completely on Territories was refined in Port Hope,
Japan. By July 1945, nearly 80 000 Canadians had volunteered to fight Ontario, and used to help develop the
bomb. And in Montréal, Canadian and
in the Pacific and were preparing to reinforce the Allies. Canada also British scientists had worked together
planned to send 60 naval vessels to join the Allies’ Pacific fleet. to help find the most effective way of
But events overtook them, and these forces were not needed. using uranium to make the bomb work.

The Atomic Bomb

The American Air Force had been able to use bases on the recently
recaptured Pacific islands to reach Japan. From March to August 1945,
American planes firebombed 58 Japanese cities, including the capital,
Tokyo. In Tokyo alone, about 84 000 people, mostly civilians, were
killed.
Still, Japan would not give up — and Harry Truman, who had
become president of the United States when Franklin Roosevelt died in
April 1945, believed that the Japanese forces would continue fighting
It is a distinct pleasure for me to
to the bitter end. So Truman decided to use a newly developed nuclear announce that Canadian scientists
weapon: the atomic bomb. have played an intimate part, and
The Enola Gay, an American B-29 bomber, dropped the first have been associated in an effective
atomic bomb on Hiroshima at 8:16 a.m. on August 6. It killed 70 000 way, with this great scientific
people instantly. Three days later, when it looked as if Japan planned development.
to continue fighting, the Americans dropped a second atomic bomb on — C.D. Howe, Canadian minister of
the port of Nagasaki, where another 70 000 people died. By 1950, an munitions and supply, on hearing that
estimated 400 000 people had died from the effects of the bombs. an atomic bomb had been dropped on |
Hiroshima, 1945
The day after the Nagasaki bombing, the Japanese government sued
for peace, and on August 14, 1945, Japan accepted the Allies’ call for an
unconditional surrender. World War II came to an end.

SR a aeee NN SE a ti SES NM IES Sa SANE Ei a RNS Sa aR EA St aS a a ret ene ISaeLab Shee cas a cs wae
aateSe NSS
Olet ROS ITS NEST

Recall... Reflect... Respond

1. Develop three orfour criteria you could use to judge 2. Think about someone who might have been involved
Canada’s most significant contribution to ending in making the contribution you chose. Write the
World War Il. Use your criteria to make a choice and journal entry this person might have made on August
be prepared to defend this choice. 15, 1945, the day after learning that World War II
was over.

MHR © How did Canada make its mark in World War II? ¢ CHAPTER 10
Thinking Historically: Historical Perspective

Sometimes historians face apparent contradictions in the historical record. One source gives one
perspective, while another source gives an entirely different perspective. Take, for example, two
communications from December 7, 1941:
e Aradio message: “Surprise attack successful!”
e Anewspaper headline: “IT’S WAR!”
All on their own, these communications don't make Consider another attack during the war, the one that
a lot of sense. But if you know that the Japanese Air ended the war in the Pacific arena. On August 6 and
Force attacked Pearl Harbor in Hawaii on that date, August 9, 1945, the Americans dropped two atomic
it all becomes clear. You can understand the two bombs on Japan, killing about 140 000 people. Was it
perspectives because of the context. necessary? Read the first column before you look at
the context of each perspective.
ure 10-24 Perspectives on the Atomic Bomb

| Context

| The Japanese held 140 000 Allied prisoners during the

“The moment the first American soldier sets foot on the war. Of these, 30 000 died from starvation, overwork,
Japanese mainland, all prisoners of war will be shot.” And they and inhumane treatment. American soldier Grayford
meant it.... That is why all of us who were prisoners in Japan, C. Payne, who wrote these words, survived more than
| or were headed for it to probably die in the invasion, revere the | three years in a Japanese prisoner-of-war camp.
Enola Gay.”

“The Japanese were nearly ready to capitulate. ... My proposal | Lewis Strauss was special assistant to the American
... was that the weapon should be demonstrated over some secretary of the navy during the war. He took a special
area accessible to Japanese observers and where its effects interest in the development of atomic energy, and knew
| would be dramatic. ... It seemed to me that a demonstration beforehand what devastation the bombs would cause.
of this sort would prove to the Japanese that we could destroy
| any of their cities at will.”
“When the blow came, | closed my eyes but | could still feel | The atomic bomb obliterated the centre of Hiroshima,
the extreme heat. To say the least, it was like being roasted but burned everything in the surrounding area. Takehiko
alive many times over. It was terribly hot, much worse than the Sakai was only 21 when he was transferred to a military
pain which one must endure when an incision is made during | regiment in Hiroshima two days before the bomb hit.
surgery. ... Then, on the evening of August 15, we heard that
the war was over. | was happy, | was really happy that the war
had ended.”

1. How did the additional context help you better Develop your own opinion on whether or not the atomic
understand the three comments about the atomic bomb should have been dropped. How does your
bomb? What other information would you like to know? perspective reflect the context of your worldview, your
lis eer >
Create and complete a T-chart with arguments for and upbringing; oh Camedia snele yee ae
against dropping the atomic bomb. Fill it with ideas from
the quotations on this page and add your own thoughts.

Unit 3. * Did Canada grow up during World War II? * MHR

 What ethical issues emerged from
the war?
The German Luftwaffe was the first to bomb civilian targets during
_ the war, but the Allies soon started using the same strategy. Both sides
bombed cities, towns, and villages with the intention of breaking down
resistance. Hundreds of thousands of innocent people died in these
Figure 10-25 The top photograph shows
attacks. Homes, infrastructure, businesses, and industries were destroyed, London during the Blitz, while the picture
and historic buildings and national treasures were lost forever. below shows Dresden after the city was
firebombed in 1945. What arguments could
Bomber Command you use to justify these bombings? What
arguments could you use against these
The branch of the Allied forces responsible for planning and carrying out bombings? Which arguments do you think
bombing campaigns was the British air force’s Bomber Command. From are strongest? Why?
1942 to 1945, Arthur Harris, also known as “Bomber Harris,” was in
charge of Bomber Command.
During the early years of the war, Bomber
Command experienced heavy losses. But as the Allied
war machine gained strength, Allied bombers became
more active and carried out many successful missions.
But both during and after the war, some of Harris's
_ tactics were controversial.
One tactic involved area bombing, a strategy of
dropping many bombs on a large area so that the
entire area is destroyed. Another tactic was the use of
incendiary bombs — bombs designed to start fires.
On the night of February 14, 1945, for example,
British, Canadian, and American bombers dropped
2600 tonnes of explosives and incendiary bombs on
the historic German city of Dresden. The city had few
military installations but was considered a key location
from which Germany could defend itself against the
Soviet Union. In the resulting firestorm, the city was incinerated
and about 100 000 people died.

Protecting Civilians
At the time, few people questioned the ethics of bombing civilians
because they believed that these strategies shortened the war —
and saved lives. But many people now take a different view.
Today, many question the ethics of military strategies that
target civilian populations. Through the Geneva Conventions,
for example, the United Nations sets out rules governing warfare.
In 1977, the UN added specific provisions calling for the
protection of civilians.
Ethical Dimension: Do rules against harming civilians in wartime
mean that a bombing campaign like that of the Allies during
World War II will never happen again? Explain your response.

MHR *© How did Canada make its mark in World War II? ¢ CHAPTER 10
UNIT THREE 1929-1945

The Holocaust
The Holocaust — or Shoah, in Hebrew — is the name given to the Nazis’
deliberate murder of millions of European Jews during World War II.
When they filled in the bunker [of the Before the end of the war, Allied countries had known about the
gas chamber] with all the women, concentration camps, and some people had tried to make the world
they put the men in. And sometimes aware of the horrors that were taking place. But it was only when Allied
they had 20 or 30 extra people that troops began liberating the camps that the extent of the mass murder
they couldn't get in, so they always was exposed. Troops found gas chambers where people had been killed,
held back children. And when the
crematoriums filled with human remains, mass graves, and heaps of
bunker was already so filled they
unburied, emaciated bodies. Thousands of those still alive were near
couldn’t put no more people, no more
death.
... they made the kids crawl on the
top of the heads, all the way in there,
The “Final Solution”
just kept on pushing them in, to fill
them all in... And that took about Hitler and the Nazis had also tried to eliminate millions of other people
five to ten minutes. In the door they they considered undesirable: Roma, communists, gay men, Africans,
had a little peephole with four or people with disabilities, Freemasons, Jehovah’s Witnesses, and political
five layers of glass in between, and it prisoners from various countries. The Jews, however, were the prime
was with bars so nobody could break target of what Hitler called the “Final Solution.”
the glass through. And when they Historians estimate that about nine million Jews lived in Europe
turned on the light ... you could see before World War II. By the end of the war, about six million were dead.
whether the people were already
This number included a million children.
dead or not.
The mass killing of Jews began in the fall of 1941 with Operation
— Sam Itzkowitz, a Polish Reinhard, a plan to murder the Jews of occupied Poland. The first three
Holocaust survivor, in 1991, describing
methods used in the camps
killing centres were
built at Belzec,
Sobibor, and
Treblinka. In other
camps, such as
Auschwitz, prisoners
were worked to
death under brutal
conditions. Those
too young, too
old, or too weak to
work were killed
in gas chambers,
shot, or left to die
of starvation or
disease.

Figure 10-26 When Allied forces liberated the Mauthausen-Gusen

Concentration Camp in Austria, these were some ofthe survivors they found.
Mauthausen, which had a particularly brutal reputation, was used mainly
for political prisoners, who were subjected to a program of “extermination
through work.” When there are no more survivors of the Holocaust, do you
think photos like this will continue to tell the real story of what occurred?
Explain your answer.

Unit 3 * Did Canada grow up during World War II? * MHR

Justice
After the liberation of the death camps, and once the extent of the - Check Forward ®
murders and atrocities became known, people called for those responsible You will read more about
to be brought to justice. The Allies took German citizens to the camps to international issues that emerged
see what had occurred there. after World War II in Chapter 11.

Many said they had not realized the extent of the horrors. Others said
they knew but had been afraid to resist. And many of the bureaucrats
who had documented what had happened claimed that they were simply
following orders and that they, too, feared the military authorities.

The Prosecution of War Crimes

Like Hitler, some key Nazi leaders committed suicide. Others fled and [When we are liberated, German
assumed a new identity in other countries. Still others were arrested and citizens are brought to the camps
charged with various war crimes, including crimes against humanity. 50 that they would know what had
In 1946, at the first of more than a dozen trials of Nazi war criminals, been done by their own government.]
21 prominent German leaders were tried for war crimes. The tribunal A middle-aged German woman
heard 240 witnesses, examined 300 000 sworn statements, watched Nazi approaches me.
propaganda films, and saw films of the camps being liberated. Nine “We didn’t know anything. We had
months later, the verdicts were handed down: three defendants were no idea. You must believe me. Did you
acquitted, seven received prison sentences, and twelve were sentenced to have to work hard also?”
death. A separate tribunal would deal with war crimes committed by the
“Yes,” |whisper.
Japanese.
These international tribunals became a model for the trials that “At your age, it must've been
took place more than 50 years later at the International Criminal Tribunal difficult.”
for the Former Yugoslavia and the International Criminal Tribunal for At my age. What does she mean’...
Rwanda. “How old do you think |am?”
She looks at me uncertainly. “Sixty?
Sixty-two?”
“Sixty? |am fourteen. Fourteen years
old.”
Figure 10-27 Leading
Nazi figures sit in the She gives a little shriek and makes
prisoners’ box during the the sign ofthe cross. In horror and
first international tribunal disbelief she walks away, and joins
at Nuremberg in 1946. the crowd of German civilians.
What would a trial like — Livia Bitton-Jackson, in her
this achieve? memoir about growing up in the Holocaust,
| Have Lived a Thousand Years, 7997

Recall... Reflect... Respond

1. The war crime trials that took place at the end of Writers, filmmakers, and historians have tried to
World War II were organized and carried out by the keep alive the story of the Holocaust and other
victors. Should the wartime actions of the victors crimes committed during World War II. Develop
also have been examined and assessed in a court of three criteria that you could use to assess the
law? Explain your response. success of their efforts.

MHR ® How did Canada make its mark in World War II? * CHAPTER 10
UNIT THREE 1929-1945,

Chapter 10 Review
Knowledge, Understanding, and 2. In Chapter 9, you examined how Canada’s response
to prewar tensions, including the role it played on the
Thinking international stage, had an impact on its identity.

1. The issue question for this chapter asks about how a) Revisit this question in light of the role Canada
Canada made its mark during World War II. played during World War II by compiling
e alist of the country’s greatest contributions to
Prepare a response to this question in the form of an
the war effort
opinion paragraph, a cause-and-consequence chart, a
map, or another format of your choice. Include several e alist of heroic actions taken by individuals or
examples to support your position. No matter what groups of people
format you choose, be sure to show the links between b) What do your lists say about how Canada saw itself
the examples and the impact Canada and Canadians and the values it stood for? Were those values worth
had on the outcome of World War Il. defending? Have these values remained Canadian
values?

Figure 10-28 The HitlerLine by Charles Comfort, 1944

(i,
—

308 ) Unir3 ¢ Did Canada grow up during World War II? * MuR
= Af
 3. Continuity and Change: Inthe years leading up to
World War II, many governments, including Canada’s,
Communicating and Applying
. followed policies of isolationism and appeasement. 6. Historical Perspective: After World War II, Simon
| They did little to try to stop Adolf Hitler’s expansion Wiesenthal, who survived the Nazi death camps, spent
in Europe, the Nazi persecution of Jews and others, the rest of his life tracking down 1100 Nazi war criminals
Japan’s expansion in Southeast Asia, and other acts who had escaped justice.
of aggression, such as Benito Mussolini's invasion of
In 1958, a youth told Wiesenthal that he did not believe
Ethiopia.
the story of Anne Frank, the Jewish teenager whose
a) How much responsibility, if any, should these diary of her years in hiding from the Nazis has become
| governments bear for the death and destruction famous. But the young man said he would change his
during World War ||? Explain your response. mind if Wiesenthal could find the Gestapo officer who
b) What lessons do you think these governments had arrested her. So Wiesenthal launched a five-year
learned as a result of World War II? search that resulted in his finding Karl Silberbauer in
1963. Silberbauer was working in Austria as a police
4. Evidence: Some war paintings show battle scenes
inspector. Silberbauer admitted responsibility for the
that the painter never witnessed. Charles Comfort, for
arrest, but a subsequent investigation found that he
example, was a Canadian war artist who painted The had simply been following orders. Silberbauer’s police
Hitler Line, shown in Figure 10—28, in 1944. Comfort saw career continued.
the tank and the upturned gun shown, but he did not
: see the Canadian soldiers approaching the tank, as the Compare Wiesenthal’s quest and the job of a historian.
: painting shows. How might the two approaches reinforce each other?

Some people have called paintings like this fakes. But . Continuity and Change: Consider Canada’s
Laura Brandon of the Canadian War Museum defended approach to international affairs today. Describe one
them. “[These paintings] may, in fact, represent an Canadian action that shows Canada’s willingness to take
artistic truth and, in this sense, provide a more valuable on international responsibilities — or its refusal to take
record of the historical experience of the war than the on international responsibilities. Decide whether the
field sketches.” action continues past policies or represents a change in
a) List several ways in which artistic truth and historical policy. Explain your judgment.
truth may be different.
. Ethical Dimension: The trial of the Nazi leaders at
b) Develop three orfour criteria you would use to decide Nuremberg resulted in the creation of the International
whether a painting is a useful historical record. Criminal Court (ICC), based in The Hague, Netherlands. It
prosecutes
5. Historical Significance: From the list below, select
a scientific or technological innovation from the World ° genocide
War il era. Briefly describe its uses during the war and ¢ crimes against humanity (serious humiliation and
state why it was significant: degradation of people)
¢ walkie-talkies ¢ war crimes (e.g, killing civilians or hostages)
e the “buzz bomb” ¢ crimes of aggression (use of force against a
e plastics sovereign state)

e the Panther tank a) Do you agree with the objectives of the ICC?
b) What other goals would you add or eliminate? Explain
Share the invention you selected with a partner and
your response.
explain why you chose it.
c) It was only by studying the history of the Holocaust
that people learned that the ICC was a necessary
response. Research other ways that people fulfilled
their responsibility to respond to the Holocaust.

MHR © How did Canada make its mark in World War II? ¢ CHAPTER 10
 Chapter Eleven

re 11-1 John Collins created the

cartoon at right for the Montréa/ Gazette
in 1944. It depicts the Allied invasion of
Normandy — D-Day. The photograph
above was also taken in 1944. It shows
Evelyn Cruickshank of Winnipeg, Manitoba
(at left), Gertrude Robichaud of North
Bay, Ontario (centre), and Jean McNamara
of Port Hood, Nova Scotia, working in
a munitions plant in Toronto, welding
magazine clips onto guns to be shipped
to China.

(310) Unit 3 * Did Canada grow up during World War I? * MuR

—
 ae
CHAPTER'ISSUE
How did World War II make its mark on Canada?

At the beginning of World War II, Canada had three shipyards, eight
airplane factories — making 40 planes a year — and virtually no Key Terms
munitions plants. By the end of the war, the aircraft industry had munitions

churned out 16 418 aircraft and Canada had a booming munitions wage and price
industry. controls

Committing the country’s entire industrial capacity to the plebiscite

conflict was only one aspect of Canada’s war effort. World War II reservists

was a total war, and that also meant making sacrifices. Soldiers human rights
put their lives on the line, but Canadians at home also experienced
drastic changes as the government took control of many aspects of
daily life and work.
Examine the two images on the previous page and respond to the
following questions:
¢ Together, what story do these images tell?
¢ What might have inspired these three women to travel so far from
home to work in this factory?
¢ If the photograph had been taken 10 years earlier, what might have
been different?
¢ If the photograph had been taken 10 years later, what might have
been different?
e After the war, what might have happened to all the skilled workers
in munitions factories?

LEARNING GOALS
Looking Ahead
In this chapter you will
The following inquiry questions will help you ll changed the lives
e explain how World War
explore the extenttowhich World War II changed of Canadians
Canada: the Holocaust on
e analyze the impact of
¢ How did government war policies affect Canadians
Canadians? trends and
* describe the economic
of the per iod
¢ How did Canadians support the war effort? developments
men t pollicies of the
e Did war atrocities change Canadians’ attitudes? « describe key govern
r imp act on different groups
period and thei
"
butiions 0 f different
© outline the contriibut
gro ups to Can adi an Pena
individuals and
ing World War |
society, and identity dur
UNIT THREE 1929-1945

How did government war policies affect

Canadians?
When war was declared in 1939, Canada immediately sent troops and
began shipping goods overseas to help Britain. But at the time, Canada
did not have the industrial capacity to wage war. Prime Minister William
Lyon Mackenzie King had to put the wheels of industry in motion, and
Canadians had to prepare themselves for a long haul.

Up for Discussion Central Planning

Does waging war entitle a government With Sam Hughes as minister of militia and defence, the Canadian
to take unlimited control of people's government had stumbled during World War I. King was determined
PHOT UU nS to do things differently this time. His cabinet included C.D. Howe, a
former businessperson who knew how to get factories up and running.
As minister of munitions and supply, Howe became known as “Minister
of Everything,” and he handpicked industry leaders to transform Canada
Check Back . into an industrial war machine.
| King also used wartime government powers to control many facets of
: the
as
munitions scandal
Canadians lives. There were wage and ; price controls — workers were
in Chapter 6. told what they could earn, and companies were told what they could
charge. Industries were told what to make for the war effort. People were
told what they could — and could not — buy. Censorship was imposed,
and propaganda was designed to keep people committed.

Paying for the War

Waging war is expensive, so King had to figure out how to pay for it all.
One way was by raising income tax. Selling Victory Bonds was another.
People purchased a bond from the government, and in a few years,
they would get back their money plus interest. In the meantime, the
government could use the money to pay for the war effort. By the end of
the war, Victory Bond campaigns had raised nearly $12 billion.
Cause and Consequence: During the war, Canada’s industrial production
doubled, going from $5.6 billion in 1939 to $11.8 billion in 1945. What
might be some of the problems in building an economy geared to war?

Figure 11-3 The Cost of War

Figure 11-2 Posters played
The total expenses shown extend to the year 1950. What
a major role in campaigns to
expenses might there have been after the fighting stopped?
sell Victory Bonds. The creator
of this poster used a pun — a Federal Government Spending on the War Effort
feearacs aass \ :]
play on words. What is the pees
ve?or
pun? Is it effectiWhy poe piel iaee ieee palteen ea o MUeee |
why not? 1939-1940 $118 291 000
1940-1941 $752 045 000
1943-1944 $4 587 023 000
Total, 1939-1950 $21 786 077 519
Source: The Canadian Encyclopedia

(212) Unit 3 * Did Canada grow up during World War II? * MHR
\

Rationing and Wage and Price Controls

At the outset of war, King created the Wartime Prices and Trade Board
(WPTB) in an effort to control the economy. In October 1941, he gave the
WP TB powers to control inflation so rising prices would not devastate the
economy as it had during World War I. The new measures included
* a wage freeze — After the Depression, people needed a break. So King
allowed wages to rise for the first year of the war, then froze wages at
October 1941 levels and allowed only modest increases.
* a price freeze — Prices of all goods were also frozen at October 1941
levels. Storekeepers were told what they could charge, and citizens were
encouraged to report any overpricing.
* rationing — Certain goods were hard to get during wartime, especially
imported goods, such as coffee, tea, and sugar. To make sure these were
shared fairly, the government issued ration books that controlled how
much each person could purchase. To buy butter or meat, for example,
shoppers had to have their ration cards stamped. Gasoline was also
rationed, and new tires were strictly reserved for the military. Figure 11-5 Not everyone approved
of the wage and price controls the
Historical Perspective: Why do you think the government was publicly government put in place shortly after the
harsh and threatened to punish people who attempted to disobey the war began. In 1942, John Collins drew this
wage and price controls or the rationing laws? Is it fair to demand that cartoon, titled “Speaking ofSacrifice,” for
the Montréal Gazette. What was Collins’s
individuals sacrifice what they might feel they rightfully earned?
message?

B Ye\b.a Week
PER PERSON
Ye of the usual
“2 URCHASE THERES)
a
34 of the PRoFi7y rigs
das PRAISE AN AN'
A tires/,

Figure 11-4 By law, shoppers had to present ration cards before

they could buy certain goods, such as sugar and meat, during the
war. Rationing was an inconvenience, but most people accepted
it as a necessary part of the war effort. In what ways might
rationing make people at home feel proud? How might it make
them feel about the war?

MHR *© How did World War II make its mark on Canada? * CHAPTER 11 @
 Thinking Historically: Cause and Consequence

When we study the many causes that led to a single event in the past, it sometimes seems that the
outcome was almost inevitable. Is history inevitable? Can a single action alter how things turn out?
Consider the story of a very risky secret mission that took place early in the war.

Every event that has ever happened is caused by a

/A Secret Mission
multitude of factors coming together in just the right
|During the Dieppe raid, members of the South Saskatchewan way. Change just one of them, and the event might turn
| Regiment accompanied a British radar expert, Jack out differently — or might never happen at all.
|Nissenthall, deep into enemy territory to disable a German
| radar station. Nissenthall knew that his extensive knowledge Figure 11-6 This poster was published by the Bureau of Public
|ofAllied radar technology meant that the Canadians had Information in May 1941. How did the poster's designer, Lionel
|
| orders to kill him ifthere was any risk of capture. Jameson, get the main message across?

RELESS TALK WABRRTINIMGSE

| Nissenthall succeeded in cutting the phone lines at the
|German radar station, forcing the Germans to communicate
|by radio instead. By monitoring these communications, the
|Allies learned how to jam enemy radar, a key advantage
| in later battles. This successful mission was one of the few
TRAGEDY In
| positive outcomes of the Dieppe raid. te, oe of
ee eee eee ee my Se
e!
Now consider how things might have turned out { G x

differently.
e Whatif...the Canadians had not been able to find
the German radar station? i Al BOUT, Sa ;
| (Roor TRAIN) |
e Whatif...Nissenthal had been unable to cutthe
phone lines?
¢ What if...the Germans had captured the Allied
team?
Not only would the Canadians have had to try to
kill Nissenthal, the Allies would not have learned
how to jam enemy radar. And ifthey hadn't had that
advantage, perhaps they would have lost key battles
later in the war. And if they'd lost those key battles,
perhaps they would have lost the war! ry .
Poe

ef ae, A
Explore tions

1. Consider the situation shown on the propaganda 2. Ascience fiction novel, What If Hitler Won the War,
poster. Create a series of “Whatif...” questions that speculates on how the world would have been different
show how a similar small, simple action might have led if Germany had won World War II. Think of one change
to Hitler being killed early in the war. How would history in history that could have led to that outcome. How
have been different then? would life in Canada be different today?

Unit 3. * Did Canada grow up during World War II? * Ma é

‘

Censorship
Citizens, the military, and the government were all concerned that
sensitive information might fall into enemy hands. So the military Up for Discussion
censored letters to and from the front, especially to prisoners of war, by Given the information technology now
blacking out potentially dangerous information. Telegrams sent by war available, do you think the government could
control information today?
reporters were also censored. And the media, including newspapers, radio
broadcasts, and movies, were all screened by government officials and by
media companies themselves. Nothing was communicated that was not
approved by the censorship board.

Propaganda eTee Bae

Today, if the federal government wants to communicate with Canadians, ‘CONNECTIONS:
ministers or federal officials hold news conferences, send out news
In George Orwell's book 7984,
releases, or give media interviews. To influence public opinion directly, conceived in 1944 and written in
it posts information on government websites or creates print, radio, and 1947 and 1948, the main character
television campaigns. In the 1940s, the government communicated works for the Ministry of Truth. As
the novel develops, it becomes clear
through posters, radio broadcasts, and short films that were played with that the ministry's mission is in fact
the movies in theatres. to feed lies to the public — displaying
Wartime information campaigns primarily attempted to convince posters that, for example, proudly
proclaim “War is Peace.” Orwell lived
Canadians that the war was necessary. A common approach was to appeal in wartime and postwar Britain, and
to people’s emotions. The government might, for example, publish a many believe that he was responding
poster that showed what might happen if the war were lost — and the to wartime propaganda and the onset
results were often portrayed as gruesome and terrifying. In propaganda, of the Cold War.

the crucial goal was not truth but persuasion. Without people’s support,
the war efforts could fail.

The National Film Commission

In Chapter 9, you read how the National Film Board (NFB) was
established in 1939 to produce Canadian movies. Its first commissioner
was John Grierson, an expert in psychology who directed both the
Wartime Information Board
and the NFB. During wartime,
the NFB mostly made films
designed to boost morale and
inspire patriotism. Churchill’s Up for Discussion
Island, for example, was about What's the difference between
the Battle of Britain and won propaganda and advertising?
an Academy Award in 1941 for
best documentary film.

Figure 11-7 John Grierson (right), National

Film Board (NFB) Commissioner, and Harry
Mayerovitch, director of the Wartime
Information Board’s (WIB) Graphic Arts
Division, examine war posters in 1944.

MHR ®© How did World War II make its mark on Canada? * CHAPTER 11 (a8)
 Not Necessarily Conscription
During World War I, conscription had divided Canadians. This time,
CSS, Sere | many Québécois were again fiercely opposed because they had little
You read about conscription ' attachment to Britain or to Canada’s English-speaking military.
es os lin King believed it was important to keep the country united. So
apter 6.
in 1939, and again during the 1940 election campaign, he rejected
conscription for overseas service. But in June 1940, his government
enacted the National Resources Mobilization Bill, which allowed
conscription for service at home.
At first, conscripts were called up for 30 days’ training. Then this
term was extended to four months. Then, in April 1941, the term was
extended again — to last as long as the war.

e Aboriginal Soldiers
iSCUSSION
In World War II, about 4000 Aboriginal people, including 72 women,
volunteered to join the Canadian Forces. Aboriginal people of military
age signed up at about the same rate as other Canadians. More than
200 First Nations soldiers died in battle, and 18 were decorated for bravery.
But many First Nations said that treaties had promised they would
not be forced to fight British battles. In 1944, the government agreed to
exempt members of these particular groups from conscription.

Figure 11-8 In 1939, Université de Montréal students

demonstrated against conscription (top). The sign on
the truck says, “Pas de conscription. La jeunesse veut la
paix” — “No conscription. Young people want peace.” In
2003, thousands of people demonstrated in Vancouver
against the war in Iraq (bottom). What has changed in these
photographs? What has stayed the same?
But Conscription If Necessary
By 1942, King knew that more troops were needed. So
he decided to hold a plebiscite — a special vote on a
specific proposal. King wanted Canadians’ permission
to break his promise not to send conscripts overseas.
“Not necessarily conscription, but conscription if
necessary was the slogan he used to describe how this
government would approach the issue.
The results of the plebiscite showed how deeply
Canadians were divided when 79 per cent of
Anglophones voted yes to conscription, while 85 per
cent of Francophones voted no.
In spring 1942, Parliament authorized the use
of conscripts overseas. By then, King had the power
to call for conscription, but he chose not to use it at
that time. In October 1944, after the heavy losses in
Normandy and amid the fierce battles to liberate Italy
and the Netherlands, King finally gave in and ordered
16 000 conscripts for overseas duty.
Most Canadians accepted King’s decision — but
many Francophone Québécois felt betrayed. As in
World War I, protests occurred in Québec.
In the end, about 13 000 conscripts were actually sent overseas, but Figure 11-9 The Montréal Gazette
only about 2500 reached the front lines, where 60 were killed in action. published this cartoon by John Collins on
October 30, 1941. What is Collins’s message?
Cause and Consequence: Create a timeline showing the steps that
King took to deal with conscription. What lessons do you think King
learned from the 1917 conscription crisis? Do you think he succeeded
in his efforts to handle this sensitive issue? Provide the criteria for your
judgments. Figure 11-10 Results of the Conscription
Vote, 1942
World War II Internment Camps Why is it important to look at the total
During World War I, Canada used the War Measures Act to create population in each pie chart as well as the
both internment and prisoner-of-war camps. Captured enemy soldiers percentage vote?
and merchant sailors — mostly German — were kept at high-security CANADA Quésec
POW camps for the duration of the war. At the peak of the war in 1944,
Canada was holding 34 193 prisoners of war.

German and Italian Internments

As in World War I, internment camps were used to detain people
identified as “enemy aliens.” This would ultimately include thousands
of Canadians who were innocent of any wrongdoing. About 30 000
people of German and Italian descent were required to register and report
monthly to the RCMP, and many were interned_in 26 camps set up
across the country. Anyone who was even suspected of sympathizing with
Yes: 2.95 million Yes: 375 650
the Nazis or fascists, as well as about 100 members of the Communist
No: 1.64 million No: 971 925
Party, was also arrested.

MHR © How did World War II make its mark on Canada? * CHAPTER 11 (a)
Ee Japanese Internments

‘CONNECTIONS : Before the war, 22 096 Canadians of Japanese descent lived in British
A uiriek GF well Coon anrienltene Columbia. Three-quarters of them were born in Canada. But after
influential Canadians of Japanese Japan bombed Pearl Harbor and attacked Hong Kong in 1942, Canada
descent were interned inBritish confiscated these people’s property and deprived them of rights.
COU rg
World War Il. Several, such as best-
Both the military and the RCMP argued that Canadians of Japanese
selling novelist and poet Joy Kogawa, descent did not pose a threat to Canada. But on February 24, 1942, all male
scientist and broadcaster David Suzuki, Canadians of Japanese descent between the ages of 18 and 45 were rounded
UEC CN UI sa up and shipped to camps in the interior of British Columbia. Two days
about how profoundly
their experiences ik :
inthe catpeariected thes awn ives later, the government gave the remaining Canadians of Japanese descent
well as the lives of thousands of other 24 hours to pack a few belongings and prepare to be moved inland. And
Canadians of Japanese descent. on March 4, they were ordered to turn over their property and belongings
to the Custodian of Enemy Alien Property as a “protective measure only.”
Most never saw it again. Everything was auctioned off for a fraction of
its worth, and some of the proceeds were used to pay for housing in the
camps — the internees were forced to pay for their own incarceration.
When the war ended, many Canadians of Japanese descent were
encouraged to leave Canada. Many did, but those who stayed were not
allowed to return to Vancouver until 1949.

Figure 11-11 A Canadian naval officer

questions two fishers of Japanese
descent as he confiscates their boat.

Recall... Reflect... Respond

1. Choose three historically significant policies the . Choose one of the policies you selected in
government imposed during the war and create Question 1 and write a short paragraph about why
a three-column chart that uses one policy as a this policy was or was not necessary and justified.
heading for each of the columns. Then respond to How would you have reacted to this policy? In what
the following questions about each policy: ways might this policy have been adjusted to make it
¢ How did this policy benefit Canada? marelequnenle me eee
Do you think it is fair for people inthe 21st century to
¢ What, if any, rights or privileges did this policy
judge the actions the government took during World
take away from Canadians during the war?
War II? Why or why not?

Unit 3. * Did Canada grow up during World War II? * MAR

 inking Historically: Etnicai Dimension

The internment of Japanese Canadians during World War II was the largest forced evacuation
of people in Canadian history. More than 22 000 Japanese Canadians were uprooted, stripped of
their possessions, and sent away from their homes. Many ended up in work camps. Many lost
their citizenship.
Yet, of all those people, not a single one had been charged with an act of disloyalty to their
country. How could such an injustice occur? Do we have a responsibility to find out? Should we
acknowledge our mistakes? If so, how should we respond?
For years, members of the Japanese Canadian David Suzuki, a third-generation Japanese Canadian
community campaigned so that the historic injustice was interned along with his family at the age of six. He
would be recognized. Finally, they convinced many wrote about the experience:
Canadians that acknowledgment and compensation Ion ee ee
was the right way to go. On December 7, 1941, an event took place that had nothing
In 1988, Prime Minister Brian Mulroney formally to do with me or my family and yet which had devastating
apologized to the Japanese Canadian survivors and consequences for all of us — Japan bombed Pearl Harbor in
their families on behalf of the Canadian government a surprise attack. With that event began one ofthe shoddiest
and people. The apology was part of a landmark chapters in the tortuous history of democracy in North
settlement
that included America:
¢ acknowledgement of what happened RS oe Se SIE elie enlnnie
¢ payment of $21 000 to all surviving Japanese
Canadians who were interned during the war The Right Honourable Brian Mulroney spoke to
* payment of $12 million for the well-being of the Canadians when he announced the settlement:
Japanese community in Canada ee ier ae a eS
© payment of $24 million to set up the Canadian Race We cannot change
the past. But we must, asanation, have
Relations Foundation, which combats racism the courage to face up to these historical facts.
e Canadian citizenship for all Japanese who had their i
Canadian citizenship taken from them during the war

Figure 11-12 Joy Kogawa reads from her novel Obasan to a class of
Grade 11 students. A recipient of the Order of Canada, Kogawa wrote the
| book to tell about the internment camps. She also tells students about
her personal experience of the camps. How do her efforts help Canadians
consider the “right and wrong” of their history?

Explorations
1. Canadians benefit in a variety of ways when we
respond to mistakes Canada has made in the past.
Speculate on the benefits of the whole compensation
package for Japanese Canadians to (a) survivors,
(b) their descendants, (c) young Canadians, (d) the 2. How cana fair assessment of the ethical implications
government, (e) Canada’s reputation, (f) future of history help us respond appropriately to injustices?
Canadian governments during wartime. How can we achieve that fair assessment?

\ MHR * How did World War II make its mark on Canada? ¢ CHAPTER 11

em
=Spt
gn
0
th
 : : ihe Ste Tae, aps Re er eet Se
Lescieiaiealitesinennadlline aisles atoll

: Voices . How did Canadians support the war

| {My husband] told me not to worry. | effort?
| |feel that our job is so much more
important now because wecansee =| = The Canadians on the home front who were most deeply affected by the
how the LLIB
LE ie being used. | war were the families and friends of troops overseas. Many would distract
~ eR Ce themselves from their worries by keeping busy. Old and young, men and
then remembered this is what he had ;
waned erormeves ancien, = women threw themselves into the war effort.
he is happy, now that he can play his _| Hundreds of thousands of women took jobs outside the home, some
part in helping make this worldat | for the first time in their lives. They worked in the new war industries
peace for his two sons. and filled the jobs vacated by men overseas. Women worked for the Red
Whee re Cross, volunteered at soldiers’ canteens, and knitted socks for soldiers
from her husband just before at the front. Children collected Victory Stamps and cheered Johnny
the D-Day invasion, 1944 Canuck’s battles with the enemy in comic books.
In 1939, Canada’s manufacturing industries were limited, and many
plants had closed during the Depression. Just six years later, Canada’s
war production was fourth among the Allied countries, behind only
the United States, the Soviet Union, and Britain — which are all much
Figure 11-13, ;Agnes Wong on Winitecour, more populous. Canada did more than its fair share. Besides supplying
Alberta, pats (pastel caiiscne ung) its own forces, 70 per cent of Canada’s output went to supplying other
the Small Arms Ltd. munitions plant in Long A lliedtonees

seed as ee Aa C.D. Howe, King’s “Minister ofEverything,” directed

simeteneattecieawanienls self mace! =
— Canadian manufacturing companies to build up their industrial
capacity and focus on producing munitions — weapons and
ammunition — and everything from parachutes to ration packs
to first aid kits. Canada produced 4047 naval vessels, 16 418
aircraft, and 815 729 military vehicles. Canadian factories pumped
out rifles, submachine guns, and antitank and anti-aircraft
guns. Canadian workers filled tens of thousands of boxes with
ammunition, radar equipment, sterile gauze for bandages, forms,
paper clips — all the materials needed to wage a 20th-century war.

| in Québec on September 20, 1943. Canada showed off

|| its shipbuilding by launching 12 ships on the same day,
| called “Ships for Victory” day. It was a record in Canadian
| shipbuilding history. Why might the government want to
| draw attention to its new shipbuilding capacity?

~ EN
(as
320 ) Tame Did Canada grow up during World War II? « MHR
Women in War Industries
Hundreds of thousands of Canadians embraced the war
effort by joining the workforce. With the government’s
encouragement, Canadian women took on new and different
jobs as never before, doing everything from building ships
to driving buses. The aircraft industry alone employed
nearly 116 000 workers, and 30 000 of them were women.
At the peak of the war effort, 373 000 women were working
in munitions. Within a few years, the number of women
bringing home a paycheque had doubled.
Historical Significance: In what way would the influx of
so many women in industry be likely to soften or harden
attitudes about women in the workforce in general?

The British Commonwealth Air

Training Plan
In an effort to avoid casualties, King focused Canada’s early
war efforts on the British Commonwealth Air Training Plan
(BCATP). Canada became the flight school for all the Allied
>>
countries. The Canadian government paid most of the costs Figure 11-15 In Parachute Riggers (1947), Paraskeva Clark shows
and ran the whole program, including flight schools that five women working in a parachute factory. The National Gallery of
were moved to Canada from Britain. Canada had appointed Clark to paint women involved in the war effort.
“After having some personal experience with the life and activities of
Tens of thousands were involved. Civilians built the
the Women's Divisions in the RCAF or Wrens,” noted Clark in a letter
training planes. Canadian reservists, civilians, and air
to the gallery's director, “I lost all hope to see ‘any drama’ there. But
force members built and ran the 107 flight schools and
|found exciting enough the fact that ... women performed the jobs
184 support sites. Every four weeks, the BCATP turned out previously done by men and thus released (perhaps) some men for
544 pilots, 340 navigators, and 580 wireless operators and fighting duties or for war industries.”
gunners. By the end of the war, the plan had trained
NX
131 553 aircrew and about 80 000 ground crew, including
17 000 women. Canadian aircrew graduates represented half
of all the crews on British and Commonwealth planes.
Historical Significance: What made Canada a good location for wartime
training facilities such as Camp X (see Figure 11-17) and the BCATP?
Elsie MacGill — the first woman
- <— 4 = to receive an electrical engineering
degree in Canada — was the first
Figure 11-16 At Camp X, a top- woman aircraft designer in the world.
secret training facility near Whitby, She was best known for her work on
Ontario, sergeants Andy Maclure Hawker Hurricane fighter planes and
(left) and Jack Clayton try outa tiny for redesigning aircraft for cold-
weather flying.
folding motorcycle invented for use
behind enemy lines. Canadians and
their Allies trained in and taught skills
such as silent killing, demolition,
radio operation, and weapons use
— with live ammunition. Many were
Europeans training for work with the
Resistance behind enemy lines.
 Community Efforts
Keeping up with the war became a national pastime. People read the
newspapers for news from the front and to see the lists of war dead. People
stayed glued to their radios, especially when Matthew Halton, a popular
CBC war correspondent, was on the air. Halton pioneered the recording
of sounds in the field. For the first time, listeners could hear the bombing,
the heavy guns, and the machine gun fire at the front. His recording
techniques were so good that the BBC and American radio networks
picked up his broadcasts.

Youth Making History

Alan Wilson's Wart|me so

7 The submarine that Alan Wilson saw |
through the window of his Grade 9 classroom, the French |
sub Surcouf, was the largest in the world. |
|

On Fridays at school we had World Visitor Day. |was always

delegated to organize this. |-would go over to the Norwegian
consulate and they would arrange for a Norwegian captain to
come. Or a New Zealand pilot, or whatever. More interesting
than reading a geography book.
When |looked out my window in Grade 9, |was looking at the
Surcouf the largest submarine in the world, which the Free
French had yanked out of Dakar just before the Germans got it.
During World War Il, 17 593 vessels passed safely
Then, two months later, |was working on the refit of that
through the deep and protected harbour at Halifax.
The Halifax shipyards repaired 7000 vessels damaged very submarine, talking to the French guys, learning the
by submarine warfare. The people who loaded the distinction between the Free French and the Vichy French. The
goods, repaired the ships, supplied the provisions, and hatred these guys had for the Vichy regime, you didn’t read
housed the sailors in port were civilians. Here is Alan about it in the newspaper, you experienced it.
Wilson’s account of life at the centre of this whirlwind It was a rich experience. Your mind was so expanded by the
of wartime activity. He was a teenager at the time. effects of the war.

1. Reread Alan Wilson's last two sentences about his 2. \magine that you have a World Visitor Day in your
experience of wartime. What do you think he meant? classroom every Friday. Think of someone “more
Support your response with examples from Wilson's interesting than reading a geography book” you would
account. invite to your history class. Give reasons for your
choice.

Unit 3° Did Canada grow up during World War II? * MuR

Snapshot in Time

During the war, fashion became utilitarian — stylish but practical. Frivolous
patterns were out, as were items that used too much fabric, such as double-
breasted jackets. Dresses looked almost like uniforms, with straight lines and
simple collars. Rationing limited the amount of fabric that could be used, and
laws forbade unnecessary flourishes such as cuffs on pants. Dresses could
have no more than nine buttons.
And people made do. Sheer stockings, for example, were popular, but all the
silk and nylon were being used to make things like parachutes. Undaunted, many
women drew “seams” up the backs oftheir legs with an eyebrow pencil to make it
look like they were wearing silk stockings.
es
Figure 11-18 In 1943, stylish but practical wartime dresses
were designed by Norman Hartnell, fashion designer for the
royal family, including the future Queen Elizabeth II.

Working Together Figure 11-19 Posters like this reminded people

Government advertising encouraged individual and community efforts to thatall sortsofwaste could be reusedtqmake
conserve and reuse scarce materials. There were salvage drives for rubber, materials needed for the war. In what ways is
bones, paper, rags, fat, tinfoil, and scrap metals such as iron, steel, and this poster similartoor different from posters
aluminum, even empty toothpaste and shaving cream tubes. Boy Scouts, promoting recycling in your community today?
Girl Guides, and schoolchildren signed up to collect these materials, and
some communities had drop-off locations.
Families grew vegetables instead of flowers in their “victory gardens.”
People put off their education or quit school early to sign up for the army
or work in a war industry. People gave up using their cars because there
was no gas. They could not purchase luxury goods, but most Canadians
accepted this because the same restrictions applied to everyone.
War relief clubs also put together packages for the troops overseas.
They sent things that would make a front-line soldier’s life a little more eae RAP
comfortable — chewing gum, chocolate, sewing kits, razor blades, coffee, MI ETA L
playing cards, and warm socks.

pi a i ne Ra NEA tA Sp AANA a RR la ei a a Lith NSN aac

GET IN TOUCH WITH YOUR LOCAL COMMITTEE
BBLIC INFORM!

Recall... Reflect...Respond
1. Create atwo-column chart. In the first column, titled 2. During World War II, Canadians worked for a
“Responses to the War,” list eight or more ways common goal in many ways. What long-term effects
in which Canadian individuals and communities do you think this communal effort might have had on
responded to the war. In the second column, titled Canadian society? To what extent are these effects
“Contributions,” suggest one way in which each still felt today?
response contributed to the war effort.

MHR * How did World War II make its mark on Canada? * CHAPTER 11 (2)
 Did war atrocities change Canadians’
attitudes?
During World War IH, Canadians experienced the worst violence that
war can offer. When the concentration camps were opened, Canadians
witnessed the unprecedented inhumanity of the Holocaust. While
Canada’s human rights record during this time was far from perfect, it
can be argued that the experience of World War II forced Canadians to
realize that equality and tolerance were values that formed part of the
Canadian identity and required protection.
There was a strong feeling among the world’s democratic nations that
the Holocaust should never be allowed to happen again. After the war,
the world’s hopes for long-term peace were placed in a new international
organization — the United Nations (UN). People had high hopes that
this organization would provide a way for countries to work together to
end hunger and disease, help people better their lives, and foster a world
without war.

The United Nations

Figure 11-20 The Soviet Union gave this
bronze sculpture to the UN in 1959. It was The story of the UN began on the British battleship Prince of Wales
created by Soviet artist Evgeny Vuchetich, somewhere on the Atlantic Ocean. On August 14, 1941, Franklin D.
and itis titled LetUsBeat Our Swords into Roosevelt and Winston Churchill discussed what became known as the
Ploughshares (a ploughshare is the cutting Atlantic Charter, a plan for international co-operation that they hoped
edge of aplough, used for farming). What is would bring an end to the war.
the significance of this title? Six months later, 26 Allied nations signed a declaration stating that
none of them would break ranks to negotiate peace with the Axis Powers.

The Charter
Delegates from 50 countries gathered in San Francisco in June 1945 to
create the United Nations. They represented 80 per cent of the world’s
[And] they shall beat their swords
population and their hopes for a more just and peaceful world. As
into ploughshares, and their spears
Britain’s Lord Halifax put the final draft of the Charter of the United
into pruning hooks: nation shall not
lift up sword against nation, neither
Nations to a vote, he said, “This issue upon which we are about to vote is
shall they learn war any more. as important as any we shall ever vote in our lifetime.”
— Isaiah, 2:4, King James Bible, Historical Significance: Examine Figure 11-20 and the words from the
inscribed on awall at UN headquarters Voices feature on this page. In a small group, discuss the significance of
in New York City
the sculpture’s title and the words from the Bible. What hopes do they
express? Can these hopes ever be fulfilled?

The Four Goals of the United Nations

° To save succeeding generations from the scourge of ¢ To establish conditions under which justice and respect
war, which twice in our lifetime has brought untold for the obligations arising from treaties and other
| sorrow to mankind sources of international law can be maintained
. ° To reaffirm faith in fundamental human rights, in the ¢ To promote social progress and better standards of life
) dignity and worth of the human person, in the equal in larger freedom
| rights of men and women and of nations large and small

Unit 3. * Did Canada grow up during World War II? * MHR

\

Canada’s Participation in UN Agencies

Figure 11-21 UNICEF Québec ambassador
In the 1950s, Canada, as a middle power, accepted the role of quiet Catherine Brunet (left) and national UNICEF
diplomat and respected mediator of disputes. Lester Pearson, for example, child representative Bilaal Rajan speak with
was elected president of the UN General Assembly and worked to bring students at the Museum of Civilization in
an end to the Korean War. Hull, Québec. In what ways do you think
Canada has also contributed to the work of many UN agencies child representatives can contribute to UN
designed to address social justice issues around the world; for example: organizations?
¢ Canadian Dr. Brock Chisholm was heavily
involved in founding the World Health
Organization (WHO) in 1948. The WHO
aims to eliminate disease and increase health
standards. With Canada’s help, it has achieved
some remarkable feats, such as the eradication
of smallpox.
¢ In 1945, Pearson hosted a conference in Québec
City, where he spearheaded the proposal for the
new Food and Agriculture Organization (FAO).
Canada is the second-largest contributor of
emergency food aid through the FAO and the
UN World Food Programme.

The Universal Declaration of Human Rights

In 1968, Aase Lionaes awarded the Nobel Peace Prize to René Cassin
and said, “It was Cassin who drew up the Declaration.” For 20 years, the
world believed it was Cassin who had written what many believe is the
most important document of the 20th century: the Universal Declaration
of Human Rights. A chance discovery changed that view.
In 1988, McGill University law librarian John Hobbins was sifting
through the lecture notes of former law professor John Peters Humphrey, Up for Discussion
in Montréal, when he came across a tattered, handwritten document dated IfJohn Humphrey wrote the first draft of the
1946. To his surprise, what Hobbins had discovered was Humphrey’s Universal Declaration of Human Rights, should
first draft of the declaration. In fact, Humphrey had written the next five he have won the Nobel Peace Prize instead of
drafts before the declaration was passed along to Cassin, who made minor René Cassin?

changes.
Historical Perspective: Humphrey did not seek recognition for his role.
He said that it was the authors’ “anonymity which gives the Declaration
some of its great prestige and authority.” What do you think he meant?
Do you agree?

Figure 11-22 In 1988, McGill University's

Cr
newspaper, /he Reporter, hailed one

EMCDPOIIC!
E
of McGill's law professors, John Peters
. " Humphrey, as the author of the “Magna
12
> Volume 12,
nia Nor 7
Number 7| Carta of Mankind.” What is the Magna
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McGill University,
= Montreal,
ee
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Rights
rsal Declaration of Human about Humphrey?
wrol te first drafts of Unive
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itsymark on Canada? * CHAPTER 11 (2)
fow library, to offer documentary Gee of rights and constitutions in aai Cassin ood later say that ee i, antskare te two t|
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Thinking Historically: Evidence
cay ee

Until we ask good questions about a primary source, a source isn’t evidence of anything. Ina
sense, we create evidence by asking good questions to help establish what the source is, who
made it, and what its historical significance might be.
Take, for example, a bus transfer. You might ask, “So what? It’s just a bus transfer!” But
imagine you start asking questions about it. Depending on the answers, that bus transfer could
be really noteworthy.

e Whatis it? (Answer: bus transfer)

e Where was it used? (Answer: Montréal)
e When was it used? (Answer: 1942)
¢ Who saved it all these years? (Answer: a Montréal
resident)
e Why did she save it? (Answer: as a memento of her
el hina emg
husband, who went off to war in 1942) oars wiles
WeiEgle Bo gan fe
t
Hibbs. a 7
Bite thee <.
¢ How did she find it? (Answer: in a coat pocket after
her husband died on the battlefield two years later)
e What was the significance of a heart doodled on the
transfer? (Answer: Possibly the soldier had been
thinking of his wife while travelling on the bus.)
By asking seven good questions, you've opened
a window into the past. You might even use this
transfer as your starting point to research one family’s
experience of war. History is built from such evidence.
Now consider John Hobbins’s 1988 chance
discovery of a curious-looking manuscript, which you
read about on page 325. How did he figure out that
it was an extraordinarily important document in the
history of human rights in both Canada and the world?
He just started asking questions about it.
In the end, Hobbins’s questions led to recognition
from many quarters. Nelson Mandela acknowledged Figure 11-23 This early draft version of the Universal
Humphrey's contribution to humanity when he said, Declaration of Human Rights is written longhand. In the
“The best tribute that we could pay to a person such 1940s, typewriters existed but computers did not. Most people
as John Humphrey is to dedicate ourselves to the composed by hand. What could a longhand draft like this one
eradication of poverty, hunger, violence, and insecurity tell you that a draft typed into a computer could not?
wherever in the world these occur.”

e
Cwelnwae
cExpiorations

1. Generate a list of questions you think John Hobbins might he have asked once he started analyzing the
may have asked to determine the significance and document? Remember that some questions can be
authenticity of the document he found. What questions answered by inferring from the evidence.
oo

Unit 3. * Did Canada grow up during World War II? * MHR ree
‘A Task to Inspire the World
Humphrey’s expertise in law and human rights made
him well qualified to set up the UN Division of
Human Rights in 1946. His first task was to research
and write a declaration of human rights. Humphrey
and his team brought their recommendations to the
Commission of Human Rights. This international
committee was chaired by Eleanor Roosevelt, wife of
American president Franklin D. Roosevelt. Humphrey
guided the committee through 187 meetings and
_ 1400 resolutions to fine-tune the wording before
the General Assembly adopted the declaration on
December 10, 1948.
The declaration states that “All human beings are
born free and equal in dignity and rights.” All people
have these rights regardless of their race, colour, sex, Figure 11-24 Atameeting of the Third
language, religion, political or other opinion, national or social origin, Session of the Human Rights Commission,
property, birth, or other status. Key rights of the declaration include Eleanor Roosevelt sits next to John Peters
Humphrey, director of the Human Rights
¢ the right to life and liberty
Division, in Geneva, Switzerland, on June 4,
¢ the right to freedom of movement, thought, and religion 1948. Why do you think Humphrey was not
¢ freedom from slavery, torture, and imprisonment without charge awarded the Nobel Peace Prize?
* the right to education, to a fair trial, and to equal pay for work of equal
value
* the right to work, to join a union, and to rest
° the right to a nationality
There is a fundamental link between
Continuing the Work human rights and peace. ... There
will be peace on earth when the
The UN declaration has been used as a model for many human rights
rights of allare respected.
documents, including Canada’s Charter of Rights and Freedoms.
— John Peters Humphrey,
- Humphrey led the UN’s Division of Human Rights for 20 years. He also
drafter of the Universal Declaration
guided some governments through the drafting of their constitutions. In of Human Rights, 1948
1974, Humphrey was made an Officer of the Order of Canada, and in
1988,-he became the first Canadian to receive the United Nations Human
Rights Award.

Recall... Reflect...Respond
1. Identify three examples of Canada or a Canadian . Write a letterto the editor of a local or national
promoting human rights internationally. newspaper or create a blog post on the topic
of promoting human rights. Use the ideas you
In a small group, discuss whether— and how—
developed in Question 2 to inspire your readers to
the examples you chose were responses to human
take action on international human rights.
rights violations during World War II. To what extent
did these efforts change Canada?

MHR ® How did World War II make its mark on Canada? * CHAPTER 11 (=)
Chapter 11 Review
4. Identify five people or organizations from Unit 3 who,
Knowledge, Understanding, and in your estimation, made important contributions to
Thinking Canadian society, politics, or culture. Ensure that each
individual represents a different type of contribution
1. In Chapters 9 and 10, you examined Canada’s response (for example, do not include several visual artists) and
to the lead-up to war and the role it played during the justify your choices by identifying how the contribution
fighting. continues to make an impact today.
a) Revisit the question of Canada’s contributions to
World War II in light of the activities on the home
front. How would you compare the contributions
on the home front versus contributions on the front
Communicating and Applying
lines? 5. Continuity and Change: Think back to the real-life
b) Some issues on the home front were paying for the incident described at the ice rink on page 246. What
war; making sacrifices for the war; military training; attitudes does the graphic novel suggest are changing?
and women working in the war industries. Describe Do you think change like this takes a long time?
these issues and how they each affected Canada. Explain your response. What in this chapter helps you
b) What do the home-front contributions say about understand why change like this was happening after
Canada and the values it stood for? World War II?

2. How did World War II change the lives of specific 6. Historical Perspective: Leo Bachle was a 15-year-
groups within Canada? Give a general and a specific old high school student too young to sign up, so he
example where possible. imagined and created a comic book war hero called
Johnny Canuck. Canuck didn’t have superpowers, but
3. In 1943, Joseph Gelleny was a young Canadian training
he still managed to help fight Nazi oppression. He made
at the top-secret Camp X in Whitby, Ontario. Read the
his debut in 1942 and inspired many young Canadians
excerpt from his memoirs, and then respond to the
to support the war effort. Create the first page of your
following questions.
own comic book by following these steps.
a) Think of a current problem that a national effort
We were trained to live by our wits, in any circumstance. ... could help resolve.
On one occasion, |was dropped off in Toronto, dressed [as] a b) Imagine a superhero who could help resolve the
German soldier. My assignment was to take photographs of problem. What does he or she look like, and what
war material production factories. If picked up by the Toronto superpowers might he or she have?
police, |was expected to be able to talk my way out. c) Create an exciting beginning for an adventure
in which your superhero attempts to resolve the
problem.
a) What would this assignment teach Gelleny?
d) Use the example of the Johnny Canuck comic in
b) How would this assignment help prepare him for
Figure 11-25 to sketch the first page of your comic
work behind enemy lines?
book.
c) Describe an assignment that you think would
e) Explain how your comic book story might spark a
help prepare would-be agents like Gelleny for the
national effort to resolve the problem you identified.
real thing. Be sure to explain what the trainee is
expected to learn.
d) Write a story or create a storyboard about one
encounter Gelleny may have had in carrying out the
assignment in the excerpt or the assignment you
described.

Unit 3 * Did Canada grow up during World War II? * MHR

 7. Ethical Dimension: The War Measures Act allowed
the government to intern Canadians of Japanese
descent during World War Il. In 1988, this act was
replaced by the Emergencies Act, which has two major
differences:
~
e A declaration of an emergency by the Cabinet must be
reviewed by Parliament.
Rata
CANADA’S GCigiped Jo ME

oy &BACHLE
e Any temporary laws created under the act are subject
to the Canadian Charter of Rights and Freedoms.
a) To what extent does this new law show that
Canadians have learned from the past?
b) In what ways will the new law help Canadians cope
more effectively with emergency situations in the
future?

. Cause and Consequence: Canadians responded,

both individually and as a country, and both directly and
indirectly, to the issues raised by World War II and the
tensions that arose in its aftermath.
a) Identify three of the issues and the Canadian
responses described in this chapter.
b) For each, explain how the response resulted in a
positive, negative, or mixed consequence.
c) For each, explain how the response did or did not
result in a change or a shift in attitudes among
Canadians.
d) Overall, how did World War II leave its mark on
Canada?
Figure 11-25 During the war, Johnny Canuck comics
were printed in black and white so that more costly e) Overall, how did the war effort affect Canadian
coloured inks could be saved for the war effort.
identity?

MHR © How did World War IT make its mark on Canada? * CHAPTER 11
 This chart shows how the course, unit, and chapter issue questions,
as well as the chapter inquiry questions, are organized.

Overall Course Issue Question

Does our history make us who we are?

UNIT ONE UNIT TWO UNIT THREE UNIT FOUR

1982-PRESENT 1914-1929 1929-1945 1945-1982
Unit Issue Question Unit Issue Question Unit Issue Question Unit Issue Question

Why is Canada the Did World War | Did Canada grow Did Canada find
nation it is today? transform Canada? up during World its own pathway
War Il? by 19822

_CHAPTER TWELVE | CHAPTER THIRTEEN | CHAPTER FOURTEEN |CHAPTERFIFTEEN | CHAPTER SIXTEEN

Postwar Change Canada: Global Transforming Internal Strife Finding a Canadian
Citizen Canada Way
Chapter Issue Question Chapter Issue Question Chapter Issue Question Chapter Issue Question Chapter Issue Question _

How did Canadian What kind of global | What kind of Canada How did Canada Was Canada plotting
society change after citizen did Canada did Canadians wantin | address internal strife? its own course by
World War Il? become during the the 1960s? 1982?
Cold War?

Inquiry Questions Inquiry Questions Inquiry Questions Inquiry Questions Inquiry Questions

» How did World War + WhatrolesdidCanada | » Why did Canada ¢ Did Canada meet the + Did Canada make its
I| change the face of play in the Cold War? improve its social challenge of rising own choices on the
Canada? - What did Canada programs? nationalism in Québec? world stage?
* How did the end of war accomplish in the + Why did anew + Was Canada’s response | + Did Canada respond
affect the economy? Korean War? generation want to to violent separatists effectively to economic
- How did Canadians’ lives |» How did Canadians change Canada? justified? pressures?
change after the war? promote world peace? + Where didthedemand | + Did Québecleadershave | - Did Canada begin to
~ Why did Canada start for human rights lead? the answers? meet environmental
addressing inequalities? - WhydidCanadabegin | + DidCanadaresolve other | challenges?
- How did Canadians get to feel more Canadian? social justice issues? + Why patriate the
to know themselves? Constitution?
 UNITIFOURMI945=1982
Unit Four Issue Question

Did Canada find its own pathway by 1982?

Patriating the Constitution and introducing the Charter [of Rights and Freedoms]
reflected a willingness for Canada to break with tradition and strike its own
path —— but on the basis of a clearly articulated, forward-looking, and distinctly
Canadian vision of what that path would look like.
— Beverley McLachlin, chietjustice of the Supreme Court ofCanada, 2002
So what’s'a country to do after walking through the fire of World War II? Like
any young adult who has met a formidable challenge, Canada needed to figure
out what direction to go in next.
For many Canadians, the key was to prevent
the sort of poverty of the 1930s that had led to so
much despair, intolerance, and fascism. Luckily,
Canada experienced a long postwar boom. This
allowed the country to build the infrastructure a
country needs, like roads and electrical lines and
schools. It also allowed Canada to build a network of
social programs that would transform Canada into a
society that cares for those in need.
The road to social change did not come
without upheaval. Canadians did not always agree.
Should Canada have universal health care? Should
Québec separate? Should Canada embrace or reject
its newfound cultural diversity? Should Canada
continue trying to assimilate Aboriginal peoples? LE Parti
Building a healthy economy that would sustain
Canada’s social programs was another challenge.
Should Canada develop its natural resources and
embrace free trade?
Citizens and lawmakers made many decisions
After the 1976 provincial election, many
between 1945 and 1982. As you come upon those Québécois celebrated the victory of the
decisions in the chapters to come, ask yourself if Parti Québécois. For the first time, Québec’s
you see in those decisions the Canada that you government was controlled by a political party
know today. dedicated to achieving independence.
 ~~” AND THEREFORE BE IT
RESOLVED THAT CANADA HAS. \¥
. BECOME A JUST SOCI j

\ LY |
THEY SAY PIERRE TRUDEAU =§$~_ at aa
IS MAKING CANADA A JUST SOCIETY.
OKAY, HE DID END CAPITAL PUNISHMENT. i ea
SO FAR, SO GOOD. AND HE MADE BIRTH a YOU SHOULD DO YOUR HOMEWORK.
CONTROL EASIER TO GET (THOUGH SOME PEOPLE |} LAST MONTH, THE QUEEN OF CANADA
DON'T AGREE WITH THAT). BUT MULTICULTURALISM? /] SIGNED THE CONSTITUTION ACT, 1482.
EXPENSIVE! AND WHAT ABOUT THE RIGHTS OF 47) AND GUESS WHAT? THE RIGHTS OF
ABORIGINAL PEOPLES? OR STOPPING 14 ABORIGINAL PEOPLES ARE INCLUDED!
DISCRIMINATION? sé AND DISCRIMINATION
IS NOT ALLOWED!
CANADA IS GOING TO
BE A PLACE WHERE
EVERYONE CAN
DREAM BIG!

MULTICULTURALISM IS GOING
TO CHANGE CANADA COMPLETELY.
INSTEAD OF REJECTING PEOPLE OR
| DON'T KNOW ABOUT YOU, BUT EF i FORCING IMMIGRANTS TO CONFORM,
‘TM FRANCOPHONE AND | DON'T SEE JUSTICE - | WELL BE A COUNTRY OF PEOPLE
HERE FOR ME. HOW MANY OF YOU IN THIS | te» WHO WELCOME NEWCOMERS
AUDIENCE HAVE LEARNED BOTH OF CANADA'S i NSF > FROM ALL CORNERS
OFFICIAL LANGUAGES? UNTIL WE DO, i : OF THE GLOBE.
CANADA WONT BE A JUST SOCIETY _ . Ly
i FOR FRANCOPHONES. sal . S\N @

Your Turn
Identify the two opponents and the two
supporters of the debating statement. Which
arguments do you find most compelling?
Which contestants do you think won? What
do you think — was Canada making good
choices by 1982?
 Unit4Timeline 1945-1982
This timeline highlights some key dates and
events in Canadian history between 1945 and 1982.

1949 North Atlantic Treaty Organization (NATO) established

AV. Roe begins developing the Avro Arrow ++ --22e++eee>
1950 Korean War begins

1952 Hockey Night in Canada begins broadcasting on CBC Television

1953 Armistice ends fighting in Korea

1956 Suez crisis resolved by first deployment of UN peacekeepers

| 1957 Lester Pearson wins Nobel Peace Prize

1959 Avro Arrow program cancelled

Premier Maurice Duplessis dies and Quiet Revolution begins in Québec
| 1962 Premier Tommy Douglas introduces medicare in Saskatchewan,
| opening door to universal health care in Canada «+--+ ++eereeer eres
1963 Royal Commission on Bilingualism and Biculturalism is established
. 1965 Canada and United States sign Auto Pact
' 1967 Royal Commission on the Status of Women is established
1968 Parti Québécois, dedicated to Québec's independence, is founded
1969 Federal government passes Official Languages Act
1970 Members of Front de libération du Québec kidnap James Cross :
and Pierre Laporte, sparkingthe October Crisis +--+ ++ ++eeseees vee eee

1972 Canada and United States sign Great Lakes Water Quality Agreement
in attempt to clean up and protect Great Lakes Basin

1975 James Bay and northern Québec Agreement signed

| 1976 Parti Québécois forms government

of Québec
1977 PQ government passes the Charter of the French Language,
strengthening Québec’s language law

The Constitution is patriated ----+++++- sete e reese

eee eeee: teres
 Analyze a primary-source image related to an injustice or contribution in Canadian
history. Keep in mind the Unit 4 issue question:

Did Canada find its own pathway by 1982?

Primary-Source Images What You Will Hand In
Like primary-source documents, primary-source On completion of your analysis of your chosen
images were created in the past. Photographs, primary-source image, you will hand in
films, TV programs, drawings, posters, political ¢ a brief description of the historical injustice or
cartoons, artifacts, paintings, maps, and other contribution you chose for this unit
visual sources provide viewers in the present with * an explanation of why it meets the four criteria
firsthand evidence from the past. for choosing an event (see Step 1)
Primary-source images are valuable because
they not only show us a literal snapshot of the ¢ your analysis (see Step 3)
past but also tell us something about the creators. ¢ asummary of what you learned in relation to
An artist makes choices about what to paint and the unit issue question: Did Canada find its own
how to paint it, for example. So images can help pathway by 1982?
us understand how people thought about and * your tentative proposal (see Step 4)
experienced events and issues in the past.
To analyze a visual source, you must place it
in the context of its time — to understand why
it was created, how it was used, and who the
intended audience was. You also need to evaluate
how reliably and credibly these sources interpret
the past.

Tips for Reading Visual Sources

@ Always note where you found the image. Does it appear in more than one place?
® When you document the details of the image, act as if you were a forensic scientist — be meticulous! Sometimes the most”
interesting conclusions come from minor details.
® Some visuals appear in a series. The other visuals can give you precious context.
® The creators of your chosen images may have a history that will give you further context. For example, is he or she a separatist” 4
Could that explain why he or she took the photograph in the first place?
 Using a Primary-Source Image as Evidence
aati i rarest nathan neat basin aaron ni NCS ee

Step |CHoose AN Event s

1s
Ag you progress through this unit, watch for historical events that meet Pig eg
a
ne 33
the four criteria: pa

OW
- The event ig of higtorical significance to Canada.
~ you what the p
fy

- {thag an ethical dimension — it ig either an injustice that we should =a

4 2
aoe oe

acknowledge or a contribution that we should celebrate.

- [t throwe light on the course iggue question: Doee our higtory make us
who we are?
- You find it incredibly interesting.
Your choice will affect which primary-gource image you select. Conduct
»regearch to explore how your chosensi historic event affected Canadian o
“cocioty, g
Step 2 Cuoose a Privary-Source lace
Work with clagemates to develop criteria for selecting a primary-gour
ce image
Include criteria to help you explore the injustice or contribution that
you hai |
chosen. Include criteria to help you select an authentic image.
:
As you explore the chapters in thie unit, uge your criteria to aggegg
possible primary-source images to analyze. You may look outside
the text to
find a relevant primary-gource image. Use your criteria to make your
choice.
ican
ca tears enn ctscescnin neni tna teh aa
i

Qtep 3 Anaryze Your Primary-Source mace

| Co through geveral layers of analygig, from factual to inference.
- Document what you know about the creation of the photograph.
- Describe all the details that you gee in the photograph.
- What does the photographer leave out of the photograph?
+ Consider who the audience was, and the photographer's purpose. What
.| meggage wag he or she trying to get acres?
| - Use the photograph to make inferences about the photographer, the
' organization for which the photograph was taken, or the society in which
| it wag taken. [dentify the evidence that allows you to make each inference.
- Corroborate your inferences if necessary.
{
Rieecmmenemnennmnmmmmnmmenmenms S160 4 Waite A Tentative Dropog
y,
Thinkabout how your clage might memorialize or celebrate your
chogen
Injustice or contribution. Write a one-paragraph tentative proposal
that
uses the evidence of your primary-gource image to justify why
or how
your chosen injustice or contribution should be acknowledged or
celebrated
Suggest a form of regponee that would be both appropriate and practi
cal for
a clageroom of gtudente to accomplish together. At the end
of your work
on this courge, i you will gelect one of your four unit tentative
proposal
create both a written and vieual digplay, ie ©
—

eat
SL

shown here.
Figure 12-1 Three of the technologies that changed Canadians’ lives in the 1950s are
The popular 1955 Chevrolet Bel Air (top left) sported sleek styling and a big V8 engine. Suburban
left) brought
houses of the era (right) were small, detached, and inexpensive. And television (bottom
entertainment — and the world — into people’s homes.
¢
j
o
ae

aes
Unit 4 * Did Canada find its own pathway by 1982? * MHR
nee
 How did Canadian society change after World War Il?
.

The censuses of both 1921 and 1941 showed that about two-thirds
of Canadians were living in poverty. The 1951 census showed a Key Terms
different picture: only one-third of the population was considered war brides

poor. After the war, Canada’s natural resources were in demand baby boom
around the world, leading to greater prosperity. Employment levels uranium
were high, even with the large number of immigrants entering the suburb
country. Unions were helping working people gain better wages consumer culture
and working conditions, and new social programs were beginning blue law
to eliminate the worst cases of poverty. Many Canadians had been means test
able to escape substandard housing, acquire indoor plumbing, and
see their children finish high school. A number of new technologies
also became available to many Canadians in the 1950s. People were
buying washing machines, hair dryers, and record players. They were
also using bowling alleys, X-ray machines, and shopping carts.
Examine the photographs on the previous page and respond to
the following questions:
¢ Judging by these photographs, what has remained the same? What
has changed?
¢ What kinds of communities did increased car ownership and new
kinds of housing help create?
¢ In what ways might the layout of a home change when a television
enters the picture? In what ways might family life change?
¢ What long-term effects have these technologies had on Canadian
| society? On the environment?

LEARNING GOALS
Looking Ahead
|n this chapter you will
The following inquiry questions will help you idenntify key
isti cs to ide
e analyze statisti
explore the extent to which Canada changed postwar Canada |
demographic trends in
after World War II: nts in the Canadian
* describe key developme ne
,
How did World War II change the face of Canada? economy
nts in med ia an
How did the end of war affect the economy? e identify major developme
per iod
How did Canadians’ lives change after the war? technology during this
postwar social
Why did Canada start addressing inequalities? ° identify examples of
how groups and
How did Canadians get to know themselves? inequality and describe
individuals addres sed it
ant developments
e explain some signific
that affected Firs t Nat ions, Inuit, or Metis
ng this period
peoples in Canada duri

: he “MER * How did Canadian society change after World War II? ¢ Carrer12 (=) aa
ey eel te
UNIT FOUR 1945-1982

How did World War II change the face

|once said, “Mom, you were so brave
to come to Canada as a war bride.”
of Canada?
“No,” she replied, “Not brave, darling, The war had changed the ways Canadians thought about their
just stupid.” country and about Canada’s place in the world. Many Canadians felt a
This past month, |had an opportunity responsibility to uphold the values they believed the war was fought for.
to speak with my uncle in England And Canadians felt a new confidence. They would need it — the face of
about my mom and what went on their country was changing.
back then. It suddenly dawned on me
that my mom was only a teen when
the war broke out and when the War Brides
soldiers began arriving. No wonder Some of the first to contribute to the changing face of Canada after World
she was able to leave everything War II were war brides. Many of these young women had met their
behind for love — not really stupid future husbands while Canadian Forces were stationed around Britain
— just young. during the war or liberated the Netherlands in 1945. About 48 000
— Lynn D. Fairweather of Toronto, in European women came to Canada as war brides, bringing about 20 000
2001, talking about her mother, who young children with them.
came to Canada as a war bride
during World War I!
Most war brides remember coming over by ship and docking at
Halifax. There, they passed through immigration, and then most began
a long journey by train. For many, the experience was both thrilling and
frightening. War bride Joyce Crane had met her husband while he was in
the Royal Air Force. In 1999, she recalled their first meeting in Canada:
“Bruce was there to meet us and at first I didn’t know him in his blue suit
and trilby hat. I had only ever seen him in uniform!”
Figure 12-2 Four war brides arrive with The war brides had to make many adjustments to fit into Canadian
their children in Halifax in 1946. Thousands . society. Some knew English or French, but many did not. They had to
of British, Dutch, French, Italian, Belgian, learn a new language, and many were city women who had to adjust to
and German women met and married the rural life of the late 1940s.
Canadian soldiers overseas. After the war,
many followed their new husbands to Historical Perspective: Would war brides have had an easier or more
Canada. What do you think was the most difficult time adjusting to life in Canada than other immigrants? Explain
challenging aspect:of their new lives? your response.
New Beginnings
Millions of people had been uprooted
by the war. Many had no home
to return to; others were refugees
fleeing persecution. Europe’s postwar
economy was in ruins, so jobs were
scarce. Canada attracted many of these
now homeless people.
At the time, Canada’s immigration
policies were restrictive. In 1923, for
example, the government had closed
its doors to nonsponsored immigrants
unless they were farmers, British, or
American. Eventually, men such as
C.D. Howe — who became Canada’s
minister of reconstruction after
the war — recognized the demand Figure 12-3 Two young would-be
Canadians wait to be processed in the
for labour in Canada’s growing manufacturing industry. By 1952, the
Immigration Examination Hall at Pier 21
government had brought in a new Immigration Act, and between 1947
in Halifax in 1952 — the year Canadian
and 1953, more than 186 000 European refugees came to Canada.
immigration restrictions were finally
relaxed. Do you think it is easier for young
Jewish Immigration
people to move to a new country than it is
At the end of the war, 250 000 Jewish Holocaust survivors found refuge for adults? Why or why not?
in temporary shelters in Germany, Austria, and Italy. These were camps
where survivors could begin to recover and try to find relatives. But they
had to decide where to go next, because many could not or would not
go back to the places they once had called home. Their search for a new
home was difficult, because many countries still would not accept Jews.
Of the 65 000 refugees Canada admitted between 1945 and 1948, about On the trip west, |couldn't get over
the immensity of the huge spaces and
8000 were Jews.
the sparse settlements along the way.
As a result of pleas from the Canadian Jewish community, the
You could see forever. As |crossed
government eventfully agreed to permit 1000 Jewish war orphans to
Canada by train, it occurred to me
immigrate to Canada. Nearly 800 settled in Montréal and Toronto. that so many people could have been
When the new Immigration Act was made law in 1952, the number saved in this vast country. So much
of Jewish immigrants increased. As many as 40 000 Jewish Holocaust land and yet no room for Jewish
survivors eventually made Canada their new home. refugees during the war.
— Robbie Waisman, a Czechoslovakian
Jewish war orphan who came
Figure 12-4 Jewish Immigration to Canada, 1928-1959 to Canada at the age of 17, 1948

Examine the data in the bar graph. What changed? What factors do you think contributed to
these changes?
35 000
30 000
25 000
20000 }
15000 |
10 000
5 000
0
1928-1939 1940-1949 1950-1959

MHR * How did Canadian society change after World War II? ¢ CHAPTER 12
Thinking Historically: Continuity and Change

icturing Immigration Patterns

When studying a particular society in a particular year, it’s always useful to gather specific
statistics that give a “snapshot.” For example, if you were studying Canadian society as it was in
1950, you might be interested to know that 73 912 people moved to Canada in that year.
But that fact on its own is somewhat limited. Can you tell if immigration is increasing or
decreasing? Can you pick up on a trend? Can you see what is changing?

To get the bigger picture you might want to locate Figure 12-5 Immigrants to Canada, Selected Years
a data set that can reveal the process of change. What can you tell from this graph that you couldn't ifyou had only
Suppose you dug up statistics that told you 11 324 one year
ofdata?
immigrants arrived in 1940 and 104 111 in 1960. By
putting these two figures together with the 1950 120 000
statistic, above, you can suddenly see a country
100 000
experiencing massive increases in immigration over
the course of two decades. And you can better picture 80 000
the societal change that 1950s Canada must have 60 000
been experiencing.
Now look at Figure 12-6, a much larger set of data 40000
about immigration to Canada.
20 000

Figure 12-6 More Thana Century of Immigration to Canada

On first glance, which data seem most surprising?

Pp ae aa a. L _ Fay A | ue piace eS gebiol Seay werent :

1900
to 1910 | 1. British Isles 1941 to 1950 | 1. British Isles 1981 to 1990 | 1. Hong Kong
2. United States 2. Poland 2. India
3. Russia* 3. United States 3. British Isles
4. Austria 4. Netherlands 4. Poland
5. Galicia (Ukraine) 5. Italy 5. People’s Republic of China
1911 to 1920 | 1. British Isles 1951 to 1960 1. British Isles 1991 to 2000 | 1. People’s Republic of China
2. United States 2. Italy 2. India
3. Russia™ 3. Germany 3. Philippines
1921 to 1930 | 1. British Isles 4. Netherlands 4. Special Administrative
2. United States 5. United States Region of Hong Kong
3. Poland 1961 to 1970 |1. British Isles 9. Sri Lanka
4. Russia* 2. Italy 2001 to 2010 | 1. China
5. Czechoslovakia 3. United States 2. India
1931 to 1940 |. United States 4. Portugal 3. Philippines
2. British Isles 5, Greece 4. Pakistan
3. Poland 1971 to 1980 | 1. British Isles 9. United States
4. Czechoslovakia 2. United States Source: Statistics Canada

“Many were German Mennonites

3. India
4. Portugal
5. Philippines
Wa >

Figure 12-7 Ruth Goldblum is shown

at Pier 21 in Halifax, Nova Scotia. This
was the landing place of more than a
million immigrants to Canada. Goldblum
spearheaded a campaign to transform Pier
21 into a museum dedicated to Canadian
immigrants. Today it is both a 3700 square
metre museum and a National Historic
Site. Assume you were the curator of the
museum. Describe the display you would
create to convey changes in immigration to
Canada over the years. ~

OEe a ee

Explorations
1. Create a timeline graphic to better picture the ebbs and e) From which countries have immigrants to Canada |
flows of immigration to Canada. come consistently?
a) Across the top of a timeline, mark off the 10-year f) What continuities can you identify (trends that |
periods from 1900 to 2010, as in the example shown stayed the same)?
below.
g) What changes can you identify (turning points, or
b) For every country listed in Figure 12-6, create a shifts over time)? |
eee wegoiiiillcollsesin ieexompls, h) Identify any world events or shifts in Canadian
c) For each cell, use shading to indicate the country’s policy that might explain the continuities or
ranking as a country of origin during the decade changes you identified.
roa >, a Colour hot listed) 43 in i) Describe the overall changes to Canadian
peeerple. immigration that are indicated by your timeline
graph. |
d) Which countries provided Canadian immigrants for
justa brief time?

100 1910 1920" 1930'S 1940 91950). 1860 ~ 1870 1980" "1890572000 2010

MHR * How did Canadian society change after World War II? * CHAPTER 12
 Becoming Visible
Many Canadians thought of war veterans as heroes. And when they
applauded them at parades, they saw not just the descendants of United
Empire Loyalists and Canadiens. They saw First Nations, Métis, and
|am the first prime minister of this Black Canadians. They saw Canadians of Ukrainian, Chinese, and .
country of neither altogether English Russian descent. And they saw women. But though all these Canadians
or French origin. So |determined to had fought in the war, many did not have one of the most important
bring about a Canadian citizenship rights of a citizen — the right to vote.
that knew no hyphenated Harry Ho and Roy Mah were Canadian citizens born in British
consideration. .. . I'm very happy to Columbia. Like other Canadians of Chinese descent, they did not have the
be abletosay that in the House of right to vote before the war. Ho and Mah enlisted and fought for Canada,
Commons today in my party we have as did hundreds of other Canadians of Chinese descent. And after the
members of Italian, Dutch, German, war, they demanded their civil rights. The federal government recognized
Scandinavian, Chinese, and Ukrainian the injustice of denying the vote to those who had risked their lives for
Oa Canada, and in 1947, it finally enfranchised Canadians of Asian descent.
— John Diefenbaker, Honouring veterans, including those from visible minorities, opened
pele upset, 1288 people’s eyes to the reality of the diversity in Canadian society. Canada’s
diversity was becoming more and more apparent and intolerance was
becoming taboo. In 1944, Ontario became the first province to pass a
law stating that it was illegal to display any symbol that expressed ethnic,
racial, or religious discrimination.

Figure 12-8 /he Globe and Mail printed

this photograph in June 1946. It shows four
of the vets who attended the Welcome
Home Banquet for Black veterans. It shows,
left to right, Reverend Dr. C.A. Stewart,
Sergeant F.N. Richards, Corporal L. McCurtis,
and Master Sergeant H.T. Shepherd. How
could publishing photographs like this
change public attitudes?

Recall... Reflect... Respond

1. Identify three immigrant groups that boosted the varied Canadians begin to change ideas about what
Canadian population after World War II. For each it means to be Canadian?
roup, identify one push factor or one pull factor
aee, y P P oe Create a before-and-after posterto represent one
that would have applied in each case. What factor
important aspect of Canada that changed during the
was more important?
periods before and after World War Il.
How would the groups you identified in Question 1
have changed the face of Canada in the short term?
How would the contributions of so many new and

Unit 4 * Did Canada find its own pathway by 1982? * MUR

Thinking Historically: Historical Significance
ere Ng gS ‘

Sometimes history seems to focus on the major players — the kings and queens, the inventors, the
dictators. Learning the stories of powerful historical figures who had power can be fascinating.
Some of the most valuable stories are not in the actions of major historical figures, however, but
in the experiences of ordinary people. The stories of even the least powerful members of society
can shed light on issues that we are still wrestling with today. Through their stories, powerless
people may become historically significant.
Read about the hopes, expectations, and experiences ofthree people who, together with
thousands of other ordinary people, immigrated to Canada shortly after World War II.

CELINA LIEBERMAN, a Jewish war orphan, remembers

being afraid of the immigration officials when she We arrived on a brilliantly sunny and cold day. We were met
arrived in Canada in 1948. But people in her new by several of the city’s “pillars of the community” who took
community of Regina were very welcoming. us to breakfast. When we were served half-grapefruits, all
we could do is look at them. We had never seen grapefruits
before. None of us knew what to do with them.

Supreme Court justice RosALIE

SILBERMAN ABELLA came to Canada
Society of Upper Canada to ask what tests he would need to
from Poland in 1950 as the child of
Holocaust survivors. Her father, a take to become a lawyer. None, they said. Noncitizens could
lawyer, had been legal counsel for not be lawyers. Waiting the five years it took in those days
displaced persons in southwestern to become a citizen was impossible. There was a family to
Germany after the war. feed. So he became an insurance agent for the next 20 years.
Happily.

Aipa Unruu came to Canada with her extended

family in 1949 as a Ukrainian refugee. Now she makes |shall never forget the morning |came down the stairs to
a point of telling her grandchildren the family’s story. find my grandmother weeping in the kitchen. Upon asking
her what the problem was, she said, “The [Canadian] king has
died.” She could not speak English but she could understand
most everything.

Explorations
|
1. Describe Celina Lieberman's encounter with a of certification delays experienced by many current
grapefruit. How did she feel? What light does immigrants to Canada?
|
this awkward moment shed on the issue of new
3 What was the emotional connection Alida Unruh’s /
immigrants to Canada who experience culture shock /
grandmother had made to Canada despite a language
—the disorientation one feels when experiencing an
unfamiliar society? -
barrier? Does this surprise you? Why or why not?
|
4. Which of these three immigrants seems most |
2. What barriers to success did Rosalie Silberman
historically significant to you? Explain why. j
Abella’s father face when he arrived in Canada in
1950? What light does his experience shed on the issue

MHR * How did Canadian society change after World War II? * Crarter 12
UNIT FOUR 1945-1982

Up for Discussion How did the end of war affect the

Many men gave up their jobs to fight for their
country, Should the women who had filled economy?
those jobs have willingly given them back
when the men came home? During the war, the Canadian economy thrived. But when the war
was over, politicians and economists worried that the economy might
collapse. Plants started to close, and many workers lost their wartime
jobs.
To keep the Canadian economy rolling, the government first loosened
wartime wage and price controls. Companies were allowed to produce
what the market demanded. Auto companies could go back to making
cars and trucks instead of tanks and airplanes. Some companies received
government funding to refit their plants and repurpose their products.
Then the government took steps to ensure that veterans received
help finding employment and integrating back into civilian life. The
government also sponsored major construction projects to employ
Canadians and attract industry. These efforts were aided by demand
for Canadian resources; a large, skilled workforce; and a large,
technologically advanced industrial capacity. In addition, Canadians who
had endured rationing were ready to spend some of their money.
Figure 12-9 An instructor teaches the fine
points of manicuring during a course on Coming Home
beauty parlour operation at the Robertson
Hairdressing School in Toronto in 1945, The
The federal government decided to do much more for Canada’s World
course was part ofaretraining program War II veterans than it had done for their World War I counterparts.
for veterans leaving the armed forces Soldiers received funds on their return, as well as any savings from
after World War Il. How would becoming a Victory Bonds they might have purchased. The government provided
manicurist have compared to the types of rehabilitation programs for the wounded. It also offered free tuition for
work these women would have done during college or university, as well as technical and business training. And loans
the war? were made available for veterans wanting to buy a farm or start a business.
Women had been urged to
fill jobs left vacant when men
enlisted in the armed forces. The
government now asked these women
to give up their jobs to servicemen
returning home. Female veterans,
on the other hand, were encouraged
to withdraw from the workforce
or to enter traditionally female
careers, even if they had performed
other roles in the military. Women
without the support of a husband
were often placed in a difficult
financial position.
Cause and Consequence: How
would the government’s plans to
help returning soldiers also have
helped the economy? Who might
these plans have hurt?

Unir 4 ¢ Did Canada find its own pathway by 1982? * MHR

The Baby Boom Figure 12-10 Calgary children run out of
During the early 1940s, the war prevented many Canadians from having school after the last day of classes in June
1956. When would most of these children
children. But when the war ended, the conditions were suddenly right.
have been born?
Thousands of young men had returned home, and now there was plenty of
time to spend with friends, go on dates, get married, set up a home, and start
having a family. At the same time, women were being encouraged to leave
the workforce and take up more “feminine” pursuits, such as homemaking.
Young people started having a lot of babies, and Canada soon found
itself in a baby boom. Along with immigration, this pushed Canada’s
population from 13.5 million in 1949 to 17.5 million in 1959, a jump of
nearly 30 per cent.
New young families started purchasing cars and homes as never
before. They wanted everything they had not been able to buy during the
war, such as washing machines, cars, and furniture. Companies jumped
at the chance to manufacture bicycles instead of machine guns, diapers
instead of uniforms, and toys instead of grenades. Most people who
wanted jobs could have one, and Canada’s productivity accelerated.

Government Infrastructure Initiatives

The government soon realized that it did not have enough
Figure 12-11 The Trans-Canada Highway
public buildings for its rapidly growing population.
Neither did it have the infrastructure to meet the needs How would building a major highway affect the economy ofa
of trade and business. Knowing that construction means —_“untry, in both the short and long terms?
jobs, the government went on a decade-long building
== Trans-Canada Highway
spree. It built hospitals, schools, roads, and libraries, and Boundaries
---— Intemational
launched major projects on a national scale. ~ Provincial or Territorial
> National Capital
The Trans-Canada Highway Provincial or
Territorial Capital
Like the building of the railways a century before, “S| 4 - New Brunswick
2 - Prince Edward Island
connecting Canadians and Canadian businesses from
coast to coast by road was a huge challenge. Canada
was the second-largest country in the world and had
some of the most difficult terrain for construction.
The Trans-Canada Highway Act of 1950 spurred the
construction of the world’s longest road. In the end, the
7821-kilometre road would cost federal and provincial kilometres
taxpayers about $1 billion — and the building goes
on today.

MHR * How did Canadian society change after World War II? * CHAPTER 12
 The St. Lawrence Seaway
In 1951, the government of Canada wanted to move ahead with a massive
engineering project — a waterway that would give ocean-going ships
access to the heart of the continent via the Great Lakes. Because the route
followed the Canada—U.S. border, many Canadians wanted it to be a
joint effort. But the United States was stalling. Prime Minister Louis
St. Laurent then announced that Canada would go it alone and build
all the necessary structures on Canadian territory.
By 1954, the United States had relented, and the two countries would
work together for the next six years. Parliament created the St. Lawrence
Seaway Authority to manage operations, and Canada provided almost
three-quarters of the $470 million needed to complete the project.
Navigation channels, including the Welland Canal, were deepened
to 8.2 metres to allow 35 000-tonne ships to navigate the entire length
Figure 12-12 Construction workers put of the seaway. Five Canadian and two American sets of lift locks were
the pieces of the St. Lawrence Seaway constructed to raise ships 75 metres above sea level. The construction of
together in 1952. Thousands of people the stretch between Montréal and Lake Ontario is recognized as one of
found work building dams, locks, and the great civil engineering feats in history.
bridges. What spinoff industries might such Ships can now travel the 3774-kilometre waterway all the way from
building projects spark? Anticosti Island at the mouth of the St. Lawrence River to Thunder Bay,
Ontario, and Duluth, Minnesota. This allows ships to both deliver goods
and take on coal, wheat, lumber, and other products from the West.
Ethical Dimension: “The Lost Villages” are the Ontario communities
that were relocated or destroyed when the Seaway was built. Read Voices
opposite Figure 12-13. How would you decide if a large-scale project was
ethical even if it destroyed people's homes and livelihoods?

Figure 12-13 The St. Lawrence Seaway

Though indispensable, the St. Lawrence Seaway has some limitations. What might they be?
|was one of the angry ones. |didn’t
Legend ; Sept-lleg
want to move. |loved my village ia [ifernaeonal Bolen forks Port-Cartie
[Wales, Ontario]. My father would go ---- Provincial or State Boundaries ‘1. St. Lambert 6. Eisenhower e/g :
: e Ports 2. Cote Ste. Catherine 7. Iroquois Baie-Comeau
around to see what was going on, but = Locks 3, Lower Beauharnois 8. Welland Canal
|wouldn't;
|didn’t wanttosee it.| © Unted Sates Locks cael gr scolds
didn’t want to lose the rapids. ... 5
|was on my wayto teach when they Ree
burned [our house] at 8:15.
|went eee 3 Cana 4 hug oat iS
through the cemetery and into the a A — See ee 2becan
village to the house, drawn like a Resor
butterfly to a flame. 1shouldn't have
done it.
— Fran Laflamme, whose house
was expropriated for the
St. Lawrence Seaway Project, 1958

Detroit
as O'S
fo
\\
Monroe S

Unit 4 * Did Canada find its own pathway by 1982? * MHR

 A New Resource at Elliot Lake Figure 12-14 Elliot Lake, Ontario
In 1942, Eldorado Mining and Refining, a small Canadian company, Elliot Lake was a planned community. In what
was mining radium. That year, in the middle of World War II, the ways might such communities be different from
Canadian government quietly purchased Eldorado and made it a communities that grow naturally?
Crown corporation. But the government did not want the radium.
It wanted a byproduct of radium production — uranium.
The United States was looking for a dependable source of
uranium because it was racing to develop an atomic bomb. The
“fuel” for this new weapon was uranium. After the war, Canada
continued to supply uranium to the United States military, and Ontario
Eldorado became the marketing agent for all uranium mined in Thunder
Canada. len Yo
Net,

Then, in 1953, prospectors found granite with a very high

percentage of uranium oxide in Northern Ontario. Within three
0 200° 400
years, the federal government had helped 12 mines enter into full kilometres
operation. It was also heavily involved in planning a new town to Legend
yx National Capital |
service all 12 sites: the town of Elliot Lake. This town would soon + Provincial Capital
be known as the “uranium capital of the world.” Canada became the
world’s largest supplier of uranium, virtually all of which was used
by the U.S. military for nuclear weapons. By 1959, uranium was Canada’s Up for Discussion
fourth-largest major export by value. Was Canada encouraging the arms
race by supplying most of the world’s
° °
_ A Booming and Diverse Economy uranium during the 1950s?

| After the war,

- Canada’s oil, gas,
minerals, lumber,
wheat, fish, and
manufactured
| products were all Figure 12-15 Cars jam the
in demand. The commercial centre of Elliot Lake,
Ontario's new uranium boom town,
| revenues rolled in,
in 1959. Compare this shopping
| and the government
centre with shopping centres near
spent the money
where you live. What is different?
on more major
What is the same?
__ projects to keep
_ people employed Brown BEET
and strengthen the uicrace ewes
maven

economy.
fancies eins sansiecs ace cetaceans aa ainiaats ne ee

Recall... Reflect...Respond
1. Create a five-bubble mind map with the words peacetime Canadian economy. Explain the reasons
“World War || Changes the Economy” at the centre. for your selection.
| Then fill in each bubble to show how World War41
Would the effect you identified in Question 2 have
led to a specific change in the Canadian economy.
occurred in the same way, at the same pace — or at
| . Fromthe mind map you created for Question 1, all — if Canada had not participated in World War II?
| select the strongest influence of the war onthe Explain your response.
|

| MHR * How did Canadian society change after World War II? * CHapTER 12
 How did Canadians’ lives change after
the war?
To build and supply a war machine, Canadian industry and technology
had made rapid advances. When peace came, these industrial skills
and technological know-how were harnessed to transform Canada into
a modern developed country. The changes would deeply affect how
Canadians lived.

Prosperity
After World War IH, the world wanted Canada’s grains, pulp and paper,
lead, gold, and zinc. Vast supplies of oil had also been discovered in
Alberta, and by 1956, the province was meeting three-quarters of
Up for Discussion Canada’s oil needs. The government was building roads, railways, and
waterways to reach new deposits of natural resources and transport them
In 1950, American investment in Canada stood
at U.S, $3.4 billion. By 2011, U.S. investment in across and out of the country.
Canada stood at U.S.$318.9 billion, accounting All these industries provided more, and new, jobs. And as paycheques
for 53.5 per cent of foreign direct investment kept coming, people kept spending. They wanted everything from toasters
in Canada, Should Canada’s governments have to tennis rackets, bicycles to boats. In addition, to satisfy Canadian
tried to slow foreign investment or encourage demand, American companies built Canadian branch plants, which in
it more?
turn created more jobs.

Leduc No. 1
In 1947, a spectacular oil find at Leduc transformed Alberta's economy
overnight. From an agricultural economy, it became an economy based on
a natural resource. More wells were drilled, more oil was found, and more
foreign oil companies came to the province to prospect and invest in the
vast oil fields.
Like most communities with LEDUC No. 1 BLOWS IN
resource-based industries, Leduc Crowds Thrilled by Spectacula
prospered. The population swelled Display at Imperial Wildcat
to fill jobs in the oil industry, a yy <

and local businesses flourished

in new neighbourhoods. Calgary
and Edmonton became centres of
finance, trade, and the insurance
industry. Taxes poured into the
Figure 12-16 The first flare shoots municipal, provincial, and federal
out of Imperial Oil’s No. 1 well at Leduc, governments.
Alberta, at 4 p.m. on February 13, 1947.
Continuity and Change: Create a
This wildcat well sparked an oil boom
that has driven the Alberta economy
mind map that shows the direct
ever since. The headline above the and indirect economic benefits of
photograph appeared on the front page the Leduc oil find. Include all three
of the Western Examinerjust after the levels of government as well as the
“big blow.” What possible reactions might economic benefits for individuals.
people have had to the headline?

Unit 4 * Did Canada find its own pathway by 1982? * MHR

 Figure 12-17 Two technicians assemble
scintillometers — devices that detect
radioactivity — in Winnipeg, Manitoba, in
1955. Why might some women have chosen
to keep their jobs after the war despite
social pressures?

The Changing Workplace

Between 1949 and 1959, Canada’s productivity more than doubled. But
the country could produce at that level only with a strong workforce. Jobs
were plentiful for soldiers leaving the armed forces and for immigrants
seeking a fresh start in their new home. Relatively few young people went
on to college or university because they could get a good job easily right
out of high school. Some teenagers did not even bother to finish high
school when jobs were so easy to get and paid well.
Women were an exception. Pressured to
return to their roles in the home, many left
their jobs to get married and start a family. By Figure 12-18 Leading Occupations for Women in Canada, 1891 and 2009
1951, women made up only 23 per cent of the During the 118 years between 1891 and 2009, what changed in women’s
workforce. sources of employment? What stayed the same?
But some women took a different path. Their
experience during the war had given them a sense
of independence. They liked getting a paycheque 1. Domestic servant 1. Health care worker

and the self-esteem that came from getting 2. Dressmaker 2. Clerical worker or secretary
recognition for a job well done outside the home. 3. Teacher 3. Social worker/child care worker
At this time, however, women were usually paid
4. Farmer 4. Teacher
less than men for jobs that today would be seen
as of equal value. They were also less likely to 5. Seamstress 5. Salesperson

be promoted to positions of power. In some 6. Tailor 6. Doctor or dentist

workplaces, however, men were at least getting 7. Saleswoman 7. Recreational worker a
used to working alongside women.
8. Housekeeper 8. Business or bank employee
Historical Perspective: In the 1950s, in many 9. Laundress 9. Factory or utilities worker
Canadian provinces and U.S. states, it was legal
10. Milliner (hat maker and retailer) 10. Scientist or engineer
to fire a woman because of pregnancy. How
Source: UN Platform for Action Commitee and Women
might such discrimination have been justified? in Canada at a Glance: Statistical Highlights 2012
Why would it be unacceptable today?

MHR * How did Canadian society change after World War II? ¢ CHAPTER 12
 Changing Neighbourhoods
Figure 12-19 Urban and Rural Population Until the early 20th century, Canada had been largely rural, with
in Canada, 1921, 1941, most Canadians living in small towns and on farms. By World War II,
and 1961 the country was becoming more urban and cities were changing to
If the trend shown in these figures had accommodate their new inhabitants. Urban areas were rapidly growing and
continued until today, what would the spreading out.
urban—rural population split be now?
Check your prediction by researching The National Housing Act
current data. After the war, veterans and their spouses began to look for homes where
they could raise a family. The few homes for sale were generally rundown
and outdated. As late as 1951, more than 850 000 Canadian homes had
no indoor plumbing. To meet the new demand, the government passed
1941 54% 46%
the National Housing Act in 1946. This act created the Canada Mortgage
and Housing Corp., which had a broad mandate to improve housing and
1961 70% 30%
living conditions in Canada.
Source: Statistics Canada
Much of the postwar housing that was built was intended to make
housing accessible. It had to be inexpensive, so it was small. But most
people in cities were used to apartments and row housing, so even a small
house seemed grand. In addition, the CMHC created building codes to
improve housing construction, encouraged innovative neighbourhood
design, and helped municipalities replace rundown public housing.

Moving to the Suburbs

The construction industry quickly hired and trained thousands of workers
to build whole new neighbourhoods. Developers and construction
companies could keep costs down by building many nearly identical
houses at once or by using prefabricated units. Soon the remaining
Figure 12-20 The photograph on the open spaces within city limits were gone. Developers then began to
left shows Kensington Market in 1955. This use relatively inexpensive land in the surrounding countryside to build
Toronto neighbourhood was built in the neighbourhoods they advertised as wide-open, secure, and healthy —
1800s, when most people lived and worked apparently perfect for raising a family. Young couples looking for homes
in the same neighbourhood or nearby. The were persuaded, and the suburbs were born.
photograph on the right shows a typical
suburban shopping centre in the mid-1950s.
Cause and Consequence: What problems did the new suburbs resolve?
What influenced the creation of these What problems might they have created?
shopping models?

Unit 4 * Did Canada find its own pathway by 1982? * MHR

\

The Suburbs: A New Way of Life

Figure 12-21 A 1950s suburban
According to the Canadian Oxford Dictionary, a suburb is a district, development just west of Toronto.
or area, located just beyond or just within a city’s boundaries. Other These neighbourhoods had shopping plazas
definitions include the types of housing: suburbs have a higher proportion but no corner stores, and while every house
of detached homes, while urban areas have more apartment buildings and had a driveway, there were few sidewalks.
townhouses. Most definitions also refer to population density: urban areas Why would developers not include
have a higher density than suburban areas. The suburbs built in the 1950s sidewalks in many new neighbourhoods?
met all these criteria.
Suburbs were made possible by one thing:
the car. Before the car became commonplace,
people who worked in cities usually lived in those
cities. They walked, biked, or took a trolley to get
around. Once a family owned a car, they could live
in the suburbs and commute to work, school, or
play in cities nearby.
Life in a suburb was very different from life in
the city. Because homes and shopping were isolated
from each other and spread out, inhabitants
travelled everywhere by car. Their destinations
tended to be limited to the new grocery store, the
new mall, the new school, and the new places of
worship. Neighbours did not live as close to one
another as they did in the city, so they did not have
to interact with each other unless they wanted to.
Historical Perspective: Read Jane Jacobs’s words in Voices on this page.
What does Jacobs identify as characteristic of suburbs? Of cities? Create
a T-chart to list the pros and cons of life in a downtown neighbourhood
and life in a suburb. Which would you prefer? Explain your response.

[S]uburbs ... are natural homes for

huge supermarkets and for little else
in the way of groceries, for standard
movie houses or drive-ins and for
| Figure 12-22 Thisisa little else in the way of theatre. There
| view of Eglinton Station, the are simply not enough people to
last stop on Toronto's first support further variety. .. . Cities,
subway line. Eglinton Station however, are the natural homes of
was near the north end of supermarkets and standard movie
Toronto in 1954, when the houses p/us delicatessens, Viennese
line was completed. It was bakeries, foreign groceries, art
thought that workers could movies, and so on, all of which can
easily drive from the station be found co-existing, the standard
to their suburban homes. with the strange, the large with the
Why would it have become small.
one of the most densely
— Jane Jacobs, writer and
populated downtown urban activist, inThe Death and
neighbourhoods in Canada? Life of Great American Cities, 1967

MHR * How did Canadian society change after World War II? * CHAPTER 12 (1)
Figure 12-23 This advertisement shows
Changing Technologies in Everyday Life
one version of the ideal kitchen of the Advertisements in newspapers and magazines and on radio and
1950s. Few Canadians had a kitchen this television encouraged Canadians to buy new gadgets — electric mixers,
large. How might a historian view this refrigerators, vacuum cleaners, and clothes washers and dryers — to make
image? What is the photograph’s purpose? their lives easier. People also wanted more up-to-date telephones, high-
Who is its intended audience? pli sound systems, and televisions. And almost everyone wanted a car.
The demand for so many goods built a healthy
manufacturing industry. To sustain these industries, a
consumer culture — buying and selling goods people want
largely because of advertising — was essential.
Continuity and Change: If goods create waste that damages
the environment, should we view the consumer culture of
the 1950s as progress or decline?

Buying a Television
Beet
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Imagine a world with no television, no videos, DVDs, or

ies
ea
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abn
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i Hees Blu-ray discs, no portable media players, and no downloading
of music or movies. In 1950, movies could be seen only in
theatres. Over the next decade, television would bring movies,
news programs, and live broadcasts into people’s homes. But
English Rosexiteren Equipment characterises all that is fine in British workmanship and design, and that
a mid-range television still cost $400 — more than a month’s
income for an average family.
is why it is to be found throughout the World in the homes of those discerning people who recognise, and will be
satisfied with nothing less than The Best If, therefore, you cannot obtain an “English Rose" Kitchen as quickly as
you would wish, remember that the need to Export must be mel, and draw consolation from the fact that" English
Rose" is well worth waiting for,
lish Rose ™Kitchen—the only completely styled Television was such a new medium that some were afraid
we
Ow
TECHN, EQUIPMENT it would damage their eyesight. Parents regularly told their
INDUSTRIES
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children that sitting too close to the television — fewer than
sic 3 metres away — would hurt their vision, or that television
viewing should never occur in the dark because the contrast was too great.
Figure 12-24 A television was not only a Historical Perspective: What do the ideas about safe television viewing
piece ofelectronic equipment, it was also tell you about attitudes toward television in the 1950s? Have you seen
furniture. Many televisions were housed in similar warnings about the use of current entertainment devices?
large cabinets to suggest luxury and wealth.
How have tastes changed today?
Changing Lifestyles
Canadians swarmed into the suburbs and took up their new jobs and
new families. But they also wanted to have fun. Many rejected what
they saw as stifling conformity and objected to blue laws — laws
considered too severe or restrictive, such as municipal bylaws that forbade
certain activities on Sundays. These laws restricted the sale of alcohol
and prohibited stores from opening. People could not attend a movie or
concert on Sunday. Baseball was allowed, but only after 1:30 p.m. and as
long as the last pitch was thrown before 6 p.m.
Canadians had money to spend on entertainment, and businesses were
eager to sell varied forms of amusement and toys. Small children were
bought yo-yos, Slinky toys, and Silly Putty, while their older brothers and
sisters purchased hula hoops, Frisbees, and transistor radios.

(2) Unit 4 * Did Canada find its own pathway by 1982? * MHR
Music and the Movies
Pocket-sized transistor radios and small, affordable record players made
music more available to people of all ages. Ottawa-born Paul Anka was Figure 12-25 Elvis Presley made his first
perhaps Canada’s first true teen music idol. He was young, handsome, visit to Canada a triumphant one when he
drew 23 000 squealing fans to Maple Leaf
and talented. And he sang memorable love songs like his 1957 hit
Gardens in April 1957 to see him perform.
“Diana, about a school friend who babysat his younger
siblings. Like other Canadian artists, however, Anka had
to go to the United States to reach a larger audience and
become successful.
Canadians were swamped with — and loved —
American culture. That was particularly true of rock ’n’
roll phenomenon Elvis Presley. Canadians heard his songs
on radio, saw him perform on television and in concert,
and read about him in fan magazines. Presley starred in
number of movies that featured him singing and dancing,
including Love Me Tender and Jailhouse Rock.

Recall... Reflect ...Respond

1. Identify five significant changes in the ways 3. List at least three reasons why the 1950s would have
Canadians lived after World War Il. been a great time to live in Canada. Then list three
reasons why it would have been a not-so-great time
Rate the long-term significance of these changes on
to live in Canada.
a scale of 1 to 10 (1 = least like the Canada you know
today; 10 = most like the Canada you know today). In
what ways did the changes help create the Canada
you know today?

MHR * How did Canadian society change after World War II? * CHAPTER 12 (3s)
gure 12-26 Martin LutherKing Why did Canada start addressing
visited Windsor, Ontario, to participate e li e
in Emancipation Day celebrations on ineq ua iti es?
August 1, 1956. On that day in 1834, the
British Parliament had abolished slavery To many, the ideal 1950s family, as portrayed in television shows like Father
throughout the British Empire, including Knows Best, was made up of a white father — the breadwinner — a white
Canada. This change led to the Underground mother — a housewife — and two or more children. But many families
Railroad, an organized system ofpeople did not match this picture. Maybe a single mother had to work outside the
helping African Americans escape slavery house. Or maybe a family could not afford new clothes or gadgets. First
in the United States and find freedom in Nations, Métis, and Inuit; new immigrants; visible minorities; working
Canada. How would such a visit affect
women; and Canadians with physical or intellectual disabilities all met with
Canadians?
obstacles to acceptance in mainstream society.

Rising Awareness
For many, Canada in the 1950s was not a land of equality in law or in
spirit — but change was coming. These changes had begun during the
Depression, when so many Canadians had experienced or witnessed
poverty firsthand. The changes continued with World War II, when
Canadians devoted themselves to fighting fascism. And after the war,
the horrors of the Holocaust made many Canadians more aware of the
importance of protecting the human rights of all people.
The changing face of Canada during the 1950s was another factor
that made Canadians begin to rethink their ideal of society. New
immigrants were bringing different sensibilities. Ideas were also coming
from south of the border through radio and television. Through the
lens of the civil rights movement in the United States, Canadians were
becoming more aware of discrimination within their own society.
Cause and Consequence: In your view, which event had a greater impact
on Canadians’ acceptance of diversity in the mid-20th century — the high-
profile U.S. civil rights movement or the growing diversity within Canada's
immigrant population? Explain your answer.

Figure 12-27 Ethnic Origins of Canadians, Selected Groups, 1941, 1951, and 1961
Identify one or two trends in the population statistics shown. How might these trends have gradually changed
the nature of Canada? How might these trends have affected attitudes in Canadian society?

British 5715904 (48.7%) 6 709 685 (47.3% 7996669 (42.5%)

French 3 483 038 (29.7%) 4319 167 (30.4%) 5 540 346 (29.5%)
European (not British or French) 2 043 926 (17.4%) 255322 (18.0%) 4116 849 (21.9%)

Polish 167485 (1.4%) 219845 (1.5%)

rae Nations (status Indian) and Inuit 125 521 (1.1%) 165 607 (1.2%)

|italian 112625 (1.0%) 152245 (1.1%

Source: Historical Statistics of Canada, 1983

Unit 4 * Did Canada find its own pathway by 1982? * MHR

The Media
Although journalism had been dominated by men, it began to open up to
women and members of visible-minority groups during this time. Some In almost every issue we had an article
women had gained a foothold in journalism during the war, when many that really got women talking, and
male journalists were overseas. Doris Anderson, for example, became these were often about all the awful
editor of the women’s magazine Chatelaine because she was an excellent things women had to cope with... .
|published one of the first articles in
staff journalist — and because she threatened to quit if they hired a man
North America on the abuse of children
for the job. Anderson soon transformed the magazine’s focus to include
and! got a raft of letters saying |was
serious issues that concerned many Canadian women.
being sensational, this didn’t happen.
As Canadians continued to buy television sets, magazines, and movie But soon that became a very serious
tickets, they began to see more of Canada and the world. News stories concern. And of course, battered
evolved from dry news reports into often sensational human interest women —- nobody talked about that.
stories that attracted more public attention. And as more companies
— Doris Anderson, author, activist,
entered the media, competition for audiences increased. and editor of Chatelaine magazine
(1957-1977), 2006
Historical Significance: The sales of Chatelaine skyrocketed after
Anderson took charge as editor. Read Anderson’s words in Voices. What
was the key to her success? Why was the public ready to listen to her?

A Canadian Media Event: Disaster at Springhill

The tragic events of the mining disaster at Springhill, Nova Scotia,
unfolded live, for Canadians and the world, on CBC television in 1958. ‘CONNECTIONS
The coal fields in Nova Scotia had experienced problems before, but The governor of the state of Georgia
the underground earthquake, or “bump,” that occurred on the night of in the American South offered 19
October 23, 1958, was different. On that night, 174 miners were at work survivors of the 1958 Springhill mine
disaster a free vacation at a luxury
in the No. 2 mine at the Cumberland Pit, one of the deepest mines in resort. What he did not know was that
the world. Suddenly, within minutes, the coal faces throughout the mine ne of the miners — Canada’s Citizen
collapsed, trapping the miners below. f the Year in 1958 — was Maurice
uddick, a Black Canadian who had
International media swarmed to monitor a rescue effort that would
SS)een a leader among the trapped
Vor
7,
aR
last for nine days. Help poured in, and politicians came to the site to miners. Many Canadians disapproved
see and be seen. As the world waited, rescuers worked their way down. when the governor decided to change
Mining officials wanted to stop the rescue efforts, but the rescuers his offer and give Ruddick a separate
vacation. Ruddick’s fellow miners also
refused. In all, 99 miners were saved, but 75 died. The coverage was objected: “There was no segregation
extensive and thorough, and afterward, the mine was declared dangerous down that hole, and there's none In
and was shut down. this group.” Nevertheless, Ruddick
accepted the conditions for the sake of
Historical Significance: How did the live news coverage at Springhill his friends.
raise awareness and bring about change? Identify a recent event where the
media’s coverage has led to significant change. In what ways is the power
of the media a force for good? In what ways can this power be abused?

Figure 12-28 Reporters from around

the world cluster near the mine entrance
in Springhill, waiting for news about
the mining disaster. In October 1958,
Canadians watched for the latest news
of the crisis on television. How might
television and radio coverage of this event
have altered people’s awareness of both
bad conditions for Canadian miners and
the role of the media?
=
;6
? +

PMD: RGD cineMER, © loondidCanerbap sosbaty chap Gi World War II? * CHapTER 12 (ss)
Thinking H istorically: Ethical Dimension
Ee 1% Be ie SiG an

Today, if a government official was to drop offa Canadian in harsh wilderness with few supplies,
we would probably judge that action to be unethical. Yet that is exactly what the federal
government did in 1953 to a small group of Inuit.
Can we judge this relocation, which occurred more than 60 years ago, to be just as unethical?
Perhaps. But we need to be cautious — we need to avoid measuring actions that occurred in the
1950s against the values of 21st-century Canada.

In 1953, the Canadian government wanted to Canadians were not familiar with Inuit in the 1950s,
establish a Canadian presence in the High Arctic So prejudice was common. Perhaps this explains why
to assert Canadian sovereignty. At the same time, government officials thought they would have to force
government scientists thought there weren't enough Inuit to be self-sufficient. The government did not
caribou and moose to support all the people living in provide adequate food supplies, rifles, fishing gear, or
northern Québec. even material to repair the feeble tents the Inuit were
The answerto solve both problems seemed simple: supposed to live in during their first winter in Grise
move Inuit from northern Québec to live in the High Fiord and Resolute. The expectation was that the
Arctic. So the government enticed Inuit from Inukjuak newcomers would be forced to adapt.
in northern Québec, with promises of plentiful game, to To get a better idea of the attitudes involved,
pick up and move 1200 kilometres north. There was a consider the food provided on the trip north. Inuit
good reason no one lived so far north: the environment being moved travelled on a Coast Guard vessel called
is harsh, with average winter temperatures of —40°C, the C.D. Howe. Inuit passengers were given a 40-cent
and a winter during which the sun doesn't rise for lunch of four pieces of hardtack (a type of biscuit)
months on end. Inuit call Grise Fiord “Aujuittug,” which and a paper cup of tea. At the same time, non-Inuit
means “the place that never thaws.” passengers enjoyed a full-course meal in the ship’s
dining room. Why would the two groups be treated
differently?

¢ 2-29 Hunting is
| centraltoInuit culture and
the economy in isolated
hamlets such as Grise
| Fiord, Nunavut, Canada's
| northernmost community.
| This photo shows where the
/ remains of walrus litters the
| bloodstained ice.
After Arrival and Northern Development apologized to the Inuit
relocatees on behalf of the government and the people
Like most other Canadians, government scientists
of Canada. A $10 million fund was set up for their
knew little about Inuit. For example, they made a big
benefit.
mistake by assuming that all Inuit have the same skills.
In fact, there are many regional differences, including
their knowledge of the land. The relocated Inuit were What hurts me the most, my late daughter heard... two
good at hunting caribou and moose on the tundra of white men... talking. She could understand English; they
northern Québec. But there are no caribou or moose were making fun of us. “Inuit are like dogs,” they said.
anywhere near Grise Fiord or Resolute. The wildlife “Whatever you tell them to do, they just agree.” They were
consisted of marine life like walrus and whales, which staring right at us. We were so poor back then. Poor clothing,
the newcomers had no experience hunting. poor housing. That’s how we looked to them. Where could we
The first year in the High Arctic was brutal. go? Everything we were promised had disappeared.
On August 18, 2010, the Minister of Indian Affairs — Lizzie Amogoalik, Inukjoaq, 2010

Figure 12-30 The

Iqqaumavara project
teaches eight Inuit
youth the basics of
documentary filmmaking — }
sothat they canmakea __ ||
film to tell their stories. |
To practise, two young
Inuit women film Larry
Audlaluk in Grise Fiord in
2013 as hetells about his
family’s relocation to the
High Arctic in the 1950s.
What multiple purposes
could this practice
session serve?

Explorations
1. What differences can you identify between 1950s 2. Why did the government take the action that it did?
Canada and 21st-century Canada? Consider prejudices
a Does the context of societal attitudes and commonly
and assumptions about Inuit that would have been
held prejudices justify the action the government took?
commonly held in the 1950s but not today. Consider
Does it explain it? What's the difference between
Canadian values protected by the Charter of Rights
“justify” and “explain.”
and Freedoms.

MHR * How did Canadian society change after World War II? * CHAPTER 12 (7)
UNIT FOUR 1945-1982

Figure 12-31 Power in Democracy The Right To Vote

Who has ultimate power in a democracy? Perhaps the most fundamental right of any citizen in a democracy is
If you don't have a vote, what happens to the right to vote. In theory, having a vote puts the citizen at the top of
that power? the political power structure, because the government then serves the
. people — who can vote it out of office the next chance they get.
The people In the decade or so after World War II, the federal government
Bechihe acknowledged the equality of the country’s citizens by giving all Canadian
adults the vote. Canadians of Chinese and Japanese heritage received
ae the federal franchise in 1947. Inuit were granted the right to vote in
the civil 1950. But First Nations could vote only if they gave up their rights as
service status Indians. Few took up this offer. It would not be until 1960 that all
adult Canadians, including First Nations, held the right to vote without
qualification.

Figure 12-32 Lawrence Salleby

(left) of the Rice Lake First Nation near
Peterborough, Ontario, casts his vote ina
federal by-election on October 31, 1960.
It was the first time that First Nations
adults could vote without qualification in
a Canadian election. Also shown are Chief
Ralph Loucks, deputy returning officer;
Lucy Musgrove, poll clerk; and Eldon
Muskrat, poll constable. Why do you think
some First Nations people wanted the vote
and some did not? What might be the long-
term effects of denying Aboriginal people a
basic right of citizenship?

Changing Discriminatory Laws

The idea that women were second-class citizens was still prevalent in the
1950s. It was still legal to pay women less than men for the same work.
Some job advertisements even stated “women’s rates” and “men’s rates.”
To address this inequality, the federal government passed a bill in
1956 that made it illegal to pay women less than men for work that was
“identical or substantially identical.” And in 1955, the government struck
down the law that forced women to resign from their jobs in the federal
civil service when they married.
|am a Canadian, free to speak
without fear, free to worship in my A Canadian Bill of Rights
own way, free to stand for what |
think right, free to oppose what | For more than a decade, John Diefenbaker worked to convince Canadians
believe wrong, or free to choose and the government to create a Canadian bill of rights. As prime minister,
those who shall govern my country. he introduced the first Canadian Bill of Rights to Parliament in 1958.
This heritage of freedom |pledgeto The bill recognized each individual’s rights, freedoms, and equality
uphold for myself and all mankind. before the law. But Diefenbaker was not able to include his bill in the
— John Diefenbaker, onthe | |Canadian Constitution. It applied only to federal laws and did not
Canadian Bill of Rights, July 1, 1960 | override existing laws. Nonetheless, it was a major step guaranteeing
Canadians’ equality rights.

Unit 4 * Did Canada find its own pathway by 1982? * MHR

Addressing Income Inequality Through Social
Programs
Remembering the Depression, many Canadians worried that the end of
the war might bring an end to prosperity. They called for social programs
that would protect them and their families. At first, William Lyon
Mackenzie King’s Liberal government was reluctant. But a new party was
emerging — a social democratic party that promised to improve the social
safety net.
Pounded by J.S. Woodsworth, the Co-operative Commonwealth Up for Discussion
Federation (CCF) later became the New Democratic Party. In Should wealthy people have received
Saskatchewan, people swept CCF leader Tommy Douglas and his party the baby bonus? Was this a waste
into power in 1944. of taxpayers’ money?
Seeing a potential threat to their power at the federal level, the Liberal
party decided that it, too, would address income inequality by supporting
more comprehensive social programs.

Family Allowance
Before the war, the federal government had granted
tax exemptions to people with children. Toward
the end of the war, on July 1, 1945, the government
replaced this exemption with the family allowance,
popularly known as the baby bonus. Every month,
the government gave a fixed amount for each child to
all families with children, regardless of the family’s
income.

Employment Insurance
Employment insurance — then known as
unemployment insurance — was first created
in 1935 in response to calls for help during the
Depression. Employed people paid for the insurance,
which provided a small income for those who lost
their jobs. King quashed the program when he was elected in Figure 12-33 An Inuit mother uses
1935 because he thought it was too expensive. her familly allowance to buy powdered
milk from the Sigvaldassons in 1948. The
But King decided the program could work during wartime, a time of
Sigvaldasson family ran a small supply
high employment. With many people contributing, the program could
store in Cape Smith, in a region that is
build up a fund to finance future claims. The Unemployment Insurance
now part of Nunavut. In such a remote
Act came into effect on July 1, 1941. community, would a baby bonus cheque go
as far as it would in a city such as Ottawa or
Health Programs London? Explain your response.
By the late 1950s, the provinces had immunized nearly all Canadians
against polio, diphtheria, tetanus, whooping cough, and smallpox. Mobile
clinics had also cut down the rates of tuberculosis. Communicable
diseases soon slipped from first place as a cause of death, and the average Check Forward
lifespan of Canadians began to rise. During the same period, provincial Wisc NBaH Gre aaa the
governments gradually began extending health care coverage to all evolution of Canada’s health care
Canadians. system in Chapter 14.

MHR * How did Canadian society change after World War II? * CHAPTER 12
 More Help for Pensioners
Up for Discussion
In 1927, Canadians 70 years of age and older had been granted an old age
Why do some people object to a means
pension. This helped some Canadians survive the Depression, but there
test as a way for governments to
decide who needs help?
were flaws in the plan. First, the pension paid only $20 a month. Second,
status Indians were excluded. And third, it was available only to people
who passed a means test — they had to prove that they were in need.
Politicians, unions, and citizens campaigned for change, and King
responded with the Old Age Security Act in 1951. At the time, this plan
gave $40 per month to all Canadians seniors, including status Indians.
Since then, Old Age Security payments have increased in step with the
cost of living.

Improving Conditions in the Workplace

Canadian labour history is a story of workers struggling to achieve better
[In the 1950s] unions gave [workers] conditions and quality of life for working Canadians. By banding together
the bargaining leverage they and demanding change, workers have won the right to organize. Through
needed to get the paychecks that the union movement, ordinary workers have fought for and won a living
kept the economy going. So many
wage, pensions, health insurance, an eight-hour workday, and paid
[workers] were unionized that
holidays. Even today, not all workers enjoy all these benefits, but many do.
wage agreements spilled over to
nonunionized workplaces as well. Cause and Consequence: Before 1944, it was illegal to organize a union in
Employers knew they had to match a workplace. But sometimes, to protest unfair working conditions, workers
union wages to compete for workers went on strike anyway. Companies often did not know how to handle this
and to recruit the best ones. situation and sometimes resorted to violence and imported strike breakers
— Robert B. Reich, former | — nonunion contractors who would keep a factory running during a
U.S. secretary of labour, 2009 strike. Why would unions oppose the use of strike breakers? Should
governments help to prevent situations like these?

Figure 12-34 A striker confronts

three police officers in Saint John, New
Brunswick, on April 30, 1949. The Canadian
Seamen's Union was established in 1936,
and many of its merchant mariner members
died during the Battle of the Atlantic. In
1949, the union went on strike to improve
working conditions and there were several
violent incidents. If unions fight for better
conditions for working Canadians, why
would Canadian police get involved in
crushing a strike?

ba

Unit 4 * Did Canada find its own pathway by 1982? * MHR

The Canadian Union Movement
During the war, union membership increased. Three changes eventually
meant unions could more easily work toward better contracts for workers: Ford had some really bad practices.
They started you at seventy-five cents
* Before 1944, management could ignore unions or expel union
an hour. After six months you were
representatives from the workplace. But frustrated wartime workers
entitled to an increase of ten cents.
often went on strike anyway. To ease wartime workplace tensions, So they'd keep you for six months.
King’s government passed an order in council in early 1944 that gave Then they'd lay you off and rehire
workers the right to organize. The new law forced management to you again at seventy-five cents. This
recognize and negotiate with unions. In return, unions were obliged didn’t go down very good. And none
not to strike during the term of a negotiated agreement. of the plants then paid overtime.
¢ In 1946, Supreme Court Justice Ivan Rand settled a strike at the Ford — George Burt,
Motor Co. in Windsor, Ontario. In the process, he came up with a United Auto Workers, 1979
formula to guarantee that workers in a unionized workplace would pay
union dues even if they did not join the union. The reasoning was that
all workers in a workplace benefited if the union won
better conditions. The Rand Formula helped the
union movement achieve financial stability.
¢ In the early 20th century, there were two umbrella
Canadian labour organizations — the Canadian
Congress of Labour and the Trades and Labour
Congress. For many years, unions in these two
organizations were hostile toward one another. But
in 1956, they set aside their differences to form the
Canadian Labour Congress — and a united front.
Cause and Consequence: Unions are organizations
of workers formed to protect their rights. How might
their struggle to improve their working conditions
indirectly benefit all Canadians? Do you think
unions will have an impact on your future life in
the workplace?

Figure 12-35 Then Parti Québécois leadership candidate Pauline Marois

(left) greets lifelong union activist Madeleine Parent in 2005. In 1946, Parent
had unionized 6000 workers, mostly female, at the Dominion Textile plants
in Valleyfield and Montréal. She was also part of acotton-worker strike that
lasted a hundred days. What kind of personal qualities are needed to change
institutions that are unjust?

i aA RDS ONE RR A BROS RN Tae i LS Be STENT

Recall... Reflect... Respond

1. Identify three efforts that helped address income Select the one example that changed Canada most.
inequalities in Canada in the 1950s. Explain your Create a before-and-after drawing or cartoon to
choices. For each choice, identify one example that illustrate how it changed Canada. Adding speech
demonstrates how that effort resulted in change. bubbles, captions, or a title will help viewers
understand your illustration.
In what ways is each effort and example you
identified in Question 1 reflected in Canada today?

MHR * How did Canadian society change after World War II? * CHAPTER 12
 How did Canadians get to know
themselves?
On January 3, 1947, in Canada’s first citizenship ceremony, Prime
Minister William Lyon Mackenzie King became the first Canadian
citizen. Before this date, all Canadians were British citizens living in the
Dominion of Canada. During World War II, Canada gained greater
international stature and nationalist pride. Staying a colony of Britain was
no longer acceptable to many Canadians.

Releasing Powerful Ties

The transformation of Canada into a distinctive country gathered
momentum after the war. Before 1949, for example, Canadians could
EMPIRE { DAY may 21, 1954
1 appeal Supreme Court decisions to the Privy Council in Britain. In 1949,
Prime Minister Louis St. Laurent made the Supreme Court of Canada
Figure 12-36 A 1954apes in honour the court of last resort. British symbols, such as the British coat of arms,
of Empire Day. This holiday later became slowly slipped out of their places in courtrooms and schools. And “O
Commonwealth Day, and then Victoria Canada” gradually replaced “God Save the Queen” as Canada’s national
Day, in honour of the birthday of Queen
anthem.
Victoria and the official birthday of her
Canada did not, however, reject the Queen as the country’s monarch.
granddaughter, Queen Elizabeth II, who
In fact, when Queen Elizabeth II was crowned in June 1953, millions
took the throne in 1952 at the age of 25.
What does Victoria Day mean to you?
of Canadians tuned their radios or televisions to the CBC so that they
could listen to the two days of live coverage. Governor General Vincent
Massey described the role the coronation and the monarchy played for
Canadians: “[The coronation] stands for qualities and institutions which
mean Canada to every one of us and which for all our differences and all |
Figure 12-37 This pamphlet was our variety have kept Canada Canadian. How much the Crown has done
published by the Canadian Patriotic to give us our individual character as a nation in the Americas!”
Association and distributed in the 1950s.
The flag, called the Red Ensign, was once Historical Perspective: Does the monarchy reinforce Canada’s British ties?
the Canadian flag. Why do you think the Help protect the country from Americanization? Or both? Or neither?
pamphlet’s cover includes the words Explain your response.
“Authorized by Canada’s government”?
Creating Canada’s Culture
The war had brought Canadians together for a common cause. But they
remained separated by geography, language, and ethnicity. At the same
time, there was a shortage of Canadian voices in a number of fields,
including the arts, literature, and music. Soon after the war, the National
Film Board had begun making films about peacetime Canada. But there
was little encouragement given to people interested in exploring Canadian
theatre, dance, visual arts, architecture, music, or folklore. In the 1950s,
the government decided to establish several agencies to help support and
Auryorizen,
CANA By
ON, SEPTEMBER 51,1945.
promote Canadian culture and identity.
Historical Perspective: How do you think French Canadians felt about
the Red Ensign?
KEEP ITFLYING

Unit 4 * Did Canada find its own pathway by 1982? * MHR

|
| CBC Television
|
Today, when people think of the CBC, most think of television, even
| though the CBC’s historical roots are in the first radio broadcasts of
| the 1930s. When television arrived in the early 1950s, the government
appointed J. Alphonse Ouimet to head a television network for the CBC.
_ It started broadcasting in September 1952, although it was available to Figure 12-38 Maurice “Rocket” Richard
| only 25 per cent of the population at the time. of the Montréal Canadiens scores in a 1951
Almost immediately, Hockey Night in Canada switched from CBC game against the Toronto Maple Leafs. In
Radio to CBC Television and became a national pastime. The Original what ways do these players differ from
_ Six National Hockey League teams — the Boston Bruins, Chicago Black those you see playing professional hockey
| Hawks, Detroit Red Wings, Montréal today?
Canadiens, New York Rangers, and
_ Toronto Maple Leafs — were the focus
of attention until the league expanded
in 1967. By 1957, however, the CBC was
reaching 87 per cent of the population
and broadcasting in both English and
French.
One of the most memorable
comedies of the 1950s was La famille
Plouffe. It portrayed the ups and downs
of aworking-class family in Québec.
The show started on radio in 1952,
but within a year it had switched to
a weekly television show and quickly
became popular.

Figure 12-39 /a famille Plouffe was popular between 1953 and 1959 and was one of the first television shows
produced in French in Québec. A dubbed version was shown between 1954 and 1959 in English-speaking Canada. ‘CONNECTIONS:
How might this new TV show have affected Québeckers’ sense of identity? The CBC today operates four radio
networks in French and English;
television networks in French, English,
and Aboriginal languages; a shortwave
service; and two 24-hour news channels,
one in English and one in French. It
produces programming and provides
podcasts, a website, classroom material,
and an extensive public archive. Public
broadcasters in some other Western
countries, such as Britain, receive an
average of $80 per person per year. As of
2014, the CBC receives $29 per person.

MHR * How did Canadian society change after World War II? * CHAPTER 12
 The Canada Council
In a report written in 1951, Vincent Massey, who would later become
Governor General, revealed that, in 1950, the country had produced
only 14 novels. Theatre was limited to amateur shows staged in church
basements. Few artists could actually make a living in the arts. Massey
Figure 12-40 The Solid State Breakdance
Collective is a group of eight female break
argued that the only way to nurture Canadian culture was to start
dancers who came together in Montréal in
financing Canadian cultural ventures.
2000 to share and practise their techniques. As a result, in 1957, the federal government launched the Canada
The Canada Council has supported this Council for the Arts. Its mandate was to “foster and promote the study
award-winning troupe, which creates and enjoyment of, and the production of, works in the arts, humanities,
performance works and travels across and social sciences.” The council began by providing $1.4 million in
Canada to bring break dancing to new assistance to a number of orchestras, theatre and dance companies, and
audiences. Is this type of investment individuals. It paid poets and novelists for readings, established arts
worthwhile? scholarships, funded museums, and
financed specific art projects. The
council continues to provide both
permanent funding to established
institutions and grants to smaller,
contemporary artists, such as the
Solid State Breakdance Collective.
The cultural landscape of
Canada soon began to change
as cities invested in art galleries,
museums, theatres, and music halls.
It became a matter of municipal
pride to have a thriving orchestra
or ballet company or to fund
public art. Many Canadians believe
that publisher Jack McClelland
single-handedly put Canadian
literature on the map by publishing
Canadian authors. Writer James
Houston introduced Canadians to
Inuit art. By the end of the 1950s,
Canadians were beginning to hear
new creative voices: their own.

ae Shea SRE ae AiR Rt a cs Seta ets ee nat cere pte

Recall... Reflect... Respond

1. List at least six organizations or individuals who 3. Create a cause-and-consequences chart to
helped create or promote Canadian identity in the demonstrate how the individual or organization you
1950s. chose changed Canadian identity.
Which organizations or individuals do you think
were most important in creating Canadian identity
as you know it today? Explain your reponse.

Unit 4 ¢ Did Canada find its own pathway by 1982? * MHR

 Inking ristorically: cviaence
ES

Artists are creative individuals, but they are also members ofthe societies in which they live.
By examining the subject matter and details of their paintings, we can make inferences about the
individual values and concerns of the artist. We can also
make inferences about the time period, any group the
artist belongs to, and the society at large.

ns

Figure 12-41 Sudbury was painted by Alan Coswell Collier in 1951. Collier, who was
a miner as well as an artist, chose to show a downtown district of the Ontario mining
centre, Sudbury, with the smokestacks of the International Nickel smelter in the
distance.

Figure 12-42 Cest le mois de Marie (This is the Month of Marie) was painted A Figure 12-43 The Enchanted Owl, by Kenojuak Ashevak,
by Acadian artist Yvon M. Daigle in 1982. He was unhappy with his paintings | isone of the most famous images to come out of the Cape
until he had a dream one night in 1975. The dream inspired him to paint in Dorset print-making studios in Nunavut. Inuit artists rarely
naive, or folk, style, which he has done ever since. Instead ofpainting realistic depict a landscape. Instead, they represent the creatures
versions of the real world, naive artists paint simple scenes using simple styles. and people who inhabit the land.

>
Explorations |
1. Evaluate these paintings by providing the following: e _ style of the painting — use of colour, realistic or
b ¥ unrealistic, and so on
e the name ofthe artist and any group to which the
artist belongs 2. What does each painting tell you about the artist's
concerns, values, and interests?
¢ when and where the painting was created |
3. What does each painting tell you about the society and
e details of the painting — describe what you see
time period within which the artist painted? |

_
Chapter 12 Review
Knowledge, Understanding, and |didn’t get married until |was 36 —| didn’t think
Thinking marriage was a great deal for women — and I'd been
ile Choose one postwar economic development (for supporting myself for years. |had money in the bank; I'd
example, the suburbs, infrastructure, consumerism, had a credit card for years. And yet when |got married,
social programs) and explain its impact on Canadian my husband had to sign it. And he owed the bank a lot of
society. money! |couldn't get over it. And in parts of the country,
a) How did the development affect people's lifestyles? a father had to give consent for a child who needed
b) How did it alter people's expectations? an operation. So here’s a child in danger and they
c) What impact, if any, did the development have on have to find the father; the mother can't give consent
social equality? for the operation. It was ludicrous. In some places in
. Consider the technological developments ofthe post- Newfoundland, a woman had to get her husband to sign
war period in the context of women’s roles. ifshe was going to get a library card. Can you imagine?
a) How did the new inventions free women to pursue
activities other than housework? a) From the excerpt, identify three examples of unequal
b) How did the same inventions reinforce a traditional status in 1950s Canada.
role for women? b) What does Anderson think about these examples?
. Examine the information in Figure 12-44. c) What phrases or words does Anderson use to
a) Ina group of three, identify two aspects that you all express her opinions?
agree have changed since 1950. d) Identify a more recent example of inequality
b) Identify two aspects that you are not sure have between men and women. How might it best be
changed. resolved?
c) Choose one example from each of (a) and (b), and . Cause and Consequence: In a group, create a
conduct further research to find out how much they continuum titled “Change in Postwar Canada.” Use the
have changed since 1950. label “Lifestyle Improved” on the far left and “Lifestyle
d) In a group, compare your findings. Create a chart Eroded” on the far right. Skim and scan this chapter
showing your group's findings, with a third column to find examples of changes that affected Canadians’
titled “Canada Today.” lives.
a) Use sticky notes to describe the changes.
b) As a group, decide where to place each sticky note
Communicating and Applying on your continuum. “Television becomes common,”
for example, might go on the left because people
4. Historical Perspective: In 1950s Canada, social
had more entertainment. On the other hand, it might
pressures were very powerful. Women, for example,
go on the right because children spent less time
were expected to embrace the traditional role of
outdoors. It might go in both places with different
homemaker. But many women bristled at society's
explanations for each.
expectations. Doris Anderson was one of them. In
her role as editor of Chatelaine magazine, she raised c) When you finish, present your continuum to the
issues that few people talked about in the 1950s. These class and be prepared to explain the reasons for
included sexism, racism, domestic violence, birth your placement of each note.
control, and child abuse.
Read Anderson's words atthe top of the next column
and respond to the questions that follow.
 Figure 12-44 Canada in 1950 7. Historical Significance: World War II affected
Canadian society not only during the war but also
long after it. The postwar baby boom, for example,
Political status Independent country, with dependence dramatically changed the face of the population by
on Britain for constitutional amendments making it both larger and younger. A country becomes
Population 13 712 000 “younger” when the average age of the population
drops.
Younger than 20 years old Approx. 5 100 000 (37%)
a) Examine the population pyramid in Figure 12-45,
National flag Red Ensign (and/or Union Jack) which shows the cohorts — the various age groups
Immigrants (older than 25) 1 392 328 — mostly European
— of the Canadian population in 2013.
b) Group the cohorts on the graph into five or six larger
Seay se ie mee groups. For example, you could group people aged 65
Provinces 10 to 100 as “senior citizens.” Beside each group, note
Religion Christianity (97%) how large it is in comparison with other groups.
OTF AW al aA et iral c) Make a cause-and-consequence flow chartto show
minal ee how World War Il has helped shape the Canadian
: Top sports Hockey, football, baseball population ever since. Mark each influence as direct
: Life expectancy 68 years or indirect.
5 7 ine d) Suggest one way in which the population pattern
Dues ae that resulted from World War Il mightbe directly
Telephones Approx. 2 917 000 affecting the types and levels of services required by
Peer co |120 Canadians today and in the future.

Television stations 0

Average hourly wage $1.20 Figure 12-45 Age and Gender Structure of Canada, 2013
Juvenile convictions 6418
Male Canada 2013 Female
Murder charges 29

Executions 13

School attendance 86.5%

Source: Canadian Human Rights Commission

6. Evidence: The Canadian union movement involved both

conflict and co-operation as workers banded together
and insisted that management hear their grievances.
Was there more conflict or co-operation? Respond to the
question
2 1 YO OP 0 0 Oe Os 12 | 126 2
a) as a union worker Population (in millions) Age Group Population
(in millions)
b) as the president of a company resistant to organized
labour
UNIT FOUR 1945-1982

Chapter Thirteen

IL CITIZEN

“Atom Bomb, 1945," shortly after the atomic

Figure 13-1 Artist D.R. Fitzpatrick drew this political cartoon, titled
within three decades, people around the
bomb was used to end World War Il. After living through two world wars
working.
world were wondering whether the old ways of resolving disputes were still

(368) Unit 4 © Did Canada find its own pathway by 1982? * MHR
 CHAPTER'ISSUE
What kind of global citizen did Canada become
during the Cold War?

The end of World War II brought peace — at least temporarily.

Prosperity came quickly, too. Canada entered a new era in which Key Terms
almost everyone had a job and teenagers could stop worrying about bloc
dying on a foreign battlefield and start thinking about their plans for superpower
Saturday night. espionage
But even as the the horrific images of Hiroshima and Nagasaki defect
began to recede in the public’s mind, people realized that something mutual deterrence
important had changed. Overnight, the goal of achieving worldwide mutually assured
peaceful coexistence had become a matter of survival. Atomic bombs destruction
had the potential to destroy the world as they knew it. peaceful coexistence
Canada had played a vital role during World War II. It was yet to proxy war
be seen what roles Canada would take up in the postwar world.
Examine the political cartoon on the previous page and consider
the following questions as you reflect on one of the major issues
facing Canada and the world in the decades after World War II:
In what ways are various elements of the cartoon, such as the size
of the people and symbols, significant?
The labels on the symbols say “How to kill everybody” and “How
to live with everybody.” In 1945, did people know how to do these
two things? Explain your response.
Who is pondering these questions? Who should have been
pondering them?
What was D.R. Fitzpatrick’s message? In what ways does this
cartoon sum up the dilemmas of its era?
In what ways is this cartoon still relevant?
Explain your response. LEARNING GOALS

In this chapter you will

in the Cold War
LOOKING AHEAD describe Canada’s role
approach to
The following inquiry questions will help you explore ° explain how Canada’s
international rela tion s evolved
the extent to which Canada successfully expanded
dev elopments and
its role in the international community after World ° identify key political ,
time 4
War Il: policies of the
ationship with the United
| _ ¢ What roles did Canada play in the Cold War? ¢ describe Canada's rel
ower
States, a Cold War superp
e¢ What did Canada accomplish in the Korean War?
» describe the contriibut butiion of f varval ious
s
e How did Canadians promote world peace?
individuals and gro ups to Canadian society
and politics
of the Avro Arrow, an
e assess the significance
its demise, for Canada

oe theCold War? ° Cun PTERge: 5

 What roles did Canada play in the Cold
War?
‘CONNECTIONS: The Cold War divided the world into two groups of allied countries,
or blocs — the West and the East. The United States and its allies
The phrase “the iron curtain” is a
metaphor for the sharp divide between dominated the West, and the Soviet Union and its satellite states
the Soviet states and the rest of the dominated the East. The United States and the Soviet Union both
world. It was nearly impossible to travel became superpowers — countries with the military might to control the
from one side to the other.
world, or at least large portions of it. Throughout the Cold War, from
about 1948 to 1991, they did manage to avoid another world war, but
their power struggle brought the world closer to obliteration than most
people could have imagined.

Espionage
An iron curtain has descended across After World War II, Western countries had tried to convince themselves
the [European] Continent. Behind that the Soviets were still their allies. But U.S. President Franklin D.
that line lie all the capitals of the Roosevelt had lost confidence early.
ancient states of Central and Eastern
In Yalta, Ukraine, in February 1945, the Allied leaders had agreed to
Europe. [They] lie in what | must call
respect prewar borders in Europe. Yet within a few months, the Soviet
the Soviet sphere, and all are subject
. hot only to Soviet influence but
Union had put communist governments in place in the Eastern European
to avery high and in some cases countries it had liberated. Those governments answered only to Stalin.
increasing measure of control from Roosevelt said, “We can’t do business with Stalin. He has broken every
Moscow. one of the promises made at Yalta.”
In both world wars, Russia had been attacked from the West. Were the
— Winston Churchill,
British prime minister, 1946 Soviets just creating a buffer zone between Russia and the West? Or were
they trying to conquer Europe?
Governments suspicious of the Soviets began gathering all the
information they could find about their supposed ally. Espionage
— secret intelligence gathering — became an essential tool for all
countries involved in the Cold War. Spies gathered information
about government policies, especially military production,
capability, and movements.
Canada took part in the intelligence-gathering game as well.
The defence department created a small agency called the Joint
Intelligence Bureau, whose task was to create reports on topics of
interest to the government. Among other projects, it set up a secret
radio post at Alert, in the Northwest Territories, to eavesdrop on
the Soviets.

Figure 13-2 Made in 1948, The /ron Curtain was a movie about Igor Gouzenko. Gouzenko
was at the centre of a sensational spy scandal involving many Canadian civil servants. In
Stefan Nicholas fdurd Frederic the movie, he was portrayed as a man trying to escape the tyranny of the Soviet state to
HAVOC:KROEGER: BEST:sCHNABILOY.‘FRAN:TOZERE
embrace democracy in Canada. How might this movie have influenced public opinion?
LIAM 2 agent‘SOLC,elEGE

Unit 4 * Did Canada find its own pathway by 1982? * MAR

Thinking Historically: Cause and Consequence
Var

If the conditions are right, a single event can have a ripple effect that steers the course of history
in a particular direction. As you read what happened after the Gouzenko defection, think about
what direction this event steered history in both the short and long term.
At 26 years of age, Igor Gouzenko was an insignificant to the Communist Party. It was a model for the
clerk working for Soviet military intelligence in Ottawa McCarthy-era persecution of communists in the United
after World War II. He shot to prominence by risking States — named for Senator Joe McCarthy, who led
his life to defect — switch political allegiance — from the attacks on anyone suspected of communism.
the Soviet Union to Canada on September 5, 1945. In 1948, the government eventually did convict 18
Gouzenko told about a vast Soviet spy network people, including a member of Parliament, of violating
operating in Canada, Britain, and the United States. the Official Secrets Act. Canada woke up to the need
He claimed that the Soviets were preparing to fight for counter-espionage in Canada.
the West in a third world war. The government Perhaps most disturbing to the West, Gouzenko
was uncertain. Could their wartime ally be so two- testified that Canadian spies had been giving the
faced? But Gouzenko had proof: more than 100 highly Soviets information on how to build a nuclear weapon.
sensitive documents he had smuggled out of the Soviet This revelation put an immediate end to United Nations
Embassy. Canada granted him asylum on September 7. (UN) plans to control nuclear arms. Instead, the United
Within a few weeks, 13 suspects were arrested. States would build up an enormous arsenal of nuclear
A month later, 26 more. For the first time during weapons and the Soviets would do the same. A
peacetime, the government used the War Measures 40-year arms race had begun.
Act to secretly detain and question
suspects without charge. (This would be
repeated in 1970, during the FLQ crisis.)
The royal commission set up to
question the suspects set the tone of
suspicion and paranoia that prevailed
during the Cold War. The commission
pressured suspects to reveal connections

Figure 13-3 After defecting in 1945, Gouzenko lived

the rest ofhis life in Mississauga, Ontario, under an
assumed name. This photograph, taken in 1954, was a
publicity shot for a second movie about events from his
life: Operation Manhunt. The two stars of the film —
Iria Jensen and Harry Towes — pose with him.

Explorations
1. Make athree-column chart and list the immediate, 2. The Gouzenko Affair has been called the spark
short-term, and long-term consequences of the that ignited the Cold War. Do you think that’s an
Gouzenko defection. exaggeration or a fair assessment? Why? Why might
Canadians believe this event to be more historically
significant than it merits? What other evidence would
help you to answer this question?

MHR * What kind ofglobal citizen did Canada become during the Cold War? * CHAPTER 13 (an)
Figure 13-4 Canada’s Position in the Northern Hemisphere Canada A Middle Power
In what ways does Canada’s physical location illustrate that Canada was, in fact,in In the 1950s, Canada was a middle power.
the middle of the Cold War? This term began as a description of Canada’s —
Suh > military capability, which was no longer
vie Union/—
{ PERE yest
thought negligible. Because of its role in
=i\\~~]
f
By
ae
r
eo
os oie

Phex 4
World War II, the world had noticed and
_appreciated that Canada’s contribution had
been extraordinary, especially given its small
population. By revealing that it was tough
and committed, Canada had earned the
= |
world’s respect. Canadians were never under
‘y es—— —Ipretic
ATGIEanorPolea the impression that theirs was a powerful
(P—cean | 0,
country. It did not hold a position of power
militarily, but it had gained influence on
the countries that did. This influence
was key during the Cold War, when
Canada tried to step in and help resolve
difficult international disputes by seeking
compromises. This gave a second level of
meaning to Canada’s status as a middle
power — it became a global mediator.

The Nuclear Arms Race

@ Check Back ea On September 23, 1949, the Soviet Union announced that it had exploded
its first atomic bomb two months earlier. As a defence, some Western
You read about Canada’s
position as a middle power
governments also decided to build large stockpiles of nuclear weapons.
in Chapter 5. These were considered necessary to achieve mutual deterrence — having
huge stockpiles of bombs to create a “peaceful,” stable situation in which
countries would not attack each other out of fear of massive retaliation.
Both sides reasoned that if one side used an atomic bomb, the other would
respond by using its own atomic weapons. This policy came to be known
as MAD — mutually assured destruction.
Historical Perspective: Write a brief comment on the policy of mutual
deterrence or mutually assured destruction. How would you have advised
Canadian politicians to respond to such a policy?

Figure 13-5 Mutual deterrence

encourages each of two enemies to
collect more nuclear missiles than the
other. Where would this end?

(mm) Unit 4 * Did Canada find its own pathway by 1982? * MHR
Thinking Historically: Evidence

The magazine spread below was the beginning of an article about the weapons capability of the
Soviet Union: “Has Russia the Atomic Bomb”?
In the article, a military analyst explains why that is In other words, we should treat a magazine article
unlikely. That may be interesting, but an historian is as we would any other artifact from the past. We ask
not just interested in the writer’s argument. He or she what it is, who made it, for what audience, when, how,
also tries to figure out what the article tells us about and why. We ask what it can tell us about the people
the writer, the editor who assigned the piece, the who created it, used it, and saved it. We try to figure
artist hired to illustrate the piece, and the mood of the out how it fits in to the context of the period of history
reading public. and the society in which it was created.

MA as Russia the Atom Bomb?

SOVIET ATOM BOMB?
might have been tested
somewhere in Siberia — perhaps
in the crater of the great 1908
meteorite. Foreign Minister
Molotoff says Russia knows the
secret of the atom bomb.

BY HANSON W. BALDWIN
Military Analyst, Fic
rigure 13-6 Anarticlein |
New York Times
the March 1948 issue of the |
Graduate, U.S. Naval Academy
popular American magazine |
Does Russia have Mechanix Illustrated posed a

the atom bomb? Tana ee : | question that many people |

Soviet Foreign Minister Molotoff ties ™ ~ were asking. How does the
and his mouthpiece Vishinsky have stated that the Russians know the “secret” of the bomb. author answer the question? |
They undoubtedly do, but that does not mean that Russia has been able to build a bomb. In my What other questions could |
opinion they have not produced an atomic bomb to date of writing — butthey will. Intelligence
this article answer for us? |
information — unofficial and inconclusive but indicative — says “no bomb yet.”

Explorations |
1. Carefully examine the page spread, above. What do 3. The illustration depicts an imaginary scene. Describe |
you see? What is its title? Who wrote it? What are precisely everything you see. What message is the
his credentials? When was the article written? What artist trying to convey? How does the art evoke fear?
magazine published it? Where was the magazine
Bee iia would have been the teadars? 4. The editor of the magazine chose to commission this
article and illustration. What can you infer about the
2. What words and phrases does the author use to qualify editor? About the reading public?
his answerto the title question? If he doesn’t have
Me ayile he writing this article? 5. What does your analysis of this magazine spread tell
you about the role the media played in drumming up
Cold War fears in the West?

MHR * What kind ofglobal citizen did Canada become during the Cold War? * CHAPTER 13 @
Figure 13-7 NATO and the Warsaw Pact international Defence
This map shows the Northern hemisphere in a way that is rarely seen. How does a map’s Organizations
orientation affect your perception of who holds the power?
In February 1948, with the
support of the Soviet Union,
the communist party in
Pacific Ocean
? Czechoslovakia seized power.
ge Western European countries began
Philippines, 5-4} to fear that the same thing could
happen in Italy, France, or other
close neighbours. These countries
joined together to support each
<8id other in an agreement called the
Brussels Treaty. Because their
military forces were still not
Indian Ocean
strong, they looked to the United
pe |tin
i QN.. States for help.
Legend
Panama yominican Republic
ar v 19 NATO Countries
Atlantic Ocean 2) Other US. Allies
[3 Warsaw Pact Countries
[3 Other Soviet Union Allies
1 Non-Aligned Countries

The North Atlantic Treaty Organization (NATO)

‘CONNECTIONS: In the fall of 1948, talks began between the United States, Canada,
Canada and the United States also joined
and several European countries to create an alliance to prevent further
forces to protect their air space from expansion of Soviet control.
the threat of direct military attack. The These negotiations resulted in the North Atlantic Treaty Organization
agreement that established the North (NATO). But Canada pushed for an agreement that would not only
American Aerospace Defence Command
(NORAD) was signed on May 12, 1958. protect members from communist aggression but also bind them together
lt was controversial to some Canadians in peaceful coexistence — a relationship of peace and mutual respect.
because Prime Minister John Diefenbaker One clause, known as the Canada clause, outlined NATO’s second
had brought Canada into NORAD
without consulting Parliament, Cabinet,
objective: to create an economic relationship that would help maintain peace.
or government advisors. Parliament The agreement came into effect on August 24, 1949.
approved the agreement in June 1958.
The Warsaw Pact
In 1954, NATO members voted to allow West Germany to join the
alliance and rearm. In response, the Soviets created an alliance of
countries to mirror NATO. In 1955, the Soviet Union and seven Eastern
European countries met in Warsaw, Poland, to sign the Warsaw Pact.
As in NATO, these countries agreed to come to the aid of any other
member that was attacked. Central command was in Moscow, and the
Soviet Union effectively absorbed the military forces of all member states.
Furthermore, members could not withdraw. When Hungary tried to
break away in 1956, the Soviets crushed the revolution there.
Historical Perspective: Figure 13—7 shows how NATO and the Warsaw
Pact divided the world into East and West, communism and capitalism.
What might the nonaligned countries have thought of dividing up the
world this way? Can organizations like these help maintain peace? List
three points to support your response.

Unit 4 * Did Canada find its own pathway by 1982? * MHR

The Avro Arrow
After the Gouzenko affair, Canadian politicians became increasingly
concerned about the possibility of a surprise attack from the Soviet Union.
This fear inspired them to spend more on the military and defence than
on any other budget item for the next 15 years. Figure 13-8 Amid a huge crowd, on
In 1953, for example, the government agreed to pay for the BOBBEL E227, We SuBerSOnG UA Stegptbe
aircraft Avro Arrow is wheeled out of
development of a new aircraft for the Royal Canadian Air Force. The
a hangar in Malton, Ontario. Why was
requirements were tough — only the best technology in the world would
the cancellation of the Arrow project
do. A Canadian aircraft company, A.V. Roe Canada, would use its controversial?
experience to design and build a new, all-weather,
supersonic jet interceptor — the Arrow, or CF-105.
These fighter planes would be stationed all across
Canada’s North to be called into action if enemy
aircraft were sighted.
On October 4, 1957, a huge crowd gathered at
Malton, Ontario, for the presentation of the Arrow
to the public and press. As it happened, the Arrow’s
debut was overshadowed by the launch of the Soviet
Union's Sputnik I, the first artificial satellite to be
put into orbit around Earth. This caused a sensation
because Western scientists believed that the same
technology could lead to crewless ballistic missiles
— which the Arrow was not designed to stop.

Grounded
In time, the Arrow’s costs began increasing, and
on February 20, 1959, Diefenbaker cancelled the program. More than
15 000 A.V. Roe employees were laid off, and the company was ruined.
Diefenbaker argued that all Canada needed were American Bomarc anti-
aircraft missiles. But this program, too, was cancelled within two years.
To keep the air force flying, Diefenbaker eventually had to settle for
used Voodoo fighter jets bought from the United States. By that time, many
of A.V. Roe’s highly skilled employees had left the country. The completed
Arrows had all been cut into scrap, and all technical drawings, models,
photographs, and nearly every operating manual had been destroyed.

Recall... Reflect... Respond

1. Identify five examples of Canada’s participation in a) Create an interview question to elicit a person’s
the Cold War. opinion about how this participation reflected on
; anada.
. Choose one example from Question 1 and reflect C
on how it changed Canada’s role in the world b) Record your interviewee’s possible response.
community. Explain how it was — or was not —
“ c) Ask a classmate the question and compare his or
poor Larada. her response with that of your interviewee.
Imagine that you are a 1950s Canadian journalist
reporting on your chosen example of Canada’s role
in the Cold War.

MHR * What kind ofglobal citizen did Canada become during the Cold War? * CHAPTER 13 (#5)
Viewpoints on History

Whikhe Canada Lostwi in.the Arrow

The cancellation of the Arrow program was most shattering to the more than 15 000 Avro
employees who eventually lost their jobs. Here, three well-known Canadians reflect on what else
was lost when the Arrow was abandoned.

Anore BELTempo was editor-in-chief

of The Iron Warrior, the newspaper Although the Arrow was an incredible airframe, we should
of the University of Waterloo lament not so much about the loss of the particular aircraft, and
Engineering Society, in 2004. more so about the loss of the best and brightest in Canada’s
aerospace sector, at a time when Canada had the fleeting
potential to actually take the lead in a world-class field.

In 1958, freelance journalist and

author June Cat_woop witnessed It’s not that we weren't abetof Canada’s ‘icecnein building
and wrote about a testflight for the world’s best combat airplane, superior to anything
the Iroquois engine — the engine developed in the United States or the USSR. My point is
destined for the Arrow. that the Arrow didn’t seem a fluke. We thought it natural
that Canadians would be among the best, if not the best, at
anyawealgaetried to do.

Ona CBC broadcast in 1997,

Canadian author and historian What |think the1 (CBCse series [TheArrow;in 1997]adel
Micuaev BuIss argued that the represents is more Americanization in the country. We're now
costs of producing the Avro Arrow thinking that we should play fast and loose with history the
had spiralled out of control, so the same way the Americans do. And that we should go and be
government really had no choice but tub-thumping chest beaters the way American jingoists are.
to cancel the program. He believes Well, the country |was brought up in always turned up its
that the “mythologizing about the Arrow” is not based nose at that kind of raw,ae nationalism.
on historical fact.

1. Which of the three speakers would agree with each 2. Select one of the speakers. In small groups, prepare
of the following statements? Choose one phrase or to role-play your speaker by recording some
sentence from each quotation to support your choice. arguments you think he or she might use to respond
a) Canada gained a legend that it can be the best in the to this statement: “All in all, Canada gained from its
world. experience with the Avro Arrow.” Then conduct your
roleplay.
b) Canada lost some of its modesty in favour of a louder
patriotism.
c) Canada lost the engineering design ability that could
have made it an international leader.

Unit 4 * Did Canada find its own pathway by 1982? * MHR

What did Canada accomplish
in the Korean War?
Figure 13-9 The Korean War, 1950-1953
For nearly a century before World War I, Korea had
been ruled by the Japanese. When Japan’s empire Examine a current map ofthe Korean Peninsula in an atlas or
evaporated after the war, the Soviet Union occupied online. What has changed? What has remained the same?
the northern half of Korea and installed a communist
government. The United States occupied the country
south of the 38th parallel. While the Soviets wanted
the country to be unified under a single communist
government, the Americans wanted free elections. By UN Advance
Nov. 1950
1950, Kim II Sung, the North Korean leader, had laid
claim to the entire country and wanted to invade South
Korea. The Soviets, however, did not want to clash Sea of
directly with the United States. Instead, they decided to Japan
arm the North Korean army and have it fight for them in ae HGfon rss
a proxy war — a war fought by one country but for and arose
in the interests of another. iS. “ 38th Parallel
itaiee Bit
: ip Inchon Land)
Canada Joins the UN Mission iene
The North Koreans attacked on June 25, 1950. The South |tegen
Koreans could
i
not stand up to: them and by September
:
oe
=> North Korean
Pusan Perimeter
Farthest North
had been driven back to the tip of the Korean Peninsula. invasion Korean Advance
: , : June-Sept, 1950 Sept. 1950
Even though the Soviets were not directly involved, —> UNotensve |¢
American President Harry Truman saw the aggression Ee Eleiciil .
as Soviet expansion. He called on the new UN Security see Te
Council to intervene, and a UN force was approved to a tee
“render every assistance” to South Korea. Though other Boundaries 1950_ aS
UN members participated, 90 per cent of the troops were
American. Many non-Europeans saw this as another imperialist war.
Canada’s Secretary of State for External Affairs Lester Pearson
supported aid to South Korea because he believed one of the UN’s roles was
to help weaker states defend themselves. The Canadian Army Special Force
was formed to contribute to the UN mission. Canada eventually committed
27 000 military personnel — the third-largest contribution of the 22
nations that took part. Up for Discussion
How would China’s involvement in
The Battle for Seoul a War against Western powers
American General Douglas MacArthur led the UN operation, and within help the Soviet Union?
two months, it had recaptured Seoul, the South Korean capital. But to
Pearson’s dismay, MacArthur kept advancing north, almost to the border
of the People’s Republic of China.
The Chinese government had clearly stated that it would not tolerate
Americans at its border, and soon the UN forces were fighting hundreds
of thousands of well-armed Chinese troops. Within two months, the UN
forces were driven out of North Korea, and Seoul was again in communist
hands. UN forces in turn retook Seoul.

MHR * What kind ofglobal citizen did Canada become during the Cold War? * CHAPTER 13 (7)
Youth Making History

Ed)Oram On\Night Watch Far from Home Here is how Ed described what it felt like to serve a
Kapyong.
Figure 13-10 Ed
Oram at 16, three years
|stare intently into the darkness trying to see down the side
before he signed up for
of the hill; something seems to move, but |know that the
duty in Korea.
mind plays tricks... . My heart starts to race, my chest is
pounding... I’m scared...

Ed Oram of Muskoka, Ontario, shipped out to Korea

This continues for four hours. My buddy takes over at four
with the Princess Patricia’s Canadian Light Infantry in a.m. |try to sleep but being so tense for so long, sleep doesn't
February 1951. He served for 18 months and fought in come. During one of my guard duties they did come, by the
the Battle of Kapyong. There, after other forces had thousands; we were surrounded, they overran our hill, we
retreated from the Chinese, the Canadians held their brought down artillery fire onto our own positions. We fought
position despite being seriously outnumbered. Ed’s them off, sometimes in hand-to-hand combat. Many of my
regiment is the only Canadian unit to have received a buddies were killed. |will remember them; |try to forget, but
U.S. Presidential Unit Citation for outstanding bravery. |can't.

ne en RR RR RR A

Explorations
1. List words or phrases that give you an impression of Conduct further research to find out why Kapyong was
Ed's experiences on night watch. a key Korean War battle. °

2. Compare Ed’s experience as a Canadian soldier in Korea How do Ed’s comments help you understand the ways
with that of a Canadian soldier during World War II. In in which war affects the lives of soldiers?
what ways were they the same? Different?

The War Finally Ends

It took two more years before an armistice was reached on July 27,
1953. The Korean borders remained roughly where they had been
before the war. But the communists had been kept out of South Korea.
For this, 516 Canadians had died and 1000 had been wounded.

Fated ie oR ncaa ee os snevemann

Recall... Reflect... Respond

1. What did Canada accomplish by getting involved Many U.S. and Canadian army recruits knew little
in the Korean War? In your opinion, was the about Korea or Asia when they shipped out to serve
accomplishment worth the time, money, and lives in the war. What might be the drawbacks of fighting
lost? Explain your response. in a part of the world you know little about?

Unit 4 * Did Canada find its own pathway by 1982? * MHR

How did Canadians promote world
peace? My sisters had to practise air raid
drills in their classrooms. They would
Many believed that the “peace” achieved through mutual deterrence was
all go under their desks so that if
not really peace at all. Canadian physicist and peace activist Dr. Ursula
there was flying glass or objects
Franklin, for example, outlined the peace movement's position: “Peace is during a real air strike you would be
not the absence of war. Peace is the absence of fear. Peace is the presence protected... |remember... one
ofjustice.” Beliefs like these spurred on many Canadians — politicians night [on television] they aired a
and ordinary people alike — to pursue the cause of peace through nuclear program devoted to what it would be
disarmament. like if an atomic bomb were dropped
on North America. It was a pretty
Historical Significance: The nuclear arms race loomed over Canadian
frightening experience, whichI...
society during the Cold War. Read Voices on this page and examine had nightmares about because it was
Picturing Life with the Bomb on the next pages. Identify and discuss so real.
some of the effects of the arms race on the lives of ordinary people.
— Cobourg, Ontario, resident in an
interview with a Grade 10 student at
The Pugwash Movement Cobourg District Collegiate Institute, 2009

Bertrand Russell was a British mathematician, philosopher, and Nobel

Prize winner who was also a social critic. In 1955, appalled by the
buildup of nuclear arms, he published a manifesto with the help of other
well-known and well-respected scientists and writers, including Albert
Einstein. Their pamphlet, titled “Notice to the World,” sparked a huge
campaign for nuclear disarmament.
By 1957, Russell had organized a conference of prominent scientists
and public figures interested in reducing the
risk of armed conflict. Canadian-born
philanthropist Cyrus Eaton hosted
the Conference on Science and World
Affairs in Pugwash, Nova Scotia. It
was the first of many conferences, and
the Pugwash Organization earned the
Nobel Peace Prize in 1995.
Ethical Dimension: Governments have
had the capacity to destroy the human
race for many decades. What safety
checks do you think should be in place
to stop governments from committing
mass destruction?

Figure 13-11 The cover

of amanifesto issued in 1955 TO THE WORLD
by Bertrand Russell and Albert Einstein. Einstein's S
contributions to mathematics and science had laid the
foundations for the atom bomb. Why would Einstein’s AUDIO MASTERWORKS LPA 1225

support be so valuable to the disarmament movement?

MHR * What kind ofglobal citizen did Canada become during the Cold War? * CHAPTER 13
 The Peace Movement in Canada
DISARMAMENT
is the only shelter As the nuclear arms race gained momentum, many Canadians became
that guarantees fearful. And when Prime Minister Diefenbaker agreed to accept Bomarc
missiles, discontent grew. Many Canadians did not want their country to
acquire nuclear weapons.
In her May 1960 column in the Toronto Star, for example, Lotta
Dempsey issued a direct call for women to band together: “I have never
INSIDE: met a woman anywhere who did not hate fighting and killing.” Many
How the US. and responded by forming an anti nuclear group called the Voice of Women.
Soviet Union
Agree on the path
As the movement grew, it attracted influential women such as Maryon
to disarmament Pearson, wife of future prime minister and 1957 Nobel Peace Prize winner
Lester Pearson.
nana >
PLEASE SEE BACK COVER
SIGN AGAINST ATOMIC DEATH
aa
a
Historical Perspective: In your experience, do all women hate fighting
and killing? What other opinions might they have?
Figure 13-12 The Canadian Peace Congress produced this leaflet in 1961. What is its
message about the bomb shelters that the government was recommending people build?

————= DICTURING LIFE WITH THE BOMB

Figure 13-15 Cities like Toronto
developed emergency evacuation
plans, and Canada’s governments
put in place thousands of gigantic
air raid sirens to warn Canadians in
the event of an attack. How practical
was it to expect urban dwellers to
evacuate Canada's cities ifthey were
attacked?

Figure 13-14 In 1955, a teacher

instructs her students in the approved
“duck and cover” techniques in case
of nuclear attack. Children all over
Figure 13-13 Canadian artist John Collins
North America were instructed in these
chose Halloween as the setting for this
methods. How well would “duck and
cartoon in 1945. Why do you think he did this?
cover” have protected a person ina
How does his cartoon represent the feelings
nuclear attack? Survival Drills
generated by the atomic bomb?

Unit 4 * Did Canada find its own pathway by 1982? * MHR

Canadian Scientists For Peace
By working through organizations such as Pugwash, many prominent
Canadian scientists tried to make people understand that nuclear war
would destroy the planet. Canadian physicist Ursula Franklin, for
example, worked with the Voice of Women. Their work contributed to
the international Limited Nuclear Test Ban Treaty of 1963, which banned
above-ground testing of nuclear weapons. In 1992, Franklin was made a
Companion of the Order of Canada and still works to educate people in
the cause of peace.
Continuity and Change: What global issues today have sparked the same
sort of activism as the nuclear arms race? How are these movements
similar to or different from peace movements in the 1950s? Do they have
more in common, or are the differences greater?

Figure 13-16 Ursula Franklin at Massey College, University of Toronto. Franklin is a distinguished
scientist, professor, and feminist who was a key figure in the peace movement in Canada.

Figure 13-17 Torontonians catch up on the latest news on the arms

race. Two months earlier, the Russians had successfully launched Sputnik : at :
— the first artificial satellite to orbit Earth. The news headlines proclaim i 5 = |
the failure of the Americans to do the same. “Ike’s Sputnik ls Dudnik”
read one. “Ike” was President Dwight D. Eisenhower. Were the media just
reporting events — or adding to the general fear?

ec i

Constant Fear
'
>

Figure 13-18 Fear of nuclear war inspired survivalist

Bruce Beach of Hasting’s Mills, Ontario, to spend
20 years building an underground bomb shelter.
Edttorial \ He buried 42 school buses under 4 metres of earth,
then cemented them together to create 900 square
Pet metres of connected corridors and rooms. Was this a
reasonable response to the nuclear threat? If not, what
would have been a reasonable response?

MHR * What kind ofglobal citizen did Canada become during the Cold War? * CHAPTER 13
Figure 13-19 The Suez Canal, 1956 The Suez Crisis
Why would the Suez Canal’s location be strategically important? In 1859, a French company
called the Suez Canal Co.
financed the construction of
a massive canal to link the
Mediterranean Sea with the
Red Sea. Egyptian labourers
Suez Canal —>'
dug the 192 kilometre
Se Gulf of Suez waterway, and more than
120 000 of them died during
construction of the canal.
Foyt Britain bought into the
company in 1875.
0 200
SST Ds
400 600
Sea

kilometres __

Figure 13-20 Timeline — The Suez Canal, 1859-1956 Oil and Independence
Rather than invade, what other response might Britain have made to Egypt's For much of the early 20th century, Britain
nationalization of the canal? ruled Egypt. But an independence movement
began after World War II as Egyptians \

tried to rid themselves of foreign control.

1859 Suez Canal Co. begins construction Meanwhile, as the number of cars multiplied,
the West wanted more oil. By 1955, two-
1869 Canal opens thirds of that oil was being shipped from the
Middle East through the Suez Canal. By this
1875 British government buys share of company time, Britain had left Egypt, because it could
no longer afford to maintain its empire.
1914 Egypt becomes a British protectorate Egyptian President Gamal Abdul Nasser
wanted to build a huge dam on the Nile
River to provide the power needed by Egypt's
1922 Egypt gains independence; canal stays under British control
growing economy. To finance the Aswan
Dam, Nasser decided to take over the foreign-
1952 Gamal Abdul Nasser leads coup against Egyptian king owned Suez Canal so Egypt could charge
user fees and retain the profits. Nasser seized
1953 Egypt declared a republic the canal in 1956. But the British government
owned a share of the Suez Canal Co.
1954 British forces leave Egypt In response, Britain, with the support
of Israel and France, invaded the canal zone
the same year. The Soviet Union, the United
June 1956 Nasser elected president of Egypt
States, and the UN all condemned this tactic
as bullying. Britain was soon nearly bankrupt
July 1956 Nasser nationalizes canal financing a war it could not afford, but it was
too embarrassed to simply withdraw.
October 1956 Israel, Britain, and France invade
Historical Perspective: How do you think
Egyptians felt about Britain and France
November 1956 Ceasefire; UN sends peacekeepers owning and controlling a canal that went
through the middle of their country? How
might these feelings explain their actions?

Unit 4 * Did Canada find its own pathway by 1982? * MHR

Canada Keeps the Peace
In the 1950s, Lester Pearson earned an international reputation for
persuasive diplomacy — and averting a possible nuclear war. We are now emerging into an age
Pearson was Canada’s minister of external affairs. As the Suez crisis when different civilizations will have
came to a head, he worked to find a solution that would allow the British, to learn to live side by side in peaceful
French, and Israelis to save face and go home. Pearson was not the first interchange, learning from each
other, studying each other's history
to come up with the idea for an international peacekeeping force, but he
and ideals, art and culture, mutually
was its most able champion. And he obtained the UN General Assembly’s
enriching each other’s lives. The only
overwhelming support for an international force “to secure and supervise alternative in this overcrowded little
the cessation of hostilities.” world is misunderstanding, tension,
A Canadian general, E.L.M. Burns, led the first international clash, and — catastrophe.
peacekeeping force, called the United Nations Emergency Force (UNEF).
— Lester Pearson,
UNEF peacekeepers replaced occupying forces while a peaceful solution minister of external affairs, 1957
was negotiated.
When Pearson was awarded the
Nobel Peace Prize in 1957, he was said
to have shown that “moral force can be
a bulwark against aggression and that
it is possible to make aggressive forces
yield without resorting to power.”

Figure 13-21 UNEF peacekeeping troops enter Port

Said, Egypt, in 1956. The troops came from
10 countries, with a major contribution from Canada.
Robert Borden, a Canadian UNEF soldier, said, “In
retrospect, it was wonderful to be there. It was a
magnificent attempt on behalf oftheworld body to
do something important. It was an honourable thing
to do.”

indie Sens Sears Set See pis Tene en NOR OR ee et ane punbainsseiitid Pasties pee ia Rene One
Occ eae aa

Recall... Reflect...Respond
1. Create a mind map with two levels of bubbles. b) In 1972, Americans and Soviets agreed to the first
Write the words “Canadians Promoting Peace” at Strategic Arms Limitation Treaty, which slowed
the centre of the map. In the first level of bubbles, down their arms race.
record examples of individuals promoting peace. In
c) In 2012, American president Barack Obama
the second level, record the results of their efforts.
said, ‘My administration... recognizes that the
Draw lines that show how you think one person's
massive nuclear arsenal we inherited from the
efforts may have affected another's.
Cold War is poorly suited to today’s threats,
2. Add the following developments to your mind map, including nuclear terrorism.”
with connecting lines to indicate ways in which
3. Where would you put yourself in your mind map? In
the Canadians in your web may have led to or were
what ways might you fit in?
connected to these events: -
4. If you were giving out a peace award, whom would
a) To date, 187 countries have signed the 1970
you give itto? Why? Choose someone from the Cold
Nuclear Non-Proliferation Treaty, which was
War era and someone from today.
designed to stop the spread of nuclear weapons.

MHR * What kind ofglobal citizen did Canada become during the Cold War? * CHAPTER 13
Chapter 13 Review
Knowledge, Understanding, and Figure 13-22 This editorial cartoon, created in 1992, shows John
Thinking Diefenbaker on top of the clock tower on Parliament Hill after shooting
down an Avro Arrow with a machine gun.
1. Identify up to ten key events, developments, or policies
related to the Cold War. Present these in a timeline.
Add visuals or labels that help explain the significance
of each entry.
2. Historical Perspective: Historians try to understand
the views people have held in the past. Read the song
on this page, which was sung during antinuclear
protests in the late 1950s. The H-bomb is the hydrogen
bomb, which is even more deadly than the A-bomb, or
atom bomb. Then answer the following questions:
a) What ethical problems were the protesters pointing
out in this song?
b) Think about another perspective. Many people in the
1950s believed that having nuclear weapons was the
only way to prevent an attack by the Soviet Union.
Convey the views of those who were in favour of the
buildup of nuclear weapons by writing new lyrics for
a familiar tune.
sc
c) Use these pro- and anti-nuclear perspectives to
explain why there were no easy solutions to the
nuclear arms race.

Sing to the tune of “God Rest Ye Merry, Gentlemen”

Communicating and Applying
God rest ye merry, gentlemen,
4. Cause and Consequence: Does military power
When you are all in bed,
have a role to play in creating peace?
A friendly little H-bomb
a) With a partner, create a T-chart and list arguments
Is cruising overhead. for and against the idea that the military can play
It’s there to kill the Russians a role in the peace process. For each argument
When the rest of us are dead. you record, add a counterargument in the opposite
column. Consider various perspectives on peace.
b) Join another pair of students and conduct a
3. Historical Perspective: Many years after John
mini-debate on this question. Toss a coin to choose
Diefenbaker cancelled the Avro Arrow program, people
which position each pair will defend.
were still questioning whether or not his decision had
been good for the country.

Examine the editorial cartoon in Figure 13-22.

a) Why is Diefenbaker shown surrounded by
sandbags?
b) What is the artist saying about Diefenbaker and his
decision to cancel the Arrow program?
c) Write a caption for this editorial cartoon.

Unit 4 * Did Canada find

itsown pathway by 1982? © MHR
5. Historical Perspective: Many fans of the Avro ie Historical Significance: From the following list,
Arrow still hope that at least one airplane escaped select an individual whose contribution to Canadian
being destroyed. In the 2004 historical novel Chasing society and politics during the Cold War was most
the Arrow, author Charles Reid raises the possibility in a significant:
fictional conversation between two Avro employees. e |gor Gouzenko
Read the following excerpt. Then, in a small group, e Ed Oram
discuss this statement: Historical fiction undermines ¢ Ursula Franklin
the serious study ofhistory. Should historical fiction be
e Lotta Dempsey
banned? Should it have warning labels attached? Give
reasons for your responses. e Lester Pearson

Ethical Dimension: In 1955, Bertrand Russell and

Albert Einstein released their "Notice to the World"
Their ears were hammered by a thunderous roar.
about arms buildup following the Cold War (p. 379).
Joe leaped out of his chair. “My God, Emily, that was a Issue your own "Notice to the World" about what you
sonic boom!” see as the major barriers to international peace today.
Consider political, social, cultural barriers in your
Emily got to her feet, too, and scanned the darkening sky. answer, as well as at least two examples drawn from
“That sure sounded like an Arrow to me.” current events.
“But that’s impossible,” Joe said. Lester Pearson supported the UN mission in Korea
Emily continued to search the cloudless sky. “Wait a because he believed in the principle of collective
security, the idea that the security of one nation
minute, Joe. Didn't you say you saw five complete Arrows
depends on the security of others. Yet at the height of
being cut up?” the aggression, the United States discussed using the
“That's right. Five.” atomic bomb to end the war. How could one situation be
viewed so differently by two allies? In this case, what
“But we finished building and test-flying six.” accounted for the difference?
“My God, you're right!” 10. Interview a grandparent, aunt, uncle, neighbour, or
other person you know about his or her experiences
growing up during the Cold War.
6. Historical Significance: Canada played a number of
roles during the Cold War. It engaged in international e Which experiences had the greatest impact?
intelligence gathering; it helped to found NATO; it joined
e¢ Which Cold War issues did this person become
the UN mission to defend South Korea against the North;
personally involved in (for example, making an
and it intervened successfully in the Suez crisis, leading
evacuation plan, nuclear disarmament)? Ask him or
to the creation of the very first UN peacekeeping force.
herto describe them.
a) In your opinion, which situation represented Canada’s
defining moment as a key player in the international e What is the perspective of this person today on the
community? Justify your choice with reasons. Cold War?
b) How did Canada’s role in the promotion of world Write a report that summarizes the answers to
peace evolve from the start of the Cold War to the the questions and tells what new information or
awarding of the Nobel Peace Prize to its prime perspectives you gained from the interview.
minister in 1957?
ile Hold a class debate on the following statement: During
the Cold War, Canada’s relationship with the United
States evolved into a partnership.
 Chapter Fourteen

TRANSFORMING CANADA

i ues
= S
AY,
%
<DOG7 _le monde entier y sera! 28 Avril —27 Octobre 1967 AMY, Montreal Canada €XxPOG7 The world is coming! April 28—October 27, 1967

r 4

Figure 14-1 Expo 67 — a world’s fair —

was held in Montréal in 1967 to celebrate
Canada on its 100th birthday. The posterat
the top of the page was used to advertise the
event. An Expo 67 tour guide stands in front
of amap showing the artificial islands created
especially for the fair. The Canada Pavilion, an
inverted pyramid, was aglow every night.

Unit 4 * Did Canada find its own pathway by 1982? * MER

 What kind of Canada did Canadians want in the 1960s?

In 1967, Canada seemed to have a lot going for it. The economy
was strong, and Prime Minister Lester Pearson had made Canada Key Terms
an effective middle power. The government was developing social universal health care

programs to benefit all Canadians. And Canada had managed to co-operative

stay out of the Vietnam War. The baby boomers were now teens or federalism
young adults, and their vast numbers gave the country a young look. civil rights
Canada felt like a good place to be. capital punishment
Examine the photographs on the previous page. Then respond to free vote
the following questions: gay rights
¢ The name of the key building in the Canada Pavilion was point system
Katimavik. This Inuktitut word means “meeting place.” The multiculturalism
mascot for the fair was Ookpik — the Inuktitut word for the
snowy owl. Would Canada have used these words and symbols to
represent itself 30 years earlier? Why or why not?
What does the poster show? For what reasons might the fair’s
organizers have chosen these images?
Would Canadian organizers use the same images in a poster
advertising a world’s fair today? Why or why not?
Expo 67 generated a great deal of pride among Canadians. What
kinds of events generate a sense of national pride today?

I i eNO AIS RD
LEARNING GOALS

LOOKING AHEAD In this chapter you will

key so cial welfare
The following inquiry questions will help you e analyze the impact of
programs on the live s of Canadians during
explore what kind of Canada Canadians dreamed of
during the 1960s: the 1960s
elopments In
° describe some key dev
) e¢ Why did Canada improve its social programs? th e period
immigration policy during
e Why did a new generation wantto change social inequality in
e describe instances of
Canada?
Canada in the 1960s
¢ Where did the demand for human rights lead? d and what stayed the
e analyze what change
en
¢ Why did Canada begin to feel more Canadian? same for Canadian wom
but ion s ofin dividuals and
Scearenecotnedc. Gerecieoreatase cneteee e describe contri
to Can adi an soc iet y during the 1960s
groups
 Why did Canada improve its social
programs?
Today, Canada’s social programs are the envy of many countries.
Canadians who become ill do not have to worry about personally paying
for expensive medical treatments. Many Canadians have jobs where their
employers help them save for retirement. The government funds social
programs through taxation. By paying their taxes, everyone contributes to
providing for those who need help. People use the phrase social safety net
to describe Canada’s collection of social programs. What does this phrase
mean to you?

The Right to Health Care

@ Check Back
Several factors led Canada to develop a strong social safety net. The
Depression had profoundly affected many Canadians, especially in the
You read about the social
West, where farmers had lost their land because of economic conditions
safety net in Chapter 8. and a long drought. Unemployed workers had wandered the country
in search of jobs, and poor families had lived in appalling conditions.
During World War II, Canadians had sacrificed for the sake of others.
After the war, Canada sent aid to Europeans left destitute. Looking
around their own communities, many Canadians began to see a need to
do the same for Canadians in difficult circumstances.
Moreover, Canada was still ieee —
in tune with developments in
CLASSIFIDDWANT ADSERVICE
SEcernontimentsmn
Nov

Everyone has the right to a standard

of living adequate for the health
and well-being of himself and of safety net after World War II.
his family, including food, clothing, There was a clear example for
housing and medical care and Canada to follow.
necessary social services, and the
Historical Significance:
right to security in the event of
unemployment, sickness, disability, Examine Article 25 of the
widowhood, old age or other lack of Universal Declaration of
livelihood in circumstances beyond Human Rights in Voices.
his control. How would this declaration,
— United Nations Universal Declaration
which Canada signed, lend |
of Human Rights, Article 25, 1948 weight to the argument that | "Stagnue BUTSAT ky, MO os
Cindda shotlldipioyide OF BIG FAMILIES GONESHS MASTER”
social programs?

Figure 14-2 |n 1955, the front page of the Joronto Daily Star drew attention to a
campaign to raise funds for St. Michael’s Hospital. The newspaper noted that 60 per cent
of the hospital's patients could not afford to pay for their care. Despite its own financial
difficulties, the hospital did not turn them away. How might reading about the situation at
St. Mike's have affected people's ideas about the need for a universal health care program?

388 Unit 4 * Did Canada find its own pathway by 1982? * MHR
 The British Example Figure 14-3 How Universal Health Care
Even before World War II had ended, British politicians had seen an ice
a
economic crisis coming. The war destroyed Britain’s economy, reduced Through universal health care all citizens
its industries to rubble, ruined its infrastructure, and threw many people who pay taxes pitch in to ensure that
out of work. Many believed that the growing number of destitute people everyone has access to health care —
would increase social tensions. even people who cannot afford it.
To avoid a social crisis, the British asked reformer and academic
William Beveridge to come up with a solution. He recommended cradle- Ae Mee
ie ‘ P tothe 4 citizens have
to-grave welfare — the state would care for all citizens, including people government MEA Healthcare.
who were sick, unemployed, retired, widowed, or orphaned, throughout
their lives. By the late 1940s, the world viewed Britain as a model welfare
state.
Historical Significance: Why might Britain’s example have had more
influence in Canada than it did in the United States? Explain your
response. :

The Struggle for Health Care

Universal health care means that all people have
equal access to medical care. Every man, woman, and
child can see a doctor and receive health care, paid for
by the government, no matter where they live in the
country and no matter how much money they have.

Tommy Douglas and the CCF

Universal health care in Canada was born in
Saskatchewan. Tommy Douglas, leader of the
Co-operative Commonwealth Federation (CCF),
started a program when the CCF won a landslide
victory in the 1944 provincial election. He devoted
70 per cent of his first budget to social services. Many
people predicted his programs would fail.
Douglas began by providing free medical, hospital,
and dental care for senior citizens. He also funded
treatment for people with cancer, tuberculosis, mental
illness, and venereal disease. Many believed that this
would bankrupt the province. But after two years, the
CCF government had actually reduced the provincial
debt by $20 million.
In 1947, Douglas introduced universal hospital
insurance. For a fee of $5 a year, Saskatchewan residents Figure 14—4 |n March 1953, a physiotherapist helps a child learn
would have all their hospital bills covered. In 1957, the to walk again. A polio epidemic in the 1950s left thousands in
_ federal government agreed to share the costs. Canada in need of long months of hospitalization and therapy. In
By December 1959, Douglas was able to announce what ways mighta health crisis like this have affected people’s
that a universal health care system would be introduced views on universal health care?
for the people of Saskatchewan.

MHR * What kind of Canada did Canadians want in the 1960s? * CHAPTER 14
 The Doctors’ Strike
Saskatchewan became a battleground for universal health care. Douglas's
The act has created a government proposal angered many doctors. They feared they would lose their
monopoly in health matters, with professional freedom or would not be paid enough. And they did not
written-in controls over allaspects want to become government employees.
of doctonservices.s10U andi Uoetor On July 1, 1962, the province’s doctors went on strike to protest the
SUR ad) EE I BL plan. But the government brought in doctors from elsewhere, and 23 days
uch ;
Sete oe later, the strike ended. Though doctors won the right to opt out of the plan,
conscription.
Thiswe cannot do. ~ ;
nearly all of them decided to participate in the government program.
— College of Physicians and Surgeons,
Saskatoon, 1962

Figure 14-5 Saskatchewan residents protesting on

July 11, 1962. People were afraid that with universal
health care they would not be able to choose their doctor,
and that doctors would leave the province to practise
elsewhere. Why is it sometimes hard to predict the
consequences of certain actions?

Waile Cecillon = Babies Cant We

In 1962, 24-year-old Lucille Cecillon was under constant semiprivate room next to a window. That way, | could
medical care at St. Elizabeth's Hospital in Humboldt, wave at my two daughters outside.”
Saskatchewan. Her pregnancy had not gone well, and The end of the strike brought relief to Cecillon and
her doctor had ordered bed rest until the baby arrived. As __ other patients. “I remember waking up and finding my
the doctors’ strike began, her condition became worse. own doctor, sitting on the bed, holding my hand,” she
“It was a terribly stressful time,” Cecillon said in an said. “| was relieved that the strike was finally over.”
interview. “I was relieved to learn at the last minute that ros ao OSC eee
the hospital was to remain open.” A skeleton staff kept | Figure 14—6 Lucille Cecillon with her children—
the nearly empty hospital going. | Leanne (left), Brenda (right), and David (centre), who
“One of the doctors told me | was fine and sent me V was born a few months after the doctors’ strike.
home,” Cecillon said. “[But] | began to hemorrhage [bleed].
When | got back, one of the nurses had saved a bed ina

1. What thoughts might Lucille Cecillon’s doctor have had

about going on strike?

2. Write a note to Cecillon’s doctor expressing your

thoughts about his actions both during and after the
strike.

Unit 4 * Did Canada find its own pathway by 1982? * MHR

 - Health Care Goes National
Across Canada, people watched with
interest as universal health care — also
known as medicare — became a reality
in Saskatchewan. As prime minister, John
Diefenbaker responded to public pressure by
financing half the hospital insurance costs
in Saskatchewan and promising to do the
same for other provinces that introduced
similar schemes. One by one, other
provinces followed Saskatchewan’s lead.
By 1961, all Canadians had access to
public hospital insurance. But health care
outside hospitals was not covered, and few
believed that such extensive coverage was
possible. Circumstances soon helped set
the stage for the introduction of universal
health care in Canada:
Figure 14-7 General practitioners
In 1961, Tommy Douglas left Saskatchewan to lead the New are at the front line of health care, ensuring
Democratic Party, which had emerged from the CCF. In Ottawa, that people are healthy and watching for
Douglas’s goal was to do for Canada what he had done for signs ofillness in its early stages. In what
Saskatchewan. ways might your life be different without
Once universal health care was established in Saskatchewan, universal health care?
——————
Diefenbaker set up a royal commission to report on the most effective
way of providing health care in Canada. The commission’s report,
which was released in 1964, declared that adequate health care was “a
right of citizenship” and recommended a national health care program.
By the time the commission’s report was released, Lester Pearson had
replaced Diefenbaker as prime minister. But Pearson led a minority
government and needed the support of the NDP to stay in power.
Inspired by public pressure, the desire to stay in power, and a strong
interest in social justice, Pearson reached an agreement with Douglas.
In return for supporting Pearson’s government, the NDP secured ‘CONNECTIONS :
Pearson’s promise to introduce universal health care in Canada. In
The Trudeau government brought in
1966, the federal government passed the Medical Care Act, which the 1984 Canada Health Act. This law
created a nonprofit, universal health care system for all Canadians. requires that all provincial health care
plans be
Cause and Consequence: If any one of the circumstances listed above © nonprofit
had not come about, would Canada now have a universal health care
© operated by the government, not
program? In the long term, what has been the impact of universal health private companies
care on the health and well-being of Canadians? On our ability to © comprehensive — meet all medical
assist the most vulnerable among us? On taxation levels? Explain your needs
responses. © portable — applicable anywhere in
Canada
© accessible — available to all

MHR * What kind of Canada did Canadians want in the 1960s? * CHAPTER 14
 Thinking Historically: Cause and Consequence

Tommy Douglas took on on many roles in his life: champion boxer, Baptist preacher, social
activist, provincial premier, founder of the CCF, and first leader of the NDP. He was also the father
of universal health care in Canada.
How did he accomplish all this? For one thing, he loved As premier of Saskatchewan, Tommy Douglas
to tell a good joke — especially if it made a political accomplished enormous changes that transformed
point. He was an inspiring communicator, convincing Saskatchewan. He brought in government-run auto
people that together they could transform Canada. In insurance, a minimum wage, paid vacations for
the words of Stephen Lewis, “I have never seen... workers, and a 40-hour workweek. Later, in federal
such magic worked.” politics, politicians in other parties were receptive to
What historical conditions led to his success? It his dream to make Canada a nation that protects its
all began when Douglas was a child in Scotland. He most vulnerable citizens. Canadians were inspired by
suffered from osteomyelitis, a bone infection that was his ideas too. Luckily for them, the Canadian economy
ravaging his leg. A local doctor operated on Tommy's was booming, giving politicians the manoeuvring room
leg on the kitchen table. After the family came to they needed to help achieve that dream.
Canada in 1910, the leg got worse, but public health
care did not exist. A local surgeon took pity and
performed the surgery for free. This experience
changed Douglas. He was deeply aware of how
lucky he had been.
The Douglas family lived in Winnipeg during the
period of civil strife after World War |. Douglas was
a teenager during the Winnipeg General Strike. He
saw government forces crush unarmed ordinary
people who just wanted to improve society.
Douglas later became a preacher in a gospel
movement that fused religious belief with the
struggle for social justice. He was deeply affected
when the government stood by as Prairie families
suffered from drought, grasshopper plagues, and
low wages. He saw people suffer and die for lack of
health care.
Douglas decided that if the government
would not help people, people should change Figure 14-8 |n 1961, Tommy Douglas's record in Saskatchewan
the government. So he entered politics, became a helped him win the federal leadership ofthe political party he
socialist, and dedicated his life to achieving social helped form, the New Democratic Party.
justice in Canada. |

Explorations
1. Social, political, economic, and cultural conditions can b) What conditions in Canada helped Douglas achieve
| all influence whether or not events take place. his dreams?
| a) What conditions in the early 20th century helped 2. What was more important: the conditions, Douglas’s
shape Douglas into the leader that he became? actions, or both? Explain your answer.

Ne
a

Unit 4 © Did Canada find its own pathway by 1982? * MHR

Improving Canada’s Social Programs Figure 14-9 Senior Anne Skuba walks
Canada had begun introducing social programs before the 1960s. The with her husband, Walter. Skuba walks or
family allowance, old age security, and employment insurance had already bikes 90 minutes a day and takes fitness
been put in place. Provincial governments were vaccinating children classes. She is a member and former chair
against contagious diseases. But many older Canadians still lived in of the Active Living Coalition for Older
poverty, and the level of welfare assistance varied widely. Adults in Winnipeg. In what ways does
encouraging older Canadians to remain
The Canada Pension Plan active and healthy benefit all Canadians?

By the mid-1960s, federal old age pensions were not keeping Canadians
older than 65 out of poverty. To ensure that retired Canadians had
additional income, the federal government proposed the Canada Pension
Plan (CPP).
The CPP was introduced in 1966. The plan requires working
Canadians and their employers to contribute every year. Participation
entitles contributors to a government pension after retirement.
The negotiations over the CPP marked a turning point in
federal—provincial relations and became one of the first examples of
co-operative federalism — a system in which the federal, provincial,
and municipal governments work collaboratively to achieve mutual goals.
Québec wanted to control its own pension plan, tailored to the needs of
Québeckers. After a series of negotiations, Pearson agreed.
To help people who did not qualify for CPP, the government also
introduced the Guaranteed Income Supplement in 1967 as a temporary
measure. This additional supplement for low-income seniors was made
permanent in 1971.
As of 2014, the maximum payout from CPP was just over $12 000
annually. Is this enough to live on? Ontario Premier Kathleen Wynne has
proposed that the CPP be expanded or Ontario will “go it alone.” Do you
agree with this strategy? Why or why not?

The Canada Assistance Plan

In the 1960s, social welfare programs varied greatly from province to
Up for Discussion
province. The British North America Act had given provinces jurisdiction
If the provinces were already providing welfare
over social assistance, so the federal government could not create a national
assistance, why did the federal government
program on its own. So the federal government offered to provide 50 per cent become involved?
of the required funds. In exchange, the government asked each province to
meet minimum standards. This initiative, enacted in 1966, was called the
Canadian Assistance Plan, and is often referred to as welfare.

Recall... Reflect... Respond

1. Listthe factors that encouraged Canada to enhance . Create a dialogue between two health care workers
social programs in the 1960s. — one supporting nationalized health care and one
not. The discussion takes place at the time of the
. Was the development of Canada’s social safety net
national health care debate. Consider views on
a coincidence — or was there something about
what is best for patients and the role of government
Canadians that encouraged the introduction of these
in medicine.
programs? Explain your response.

MHR * What kind of Canada did Canadians want in the 1960s? * CHAPTER 14
 Why did a new generation want to
change Canada?
Most generations of teens “know better” than their parents. Few have
the influence to shake things up. In the 1960s, though, the baby boom
generation was hard to ignore. There were just too many of them.

The Ideals of the 1960s Generation

The parents of the hippie generation had dreamed of having a job and
Never trust anyone over 30. raising a family in the suburbs. They were happy to enjoy the benefits
— Jack Weinberger, of prosperity. In contrast, their children rejected the constraints of
civil rights rights and free speech activist, the consumer culture their parents had created. Instead of “taking life
BRC a rae seriously” by settling into a job, young men threw out their suits and
ties, and refused to cut their hair. Instead of typing business letters or
perfecting their homemaker skills, young women burned their bras and
wore flowers in their hair. Instead of joining the bowling league, young
people went to musical festivals called “love-ins,” and attended peace
marches to argue for “peace not war.”
The ideals of the generation centred on peaceful co-existence. They
embraced the ideals of racial harmony and nonviolent protest that
stemmed from Martin Luther King, Jr., and the civil rights movement
in the United States. Baby boomers joined the growing women’s
movement, because it was a struggle for equality. They drove the emerging
environmental movement as well as the growing peace movement, both of
which condemned the actions of authorities.

ime rach
Snapshot in Time

ions
Older generations of Canadians could only shake their heads at the new
hippie fashions. Teens of both sexes wore bell-bottomed jeans, tie-dyed
shirts, long hair, head-bands, strings of beads, and “peace” buttons. How
could you teli them apart? Unlike the kids of the 1950s, many young people
threw off their parents’ ideas about appropriate male and female attire.
Instead, they embraced the unconventional. Inspired by women’s liberation,
young women threw out their high heels and makeup. Young men got in
touch with their gentler side, embracing flower power and nonviolence. Figure 14-10 The hippie generation
The flower children of the 1960s proclaimed their values through their trumpeted their ideals even on their vehicles.
fashion choices — they wore loose, unrestrained clothing, favoured
sandals and natural fabrics, and let their hair grow as long as possible.
Era of the Protest Song
If music ever inspired a generation, it was the music of the 1960s.
Universal Soldier
A blending of folk music and rock brought the songs of Pete
Seeger, Bob Dylan, Joni Mitchell, Neil Young, Buffy Sainte-Marie, He’s five foot two and he’s six feet four
and Joan Baez to prominence. Teens learned to play the guitar He fights with missiles and with spears
themselves, and would sing antiwar songs like “Where Have All the He's all of 31 and he’s only 17
He’s been a soldier for a thousand years
Flowers Gone?,” “Ohio,” and “Blowin’ in the Wind” around the
campfire. It was an era that saw the first massive music festivals.
He’s a Catholic, a Hindu, an atheist, a Jain,
Young people would travel from far and wide to join together and a Buddhist, and a Baptist, and a Jew
“get back to the land.” and he knows he shouldn't kill
Continuity and Change: Buffy Sainte-Marie was born on the and he knows he always will
Piapot Cree Reserve in Saskatchewan and wrote “Universal Soldier” kill you for me, my friend, and me for you
in a Toronto café in the early 1960s. Read the words in Voices.
And he’s fighting for Canada,
What is she saying? Does her message still have power today? Why?
he’s fighting for France,
he’s fighting for the USA,
The First Televised Protest Movement and he’s fighting for the Russians
Their large numbers gave young people a confidence to speak and he’s fighting for Japan,
and he thinks we'll put an end to war this way
up — a confidence that comes when you feel part of something
larger than yourself. Television increased their influence. Never
He’s the universal soldier and he
before had North Americans witnessed the brutality of war played really is to blame
out on the news every night. The Vietnam War was not popular His orders come from far away no more
in the United States or in Canada. Young Americans fled over the They come from him, and you, and me
border to escape being drafted (conscripted) and brothers, can’t you see
into the American armed forces. And this is not the way we put an end to war?
Canadians welcomed these war — Words and lyrics by:
resisters. Their presence reinforced Buffy Sainte-Marie. Published by: Universal Music
antiwar feelings among Canadian Publishing Group. © Caleb Music-ASCAP [1963]
youth, especially on university
campuses. When their protests
were televised on the evening
Figure 14-11 Canada did not take part in
news, young people felt even
the Vietnam War, but the massive American
more empowered. The Vietnam
youth protest against that war spilled over into
War was not only the first
Canada. Why would a young Canadian wear this
televised war; it also sparked the button? Do Canadians still protest foreign wars
first televised protest movement. today?

SA A EL A REN NSU NS SR SEN ele et aS WR SORIA ERATURE

SU RRR

Recall... Reflect... Respond

1. Compare the influence of various media on youth 3. Based on your chart, how extensive would you
today and in the 1960s. Does the media today cover say was the long-term influence of the 1960s
issues that are important to you? generation?

Create a T-chart, with the ideals of the 1960s. How would Canada’s acceptance of war resisters
generation listed in the left column. In the right have affected relations between Canada and
column, identify a modern connection. For example, the United States? How might it have affected
the “backto the land” ideal could be paired with Canadians’ views about what kind of country
today’s local foods movement. Canada was?

MHR * What kind of Canada did Canadians want in the 1960s? * CHAPTER 14
 = Where did the demand for human
‘CONNECTIONS -
Canada does not have a clean record ights lead?
rl ts ea e
on human rights. In the 1960s, about
400 Black Canadians were living in The 1960s was a time when people sought freedom from unjust laws and
a rundown but tight-knit community pees expectations.
called Africville, on the north side ; I ny
of Halifax. But developers had long In some cases, people sought liberation from society’s expectations.
wanted the land. So in 1964, Africville The role of homemaker, for example, was a constraint that many women
began to be bulldozed out of existence. began to reject. Feminist writers such as Australian Germaine Greer and
By 1968, the entire community had : ; : ;
Rectan cradte cn aca onihortics Canadian Doris Anderson wrote books and articles that raised people’s
said would provide better living awareness. Women shared their views in feminist groups, wrote newspaper
conditions. The citizens of Africville columns, protested, and ran for political office in the hopes of changing
were given no choice and were not ee
consulted. In the end, bulldozers pNar ame ; h
destroyed their houses, businesses, Canadians were very affected by what they saw on television. News
and an historic church. about the civil rights movement in the United States affected many
vO Canadians. Civil rights are the basic rights of all citizens. Canadians
saw Americans struggle with unjust laws that denied Black Americans
their civil rights. Canadians felt a little smug that they did not have such
conflict in Canada. But the issue also forced many Canadians to examine
their personal views and to seek ways to ensure equality for all in Canada.

Grassroots Organizations
In the 1960s, many Canadians
became increasingly aware of
a gap between the society they
lived in and the society they
wanted Canada to be. They
began forming and joining
grassroots organizations that
could help them express their
views.
The Canadian Civil Liberties
Association (CCLA) grew out
of opposition to government
interference in people’s lives.
It has launched campaigns to
defend freedom of speech, control
censorship, end mandatory
religious teaching in schools, end
forced retirement, defend citizens’
Figure 14-12. In 1968, Alan Borovoy became rights to privacy, and guarantee the rights of groups to demonstrate.
the lead lawyer forthenew Canadian Civil CCLA tactics have varied from straightforward media campaigns
Liberties Association. In his 1991 book, Uncivil to legal challenges that went all the way to the Supreme Court. The
Obedience, he presented the inventive ways he group’s leader, Alan Borovoy, has often used unusual, attention-getting,
and the association used the law to achieve a
and creative strategies to make a point or highlight an issue. To draw
more just society. What do you think “uncivil
attention to inequities in housing, for example, he sent a white couple to
obedience” means?
rent an apartment. If a landlord maintained that the building was free of
nonwhites, Borovoy made sure the landlord’s position was made public.

Unit 4 * Did Canada find its own pathway by 1982? © MHR

A Leader Who Matched the
Mood
In the early 1960s, Prime Minister Lester
Pearson believed that Canada’s future required
that Québec be more strongly involved at
the federal government level. To that end,
he recruited three prominent Québécois,
including Pierre Elliott Trudeau, to run for
office. After all three won seats in Parliament
in the 1965 election, Pearson made Trudeau his
parliamentary secretary.
Pearson soon saw potential in Trudeau.
Trudeau was both intelligent and worldly,
having studied in Canada, the United States,
France, and Britain. Although untried in
politics, Trudeau was a committed federalist
and able to hold his own in debate. Unlike r a
Pearson, Trudeau was also bilingual. bie, * 4 PRIME MINISTER
By 1967, Pearson knew he would leave is ae | TRUDEAU
politics soon. But he wanted to leave the i ae?
country in the hands of a leader with the
qualities necessary to lead Canadian society
toward bilingualism and constitutional
reform. Pearson thought Trudeau might be
that leader, so in 1967, Pearson appointed
him minister of justice.
When Pearson resigned in 1968,
Trudeau made a bid for the leadership of the
Liberal Party. Because the party was in power Figure 14-13 In July 1968, Pierre Trudeau was featured in the Canadian edition of
in Ottawa, Trudeau needed only to win a Time magazine. Trudeau was a politician who often behaved like a celebrity. News
majority of the delegates’ votes at the Liberal photographers followed him everywhere, People clamoured for his autograph. Young
convention to become prime minister. He women tried to kiss him. Are there leaders today who provoke similar reactions? Who
won. Within months, he called an election are they and what makes people react this way?
and won a Liberal majority — the first in
many years.
Many found the 48-year-old Trudeau cocky and arrogant. Many Voi
See alos | irae hs oices
others, especially in the media, liked his style. This prime minister was
seen dating and dancing with movie stars and famous musicians, so Why a program about Trudeau rather
wherever he was, the media had a story. The media also described every than some other equally new and
joke he made and every prank he played — everything he said was news. equally promising cabinet minister?
“Trudeaumania” took hold as the public came to admire his intellect and ... [Because Trudeau is] the first real
chance for the turned-on generation
his confidence.
to have a real voice in national
Historical Perspective: Many Canadians of your age in the 1960s were affairs... [And he is] a rebel anda
fans of Trudeau and his vision of Canada as a more equitable society. swinger. ... Most of all, though, he
What did they admire about him? List five major qualities you want to cares.
see in a prime minister. Would Trudeau fit your requirements? Explain — Norman DePoe, television journalist
your response. on the CBC's Newsmagazine, 1967

MHR * What kind of Canada did Canadians want in the 1960s? * CHAPTER 14
 History has an ethical dimension. We can study the past, and use it to help us make informed
judgments about contemporary issues. Although no historical comparison can be an exact
match, we can get ideas about how to resolve issues and which strategies are successful at
effecting change.
Canada is a country that protects Canadians from persecution, including persecution based on
sexual orientation. But just a handful of decades ago, things were different.

In 1965, Everett George Klippert was a 39-year-old

mechanic living in Pine Point, Northwest Territories. [Kathleen Wynne’s] victory in the [2014 Ontario] election, it
During a police investigation into an arson case was a great win, because in Uganda this is not something that
(in which Klippert was not involved), Klippert |would dream of right now, but seeing there are [regions] in
acknowledged that he had engaged in consensual sex the world that are getting to look beyond someone's sexuality
with men. He then became the last Canadian to be and look at the capability of someone, to me that was really
charged with “gross indecency.” A Crown-appointed inspiring.
psychiatrist assessed him in 1966 and pronounced him — Richard Lusimbo, a Ugandan gay rights activist visiting
“incurable.” Klippert was deemed a dangerous sex Toronto during WorldPride 2014
offender and given an indefinite jail sentence. In 1967,
the Supreme Court upheld the conviction.
Klippert’s member of Parliament, Bud Orange, said
that throwing a man into prison for consensual sexual
activity was outrageous. He endured nasty letters from
Canadians who disagreed with him, but he stood firm.
In 1969, the Liberals decriminalized gay sex.
By studying our history of persecution, we can
be more informed when making judgments about
persecution happening today. We can look for
parallels, see who made a difference and how, and
recognize the challenges of fighting persecution.
Here are two other examples from history that might
help us deal with issues in the present.

In the 1930s, Berlin had a thriving gay community. Gay men,

lesbians, bisexuals, and transfolks in 1930s Germany would Figure 14-14 |n 1981, these protesters voiced their anger
have laughed ifyou'd told them their clubs were about to at the brutality of police during raids of four Toronto gay
be shut down, they were about to be rounded up, thrown in establishments. The demonstrators compared the raids to the
concentration camps, and murdered. persecution of Jews in Nazi Germany. How can knowledge of
— Karen X. Tulchinsky, Vancouver-based novelist, 2009 former persecution inform protests of current persecution?

(ns *%

|| xplorations

| 1. What can Canadians learn from the Klippert case?

| 2. Berlin was a highly tolerant society in the years before
3. Kathleen Wynne is lesbian. In the election, her sexual
orientation was a nonissue. What might Richard
Lusimbo learn from her victory?
the Nazi regime. What might we learn from this history?
|

Unit 4 * Did Canada find its own pathway by 1982? © MUR

Responding to Demands for Rights
During the 1960s, many citizens’ groups formed and started calling
for action. They wanted society to change, and they wanted their
governments to do something about everything from unfair treatment of
gays and lesbians to the RCMP’s overenthusiastic search
and seizure practices.

The Ontario Human Rights Code

The first province to protect human rights was Ontario,
which enacted the Ontario Human Rights Code in
1962. This act protects Ontarians from discrimination
on the grounds of ethnicity, religion, gender, sexual
orientation, disability, age, and marital status. The
act also established the Ontario Human Rights
Commission and gave it the task of ensuring that
people’s rights were not violated.
Other provinces soon brought in similar codes and
commissions that would hear cases, impose fines, and
educate the public.
Figure 14-15 University students march
outside the Don Jail in Toronto on the night
Capital Punishment
of December 10, 1962. The students were
Since capital punishment — the death penalty — was enacted in 1859, protesting capital punishment as Arthur
Canada has executed 710 people. Lucas and Ronald Turpin were led to the
Over the years, various crimes, including arson and rape, were removed gallows and hanged. Lucas and Turpin were
from the list of offences punishable by death. In 1961, the government limited told they were probably the last people
capital punishment to premeditated — planned — murder or the murder of a in Canada who would be executed by the
police officer or prison guard. state. “Some consolation,” said Turpin.
After Arthur Lucas, a man convicted of killing an FBI informant, and
Ronald Turpin, a thief who shot a police officer, were hanged in 1962,
Pearson’s government blocked further executions in 1966. The death
penalty was abolished when Trudeau’s government brought in Bill C-84
in 1976. The bill passed by 131 to 124 votes in a free vote — members of
Parliament did not have to vote with their party.
Ethical Dimension: Some people think the government should bring back
the death penalty. Do you think execution by the state is ever justified?
; [The Omnibus Bill] is bringing the
Explain your response. laws of the land up to contemporary
° society, |think. Take this thing on
Bee Ose mene |think the en we
The 1960s saw the first gay rights organizations and the beginning of take here is that there is no place
outspoken opposition to laws that limited the rights of gay and lesbian for the state in the bedrooms of the
Canadians. nation. And |think that what’s done
In December 1967, Minister of Justice Pierre Trudeau introduced in private between adults doesn’t
legislation — called the Omnibus Bill — to update Canada’s Criminal concern the Criminal Code. When it
Code. One change eliminated a law banning sexual relations between becomes public, this is a different
consenting adults of the same sex. Before 1967, these acts were illegal. matter.
According to some, these acts were sinful. Trudeau went to great lengths — Pierre Trudeau,
to clarify that the change in the law was not based on whether an act was minister of justice, 1967
sinful but on whether it was criminal.

MHR * What kind of Canada did Canadians want in the 1960s? * CHAPTER 14
 No-Fault Divorce
Trudeau also tackled divorce. Before 1967, couples in Newfoundland
and Québec could divorce only if Parliament passed a private bill because
these provinces did not have divorce courts. Elsewhere, husbands and
Figure 14-16 The birth control pill was wives had to prove that their spouse was guilty of adultery, cruelty, or
introduced in the early 1960s. In its first desertion. The 1968 Divorce Act was part of the Omnibus Bill. This act
Peace te aaa made it possible for a couple to divorce without proving that one or the
women obtained a prescription. Within five
other was at fault.
years, that number grew to 750 000. The pill
changed people's lives. Canadian couples, Birth Control
for example, began having children a little
later, often after establishing their careers.
Under the 1892 Criminal Code, it was illegal to advertise, sell, buy, or
promote any medicine or device that prevented a pregnancy. While this
made birth control illegal, many couples still used birth
control devices such as diaphragms and condoms. In the
early 1960s, oral contraceptives — the pill — came on
the market, but it was still illegal to sell them.
Responding to pressure groups such as Planned
Parenthood and public opinion, the federal government
approved the sale of the pill in 1961. But doctors were
not allowed to prescribe it for birth control. Technically,
birth control was still illegal. Doctors were forced to
prescribe the pill for vague therapeutic purposes.
In the Omnibus Bill, Trudeau introduced changes
that legalized birth control methods, including the pill.

Access to Abortion
The 1892 Criminal Code also stated that abortion was
illegal in Canada. Although abortions were illegal, they |
were still conducted, often by unqualified practitioners.
By the 1960s, many of the thousands of women who
had illegal abortions every year died as a result.
In the 1969 Omnibus Bill, Trudeau legalized
abortion if a committee at an accredited hospital
declared that continuing the pregnancy would
endanger the life or health of the woman. This made
some abortions legal.
Montréal doctor Henry Morgentaler did not believe
the legislation went far enough and openly challenged
the law. He argued that women should not need their decisions approved
by a committee. He set up an abortion clinic in Montréal in 1969 and
“\ believe that this omnibus was jailed in 1973. Meanwhile, in reaction to the Omnibus Bill, a pro-
bill reflects an entirely new life movement formed in Canada. This movement argued that abortion
governmental approach to criminal should remain illegal to protect the unborn. More clinics, court cases,
law. ... [The] law shall no longer be and protests on both sides of the issue followed. Juries in Québec, Nova
thought of as a mirrorofmorals, and Scotia, New Brunswick, and Ontario acquitted Morgentaler in 12
that from now on, crime and sin, law different court cases. Then in 1988 the Supreme Court of Canada struck
and morals, must be distinguished.” down the abortion law. As a result, there are now no legal restrictions on
— Mark MacGuigan, Liberal Member of | abortions:in Canada.
Parliament, 1969

Unit 4 * Did Canada find its own pathway by 1982? © MHR

Toward a Multicultural Society € Check aie
Canada’s various immigration acts had restricted the ability of many You analyzed statistics about
Canada’s immigration patterns
people,
I
such as Asians, to enter Canada. This policy remained in force in Chapter 8, and read about its
until after World War II. Then, between 1947 and 1952, nearly 200 000 post-World War Il immigration
European refugees were admitted. policies in Chapter 12.
Prime Minister William Lyon Mackenzie King told the House of
Commons, “The policy of the government is to foster the growth of the
population of Canada by the encouragement of immigration.”
This still did not mean that everyone was welcome. King also said,
“The people of Canada do not wish, as a result of mass immigration,
to make a fundamental alteration in the character of our population.
Large-scale immigration from the Orient would change the
fundamental composition of the Canadian population.” Views
like this go back to the early 20th century when Chinese people
were not allowed to immigrate to Canada without paying a head
tas)
In the 1960s, a new openness developed, in part
because Canadians were learning through the media about
humanitarian disasters and relief efforts in other parts of the
world, such as India, Chile, and Yugoslavia. The Universal
Declaration of Human Rights, which envisioned a world
without discrimination, also played a role in changing people’s
attitudes. In 1962, the Conservative government of John
Diefenbaker introduced changes to the Immigration Act to
eliminate most discrimination based on ethnicity, religion, or
national origin.
European immigrants were still able to sponsor a wider
range of relatives than immigrants from other parts of the
world. But attitudes toward immigration were shifting.
Government officials began to focus more on who should be
allowed into Canada than who should be kept out. In 1967,
the government created a point system in an attempt to assess
immigrants more fairly. All potential immigrants received
points for meeting specific criteria, such as the ability to speak English Figure 14-17 A mother and daughter in
or French, age, education level, and employment skills. a Boatcalled Gea They had “sa picred
By the early 1980s, the point system had resulted in many more Seeing Sec Meaecs a
immigrants coming to Canada from Asia, Africa, and the Caribbean, ge mea peo Site Woneneinen
forever changing the fabric of Canadian society and making its largest A selene aed
Bu ; : : Vietnamese fled the chaotic conditions in
communities some of the world’s most diverse. Although Canadian the late 1970s and early 1980s, Most fled
immigration still operates on a point system, the government can change by boat, and many died in the process.
the way it awards points, which it did in 2012. Canada continues to Canadians eumwhet Was hapening and
award the most points for the greatest amount of education and the ability many wanted to help. Canada took in
to speak both French and English fluently. It favours younger applicants about 140 000 Vietnamese refugees.
and those who have been offered a job that other Canadians would not be
likely to take.
Cause and Consequence: How would you improve Canada’s point
system? What could result from your improvement? Give reasons for
your answer.

MHR * What kind of Canada did Canadians want in the 1960s? * CHAPTER 14
 Official Multiculturalism
Check Back = Despite the changes in immigration laws, many Canadians had continued
to believe that immigrants should try to assimilate, or blend in with,
You read about forces affecting Canadian society as quickly as possible. But this attitude began to change.
pa el During the 1960s, mounting tensions in Québec led the federal
government to establish a royal commission to investigate bilingualism
and biculturalism in Canada. The commission was also asked to explore
the cultural contributions of the many other ethnic groups in Canada.
People appeared at hearings around the country and reminded the
commission of the contributions and sacrifices ethnic minorities had
made to help build Canada. They declared that they were as Canadian
as the founding Aboriginal, French, and British peoples. They argued
that ethnic diversity was the essence of Canadian
identity.
The commission responded by recommending
that Canada be a multicultural country in which
all Canadians, regardless of their ethnic and
cultural background, are respected and valued. In
1971, Pierre Trudeau’s government acted on this
recommendation by adopting an official policy of
multiculturalism within a bilingual framework.
Though many Canadians supported
multiculturalism, some worried that it would
divide, rather than unite, Canadians. Others argued
that multiculturalism would weaken the British
traditions that remained a feature of Anglophone
Canada. And many Francophones feared that
the policy was designed to undermine Québec
nationalism.
Though some believe that multiculturalism has
not worked well, according to a survey conducted
in 2009 by The Strategic Counsel, 81 per cent of
respondents believed that Canada’s diversity is one of
its important strengths.

Figure 14-18 Multiculturalism is a concept, or idea. Like many concepts, it

can be difficult to explain in an illustration. How effectively does this image
by artist Kain Zernitsky convey the idea of multiculturalism?

Recall... Reflect... Respond

1. Identify three Canadians or organizations that have their efforts have affected your life and awareness
helped advance the cause of human rights. of human rights.
Write a letter to one of the people or organizations . Reread the Voices feature on page 400. Do you think
you identified in Question 1. Explain ways in which the law should be a “mirror of morals”? Why or why
not?

Unit 4 * Did Canada find its own pathway by 1982? * MHR

Why did Canada begin to feel more a ae
Canadian
9n? e In a letter to the parliamentary flag
ES SS TS committee in 1964, George Stanley
In the 1960s, a number of key issues and significant events encouraged Eo : tae for ars a single
; F : t
Canadians to think about who they are and what it means to be Canadian. CS ee eye ea
French Canadians were first to use the
maple leaf as an emblem of Canada.
The Flag Debate Canadians already wore it as a symbol
of their country.
Several times, William Lyon Mackenzie King had raised the idea that
The maple leaf was in the coats of
Canada should have a flag of its own. In his time, from the 1920s to the arms of Canada, Québec, and Ontario.
1940s, the Canadian flag was the Red Ensign, a red flag with a small The maple leaf was not an emblem of
Union Jack, the British flag, in one corner and the coat of arms of Canada any other country.
in the middle. In every discussion of a new flag, however, veterans rejected ° It stands out, even at a distance.
any suggestion that did not include the Union Jack. Many Canadians had ° It avoids racial symbols, which could
fought and died under that flag. Many Francophone Québécois, on the ee:
other hand, did not want a constant reminder of British colonialism. King aaa
quietly let the matter drop.
When Lester Pearson defeated John
Diefenbaker’s Conservative government
in April 1963, he promised to settle the
flag debate within two years and asked
Canadians to suggest designs. But when
he raised the matter in Parliament on
June 15, 1964, Diefenbaker went on the
attack. He demanded that the design
include symbols that honoured Canada’s
“founding races” and veterans who had
fought and died for Britain. Pearson
argued for a design that looked forward
— and that all Canadians could identify
with.

A Single Maple Leaf

Canadians submitted 5900 design
ideas, and a 15-member all-party
parliamentary committee headed by John Matheson, the Liberal Member Figure 14-19 Does the Canadian flag
_of Parliament for Leeds, examined the designs, consulted experts, and stand out? Did Canadians make the right
discussed options. Finally, Matheson recommended a design submitted by choice? Why or why not?
Canadian historian George Stanley — a single maple leaf with red bars on
both sides.
Stanley argued that using a single leaf would reinforce it as a symbol
of Canada, much as the eagle is a symbol of the United States. He
strongly supported the use of only red and se which King George V
had authorized as Canada’s colours.
After 250 speeches in the House of conan a vote was taken at 2 a.m.
on December 15. The committee’s recommendation was accepted 163 to 78.
Once Queen Elizabeth II had given her approval by a royal proclamation,
the flag was officially flown for the first time on February 15, 1965.

MHR * What kind of Canada did Canadians want in the 1960s? * CHAPTER 14
ee jee Evidence

Flags are used to symbolize a country and usually incorporate symbols or colours that represent
concepts central to that country. By knowing the time and society from which a flag design
comes, we can better understand the symbols. In turn, by understanding those symbols, we can
better understand the people in the time and society in which the flag was created. We know
what concepts they believed best represented who they were.

Figure 14-20 The Union Jack represented the United Kingdom and | Figure 14-21 The Canadian Red Ensign was approved for use at sea
by extension its colonies in North America since 1801. It incorporates in 1892, and on land in 1922. Many Canadians, including Sir John A.
the three crosses of England (and Wales), Scotland, and Ireland. It was | Macdonald, had flown it unofficially even before this time. The Red
Canada’s official flag until 1946. Troops fought under it in World War |. | Ensign incorporates both the Union Jack and the crest of Canada.
a = J Troops fought under it in two world wars.
L

Figure 14-22 This popular design was submitted to the h Figure 14-23 The Pearson Pennant was another popular design.
parliamentary flag committee in 1964. The design incorporates | Pearson favoured it because it included blue stripes to symbolize that
symbols of Canada’s roots in Britain (Union Jack) and France (fleur de Canada stretched from sea to sea.
lis). It also includes the Canadian maple leaf, which was a symbol of L
Canada as early as 1700. White is the colour of England and red was
the colour of France, so in 1921 George V made red and white the
colours of Canada.

Unit 4 * Did Canada find its own pathway by 1982? « MuR

 JoHN DIEFENBAKER led a Lester Pearson fought a long
ferocious fight against the Liberal political battle for a new Canadian
government's proposal to choose a flag. He believed that, to maintain
new flag for Canada. unity, symbols that might remind
Canadians oftheir differences
must be left behind.

In what way does the design now proposed embody our The patriotic motives that have led Parliament to adopt a new
history? It denies [the] saying that all greatness rests upon Canadian flag do not include disrespect for our past or for the
the shoulders of past generations. . . . There is nothing for emblems of that past... . .
those who with sword and crucifix went into the wilderness,
Under this flag may our youth find new inspiration for
where they left their names and often their bones as sacred
loyalty to Canada; for a patriotism based not on any mean or
heritage. ... There is nothing for those who came in the
narrow nationalism, but on the deep and equal pride that all
glorious days of French Canada as explorers and navigators
Canadians will feel for every part of this good land.
and builders. There is nothing of the heroic and legendary
pioneers...
Are we as Canadians to have a flag which treats our
memories, our past sacrifices, all the milestones of greatness
as irrelevancies?

Figure 14-24 Historian George Stanley sketched a flag design like

this and included it in a 1964 letter
tothe flag committee. He wrote,
“The new flag of Canada should be instantly recognizable and simple
enough so that school children could draw it.” Why would a simple
| design bea better design?

Explorations
1. Examine the two featured quotes on this page. Sum 3. Canada’s first peacekeepers went to the Suez in
up what each political leader is saying. What do their the 1950s as a neutral party to help keep the peace
opinions tell you about Canada at the time ofthe flag between British and Egyptian forces. According to
debate? flag expert Nick Artimovich, the Egyptians claimed
that Canada’s red ensign showed that Canada was not
2. Create an organizer to list (a) the symbols in each ofthe
neutral. What Is it about the red ensign that would lead
five featured flags, (b) what those symbols represent,
the Egyptians to that conclusion? How might this help
and (c) historical context that would explain the choice
explain why George Stanley's design was adopted in
of those particular symbols. You may have to draw on
1965?
prior knowledge to judge the historical context. For
example, the Union Jack was designed at a time when
Canada was a colony of the British Empire.

\ MHR * What kind of Canada did Canadians want in the 1960s? * CHAPTER 14
 The CRTC
CONNECTIONS: The Canadian government created the CBC in 1932, largely because it
The CRTC uses the MAPL system to believed that radio broadcasting is an essential tool for developing and
make its ratings of Canadian content. maintaining national identity. The CBC was made responsible for not
To qualify as Canadian content, music
must generally fulfil at least two of the
only creating and broadcasting Canadian programs, but also regulating
following conditions: all radio stations in Canada.
e \M—Music. The music is composed Regulatory power was passed on to the Canadian Radio-television and
entirely by a Canadian. Telecommunications Commission (CRTC) in 1969. The Broadcasting
A — Artist. The music or the lyrics, Act said that Canadian broadcasters were to be mainly owned by
or both, are principally performed by
Canadians. It also introduced requirements to increase the amount of
a Canadian.
Canadian content presented on radio and television. At first, for example,
P — Production. The musical
selection consists of a live Canadian content had to make up 60 per cent of television shows and
performance that is recorded wholly 30 per cent of music played on AM radio. The goal was to use Canadian
in Canada or performed wholly broadcasting to promote Canadian artists and Canadian identity.
in Canada and broadcast live in
Canada.
Promoting Canadian Voices
| —Lyrics. The lyrics are written
entirely by a Canadian. The CRTC’s Canadian-content rules helped a generation of musicians
become highly successful. Canadian musicians were heard in Canada,
and some developed followings that would propel them to international
success. Recording artists and singers such as The Guess Who, Neil
Young, Ian and Sylvia Tyson, and Joni Mitchell were first heard in the
1960s and 1970s. Songwriters and performers Stan Rogers and Gordon
Lightfoot, tenor John McDermott, and classical guitarist Liona Boyd also
began to make their marks in this era.
The CRTC rules are considered controversial by some because it
can be hard to define what, exactly, is Canadian music. Neil Young, for
A lot of my songs come from flashes
example, left Canada in the 1960s. Since then, he has returned to visit
of things in my past. It’s not specific, but has never stayed. He played in local rock and folk clubs and wrote
but you'll get images here and there deeply personal songs on both Canadian and American themes, including
that are about Canada. “Southern Man,” “Ohio,” and “Heart of Gold.” Along with his talent,
— Neil Young, in Neil Young:
Canadian-content rules helped him develop a strong fan base in Canada.
Don’t Be Denied: “The Canadian Years,” He became a star, but was he a Canadian star? Critics would say that he
by John Einarson, 1992 abandoned Canada when he left in the 1960s. Fans would say that he
lived in the United States but was never ofthe United States.
Like Young, many
performing artists and
actors born in Canada
are no longer Canadian
residents. Should
Canadian-content rules
continue to consider their
work Canadian?

Figure 14-25 Winnipeg-born Neil Young performs in Copenhagen in March 1976.

Millions of Canadians were able to listen to Young's music in part because Canadian-
content rules required Canadian radio stations to play Canadian music. Young
developed a huge following in Canada, the United States, and abroad.

Unit 4 * Did Canada find its own pathway by 1982? * MHR

Creative Canadians Who Emerged in the 1960s Figure 14-26 Norval Morrisseau’s
Creative Canadians who became known during the 1960s include Pierre monumental painting, Androgyny, was
Berton, one of Canada’s most famous authors. He popularized Canadian mounted in Rideau Hall, the home ofthe
history in books such as Klondike and The Last Spike, which tells the story Governor General, in 2008. Morriseau
of building the railway that made Canada possible. Norval Morrisseau, an originated the “woodland school” of
Ojibwa artist, developed the unique woodland Aboriginal art. He received the Order of
style of First Nations art. Karen Kain shot to Canada in 1978.

stardom dancing for the National Ballet and

later served as its artistic director.
In the 1960s and 1970s, Canadian fiction
writing also came into its own. Alice Munro,
winner of the Nobel Prize in Literature in
2013, said that when she first started writing,
the phrase “Canadian literature” was an
oxymoron — a contradiction in terms.
Authors who gained respect and popularity
in the 1960s and 1970s changed that. Farley
Mowat, Margaret Atwood, Mordecai Richler,
Michael Ondaatje, Gabrielle Roy, Margaret
Laurence, and Hugh MacLennan all became
internationally known. Thanks, in part, to
their work, Canadians began to develop a
clearer picture of themselves and their identity
as Canadians.

The Order of Canada [T]here is profound merit in the

Lester Pearson created the Order of Canada on July 1, 1967, as part of notion that anyone and everyone
the country’s centennial celebrations. It is the country’s highest civilian can perform outstanding service and
honour. The medal is awarded in recognition of outstanding lifetime deserve recognition for it. When |
contributions to the community and service to Canada. It can be awarded read the correspondence informing
me of my government's decision... .
to people from all walks of life — activists, musicians, historians, and
|felt as if |had climbed a mountain
hockey players alike. and was drinking in an awe-inspiring,
Peter Gzowski, for example, was a broadcaster and author who for two breathtaking view from the top of
decades hosted Morningside on CBC Radio. According to The New York the world... . Nothing can surpass
Times, “In a country forever in search of its own voice, Mr. Gzowski is a recognition by one’s homeland and all
stand-in for Canada, as curious as he is courteous, interested in hockey heroes the people within its boundaries.
and indigenous customs and all the forgotten chapters of a national history — Oscar Peterson, jazz pianist, on
and culture that he constantly challenges his listeners to cherish and defend.” receiving the Order of Canada, 1972

Recall... Reflect... Respond

1. Cantwo people with different visions of Canada 2. Nominate someone you think should receive the
both contribute to the development of Canadian Order of Canada. Describe the person and explain
identity? What are the key opportunities and how she or he has made a lifetime contribution to
challenges for a country that has many different the community and served Canada. Researching the
visions of its national identity? Explain your choices. criteria for nomination to the Order of Canada may
help you make your decision.

MHR * What kind of Canada did Canadians want in the 1960s? * CHAPTER 14
Chapter 14 Review

Knowledge, Understanding, and . Historical Significance: Create a list of the major

changes of the 1960s. Categorize these changes as
Thinking social, political, economic, or cultural (some events
1. Read the following comments on Expo 67. Lester may qualify as more than one). For each change,
Pearson was prime minister at the time. Historian explain why Canadians wanted the change. Identify
Desmond Morton presented his own view in his book the most significant change and give reasons for your
A Short History of Canada, published in 1997. choice.

Compare Pearson’s and Morton’s views using the . Cause and Consequence: Why do you think
following categories: it became so important for Canadians to address
inequality in the 1960s? Identify at least two factors
e the time — before, during, or after the event
that could have influenced this shift.
e the person's connection to the event
. Historical Perspective: Examine the cartoon in
e the underlying reason for the comments
Figure 14—27 and read the caption. This cartoon was
e the main message of the comments created by Len Norris and appeared in The Vancouver
Which view do you agree with more strongly? Why? Sun in 1955.
What are the weaknesses in the other view? a) What is Norris’s message?
b) Do you feel as carefree about entering the world
after high school asthe principal in the cartoon
Expo 67 offers perhaps the most striking proof... suggests that 1950s youth should feel?
that the future well-being of the whole world c) You live in a country with most of these programs
community ... depends on achieving the unity of peace in place. How is your perspective the same as or
within the vast diversity of national policies. different from Norris’s?.

By the time the gates of Expo are closed six months from
now, its success will have made all Canadians prouder of Figure 14-27
our own country than ever before, and more conscious of
the interdependence .. . [of] all nations.
— Lester Pearson

No centennial project could match the magnitude of

Montréal’s. Almost single-handed, Mayor Jean Drapeau
had dreamed up the idea of a world-class exposition . . .
and virtually blackmailed Ottawa and Québec City into
underwriting his efforts. Despite Canada’s vast empty
spaces, the fair would be staged on islands in the St.
Lawrence, built with earth excavated for the city’s new
subway line, Of all the absurdities of centennial year, “... and now you leave these happy, carefree school days,
to make your way in the pension planned, health insured,
Expo 67 easily took the prize. For a city with crowded
paid holiday, guaranteed annual wage world...”
slums and without even proper sewage treatment, it
was an extravagance beyond excuse.
— Desmond Morton
 Communicating and Applying Mouseland
5. Historical Perspective: “Mouseland,” the story at Mouseland was a place where all the little mice lived and
right, was told by Tommy Douglas at a political rally in
played, were born and died. And they lived much the
1944. Douglas was relating a parable — a simple story
that teaches a lesson. Note that a Bolshevik was a same as you and |do.
Russian communist. This label was commonly applied to They even had a Parliament... . And every time on
politicians who favoured social programs. It was intended election day all the little mice used to go to the ballot box
to brand them as communists.
and they used to elect a government. A government made
Read the story, then answer the following questions:
up of big, fat, black cats.
a) Identify the parallels between the story and the
situation in Canada. Now ifyou think it strange that mice should elect a
government made up of cats, you just look at the history
b) What lesson was Douglas trying to teach his
audience in 1944? How does this apply to the 1960s? of Canada for the last 90 years and maybe you'll see that
c) Inasmall group, prepare a skit that expands on the they weren't any stupider than we are.
story told by Douglas. Write parts for black cats, Now I’m not saying anything against the cats. They were
white cats, mice, and a narrator. Pay attention to nice fellows. They conducted their government with
perspective — show the audience each group’s point of
dignity. They passed good laws — that is, laws that
view.
were good for cats. But the laws that were good for cats
d) Put on your skit for your classmates. Alternatively,
weren't very good for mice. One of the laws said that
create a video of your skit.
mouse holes had to be big enough so a cat could get his
6. Historical Significance: Select one Canadian pawin....
artist, musician, or author mentioned in this chapter and
describe how he or she contributed to the development of [So] they voted the black cats out. They put in the white
Canadian identity in the 1960s. cats.
7. Cause and Consequence: Canada’s evolving Now the white cats had put up a terrific campaign. They
immigration policy and its status as an officially said. ... “The trouble with Mouseland is those round
multicultural country mean that every person living in mouse holes we got. Ifyou put us in, we'll establish
Canada is familiar with the term “multiculturalism.”
square mouse holes.” And they did. And the square mouse
And yet, this term means different things to different
people. For some, multiculturalism simply means cultural holes were twice as big as the round mouse holes, and
diversity. For others, multiculturalism is a social value. now the cat could get both his paws in. And life was
{ It means that Canada actively encourages cultural tougher than ever...
| differences and respect for those differences because
Presently there came along one little mouse who had an
that is the best way to live.
idea. My friends, watch out for the little fellow with an
a) What does multiculturalism mean to you?
idea. And he said to the other mice, “Look fellows, why do
b) Why do you think Canada has succeeded in creating
we keep on electing a government made up of cats? Why
a multicultural society where other countries have
failed? don't we elect a government made up of mice?” “Oh,”
they said, “he’s a Bolshevik. Lock him up!”
c) Where do you think multiculturalism might be headed
{ in the 21st century? Explain your answer. So they put him in
jail.
But |want to remind you: you can lock up a mouse or a
man, but you can’t lock up an idea.
 Chapter Fifteen

Figure 15-1 In the 1960s, the Front de libération du

Québec, a loosely connected group of extremists who
supported Québec independence, carried out a bombing
campaign to try to achieve their goals. A number of
bombs were planted in mailboxes, which the FLQ viewed
as a symbol of Anglophone domination in Québec.

The photograph at the top shows a Canadian soldier who

was injured while trying to defuse a mailbox bomb. In
response to the FLQ’s actions, which climaxed in October
1970 with the kidnapping of British Trade Commissioner
James Cross and Québec Labour Minister Pierre Laporte,
the federal government imposed martial law — military
government — on the country. As a result, soldiers
(bottom) patrolled Montréal streets.

| Uns4+Did Canadaind som pa

 How did Canada address internal strife?

The 1960s marked a period of change in Canada and Québec. The

province's largely rural way of life — with its focus on the Catholic Key Terms
Church as the centre of the community — had been shifting as more separatists

and more Québécois moved to towns and cities to work in factories allophones
and businesses. Québec society became less centred on the Catholic White Paper
Church and traditional Québecois rural culture.
Francophone Québécois feared assimilation into the broader
North American culture, and some came to believe that the solution
was self-determination or sovereignty for Québec. The Front de
libération du Québec (FLQ) was one of many groups working
toward this goal. Few Québécois supported the FLQ’s violent tactics,
but the group’s existence highlighted the differences that were
threatening Canadian unity.
Examine the photographs on the previous page and respond
to the following questions:
¢ How might an increasingly urban way of life have contributed
to the growth of the sovereignty movement in Québec?
¢ What do you suppose the FLQ hoped to gain by resorting to
violence?
¢ What are some different ways that governments could have
responded to the FLQ and its demands?
* How should the rest of Canada have responded to the
violence in Québec?
¢ What other strategies might separatists have
used to try to achieve their goals?

LEARNING GOALS
LOOKING AHEAD
|
The following inquiry questions will help you Inthis chapter you will
that took place In
explore how effectively governments responded to e describe key events
ing the 196 0s and 1970s
the political challenges of the times: Québec dur
icant events for
¢ Did Canada meet the challenge of rising e explain some signif
Aboriginal peo ple s during the period)
nationalism in Québec?
social inequality
¢ Was Canada’s response to violent separatists e identify examples of
0s and 1970s
during the 196
justified?
but ions of individuals .
e describe the contri
¢ Did Québec leaders have the answers? society and politics
and groups to Canadian
¢ Did Canada resolve other social justice issues? s of Canadian women
° analyze how the live
CREE RR RETO LG ISOI TELE FT changed and sta yed the same
 Did Canada meet the challenge of rising
nationalism in Quebec?
The nationalism of Canadian Francophones grew out of a sense that their
language and culture were threatened. In 1905, for example, the new
province of Alberta had outlawed the use of French in business, education,
and the courts. In 1915, the Ontario government had passed a law that
severely limited the use of French as the language of instruction in both
public and Catholic schools. And the conscription crises of World Wars I
and II tended to split the country along language lines.

The Quiet Revolution

Many historians believe that the death of Québec premier Maurice
Check Back Duplessis in 1959 marked the beginning ofa period of great change that
You read about Maurice
became
és
known
“ a
as the “Quiet
a
Revolution.” : Duplessis,
:
who was known as
Duplessis and the policies of , le Chef” — “the Leader” — and the Union Nationale had controlled
be Nationale in the province for decades, rejecting ideas that were considered progressive
Chapter 9.
and working to support the Catholic Church, the French language, and
Québec’s rural culture.
As a result, social conditions in Québec
had fallen behind those in the rest of the
country. Women, for example, could not vote in
provincial elections until 1940. And even after
that, married women in Québec had much the
same status and rights as children.
Less than a year after Duplessis’s death, a
provincial election was held — and the Liberals
under leader Jean Lesage defeated the Union
Nationale and formed the government. Under
the new Liberal leadership, Québec society
became more secular, moving away from its
previous focus on the Catholic Church.
Many people also began to openly question
many social standards. Traditions based on a
rural way of life, such as high birth rates and
early marriages, began to change. Institutions
such as education and health care were
transformed as people welcomed the move to
create a social safety net that was similar to that
developing in the rest of Canada. High school
Figure 15-2 Between 1960 and 1966, Premier Jean Lesage and his enrolment jumped as more young people in
government ushered in changes thatreflected the shifts in Québec society. Asa Québec stayed in school, labour groups began
result, Lesage has become known as one of
the “fathers of the Quiet Revolution.” to play a more prominent role, and a provincial
pension plan was introduced.
Continuity and Change: Why would this period
of change in Québec have been called the Quiet
Revolution?

Unit 4 * Did Canada find its own pathway by 1982? * MHR

A Transformed Society
The changes taking place in Québec required the provincial government
to play a greater role. New government departments were created, and
new institutions, including a changed system of postsecondary education,
were established.
These changes required more staff. During the Duplessis years, the There is no doubt in my mind; it’s now
government had been staffed largely by Union Nationale supporters. This or never that we must act to become
changed when Lesage’s government hired professional civil servants. masters in our own home.
Lesage also encouraged Francophones to play a greater role in the — Jean Lesage,
Québec economy. When he took office, Anglophones controlled most of premier of Québec, 1962
the province’s businesses and industries, while Francophones tended to fill
unskilled positions.
To help Québécois gain more economic control, Lesage bought
privately owned electric power companies and amalgamated them to
create the publicly owned Hydro-Queébec. At Hydro-Québec, French was
the language of business, and Francophones were the managers. The new
corporation became a source of pride for Québécois.
This period of intense change encouraged Québécois to question their
province’s role in Canada. Francophones turned away from the kind of Figure 15-3 Angry fans gather
nationalism that had flourished under Duplessis in favour of a form that outside the Montreal Forum on March
demanded equal status in Confederation for Francophone culture, as well 17, 1955, after National Hockey League
Commissioner Clarence Campbell, an
as greater autonomy for Québec.
Anglophone, handed a long suspension
Many Québécois wanted to control their own destiny. During the
to Canadiens’ star Maurice Richard, a
1962 election campaign, this feeling was captured by the Liberal slogan, Francophone Québécois. Many Québécois
Maitres chez nous — Masters in our own home. Out of this idea grew a believed that the penalty was unfairly
sense that Québec, the political territory, was also the Québécois nation. harsh — and, for them, Campbell's
But Lesage’s changes were costly, and provincial taxes rose. In 1960, action became a symbol of Anglophone
Québec’s provincial tax rate had been the lowest in Canada. Six years domination. Some historians say that
later, it was the highest, and many Québécois were unhappy about paying the “Richard riot,” which erupted later
higher taxes. that night, was the spark that ignited the
Some also believed that Lesage’s changes had gone too far, while Québec sovereignty movement.
others believed that they had not
gone far enough. They wanted
complete independence for
Québec. This split in opinion
2 te
‘DE-RICHNLD PPAR poane
allowed the Union Nationale to
win the 1966 provincial election.
But the province had already
been transformed, and the new
government could not turn back
the clock.
Cause and Consequence: Which
factors do you think played the
most significant role in deciding
the results of the 1966 Québec
provincial election?
 Bilingualism and Biculturalism
‘CONNECTIONS:: The developing sense of Francophone nationalism gave rise to a new
In 1968, the Québec government movement that believed that Québécois could control their own destiny
changed the name of the province's only if they had a country of their own. This rising sense of nationalism
legislative assembly to the Assemblée
nationale du Québec — the National
in Québec encouraged the federal government to take action.
Assembly of Québec — and staked the In 1963, Prime Minister Lester Pearson established the Royal
province's claim to status as a nation. Commission on Bilingualism and Biculturalism — known as the B and B
This was the first of many name changes
that reinforced the idea of Québec as a
Commission. The commission’s purpose was to examine the state of the
nation. Some examples include the Féte French and English languages in Canada and to recommend actions to
nationale, the Archives nationale, and ensure that both languages remained vital.
the Bibliotheque nationale. Ten commissioners representing Canada’s language and cultural
diversity travelled the country, hearing comments in both languages. The
commissioners found that economic opportunities for Francophones, in
Québec and elsewhere in Canada, were limited, especially if they spoke
only French. Education in French was often inadequate and did not meet
students’ needs. In addition, federal civil servants often knew little or no
French, so that Francophones had trouble gaining access to government
services. And many private businesses offered no service in French.
Over the next six years, the commission made many
recommendations. Underlying their comments was the idea that
Francophones and Anglophones deserve equal opportunities. The
following were some of the recommendations:
¢ Both English and French should be declared official languages.
One language sets you in a corridor ¢ Ontario and New Brunswick, the provinces with the largest
for life. Two languages open every Francophone populations outside Québec, should become officially
door along the way. bilingual.
— Frank Smith ¢ Regions in which at least 10 per cent of people are Francophones
should become officially bilingual.
¢ Where demand is great enough, parents should have the right to choose
to educate their children in either French or English.

Responses to the B and B Commission

The response to the B and B Commission’s recommendations was
mixed. Many Francophones believed that the focus on language hid
the bigger issue of Québec’s role in Canada and its desire for greater
political autonomy and even sovereignty. Some Anglophones believed
that bilingualism was being forced on them. And some allophones —
Canadian immigrants who speak neither English nor French upon arrival
— said that the commission’s focus on just two languages pushed them to
the sidelines.
But overall, Canadians have accepted the commission’s recommendations
and support the idea of language equality. According to a 2010 report,
The State ofFrench-Second-Language Education in Canada, 96 per cent
of allophone students believe that bilingualism will have a positive effect
on their future employment, and 59 per cent want to learn more about
Francophone culture.

Unit 4 * Did Canada find its own pathway by 1982? * MHR

Official Bilingualism Up for Discussion
By 1969, Pierre Trudeau, a bilingual Québécois, was prime minister. That i It possible for people to feel
year, his Liberal government passed the Official Languages Act, which united as a nation when they do
gave French and English equal status as Canada’s official languages. not speak the same language?
The act also said that government services, including services offered
by federal courts, must be provided in either official language and that all
federal laws and regulations must be published in both English and French.
In addition, parliamentary debates were to be translated into both languages. Figure 15-4 Asign in English and French
To hear language-related complaints and to monitor the federal instructs motorists and bicyclists to share
government's progress toward ensuring the equality of Canada’s two the road. Should we have French —
official languages, the act specified that a commissioner of official English bilingual signs in every community
languages should be appointed. in Canada? Why or why not?
To meet the requirements of the act, civil servants were encouraged to
become bilingual, and bilingual Francophones were actively recruited to
fill government jobs.
Federal officials believed that education was the key to the success of
bilingualism in Canada, but education is a provincial responsibility. So the
federal government developed programs and services to help provinces and
municipalities improve access to services in both languages.
New Brunswick became officially bilingual in 1969, and Ontario
improved French services in areas where French is commonly used. All
provinces improved French-language instruction in schools, and many
Anglophone students enrolled in the French-immersion programs that
were introduced in many school districts.

Bilingualism Today
The 2011 census found that 17.5 per cent of Canadians said they could
conduct a conversation in both English and French. It also found that in
Québec, the rate of bilingualism rose between 2001 and 2011, from 40.8
per cent to 42.6 per cent. In the rest of Canada, the rate of bilingualism
was less than 10 per cent in 2011.

Figure 15-5 Rate of English-French Bilingualism among Anglophones Outside Québec, 1996-2011
Draw at least one conclusion from the line graph. Consider age and any changes to patterns.

1996 rey |
a Ages 15t019in
| | |
|Ages 20 to 24 in 2001
Ji a Ages
25to29in 2006 | |
gf r | |
Ages 30 to 34 in 2011 |

oe
Percentage

5-9 10-14 15-19 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65-69 70-74 75-79 B80 years
Source: Statistics Canada, Census of Population, 1996, 2001, 2006, 2011 and over

MHR * How did Canada address internal strife? * CHAPTER 15

 The Parti Quebécois
Neither the B and B Commission nor the measures taken to ensure that
Figure 15-6 Québec Premier René
Francophones felt included in Canadian society diminished the Québec
Lévesque, a Liberal who left the party
to become the founding leader of the
sovereignty movement. Many Québécois continued to want greater
Mouvement souveraineté-association,
autonomy for Québec — and some wanted complete independence. In
expresses his disappointment with 1968, the Parti Québécois (PQ) emerged to give voice to these goals.
the result of the 1980 referendum on The PQ was formed from the merger of two other parties. One
sovereignty association. Why might was the Mouvement souveraineté-association, which had split from the
Québécois have been reluctant to support Québec Liberal Party and wanted sovereignty association. This plan
sovereignty association in 1980? called for Québec to maintain economic connections with Canada but
to become independent in all other respects. The other party was the
Rassemblement pour |’indépendance nationale, which wanted complete
independence.
In the provincial elections of 1970 and 1973, the PQ experienced
some success, and their support increased. In 1976, the PQ won the
provincial election after promising to give Québécois a direct say in their
future by holding a referendum on sovereignty association.
A referendum is a vote on a single question by the electorate. Why
would a referendum be necessary before such a drastic step as creating a
new country?
To prepare for the referendum, which was held in 1980, the PQ
launched initiatives to improve social conditions in Québec. Family law,
for example, was changed to make it fairer. The PQ also introduced a
provincial auto insurance plan, started programs to preserve farmland,
and declared French the only official language of Québec.
Despite these efforts to win support, nearly 60 per cent of Québécois
rejected the idea of sovereignty association when the referendum was held.
This result forced the PQ to pull back on its commitment to change the
relationship between Québec and Canada.

Recall... Reflect... Respond

1. Create a chart like the one shown to summarize the . Was the Royal Commission on Bilingualism and
changes brought about by the Quiet Revolution in Biculturalism an effective response to the rise of
Québec. nationalism in Québec? With a partner, create a
T-chart like the one shown and discuss evidence to
Which change do you think was the most historically
include in each column.
significant? Explain your choice.
When you finish, write a statement that sums
up your assessment of whether the B and B
The Quiet Revolution and Changes in Québec
Commission achieved its goals.
Avea Before Attey
Role of Government The B and B Commission
Role of Social as a Response to Québécois Nationalism
Institutions
Evidence Showing That It Was Evidence Showing That lt Was
Economic Role of an Effective Response an Inet fective Response
Francophones
form of Nationalism

Unit 4 * Did Canada find its own pathway by 1982? * MHR

Was Canada’s response to violent
separatists justified?
Figure 15-7 Duncan Macpherson ofthe
Toronto Star created this cartoon after
the 1964 royal visit to Québec City. Prime
The strength of the sovereignty movement in Québec became evident in Minister Lester Pearson (left) explains
October 1964, when Queen Elizabeth II and Prince Philip visited Québec to Governor General Georges Vanier the
City during a tour honouring the 100th anniversary of the meetings reason for including the city in the visit.
How do you think people in other parts of
that had set the stage for Confederation in 1867. Québec sovereignists
Canada responded to this incident?
protested the visit, and riots erupted. At one point, the
royal limousine was pelted with debris.
Incidents like this, as well as the actions of the
Front de libération du Québec, made it impossible for
governments to ignore the separatist movement, and
debate over the issue of Québec’s separation became a
feature of Canadian politics in the 1960s and the decades
that followed.
Continuity and Change: How was the Québec
sovereignty movement similar to other social justice
movements that were emerging at the time?

The Front de Libération du Québec

Members of the Front de libération du Québec (see
pp. 410-411) viewed most Francophone Québécois
as victims of the powerful Anglophone elite that
controlled business and industry in the province. FLQ
members had little use for the Québec government, “WELL, IT SEEMED LIKE A GOOD IDEA AT THE TIME, GEORGE.”

which they believed was in league with the Anglophone

establishment.
The FLQ’s goal was complete independence for Québec. In its place,
they wanted to create a French-speaking workers’ society. The Front de libération du Québec
Although Québec was changing, the changes were not taking place is not a movement of aggression,
fast enough for FLQ members. So they resorted to violence — including but is a response to the aggression
bombings, robberies, and kidnappings. They believed that these tactics organized by high finance and the
puppet governments in Ottawa and
would disrupt society so much that people would rebel and overthrow the
Québec. ... Workers of Québec, start
government. This would clear the way to put in place a new social order
today to take back what is yours; take
based on the Francophone Québécois culture and language. for yourselves what belongs to you.
Between 1963 and 1970, members of the FLQ planned and carried
— Manifesto of the Front de
out more than 200 violent acts, in which five people died and others were
libération du Québec, October 1970
injured. The FLQ was set up as at least six independent cells, and though
members were arrested for and convicted of many of these crimes, the
police had trouble destroying the organization.
In 1969, the FLQ stepped up its campaign of violence, detonating
Up for Discussion
a bomb in the Montréal Stock Exchange and another in the home of
|s violence ever justified as a way of bringing
Montréal mayor Jean Drapeau. The FLQ was also blamed for killing a
about change in a civil society?
police officer.

MHR * How did Canada address internal strife? * CHAPTER 15

 Up for Discussion
The October Crisis
What is the best strategy for dealing with On October 5, 1970, the FLQ took the violence a step farther. Members
terrorists? Give in to their demands, negotiate Of one cell kidnapped James Cross, the British trade commissioner in
a compromise solution, or take ahardlineand ©Montréal. They then issued a media release outlining their demands:
refuse to negotiate? 5 the release of “political prisoners” — FLQ members who had been

arrested or imprisoned
¢ the payment of $500 000
¢ the publication of the FLQ manifesto
¢ an airplane to fly FLQ members to Cuba or Algeria
A joint federal—provincial team was established to deal with the
Figure 15-8 On October 15, 1970, about crisis. The team took a tough stand and refused to give in to the FLQ’s
3000 students and professors at French- demands, although the media published and broadcast the manifesto in
language schools and universities gathered both official languages.
ina Montréal arena to show their support
Ethical Dimension: What arguments could be used to justify the media’s
for the FLQ. Why might these students and
their teachers have supported the FLQ?
publication of the FLQ manifesto? What arguments could be used against
this action?
Then, on October 10, another cell kidnapped Pierre
Laporte, Québec’s minister of labour and a key member
of the government team.
The deepening crisis divided Canadians. Some
believed that the federal and Québec governments should
continue to take a hard line, while others said that a
compromise should be found.
On October 15, Québec premier Robert Bourassa,
who had taken office only about eight months earlier,
faced the challenge of protecting countless public officials
who could become kidnapping targets. So Bourassa
asked the federal government to send the military into
Montréal. Later that day, Bourassa announced some
concessions that he hoped would bring about the release of both hostages.
The concessions included releasing some prisoners and guaranteeing the
kidnappers’ safe passage out of Canada.
|think the society must take every
means at its disposal to defend itself The War Measures Act
against the emergence of a parallel In the early morning of October 16, Prime Minister Pierre Trudeau’s
power which defies the elected government invoked the War Measures Act. Trudeau argued that this
power in this country and | think that action, the first time the act had been invoked in peacetime, was justified
this goes at any distance. by the evidence of an insurrection — open resistance to established
—Pierre Trudeau, prime minister, | authority.
October 13, 1970 The War Measures Act, which had been passed during World War I,
suspended Canadians’ rights and freedoms and gave the government
sweeping emergency powers. It allowed the government to
¢ declare anyone who publicly supported the FLQ to be a member of the
group
* arrest and hold any member of the FLQ without bail for up to 90 days
* imprison FLQ members for up to five years

Unit 4 © Did Canada find its own pathway by 1982? * MHR

 On October 18, the body of Pierre Laporte was discovered in the
trunk of a car in Montréal. His captors had murdered him the day after
Trudeau declared the War Measures Act.
In the following weeks, about 450 people, including leading
academics, entertainers, labour leaders, and Parti Québécois members,
were arrested. Most had nothing to do with the FLQ. They were held in
isolation and not allowed to contact a lawyer.
The first news about the fate of James Cross came on October 27 —
he was alive and still being held by members of the FLQ cell. Behind the
scenes, police negotiated with the kidnappers, and on December 3, Cross
was released. In return, five of the kidnappers and some of their family
members were flown to Cuba.

Youth Making History

Fallout from the October Grsis

coy i ‘|

Many Canadians and Québécois were shocked and angered by the FLQ’s actions, which were
labelled terrorism. But some expressed sympathy with the FLQ’s goals. On October 22, 1970, The
Vancouver Sun published a news story about an incident in one British Columbia secondary school.
The following are excerpts from this story.
Teacher fired over claims was “too bad that there aren’t more FLQ types in Western
Canada.”
he expressed FLQ support
George Hartford, principal of the South Peace Senior
DAWSON CREEK, British Columbia (CP) — A Dawson Secondary School where Olsen was employed, said the
Creek high school teacher has been fired as a result of affair began Monday after [Hartford] and a group of students
complaints to his school board by some of his students and decided the school should send a telegram of support to the
their parents that he expressed support for the FLQ. federal government for its actions in attempting to curb FLQ
Arthur Norton Olsen, 30, a chemistry teacher, was terrorism in Québec.
dismissed Tuesday night after a special meeting by the Peace Olsen, however, decided this was “a little unfair,” Hartford
River South school board. said, and subsequently got into a discussion with some of the
Rudy Landsfried, chairman of the school board, refused students.
Wednesday to give the reason for Olsen’s dismissal, although Hartford said he, personally, could not pinpoint any
he admitted the meeting had been called to examine the “flagrant flouting of the law . . . indiscretion, maybe, yes.”...
complaints and obtain Olsen’s answers to them... . Ronald Kimak, secretary treasurer of the school board,
In a defence lasting some two hours, Olsen told the school said Olsen’s FLQ remarks “may have been a contributing
board he had not stated, as some pupils claimed, that it factor” in his dismissal, but were not the only reason.

On the basis of the evidence provided in the news story, If you had been a student at South Peace Senior
would you have fired Arthur Norton Olsen? Why or why Secondary School in 1970, would you have been among
not? the students who wanted to send a telegram of support
to the federal government? Explain your response.
. What does this news story reveal about the responses to
the October Crisis of many Canadians outside Québec?

MHR * How did Canada address internal strife? * CHAPTER 15

 Thinking Historically: Historical Perspective

r N V
~*,

TH e W a
By analyzing what multiple people say at the time of an event, we can get a clearer picture of
the event itself. We also learn about the individuals — their beliefs and values, their thoughts
and feelings.
Historians try hard to draw their conclusions from the In an impromptu exchange, Prime
evidence that they have, and not to make unfounded Minister Pierre Trudeau answered
assumptions. Consider a 1970 advertisement selling the questions of two journalists on
a car with “the latest, greatest technological October 13, 1970, the day after armed
advantages.” It is not talking about Bluetooth forces were sent to guard Ottawa.
capability and onboard GPS navigation. The ad may This is part of their conversation.
not even specify the exact car features. However, we
do know the ad creators believed the technology was
worth boasting about. Trudeau: You know, |think it is more important to get rid of
Now have a look at six different pieces of historical those who are committing violence against the total society
evidence surrounding the War Measures Act. Every and those who are trying to run the government through a
piece was created during the period of the FLO crisis. parallel power by establishing their authority by kidnapping
But each reveals something different about the War and blackmail. And |think it is our duty as a government to
Measures Act. As you read, consider the concerns and protect government officials and important people in our
values of each speaker. society against being used as tools in this blackmail. . . .

The following is an excerpt from the FLO Well, there are a lot of bleeding hearts around who just don’t
manifesto, “A Message to the Nation” like to see people with helmets and guns. All |can say is, go
(translated from the French). In response to on and bleed, but it is more important to keep law and order
FLO demands, the government allowed it to be read on in the society than to be worried about weak-kneed people
Radio-Canada on October 8, 1970. who don’t like the looks of. . .
Q: At any cost? How far would you go with that? How far
A national revolution cannot, of its very nature, tolerate any would you extend that?
compromise. There is only one way of overcoming colonialism: Trudeau: Well, just watch me.
to be stronger than it is! Only the most far-fetched idealism
Q: ... ifyou extend this and you say, okay, you're going to
may mislead one into thinking otherwise. Our period of slavery
do anything to protect them, does this include wiretapping,
has ended.
reducing other civil liberties in some way?
QUEBEC PATRIOTS, TO ARMS! Trudeau: Yes, |think the society must take every means at its
THE HOUR OF NATIONAL disposal to defend itself. . .
REVOLUTION HAS STRUCK!
INDEPENDENCE OR DEATH!

Vv
Figure 15-9 The War Measures
Act on October 16, 1970, was big
news. What can you infer about
the editor of The Ottawa Journal
from this photograph?

a
(«a0 Unir4* DidCanada
find
 Minister of Justice John Turner memory, in peacetime. It is the first time in the history of
gave a speech on October 16, 1970, Confederation that a government dares to invoke such an
in the House of Commons to explain extreme law for purposes of internal peace. ...
the government's use of the War
[We] deplore that the War Measures Act has already started
Measures Act. The following is an
to be applied in such a spirit, and with such methods, that
excerpt.
makes us fear that worse is to come.

|want to recite a list of events that have contributed to the

rapid acceleration of this dangerous situation in Québec.
They are the kidnappings, which in themselves, ifthey were Tommy Douglas, leader of the federal
NDP, gave an interview to the CBC
isolated, would be a purely criminal affair but, within the
on October 26, 1970, to explain
context of a wider conspiracy and being used for ransom
his position on the use of the War
against a legitimately constituted government, are something
Measures Act. Here is an excerpt.
else. We have the continuous threats to life and property. .. .
We have also a series of bombings and violence, a rising
We must do everything in our power to preserve the basic
increase in thefts of dynamite. . . .
rights and fundamental freedoms upon which our democracy
The Attorney General of the province of Québec and the is founded. ...
premier of the province of Québec advised us that the law
Under Canadian law, individuals are presumed innocent until
as presently constituted and directed in a free society was
proved guilty. But the War Measures Act regulations state that
not equipped at the moment to meet the serious situation
any person attending a meeting of an unlawful organization
they were facing, and that they needed additional powers of
or having conveyed material by telephone, broadcasting,
arrest, of search and of detention.
or in print from an organization declared to be unlawful is
presumed to be guilty of being a member of that organization
unless he can prove otherwise.
On October 17, 1970, Claude Ryan, It is a dangerous course to abrogate [remove] basic freedoms
editor of the French-language daily in this manner. We have seen this course followed in such
Le Devoir, wrote an editorial in
countries as South Africa, Rhodesia, and Czechoslovakia. In
response to the invocation of the War
each of these countries people were told that their rights
Measures Act the previous day. The
were being taken away temporarily for their own protection.
following is an excerpt.
Surely it is the responsibility of all those who love freedom
in this country to question the need for the absolute and
[The War Measures Act] grants to the federal government sweeping powers of the War Measures Act...
such extensive powers that it has never been used, in living

Explorations
1. Create a table to organize your thinking about the five e What can | infer about this person's thoughts and
excerpts. For each, ask : feelings about use of the War Measures Act?
¢ What main points does this person make? Consider the variety of perspectives here. What does
e What can | infer about this person’s thoughts and this tell you about the kind of debate that was taking
feelings about the FLO? place in Canadian society at the time?

MHR * How did Canada address internal strife? © CHAPTER 15

 Responses to the War Measures Act
Invoking the War Measures Act in 1970 was one of the most popular
Up for Discussion actions ever taken by a Canadian government. Various polls taken at the
Was invoking the time showed that at least 85 per cent of Canadians supported the action.
War Measures Act justified? Still, using the War Measures Act was opposed by some people,
such as Parti Québécois leader René Lévesque and federal NDP leader
Tommy Douglas, as well as groups such as the Canadian Civil Liberties
Association, which had been founded in 1968. They argued that the
Figure 15-10 Prime Minister Pierre
federal government had overreacted to the crisis and did not have a
Trudeau announced the release of James
Cross on December 3, 1970. By this time, the
reasonable grasp of the damage to civil liberties.
FLQ was all but finished. Many members On November 2, 1970, Trudeau’s government passed the Public
were in jail, and most others were aboutto Order Temporary Measures Act to use instead of the War Measures
go into exile. In your opinion, would such Act. The new law, which expired several months later, was more specific
repercussions discourage future terrorists? and less sweeping. It restored some rights to suspected FLQ members.
Why or why not? They were, for example, allowed to consult a lawyer immediately. The
War Measures Act stayed on the books,
however, in case of a wartime emergency. It
was replaced in 1988 by the Emergencies Act,
which is subject to the Charter of Rights and
Freedoms.
A committee of the Québec Civil Liberties
Union was allowed to interview those who
had been arrested. Committee members
reported that there had been no torture,
although the interrogation methods used on
some detainees were described as “absolutely
unacceptable.” Eventually, the Québec
government offered compensation of up to
$30 000 to those who had been arrested and
detained unjustly.
A total of 62 people were charged with
crimes ranging from being an FLQ member,
to conspiracy to commit a crime, to murder.
The four men involved in the murder of Pierre
Laporte received stiff sentences. Paul Rose and
Francis Simard were convicted of murder and
sentenced to life in prison. Bernard Lortie was convicted of kidnapping,
and Jacques Rose, Paul Rose’s brother, was convicted of helping the
kidnappers escape capture.

Recall... Reflect... Respond

1. Create a timeline that shows at least five significant 2. |nasmall group, weigh the pros and cons of invoking
events related to the FLQ crisis. Start with the the War Measures Act during the FLO crisis. Would
development ofthe FLQ in 1963 and end with the there have been a better way to resolve the crisis?
1988 Emergencies Act. For each event, include a Explain your answer.
brief note explaining its importance.

Unit 4 * Did Canada find its own pathway by 1982? * MHR

 Did Quebec leaders have the answers?
In Québec, Robert Bourassa’s Liberal government was sharply criticized
for its handling of the October Crisis. Many complained that Bourassa,
who was only 37 at the time, was too inexperienced to provide the
leadership needed as the crisis evolved.
The October Crisis had shown that Québec sovereignists did not
support a violent split from Canada. Nonetheless, Bourassa feared that they
would turn to the Parti Québécois, which advocated peaceful separation.

Quebec's Official Language Act

Bourassa knew that many Francophone Québécois feared that the survival F '
of their language was threatened. The birth rate in Québec had fallen Up for Discussion
sharply since the 1950s, and by the 1970s, it was the lowest in Canada. Is Québec’s Official Language Act
discriminatory?
In addition, immigration rates had jumped — and most immigrants who
settled in Québec sent their children to English-language schools.
Continuity and Change: How might a falling birth rate and rising
immigration rates threaten the survival of the French language and
Francophone culture?
To try to ensure that concerned Francophones did not turn to the
Parti Québécois, Bourassa’s government decided to promote the use of
French by passing the Official Language Act in 1974. The act declared
French the only official language of Québec.
The act required public institutions, such as courts, to conduct
business in French, and all contracts were to be written in French.
Businesses were required to adopt a French name, work toward carrying
on day-to-day tasks in French, and advertise in French. In addition,
the children of allophone immigrants were required to attend French-
language schools.
But the act also tried to accommodate the 600 000 Anglophones who
: called Québec home. Students who already spoke English, for example,
__ could continue attending English-language schools, and contracts could
be written in English if both parties agreed.
Figure 15-11 In 1974, angry
| But these measures did little to satisfy most Québec Anglophones, who
demonstrators gathered outside the
were outraged by the law. They said that the changes went too far too fast. National Assembly in Québec Citytoprotest
Many turned away from the Liberal Party, and this allowed the PQ to the Official Language Act.
win the 1976 provincial election. Since then, the language controversy has
continued and remains a focus of debate in Québec and Canada.

MHRemSe
—T did: Canadavadd)

ah ee
 The Parti Québécois in Power
The Parti Québécois’s 1976 election victory meant that Québec voters had
elected a government dedicated to leaving Confederation — and René
Lévesque, the new premier, became the face of the sovereignty movement.

The Charter of the French Language

Lévesque started by dealing with what sovereignists viewed as the
Bill 101 [the Charter of the French shortcomings of the Official Language Act, and in 1977, the PQ
Language] ... was a major political government passed Bill 101, the Charter of the French Language.
achievement of the Québec people, This law further restricted English-language education and required
correcting a previous injustice all government agencies to use only French. In addition, all advertising and
inherited from Québec’s colonial advertising signs were to be in French only, and businesses with more than
past. Bill 101 made French the
50 employees were required to ensure that French was used in the workplace.
official language of Québec society.
These measures further enraged many Anglophones, who complained
Like every legislation of affirmative
action that seeks tovrght historical that their rights had been trampled. Many chose to leave the province, as
wrongs, Bill 101 imposed certain did at least 42 major companies. Within five years, the number of English
limitations on the rights of previously speakers in Québec had dropped by 94 000.
advantaged groups, in thiscase Historical Perspective: Has the Charter of the French Language helped
the Anglophone community and ensure the survival of the French language and culture? Explain the
immigrants settling in Québec. is ree
reasons for your conclusion.
— Gregory Baum, theologian, ”
in The Church in Québec, 1997 In the following years, the language law was softened somewhat,
partly out of concerns over fairness and partly because of court challenges.
Advertising signs, for example, can now include English as long as the French
‘chen words are larger, and people can access health and social services in English.

The 1980 Sovereignty Referendum

You read about the Québec : : x? F
| language law in Chapter 3. The PQ’s sovereignty plan envisioned Québec as an independent state
that controlled its laws, policies, and taxes. But its economy would remain
linked to Canada so that people, money, and goods could flow freely.
In the leadup to the referendum, the yes and no sides waged energetic
campaigns, and polls indicated that the result would be close. To help the
no side, Prime Minister Pierre Trudeau promised that if the referendum
was defeated, he would amend the Constitution to make it more
favourable to Québécois.
When nearly 60 per cent of Québec voters rejected the sovereignty
plan and the referendum failed, the defeat was a blow to the hopes of
Lévesque, the Parti Québécois, and sovereignists.

Recall... Reflect... Respond

1. Explain how the Québec sovereignty movement three general statements that summarize your
and revitalizing the French language in Québec are understanding. You might organize your thinking by
closely connected. considering some or all of these categories: short-
term consequences, long-term consequences,
. Suppose you met a citizen from another country
positive responses, negative responses, effects on
who knew nothing of the Québec sovereignty
Québec, and effects on Canada.
movement. She asked you to describe how
governments responded to this challenge. Make

Unit 4 * Did Canada find its own pathway by 1982? * MHR

Did Canada resolve other social justice
issues?
Though the Québec sovereignty movement generated much debate and
discussion, Canadians were also concerned about other issues, such as the
rights of Aboriginal peoples and women, as well as regional discontent.

Aboriginal Activism Figure 15-12 The 1969 White Paper

In 1960, Aboriginal peoples were finally granted the right to vote, but shocked First Nations peoples. Why do you
this was a small first step. Many issues had been simmering for decades. think they reacted this way?
Land claims remained stalled, the quality of life
of many Aboriginal people was well below that Statement of the Government of
Ganada on Indian Policy
enjoyed by most non-Aboriginal Canadians, 1969
and the federal government’s assimilation policy
remained in effect.
At the same time, Aboriginal peoples were
starting to organize to make their voices heard.
The Federation of Saskatchewan Indian Nations,
for example, emerged as an organization that could
speak for First Nations peoples in that province.
Despite gaining the right to vote, many
Aboriginal people did not exercise their franchise.
Some observers believe that this situation showed
Aboriginal people’s profound distrust of Canadian
political processes.

The White Paper

In 1969, Jean Chrétien was the minister of
Indian affairs in Prime Minister Pierre Trudeau’s
Liberal government. Chrétien produced a White
Paper — a government document proposing a
solution to a problem — that suggested ending
the federal government's treaty obligations to First
Nations. It would do this by dissolving the federal
Department of Indian Affairs and abolishing the
Indian Act.
The federal government would then transfer
responsibility for First Nations to the provinces. This meant that First
Nations peoples would lose their Indian status and be treated as if they
were just another minority group in Canada. Reserves established by
treaties would be dissolved, and land claims would disappear.
Chrétien argued that the proposals would remove the cultural Up for Discussion
distinctions between First Nations peoples and non-Aboriginal Canadians Should a treaty be considered a binding
and would ensure that First Nations peoples had the same opportunities contract that lasts forever or merely a promise
to be kept if possible?
as non-Aboriginal peoples. He also said that the proposed approach would
shift the emphasis from cultural protection to economic development and
that this would benefit First Nations peoples in the long run.

MHR * How did Canada address internal strife? * CHAPTER 15

 The Red Paper
The White Paper shocked First Nations peoples, who had not been
Itsometimes seems to Indians that consulted while it was being prepared — and the resulting controversy
Canada shows more interest in proved to be a turning point for Aboriginal peoples in Canada.
preserving its rare whooping cranes Harold Cardinal, a Cree scholar from Alberta, voiced the response
than its Indians. And Canada, the of many First Nations peoples in 1969, when he published a book titled
Indian notes, does not ask its cranes to
The Unjust Society. The title was a play on a “just society,” the campaign
become Canada geese. Itjust wants to
slogan that had helped Trudeau’s Liberals gain power in 1968.
preserve them as the whooping cranes.
Cardinal’s book, which was nicknamed “the Red Paper,” challenged
Indians hold no grudge against the big,
beautiful, nearly extinct birds, but we the view that everyone in a just society must be the same. It said that this
would like to know how they managed view ignored history and denied the rights of Aboriginal peoples.
their deal. Whooping cranes can Referring to the popular idea of Canada as the product of two
remain whooping cranes, but Indians founding nations — British and French — Cardinal argued that the First
are to become brown white men. Nations in fact are integral to Canada and deserved equal recognition as
— Harold Cardinal, founding peoples of this land.
in The Unjust Society, 7969 Cardinal’s book became a bestseller that focused the attention of both
Aboriginal and non-Aboriginal peoples on the struggle of First Nations,
Métis, and Inuit to affirm and promote their identities. It also highlighted
Figure 15-13 In 1970, Harold Cardinal
Aboriginal peoples’ need to unite in strong and effective national
(standing) and other First Nations leaders
organizations that could communicate Aboriginal perspectives to both
met Pierre Trudeau (seated left front) governments and non-Aboriginal Canadians.
and cabinet ministers in Ottawa. This The National Indian Brotherhood, for example, evolved from other
meeting marked one ofthe first times that national First Nations groups and was renamed the Assembly of First
Aboriginal leaders and Cabinet ministers Nations in the 1980s. The Inuit Tapirisat of Canada was founded in 1971
had discussed issues face to face. How and later became the Inuit Tapiriit Kanatami. And Métis people formed a
might talks like this change the relationship number of associations which evolved into the Métis National Council in
between Aboriginal peoples and the the 1980s.
government? Through the 1970s and into the 1980s,
these Aboriginal organizations and others
focused their efforts on two main areas.
The first was ensuring that Aboriginal
people played a role in the constitutional
debate, and the second was the issue of
Aboriginal land claims.
In 1974, the federal government
developed a process for resolving
outstanding land claims. Though this
process has been slow, progress has been
made in resolving some claims, such as
that of the Nisga’a of northern British
Columbia.
Historical Significance: Why wouldn't the
Canadian government have consulted the
Aboriginal peoples about this important
issue?

Unit 4 © Did Canada find its own pathway by 1982? * MHR

As time passes, societies change. So do people's beliefs, values, and world views.
Prime Minister Louis St. Laurent regarded the repair considerable contribution to the greatness of our
of the French-English divide to be his most important country, that the Indian has played a significant role
responsibility. In a 1948 speech he said, “Our nation in Canadian history. Our people look on with concern
was planned as a political partnership of two great when the Canadian government talks about the ‘two
races. It was planned by men of vision, of tolerance, founding peoples’ without giving recognition to the
as a partnership in which both of the partners would role played by the Indian even before the founding of a
retain their essential characteristics, their religion, nation-state known as Canada.”
their culture.” Four and a half decades later, the following
Some two decades later, Cree leader Harold statement appeared on the Government of Canada
Cardinal took issue with that perspective. He argued website describing “Who We Are” to potential new
his case in his 1969 book The Unjust Society: “We citizens: “To understand what it means to be Canadian,
invite our white brothers to realize and acknowledge it is important to know about our three founding
that the Indian in Canada has already made a peoples — Aboriginal, French, and British.”

Explorations
1. Note the dates when each statement was made. 2. What do the differences over time tell you about how
How does each statement reflect the context of the Canada and Canadian identity are changing over time?
historical period in which it was created?

The James Bay Project

For many Francophone Québécois, the success of Hydro-Québec was the
centrepiece of their efforts to control their economy.
In 1971, Hydro-Québec launched an aggressive development program We're up against the perception
that included exploiting the hydroelectric potential of rivers running into that Hydro-Québec is the engine [of
James Bay. Plans for this megaproject called for building huge dams, progress], and they've used it to whip
diverting major rivers, and creating large reservoirs. The goal was to sell the up the nationalism of Québeckers
energy to buyers in Southern Canada and the Northeastern United States. against the Cree and the Inuit.
But the plan was made without consulting the Cree and Inuit who lived — Bill Namagoose, executive director,
in the area. They fought the scheme on the grounds that it would negatively Grand Council of the Crees, 1993
affect the environmental resources that supported their traditional ways of
life. And because they had never signed a treaty with any government, they
believed that their rights to the land continued to exist.
These Aboriginal peoples formed the Québec Association of Indians
and took their case to court. In 1973, the Québec Superior Court ordered
the project stopped until the government negotiated a treaty. Though an
appeals court later overturned the work stoppage, the requirement for the
government to negotiate an agreement remained in force.

MHR * How did Canada address internal strife? * CHAPTER 15

Figure 15-14 The James Bay and Northern Québec Agreement The James Bay and Northern Québec
Agreement was signed in 1975. In return for
Legend giving up their rights to certain lands, the
Area of James Bay
and Northern Cree and Inuit, and later, the Naskapi First
Québec Agreement Nations, received
+ National Capital
+%& Provincial Capital ¢ exclusive use of 14 000 square kilometres
@ City or Town of territory, as well as hunting and fishing
0__200 300 - rights to a much larger area
e direct financial compensation of
$225 million
¢ responsibility for and control over
education, health care, and social services
in their areas
* roles on committees and boards set up to
protect the environment of the region
This treaty was the first signed with
Aboriginal peoples in 50 years and established
a model for subsequent agreements. Although
the treaty did not completely resolve all the
issues relating to the project, it represented a
significant step forward.
Atlantic In the 1980s, when Hydro-Québec
Ocean initiated the second phase of the project,
which would have blocked nine rivers and
resulted in numerous dams and hundreds
of dikes, First Nations of the region were
already concerned about the ecological impact of the current hydroelectric
project. Flooding had caused massive decay of vegetation, which in turn
Figure 15-15 Cree Chief Matthew Coon had killed fish and wildlife.
Come speaks at the news conference in New In response, Grand Chief Matthew Coon Come led the Cree in
York City after delivering 50 000 signatures protest. Coon Come came up with a unique idea — to paddle with Cree
to City Hall. He succeeded in convincing Elders from James Bay down the Hudson River to a press conference in
the state of New York to cancel electricity New York City. There he spoke to a captivated press gallery about the
contracts with Hydro-Québec. environmental impact of flooding First Nations land. Since New York
State was planning to purchase electric power from
Hydro-Québec, the setting was intentional.
The press conference attracted worldwide
attention, and the impact was felt immediately.
New York State cancelled its plans to purchase
electricity from Hydro-Québec, and the Supreme
Court of Canada later ruled that Hydro-Québec
would not be able to initiate any further projects
without an environmental assessment.
Cause and Consequence: Predict how this issue
might have turned out if Aboriginal peoples had
not already been through the controversy over the
White Paper. Give reasons for your prediction.

Unit 4 * Did Canada find its own pathway by 1982? © MHR

Regional Discontent
Canadians had long recognized that significant differences in © Check Back *
employment opportunities and income often meant that people in some phe
parts of Canada had greater access to government services than others. | i eee caked Pals
During the 1950s, the federal government had started taking action to | cia:
reduce these regional disparities.
In 1957, for example, the federal government had introduced a system of
equalization payments that has continued to the present. Under this system,
the federal government transfers taxes collected
from people in wealthier provinces to less
wealthy provinces to help them cover the costs of Figure 15-16 Ratio of Regional Unemployment Disparities, 1969-1981
providing services, such as education and health —_A region that is at 0.75 on the graph has an unemployment rate that is 75 per
care. In this way, Canadians across the country cent of the national average. Which regions suffered higher unemployment
can expect to receive similar government services. _between 1969 and 1981? Which regions did not? How might chronic
In 1969, Pierre Trudeau’s government unemployment fuel regional discontent?
created the Department of Regional Economic
Expansion (DREE) to focus on economic
initiatives aimed at improving the economy Nationa. AVERAGE
of disadvantaged regions. The department
developed programs to improve infrastructure
and support private investment in these regions.
Other programs encouraged manufacturing and
service industries. As much as 80 per cent of
DREE’s money was spent east of Montréal.
Cause and Consequence: Why do you suppose
the federal governments of the 1960s decided to
try to reduce regional disparities that had existed
for many decades? How might this issue relate
to Francophone nationalism and the Québec
sovereignty movement?

Equality for Women

In the early 20th century, advocacy groups a 10S ie gael sgt cle
fighting for women’s rights had experienced Source: Statistics Canada
success in some areas: voting, access to [J Atlantic Canada
education, and participation in the workforce. Québec
But during this time, women's groups had Fel Ontario
tended to focus on specific challenges, such as a pore eenee
the right to vote. By the 1960s, the women’s estern Lanada
movement had broadened its focus to address
the question of how to achieve gender equality.
The women who were active in this phase of the movement were Up for Discussion
largely educated, middle-class Anglophones. Women’s groups began to When women must struggle to
form within political parties, among ethnic communities, and as part of achieve gender equality, what message does
: soa . this send about a society?
the peace movement. Their activities caused governments to recognize
that issues affecting women needed to be addressed.

MHR * How did Canada address internal strife? * CHAPTER 15

 The Royal Commission on the Status of Women
In 1967, the federal government created the Royal Commission on the
Status of Women to investigate and report on conditions for women in
Canada. The commissioners were to make recommendations for areas
that were within the jurisdiction of the federal government.
As the commission travelled the country, it attracted great interest. Its
report, which was presented in 1970, documented significant differences
“CONNECTIONS:
in opportunities for men and women. The commission included 167
Although most bank tellers were recommendations dealing with topics such as family law, equal pay for
women, women were largely shut out
of management positions. In 1961, the work of equal value, birth control, maternity leave, and conditions for
Bank of Nova Scotia became the first in Aboriginal women. The recommendations were based on the principle
Canada to appoint a woman manager. that opportunities for men and women should be equal.
Seven years later, only 29 of the 5147
bank managers in Canada were women.
The commission’s report helped shape the activities of the women’s
But this started to change. By the end
movement in the following decades. Over the next 20 years, the federal
of the next decade, for example, the government implemented most of the recommendations, at least
Royal Bank of Canada had appointed partially. Many companies and government agencies, for example, began
two women to its board of directors,
and 40 per cent of the Toronto-
employment equity programs designed to improve opportunities for
Dominion Bank's management trainees women.
were women. The National Action Committee on the Status of Women (NAC) was
established as an umbrella organization to press the government to follow
through on the royal commission’s recommendations and to co-ordinate
the activities of existing women’s groups, as well as groups that had
developed as a result of the report. At its peak, NAC represented some
700 groups with a broad range of social and political perspectives.
NAC was completely funded by the federal government, at least in
part because Pierre Trudeau believed that the campaign to achieve gender
equality would unite Francophone and non-Francophone women and help
Check Back aia squelch the Québec sovereignty movement.
You read about the struggle to
A major thrust of the women’s movement in the late 1970s involved
have women’s equality included in ensuring that gender equality was written into the new Constitution that
the Charter in Chapter 3. Trudeau had promised. Demanding that their voices be heard, women
used social and political networks, as well as media connections, to
educate the public about their concerns. Many of their ideas eventually
made their way into the Charter of Rights and Freedoms.

Recall... Reflect... Respond

1. Describe how each of the following people might 2. When Cree Grand Chief Matthew Coon Come
view the changes proposed in the 1969 White Paper: paddled down the Hudson River to protest the
James Bay hydroelectric project, he gained instant
a) an Anglophone resident of Central Canada
international attention for Aboriginal rights.
b) a member of a First Nation in Western Canada
How might this event have changed Canadian
c) a sovereignist from Québec
perceptions of Aboriginal identity? How might it
In each case, provide at least one criterion the have changed perceptions of Canadian identity?
person might use to justify his or her position.
What changed for women during the 1970s? What
stayed the same? Present your findings in a T-chart.

Unit 4 © Did Canada find its own pathway by 1982? * MHR

Thinking Historically: Historical Significance

Some people become historically significant because an action they have taken has profoundly
affected people's lives. Maybe they start a war, pass a law, or make a trade deal. Others become
historically significant because they are the first to do something. They set an example that shows
other people what is possible. Some of them inspire. Dee Brasseur is such a person.
Born in Pembroke, Ontario, Brasseur grew up an
“army brat” during the 1950s and 1960s. Her dream
was to be a fighter pilot, so she joined up at the age of
19. At the time, though, the military restricted women
Figure 15-17 In 1998, Maclean’s magazine named Dee Brasseur to
to support roles such as clerk and nurse. Brasseur
its Honour Roll for drawing attention to the issue of sexual abuse in
was assigned the job of typist in a military dental clinic
the military. A year later, she was named to the Order of Canada.
in Winnipeg. She had joined up believing the U.S. army
slogan: “Be all that you can be.” Instead, she says, “|
listened to six dentists drilling all day long.”
In the meantime, the Royal Commission on the
Status of Women published its report in 1970. It
recommended that the Canadian Forces should
broaden the roles women could play. When the military
responded by opening up new trades to women,
Brasseur leaped at the chance.
The flight training program is one of the most
gruelling in the military. Brasseur also had to put up
with sexual harassment by some of the male trainees
who felt threatened by a female presence.
But Brasseur persevered and earned her wings
in 1981. Finally, in 1988, she was invited to train as
a fighter pilot. For a year she trained 18 hours a day
learning to handle the CF-18 Hornet, the most advanced
— and deadly — fighter aircraft in the world.
In 1989, Brasseur and Jane Foster graduated
together, becoming the first women CF-18 fighter pilots
in the world.
“For me, it was challenging. It was physically
demanding, mentally demanding, emotionally
demanding but very rewarding. When it went well, it
was, Look at me. This is amazing.”

Explorations
1. Isthe kind of discrimination Brasseur faced still evident 3. In asmall group, brainstorm other historical figures
today? Discuss the question with a partner and arrive who are historically significant because they
at a response. How does your answer affect Brasseur’s experienced a “first.” Remember that the “firsts”
historical significance? a do not have to be positive experiences. Consider, for
example, the first athlete to be caught taking banned
eee eo pubication ol Brasseuns Stoty in substances orthe first victim of a hate crime.
Creating Canada affect her historical significance?
see i
i MHR * How did Canada address internal strife? * CHAPTER 15
Chapter 15 Review
Knowledge, Understanding, and
Globalization makes groups more heterogeneous
Thinking
[diverse or varied] and it undermines the belief in
1. Historical Perspective: The issue question for this and value of separate nations co-existing as compact
chapter asks how Canada addressed internal strife in
groups. How could a country proclaim that its nation is
the country.
special today, especially when the country participates
a) Create a three-column chart like the one shown. In
the second column, note what each person listed in
as an equal partner in the world community ... ? And
the first column is likely to have considered the most even if a country could cling to a national identify as a
significant challenge to face Canada in the 1960s and belief system, multiculturalism or the growth in social
1970s. In the third column, assess how each person heterogeneity would make such a claim contested
is likely to have judged the effectiveness of Canada’s within the country. ...
response to the challenge (1 = ineffective; 5 = highly
effective). In each case, note at least one reason to Is nationalism dead then... ?Not quite, but it has lost its
support your assessment. futuristic promise, at least so in the advanced countries
b From today’s perspective, which challenge do you characterized by decreasing social compactness and
think was the most historically significant? How increasing regional integration. ...
effectively do you think Canada met this challenge?
When ethnies [groups united by a common language
Explain the criteria you used to make your judgment
about how well Canada addressed internal strife. and culture] struggle for recognition in advanced
countries, then separatism is far from the only option
Person Greatest Political | Assessment of chosen. As a matter of fact, separatism is so unusual
Challenge Response in rich countries that the few cases of nationalism—
4
separatism have received enormous attention: the
A Francophone Hydro-
province of Québec in Canada and the Basque provinces
Québec worker
in Spain. Even in these two examples it is not clear
A Francophone whether it is a matter of true separatism or only
Québécois woman increased autonomy, at least for the majority of the
A Cree hunter from population living in these provinces. In many countries
+he James Bay area
| ethnies have chosen other options than separatism in
An Ontario allophone order to promote their interests.
A member of
Parliament from a) In Jan-Erik Lane’s view, how has globalization
Western Canada affected nationalism?
b) In your view, is the situation in Québec a “matter
of true separatism or only increased autonomy”?
Provide evidence to support your response.

2. Cause and Consequence: Atthe same time as c) What are some other options, besides separation,
that Francophone Québécois could pursue to satisfy
Québec Francophones were experiencing a rise in
their nationalistic desires? Identify the advantages
nationalism, the world was becoming more globalized.
for Québec of the options you suggest.
In some people’s view, globalizing forces have made
national boundaries irrelevant. For example, when Jan-
Erik Lane published Globalization and Politics: Promises
and Dangers, he wrote the following about the effects
of globalization on nationalist and separatist groups.

“Untr4 + Did Canada

finditsown pashwa
Communicating and Applying
Figure 15-18 A man protests Bill 101, later known as the Charter of
3: Evidence: Many non-Francophone Canadians, both in the French Language.
Québec and in the rest of the country, reacted strongly
to the Charter of the French Language.
a) What is the message of the protester shown in Figure
15-18? How did he convey this message?
b) If this person lived outside Québec, the Charter of
the French Language would have had little effect on
his life. Should people who are not affected by a law
have the right to comment on it?
c) Besides attending public protests and rallies, what
other means can people use to express their opinions
about a law?
. Continuity and Change: Though much of this
chapter focused on strife related to the Québec
sovereignty movement, it also dealt with the challenges
faced by Aboriginal peoples, regional disparities, and
gender equality. These issues overlap in a number of
ways. Gender equality, for example, can be linked to
issues facing women in Aboriginal communities.
Create a three-circle Venn diagram like the one shown.
With a partner or small group, discuss ways the topics 5. Historical Significance: From the following list of
are connected and record your ideas on the Venn key political developments during the period, select
diagram. two developments and describe for whom they were
significant, whether they were positive or negative, and
why.

Challenges ¢ official bilingualism

for Aboriginal Peoples e invoking of the War Measures Act
e the rise of the Parti Québécois
e the White Paper
e the Royal Commission on the Status of Women

Challenges Challenges
for Various Regions for Women

; ddre s internal strife? * Cuarrer 15 ;

 Space
Figure 16-1 American astronaut Jeffrey A. Hoffman makes repairs to the Hubble
He is attached by his space boots to the Canadarm, which is in
Telescope in December 1993.
shuttle Endeavour. Although the first Canadarm went into operation in
turn attached to space
1981, no Canadian used it until astronaut Chris Hadfield did so in 1995.

Unit 4 © Did Canada find its own pathway by 1982? * MHR

 Was Canada plotting its own course by 1982?

From 1945 to 1982, Canada had to adapt to a world that was

changing more rapidly than ever before. Expanding communication Key Terms
and transportation networks were facilitating global trade. Science amnetas
and technology were changing people’s everyday lives and allowing stagflation
us to make footprints on the moon. environmentalism

In November 1981, the Canadarm became the newest contribution

to the international space program. It would quickly become an
essential part of it.
This extending robotic arm was built in Brampton, Ontario,
and was designed specifically for use on U.S. space shuttle missions.
Though it started out as a simple crane, the shuttle astronauts quickly
learned to take advantage of its delicate precision.
Examine the photograph on the previous page, and then answer
the following questions:
¢ How does this photograph show Canada’s evolving international role?
¢ At the Canadarm’s launch, politicians and newspapers celebrated a
major Canadian technological and scientific feat. The astronaut in
the photo is American. Is there a place for national pride in outer
space?
¢ The Canadarm was expensive. Would you consider this project an
investment or a waste of money? Why?
¢ In the background, this 1993 photograph shows Earth as few
Canadians had seen it before. How might seeing Earth in this way
affect your view of Canada and its role in the world?

LOOKING AHEAD iesRNI

easLEA t sa LS
NG eGOASf
The following inquiry questions will help you
In this chapter you will
explore whether or not Canada was in control of its tical
destiny by 1982: ° describe some key poli
196 0s and 1970s
developments in the
world issues
e¢ Did Canada make its own choices on the world in response to
stage? key trends in the
¢ identify and analyze
Did Canada respond effectivelyto economic nom y dur ing the period
Canadian eco
pressures?
and explain their impact
Did Canada begin to meet environmental
of social or
challenges? e describe examples
poli tica l co- ope rat ion , including the
e Why patriate the Constitution? eme nt
environmental mov
SIAL TERE TEI TI,HET OE TB a IME D IYFFETTE AOTIOE RE ETESIETMENI T
 Did Canada make its own choices on
the world stage?
Coming out of World War I, the country showed that it was a middle
power with contributions to make on the world stage. By the 1960s,
Canada had demonstrated that it valued ideals and characteristics
such as compassion, consensus building, and being a good neighbour.
Emerging national and global issues would put some of these values and
characteristics to the test.

Sleeping with an Elephant

The voyage of the SS Manhattan illustrates the nature of Canada’s
Living next to [the United States] is relationship with its more powerful neighbour to the south.
in some ways like sleeping with an The American government wanted to find out if the Northwest
elephant. No matter how friendly and
Passage could be used to transport oil from Alaska to the East Coast
even-tempered is the beast, if! can
of the United States. So in 1969, it sent the Manhattan — the largest
call it that, one is affected by every
twitch and grunt.
commercial supertanker ever built in the United States — for a trial run.
But the United States did not ask Canada’s permission for the ship to
— Pierre Trudeau,
prime minister, March 25, 1969
travel through Canadian waters.
Canada chose not to create an international incident and instead
granted permission, even though none had been requested. Canada even
sent along a well-tested icebreaker, the John A. Macdonald, to observe and,
if necessary, aid the American ship. The Manhattan made it through, but
at one point the Macdonald had to free it from the ice. It took months to
repair the damage to the Manhattan, and in the end, the United States
chose to build a pipeline to transport oil.
It was in American interest to assert that the Northwest Passage was
Figure 16-2 Picturing Multilateralism
not Canadian territorial waters. How does this help explain the U.S.
government's choice not to seek permission to travel through it?
country {

Canadian Multilateralism
country ( )
After the Manhattan incident, Prime Minister Pierre Trudeau asked the
United Nations to change the International Law of the Sea. He argued
country that this law should include special protection for Canadian arctic waters.
The UN supported Canada’s claim and added Article 234, which gives
countries jurisdiction over waters covered by sea ice for most of the year.
country (
In this case, Trudeau used a multilateral approach to resolve an
international problem. Multilateralism is a preferred strategy for middle
Multilateralism=many acting together powers such as Canada, Australia, and the Netherlands. By working with
multi-=many other countries, Canada can increase its influence in the world. This
lateral=side or part approach requires consensus building and co-operation, both of which
-ism=a belief system Canada had demonstrated in previous situations that had demanded
diplomacy.
Historical Significance: What are some of the benefits of multilateralism
for a country like Canada? List some issues, such as trade disputes and
foreign aid, that multilateral approaches could help resolve. Which issue
do you think is the most important? Why?
Unit 4 * Did Canada find its own pathway by 1982? * MHR
Peacekeeping in Cyprus
After the Suez crisis, the next major UN peacekeeping mission was in the
Mediterranean island of Cyprus. Cyprus had gained independence from
Britain in 1959. Four years later, the Greek Cypriot majority feared that
nearby Turkey would invade the island. The minority Turkish Cypriots
feared that Greece might invade. Ethnic tensions mounted, so a UN
peacekeeping force, which included Canadian troops, was sent in.
Cyprus would turn out to be Canada’s longest peacekeeping mission,
lasting more than 29 years and involving more than 25 000 members
of the Canadian Forces. During those years, 160 UN peacekeepers,
including 27 Canadians, lost their lives.
A small contingent of Canadian observers was still in Cyprus as
of 2012.

Figure 16-3 UN peacekeepers patrol the Green

Line, a buffer, or neutral zone, that has divided
Turkish and Greek areas in Cyprus since 1964.
The homes shown have not been inhabited since
1974. What do you think would happen if the
peacekeepers left?

Figure 16-4 Official Development

Assistance from Canada,
1960-2011

What does this graph tell you about

Canada’s spending on international aid
from 1965 to 2011?

1965 96.51

Emergency Relief 1970 336.75

Canada’s efforts to assist other nations by means of multilateral action 1975 879.68
have gone beyond peacekeeping. On many occasions, Canada has joined
1980 1075.11
other UN members in contributing to relief efforts, environmental
initiatives, scientific studies, and development projects. In some cases, 1985 1631.13
Canada has taken the lead in co-ordinating international efforts.
em 2469.88
ee
In 1970, Canada launched the International Development Research
Centre (IDRC) to help developing countries overcome the challenges of ae 2066.67
achieving self-reliance. The IRDC specializes in providing scientific and
technological solutions to local issues related to food, clean water, and 2000 1743.60

employment. That same year Canada adopted a target of 0.7 of its Gross Nim 3756.34
National Product (GNP) to foreign aid.
Although Canada has never reached its foreign aid targets and began 2008 4725.08
reducing its foreign aid under the Stephen Harper government, the 2011 5291.00
IDRC has continued to be a leader in providing lasting local solutions
0 1000 2000 3000 4000 5000
to communities in need around the world. Private foundations that have Amount (million $U.S.)
chosen to partner with it include the Bill & Melinda Gates Foundation, 2
the Ford Foundation, and the Rockefeller Foundation. and Development

MHR * Was Canada plotting its own course by 1982? * CHAPTER 16

 Long-Term Development
Canada did not want to step in only when countries were experiencing
Up for Discussion disasters. The solution to long-term systemic problems around the world
In a globalizing world, does was to help countries build their economies. So Canada also increased aid
Canadian identity — or any national for development. Since 1968, the Canadian International Development
identity — matter? Agency (CIDA) worked around the world to reduce poverty, promote
human rights, and support sustainable development in many countries
and regions, including sub-Saharan Africa, Sri Lanka, Haiti, and the West
Bank and Gaza. CIDA also funded programs in which Canadians worked
with local partners to aid communities in less-developed countries.
Cause and Consequence: In 2013, the Conservative government ended
CIDA, giving its responsibilities to the Department of Foreign Affairs,
Trade and Development. In future, aid will be used to promote Canada’s
prosperity and security. In other words, the main goal will still be poverty
alleviation, but Canada has to benefit too. What problems might this
limitation lead to?

Youth Making History

c
anagial
~)

~~

Figure 16-5 Winnipeg

ohysidant¢han Phan | raised Chau and helped many Vietnamese immigrants
reac Centon |
learn English and settle into new homes.
Helping Kidsin Vietnam. | Lindsay, Chau, and Winnipeg tailor Tam Nguyen
aiken.” - went on to found Canadians Helping Kids in
ian TT Vietnam in 1995. The charity relies on volunteer
administrators and keeps its costs low. It has built
Chau Pham was five years old when she fled Vietnam, eight schools in Vietnam and connected more
along with thousands of other Vietnamese refugees than 200 sponsors in Canada with children in
in the late 1970s. Then she spent more than two years Vietnam — mostly in Quang Ngai.
in a refugee camp, where she was diagnosed with As a resident at the Winnipeg Health Sciences
tuberculosis. She saw few people except her young Centre, Chau recently led a medical mission
aunt and the doctor who was taking care of her. to a hospital in Quang Ngai, Vietnam's poorest
When Chau finally made it toWinnipeg, she was province. She continues to work with Canadians
taken in by Darlene Lindsay. Lindsay, a schoolteacher, Helping Kids in Vietnam.

1. Create a list of words or phrases or a set of drawings 2. Create a cause-and-consequence organizer that shows
that reveal the challenges Chau Pham faced when how the Vietnam War led to the work being done by
leaving Vietnam and that describe her new life in Canadians Helping Kids in Vietnam. Jot notes on how
Canada. the Canadian government could have become involved.

Unit 4 * Did Canada find its own pathway by 1982? * MHR

Responding to Changes in Cuba
A international showdown occurred in the late 1950s that seriously
harmed the Canada-US. relationship. It all began in 1958, when a young
Cuban lawyer named Fidel Castro led a small group of revolutionaries in
a guerrilla war against the corrupt regime of Cuban president Fulgencio
Batista. Uprisings throughout
the country eventually
forced Batista to flee in 1959. _ Figure 16-6 Distance of Some Major Cities from Cuba
Castro soon named himself This map appeared in an American newspaper during the Cuban Missile Crisis in 1962. The arrows show
president for life. how far a nuclear missile would have to travel before it reached several major U.S. cities. If you had been
Castro’s new government _ living in the United States at that time, how would this image have affected you?
seized large and foreign-
owned land holdings and
broke them up to distribute
among Cuban farmers and
peasants.
Castro also nationalized
all foreign-owned businesses,
most of which were | CHICAGO
American. The Americans
responded by freezing ATLANTA
Cuban assets in the MEXICO *)
United States. To survive
economically, Castro turned
to the Soviet Union, which
offered aid and a market
for Cuban products. Cuba
swiftly entered the Soviet
sphere of influence.

The Missile Crisis

The United States attempted
to overthrow Castro’s communist regime by sponsoring Cuban exiles in a
*n saak on on Cuba’s
a’s Bay
Bay of Pig on April
of Pigs pril 17,
17, 1961.
19 The invasion failed on ‘CONNECTIONS:
all fronts.
Within a year, the Soviets began secretly transporting nuclear To convert the miles shown on the
Giubaith Bieber h ; ilsded : map above to kilometres, multiply the
weapons to Cuban bases. But before they were installed, American spy nurbersuiniesby 16. thenumberct
planes discovered what was happening. U.S. president John F. Kennedy kilometres in 1 mile. For example, the
acted swiftly and decisively. He demanded that the ships turn around. distance from Havana ee is
Kennedy established a naval blockade around Cuba to intercept the BSA IM se) oy abeienes
Soviet ships and made it clear to the Soviets — and the world — that the ae
United States would not tolerate nuclear missiles in Cuba. If the Soviets
did not remove them, he said, American forces would attack. The Soviets,
in turn, promised to retaliate. ,
Kennedy risked a nuclear attack on the United States. But, as it We were eyeball to eyeball, and |
happened, the Soviet missiles were not yet installed. The Soviets soon think the other fellow just blinked.
backed down, turned the ships around, and removed all nuclear weapons
— Dean Rusk,
from Cuba. The world has never been closer to a nuclear war. U.S. secretary of state, 1962

MHR * Was Canada plotting its own course by 1982? * CHAPTER 16

 The Canadian Response to the Missile Crisis
Canadian Prime Minister John Diefenbaker was appalled by the
Figure 16-7 Fidel Castro shows Pierre American tactics and privately called Kennedy “that young fool.” He was
Trudeau a new housing project during a further annoyed that Kennedy had not consulted him before engaging
1976 state visit. The two men developed a in such a dangerous move. In response, Diefenbaker delayed putting
friendship that would last the rest of their
Canadian Armed Forces on alert, despite the North American Aerospace
lives. On one ofhis rare international trips,
Defence Command (NORAD) and North Atlantic Treaty Organization
Castro came to Canada in October 2000 to
serve as an honorary pallbearer at Trudeau’s
(NATO) mutual protection agreements. Kennedy and Diefenbaker never
funeral.
reconciled.

The Canadian Response to Cuba

When Kennedy placed a trade embargo (ban on trade) on Cuba,
Diefenbaker said, “We are not convinced that isolation is the best method
of enabling the Cuban people eventually to free themselves.” Canadian
policy toward Cuba has generally followed this approach.
The American government has maintained an economic and
diplomatic embargo on Cuba ever since the missile crisis. But Canada
would become one of the first non-Soviet countries to trade with Castro’s
Cuba, and this sunny island country has become one of the most popular
vacation spots for Canadians. Pierre Trudeau believed that good relations
were good for Canadian industry and lessened tensions during the Cold
War. At the time, some people criticized Trudeau for being too friendly
with a country that was supported by the Soviet Union.
Historical Significance: Create a T-chart and compare American and
Canadian relations with Cuba. Which approach do you think was best for
each country at the time? Note your reasons for your responses.
Unit 4 © Did Canada find its own pathway by 1982? * MHR
The War in Vietnam Figure 16-8 North and South Vietnam, 1954
The Vietnam War was another event where Like Korea after World War Il,Vietnam found itself divided, with North and
American and Canadian policies did not align. South backed by two different superpowers. Would such an arrangement
The roots of the conflict in Vietnam lie in its always carry a risk of war? Why or why not?
past as a French colony. During World War
II, the colony had been occupied by Japanese
forces, and after the war, the French tried to
resume control. But by then, a Vietnamese
independence movement led by Hé Chi
Minh was gaining strength, and the French
were forced out in 1954. Peace terms divided f

Vietnam in two, with Hé leading North ie mn

Vietnam as a communist state and South c i
Vietnam ruled by a government backed by the ‘ # i
United States. F :aos
Hé was not satisfied. He wanted to reunify ie land We
the country, and both the Soviet Union ae ? Besic ‘ SE sk ae
and the China saw this as a chance to place RSBs aeear a
another communist state in their sphere. Both er ie :
supported and supplied the North Vietnamese, ' ms 4 Ss i ‘
making the conflict between North and South s ‘ pannodie
a proxy war, much as the Korean War had Pao Penhry C Lie
been in the 1950s. Guit < 9 he :
To try to keep the region under its control, hea
the United States sent 600 advisors to South 'f Thailand
\i a
Vietnam in 1960. From there, the conflict grew
into a full-scale war. By 1965, some 500 000
kilometres * Capital City
American troops were in Vietnam. American
forces extensively bombed North Vietnam, but
they still could not win the war. By the time
fighting ceased on April 30, 1975, more than 58 000 Americans, 250 000
South Vietnamese, and 2 million North Vietnamese had been killed. In
the end, the Americans withdrew and North and South Vietnam merged
to become the Socialist Republic of Vietnam in 1976.

Canada’s Response to the War

Canada did not join the United States in the Vietnam War, but about
30 000 Canadians chose to fight under the American flag. Canadian
industries also contributed by selling $2.47 billion worth of war materials
to the United States. This included munitions, sonar equipment, aircraft
engines, and chemicals, such as napalm for firebombing and Agent
Orange for destroying vegetation. But the Canadian government chose
decisively to keep Canadian troops at home.

Figure 16-9 Many Canadians objected to supporting the United States in the
Vietnam War. This 1966 poster was made by the Toronto Co-ordinating Committee
to End the War in Vietnam. In what ways was Canada “complicit”?

MHR * Was Canada plotting its own course by 1982? * CHAPTER 16

 Opposition to the War
Figure 16-10 Students sing “We Shall Lester Pearson, who had been elected prime minister in 1963, did not
Overcome” during an anti—Vietnam want to take Canada into the Vietnam War. He worried that nuclear
War march in Toronto that ended at the weapons might be used, and opposed American bombing techniques
American Consulate on March 16, 1965. Do because they destroyed villages and killed civilians. In April 1965, Pearson
antiwar demonstrations help or hurt their made a speech in Philadelphia suggesting that the bombing should stop.
STON ALDI INNSIS: U.S. president Lyndon Johnson was not pleased.
Canadian antiwar activists criticized the United States
for supporting a corrupt regime in South Vietnam. They also
criticized the Canadian government for allowing the sale of
war materials to the United States. This activism was fuelled,
in part, by the 30 000 to 40 000 American war resisters and
deserters who fled north across the Canada—United States
border.
Evidence: During the Vietnam War, an anonymous U.S.
marine was quoted as saying, “The worst of ours are going
north, and the best of theirs are coming south.” What do you
think he meant? Do you agree or disagree? Give reasons for
your response.

A Crisis in Iran
In 1979, a revolutionary movement in
Figure 16-11 Ken Taylor, Canadian
Iran was attempting to overthrow the ruling
pinibassaderio iat laughs with journalists OF AF — ar monarchy. The Iratian. Sua haditlediee
after the “Canadian Caper.” Taylor had », | y ‘|
helped save six American lives in 1980.
How would an event such as this change
i States. Islamic revolutionaries demanded that
Canada’s profile internationally? ! the Shah be returned for trial and execution.
The United States refused, so a group of
militant students attacked the American Embassy
££ and took more than 60 Americans hostage. In the
Up for Discussion chaos, six other Americans fled.
Perrra the Amesicansovein enencaneee Ken Taylor and John Sheardown, the top Canadian officials in Iran,
Canadian lives. So why did Canadians do it? did not hesitate when these Americans asked for help. Staff of the Canadian
Embassy hid the six Americans for more than a month in various locations,
and a special session of Parliament in Ottawa granted them Canadian
passports and driver’s licences. With their new identification papers, the
Americans successfully slipped out of the country.

Recall... Reflect... Respond

1. List three international crises that emerged . Choose one international crisis mentioned in this
between 1945 and 1982. For each crisis, identify two section that you think Canada failed to respond to
ways that Canadian governments, individuals, or effectively. Describe a response that you believe
organizations responded. would have been more effective. In what ways might
your present-day perspective help you develop a
Rate the effectiveness of the responses you selected
better response?
in Question 1 ona scale of 1 to 5 (1 = not effective;
5 = extremely effective) and explain your rating.

Unit 4 * Did Canada find its own pathway by 1982? * MHR

 Thinking Historically: Evidence
We

The 2012 film Argo told the suspense-filled tale of six American diplomats hiding in and then fleeing
Iran during the 1979 Islamic Revolution. Ben Affleck said of the film he directed and starred in, “It's a
complicated CIA movie, it’s a political movie. And it’s all true.”
We generally expect that historical narratives will cling as faithfully as possible to the truth. Surely
the film’s scriptwriters investigated the evidence, interviewed the participants, decided what aspects
of the story were most relevant, and then wrote a script that told a story that truly happened. Right?
Well, maybe not. Argo definitely told a good story. It Perhaps most galling to Canadians, the film
won multiple Academy Awards. But was it “all true,” portrayed the whole scheme as a CIA operation from
as Affleck claimed? startto finish. Jimmy Carter, U.S. president at the time
Historians have a way of confirming the accuracy of the incident, commented on the film:
of historical narratives: corroboration. They check the
story told against the evidence. So, how does Argo
... [I]t’s a great drama. And |hope it gets the Academy Award
stand up? See Figure 16-12.
for best film because |think it deserves it. The other thing
Figure 16-12 Comparing Argo Against the Evidence
that |would say was that 90 per cent of the contributions to
the ideas and the consummation ofthe plan was Canadian.
How does Argo stand up? And the movie gives almost full credit to the American CIA.
a
Sr
eS
NS
aw
eS
op

Ben Affleck’s character in the film was only ... in Tehrana

The American diplomats were The diplomats never went to day and a half. And the main hero, in my opinion, was Ken
nearly attacked while ona the bazaar and were never Taylor, who was the Canadian ambassador who orchestrated
fake film shootin Tehran’s threatened.
Grand Bazaar.
the entire process.
The CIA cancelled the Canadian Ambassador Ken
diplomats’ tickets and then Taylor wentto the airport and
reinstated them at the last purchased the tickets himself.
minute. 3 After hearing about the film, Ken Taylor said that
The CIA agent single- The passports were
he was afraid the Canadians had been portrayed as “innkeepers
handedly forged passports created in Ottawa. So was y who are waiting to be saved by the CIA.” Is Taylor's concern valid?
for everyone. a collection of credit cards,
business cards, and authentic
Canadian receipts.
The diplomats underwent They were never questioned.
life-and-death interrogation
at the airport.
Airport security figured out No such chase scene ever
the scheme atthe last minute took place.
and chased the airplane as it
tried to take off at Mehrabad
Airport.

Explorations
1. Ifan historian had written the script, how might the film 3. When film directors portray real events from history, do
have been different? they have a responsibility to tell the whole truth? Or is
their only responsibility to entertain? Discuss in a small
2. \fa Canadian had written the script, how might the film
group and prepare a response.
have been different?

MHR * Was Canada plotting its own course by 1982? * CHAPTER 16

 Did Canada respond effectively to
economic pressures?
@ Check Back
Many Canadians continued to benefit from postwar prosperity, which
continued into the 1960s. Jobs were available, and wages were improving.
You read about the
Auto Pact in Chapter 4. New social programs that included the Canada Pension Plan, the Canada
Assistance Plan, medicare, and the Guaranteed Income Supplement
offered Canadians greater security and protection.
But forces outside and inside the country caused prosperity to decline
during the 1970s. By the 1980s, the Canadian economy had slowed
down and was in a recession. The government tried to maintain its social
programs in the face of inflation and rising unemployment.

The Auto Pact

Figure 16-14 On January 16, 1965, Lester According to Lester Pearson, who in 1965 signed the Canada—United
Pearson (left) and Lyndon Johnson signed States Automotive Agreement — the Auto Pact — with U.S. president
the Auto Pact between Canada and the
Lyndon Johnson, the accord was “one of the most important accords ever
United States at Johnson's ranch in Texas.
signed between our two countries in the trade field.” One-fifth of all U.S.
Why would negotiations for such trade
agreements take years, if not decades,
exports were to Canada, and automobiles and parts made up the largest
to finalize? proportion of that trade.
American auto manufacturers had
been making vehicles in Canada since
1904, when a Ford plant opened in
Windsor, Ontario. But even though
Chrysler, Ford, and General Motors had
branch plants in Canada by the early
1960s, most cars — and parts — were still
manufactured in the United States. Before
the Auto Pact, Canada had been spending
far more on American automotive products
than it was earning by selling Canadian-
made automotive products in the United
States.
The Auto Pact helped fix that
imbalance. In 1964, 7 per cent of
automobiles made in Canada were sold
in the United States. By 1968, that
number had risen to 60 per cent.
During the 1970s and 1980s, General
Motors, Ford, and Chrysler continued to build large assembly plants in
southern Ontario. Some of these plants employed more than 5000 workers.
Up for Discussion In 1986, the motor vehicle industry was the second-largest manufacturing
What's wrong with economic dependence on employer in Canada and provided jobs for almost 152 000 workers.
another country if it creates jobs? But critics warned that the Auto Pact also increased Canada’s economic
dependence on the United States.

Unit 4 * Did Canada find its own pathway by 1982? * MHR

Canadian Auto Workers Unionize
In the early 1940s, Canadian auto workers began to join the United
States—based United Auto Workers (UAW) union. They believed that a
united front would give them greater bargaining power with automotive
manufacturers. By 1945, the UAW was the largest industrial union in
Canada. During much of the 1950s and 1960s, UAW members and
company owners in Canada and the United States benefited from a large
North American market for new, more powerful cars.
But in the 1970s, many North Americans started buying less
expensive cars from Japan. As a result, some car plants in the United
States were closed. With the North American economy in a recession
and both inflation and unemployment on the rise, some Canadian UAW
members believed that an independent Canadian union would protect
their interests more effectively. Disagreements between the Canadian and
American branches of the UAW peaked during the early 1980s.
When both Canadian and American auto workers went on strike
against Chrysler in 1982, the American workers made concessions to help
the company — and their jobs — survive. But 9000 Canadian UAW
members refused to make concessions on benefits such as wage increases,
which they had fought hard for over the years.
Bob White, the UAW’s Canadian president, was credited with
gaining benefits for Canadians that American leaders had not been able to
achieve. White continued to lead bargaining teams during the early 1980s
Up for Discussion
and eventually persuaded Canadian workers to break away from the UAW
and form an independent union: the Canadian Auto Workers (CAW). Should governments use citizens’
taxmoney
For the next two decades, the CAW focused on protecting workers’ sea I SA ale
severance pay and pensions. When
the Canadian economy started
to go into recession in 2007, it
did make concessions. However,
the economy went from bad to
worse, and auto sales dropped. The
Ontario and federal governments
didn’t want the auto industry to
fail, so in June 2009 they agreed
to give General Motors (GM) and
Chrysler billions in loans.

Figure 16-15 The Canadian auto bailout was

announced by Industry Minister Tony Clement (centre)
in Ottawa on March 30, 2009. Present were Finance
Minister Jim Flaherty (left) and Ontario's Economic
Development Minister Michael Bryant. The federal
and Ontario governments agreed to go ahead with up
to $4 billion in interim loans to keep the companies
afloat. What might be the consequences when a large
company like GM or Chrysler fails?

MHR * Was Canada plotting its own course by 1982? * CHAPTER 16

 Economic Nationalism
Figure 16-16 Consumer
and Corporate A close relationship between Canada and the United States was important
Affairs Minister Herb Gray (right) shares for mutual defence. But at the same time, some Canadians became
a laugh with Pierre Trudeau outside the concerned about U.S. control of the Canadian economy. Although
House of Commons in 1972. A report by American companies in Canada created jobs, most of the profits made by
Gray about foreign investment in Canada those companies went to the United States. Many of Canada’s resources
highlighted the need to lessen Canada’s were also controlled by non-Canadians, and many decisions affecting
economic dependence on the United States
Canadian workers were made outside Canada.
and led to the creation of FIRA.
The Foreign Investment Review Agency (FIRA)
In 1972, Pierre Trudeau’s Liberals had a minority government
and the New Democrats held the balance of power. Some New
Democratic Party members were concerned that Americans
were taking over the Canadian economy, so they put pressure
on the government. Trudeau asked Herb Gray, the consumer
and corporate affairs minister, to report on foreign investment
in Canada and on how foreign control was affecting the
Canadian economy.
According to Gray’s report, about 50 per cent of Canadian
industries were foreign owned and the United States
controlled about 90 per cent of Canada’s oil and automotive
manufacturing industries.
The Foreign Investment Review Agency (FIRA) was
created in 1974 to help control foreign investment in Canada
and to increase Canadian control of its own economic
development. FIRA advised the government on whether it
should allow each potential foreign investment or branch plant
to be set up in Canada. Decisions were to be
based on whether the investment would improve
Figure 16-17 Direct Foreign Investment in Canada, 1960-1972
employment and business opportunities for
What trend do you see in the graph? What might that trend have meant for Canadians and, at the same time, be compatible
Canada's economy? with national policies.
Some Canadians criticized FIRA for
ie §6$12872 approving too many applications from non-
Canadian investors. Others said FIRA was
slowing down investment by non-Canadians and
1963 RRS Esti} hampering the growth of Canadian businesses.
| Many American investors agreed and were afraid
eas §6$19008 | | that economic nationalism was tightening its grip
| on the Canadian economy.
FIRA was eventually replaced with
ish $24 424
Investment Canada, which was intended
to promote investment in Canada by both
hive $29605 Canadians and non-Canadians, to offer advice,
| i | if and to ensure that foreign investments were good
0 5000 10 000 15 000 20 000 25 000 30 000
for Canadian businesses and workers.
Amount (million $U.S.)
Source: Statistics Canada

Unit 4 * Did Canada find its own pathway by 1982? * MHR

 Owning the Canadian Economy
Excessive foreign ownership of Canadian industries and natural resources came to public attention
in the 1970s. Read four points of view from four different time periods. How have things changed?

In 1972, HERB Gray, minister of ; Saar:

consumer and corporate affairs The extent of foreign control of anumber of industries in Canada
pressed for greater control of foreign is large enough to make the acquisitions of more Canadian
investment. businesses a matter of concern to the government and to
Canadians generally.

In December 1984, two months after SRI Se ie

taking office as prime minister, Brran _‘!0day the most noteworthy measure of our relationship is in
Mutroney spoke to the Economic our economic ties — in investment, in trade, in technology
Club of New York about the economic flows. ... The message to prospective foreign investors in Canada
relationship between Canada and the is the same message we send to ourtrading partners: a world
United States. economy more open and interdependent is in Canada’s interest
and every nation’s interest.

1999, Canadian writer PETER Mile. ndae se ae

Pa NEwMancconmnenedmenine The Americanization of our economy is a disturbing new
influence of U.S. investment in the reality... . [W]e now control a smaller portion of our productive
Canadian economy in Maclean's wealth than the citizens of any other country on earth. Instead of
magazine. the proudly independent nation ourfounding fathers intended us
to be, we are well on our way to becoming an economic colony of
the Americans.

In 2012, Prime Minister STEPHEN

Harper explains his government's Investment is critical to our government's focus on jobs and
strategy in regard to foreign growth. And Canadians expect that we shall approve foreign
investment. investments that are of net benefit to Canada. . . . [But] we will
continue to push firmly in trade and investment agreements for
reciprocal treatment abroad for Canadian investors.

1. How are the positions of the four speakers the same? 3. What are some of the consequences of decisions the
How are they different? government made about foreign investment in the
1970s and 1980s? Write one rule you would introduce to
2. These quotations are from four different decades.
ensure a balance between Canadian and non-Canadian
Select one economic issue or significant event in each
investment in Canada’s economy today.
of those decades and explain how each issue or event
might have influenced the speaker's point of view.

MHR * Was Canada plotting its own course by 1982? * CHAPTER 16

—
 Economic Challenges
During the 1970s, many countries, including Canada and the United
States, faced the challenge of rising inflation. By the 1980s, they were also
facing rising unemployment.

The Effects of Inflation

During the 1970s and early 80s the cost of living rose at a steady rate
in Canada.

Figure 16-18 Inflation in Canada, 1971-1982

How much would a bag of groceries that cost $25 in 1971 cost in 1981?

of Ns
15 [- eee ere ag | Sea ares a ida | |

.——| wail —— sie: abateha2 A mee

wo

Percentage
fap)
at | | t- tliat i= oe
Zs | | | | Fe
0 H | | | i

1971 1972 1973 1974 1975 1976 1977 1978 1979 1980 1981 1982
Source: Statistics Canada

Figure 16-19 Unemploymentin Canada,

Workers demanded raises to keep up with inflation, and negotiations
1976-1982 between employers and workers became more difficult. Failure to reach
an agreement often led to strikes. In 1972, for example, more than
Compare the unemployment rate for
210 000 public service workers in Québec went on strike against the
1982 with the inflation rate for the same
government, schools, and hospitals. In 1975, more than 1100 strikes took
year in Figure 16-18. Use these figures to
develop an explanation of stagflation and
place in Canada. And, as some workers won improved working conditions
its effects. and benefits, their success had a snowball effect. Other workers began to
demand the same improvements.
1976
Stagflation
1977 During times of inflation, unemployment rates are usually low. Even
though costs continue to rise, businesses are making money and need
1978 workers. Workers often succeed in obtaining pay increases to meet the
rising costs of living.
1979 During times of recession, the economy slows down and businesses
have trouble selling their goods and services. As businesses cut back,
1980 unemployment numbers rise and prices fall.
But, in the early 1980s, Canadians faced a more troublesome
1981 economic trend called stagflation — high inflation combined with
stagnation in economic growth. With little or no economic growth,
1982
businesses cut back and laid off workers. Canadians had less money, but
Oe 8 1G Wi ae prices continued to rise. Between 1973 and the end of 1975, for example,
Percentage consumer prices increased by more than 34 per cent.
Source: Statistics Canada

Unit 4 * Did Canada find its own pathway by 1982? * MHR

Wage and Price Controls
Figure 16-20 On March 22, 1976,
To try to limit inflation, Trudeau’s government established the Anti-Inflation thousands of Canadian union members
Board (AIB) in 1975. The AIB introduced wage and price controls, which marched on Parliament Hill in Ottawa to
Canadians had not seen since World War II. Wage increases for public- protest wage and price controls.
sector employees, and in private-sector companies with 500 or more
employees, could be no more than 10 per cent in the first year of the
program, 8 per cent in the second year, and 6 per cent in the third.
Many Canadians disagreed with wage and price controls. Union
members were especially outraged when the AIB rolled back some wage
agreements. The effectiveness of wage and price controls remains a subject
of debate. Inflation decreased slightly in 1976 and 1977, then started to
increase again in 1978 when wage and price controls were lifted. By 1981—
1982, Canada was in a major recession.

The National Energy Program (NEP)

By the early 1970s, Canada and other industrialized countries had become
thoroughly dependent on imported oil. In 1973, the Organization of
Petroleum Exporting Countries (OPEC) decided to raise the price of oil,
and in that year, the price rose to $11.50 U.S. a barrel. By 1980, it had
reached about $38 U.S.
Canada was particularly hard hit by these prices. The country needed
oil for industry and for heating
and cooling homes, but also
Figure 16-21 On July 29,
for transporting goods and
1980, the Calgary Herald
people over vast distances.
carried this cartoon, titled
In response, Trudeau’s “Poles Apart,” by Tom Innes.
government introduced the The cartoon features Alberta
National Energy Program premier Peter Lougheed
(NEP) in 1980. The NEP was and Prime Minister Pierre
designed to do three things: Trudeau. How does the
¢ make Canada self-sufficient cartoonist view the chances
in energy that these two leaders
will agree on the National
¢ reduce foreign ownership Energy Program?
of oil and gas companies
operating in Canada
* protect Canadians from high
energy costs by setting a
Canadian oil price that was
lower than the world price
This meant imposing price controls on Canadian gas and oil and a
federal tax on production.
In Alberta, where about 86 per cent of Canada’s oil was produced,
Up for Discussion
many people were outraged. Premier Peter Lougheed protested the federal
Other countries have nationalized their oil and
government's interference in an area of provincial responsibility. He
gas industries. Why doesn’t Canada do that?
warned that the NEP would prevent Alberta from benefiting from high
world prices and seriously harm the Canadian oil and gas industry. Both
predictions proved accurate.

MHR * Was Canada plotting its own course by 1982? * CHAPTER 16

 Canadian Science and Technology
In the early 21st century, Canadians routinely use computers to conduct
The real job of the computer in the business and research, shop, and communicate with people around
future is not going to have anything the world. The Canadian economy is so dependent on computers that
to do with retrieval. It’s going to have
it would grind to a halt without them. It was computer technologies
to do with pure discovery.
invented during the 1970s and 1980s that made all this possible.
Se ene iat aay Between 1972 and 1974, former Queen’s University mathematics
writer and philosopher, quoted in . ; ;
The Essential Meluhan, 1966 professor Mers Kutt and his Canadian company, Micro Computer
Machines, used microprocessor technology to produce a micro, or
personal, computer. It would be another five years before Apple or IBM
would create and market their desktop models.

Space Technology
Canadians also played a part in advancing communication
technologies in space. In 1969, the Canadian government
created Telesat Canada to focus on satellite programs for
domestic telecommunications. Because Canada is so large,
providing domestic communication systems by satellite was
a priority.
Canada’s first communications satellite, Anik Al, was
launched in 1972. The CBC began satellite television
service to Northern Canada in 1973. This service allowed
for instantaneous reception of programming across the
country.
Figure 16-22 In July 2009, more than During the 1970s, the Canadian government also funded the
30 years after Canada launched its domestic development of the remote manipulator system — the Canadarm —
formunanica
Ron Serene ate altace which has been used in the American space shuttle program for many
SpE vceee abate years (see pp. 434-435). The remote-controlled system was developed by
shuttle on its way to the International Space : ‘
Stations hs mieSOmmipe ee Paveteenad Spar Aerospace and the National Research Council of Canada.
the responsibility to operate the Canadarm.
In November 1981, the Canadarm was aboard the second Columbia
: é : :
how would beslding expertise m space space shuttle flight. Since then, the device has been used to repair
technologies benefit Canada? satellites, to support astronauts’ spacewalks, and to help build and
maintain the International Space Station. The expertise that went into
developing these technologies has grown along with Canada’s emerging
economic strength in high-tech manufacturing.

Recall... Reflect...Respond
1. Create a three-column chart and record the 2. |magine that you were a teen during the 1960s or
challenges Canadians faced as a result of economic 1970s. Select the event or issue that you think would
changes during the 1960s and 1970s. In the first have most affected your life. Give reasons for your
column, record the decade. In the second column, choice.
describe the challenges. In the third column,
note the major Canadian responses and rate their
effectiveness.

Unit 4 * Did Canada find its own pathway by 1982? * MHR

_

Did Canada begin to meet

environmental challenges? Itwas never our intention to go to
Amchitka and park there through
Environmentalism is a social movement that aims to protect the Zero Hour to protest against war.
natural environment from the effects of human activity. Many date its We are eco-freaks, arguing that the
world itself was being destroyed. ...
beginnings to around 1962, when Rachel Carson, an American marine
[A nuclear test] is as much a monster
biologist, published Si/ent Spring. In her book, Carson maintained that
of pollution as of war machinery, and
an agricultural pesticide — dichlorodiphenyltrichloroethane, or DDT — it is the spectre of a dead world that
was responsible for a dramatic drop in the populations of many species haunts us, that drove us out against
of birds. Although Carson struggled to be heard and believed, her book the Cold Warriors in this funky old
alerted people to the fact that industrial chemicals had the potential to boat.
damage or even destroy animal and plant life on the planet. — Robert Hunter, one of the
founders of Greenpeace, 1971
Greenpeace
Greenpeace is perhaps the best-known environmental action group in the
world today, and it started in Canada.
In 1971, a group of Vancouver activists wanted to bring the world’s
attention to a nuclear bomb test under Amchitka, an island near Alaska.
Up for Discussion
Alaska is in one of the world’s most earthquake-prone regions, and
Greenpeace activists favour
Amchitka was the last refuge for 3000 endangered sea otters, as well as
high-risk, sometimes illegal, direct
the home of bald eagles, peregrine falcons, and other wildlife. The group action. Why would they choose these
feared the effects of a nuclear explosion anywhere, but particularly in this strategies when they often come at great
environment. So they decided to go to Amchitka and try to stop the test personal risk?
themselves.
A mixed crew of academics, journalists, and photographers battled
bad weather and stormy seas in an old fishing boat for more than a
month. One onboard journalist kept the public aware of the mission,
which soon gained extraordinary attention across Canada. Large
crowds marched in Toronto, Vancouver, Winnipeg, and Calgary
in demonstrations against the test. Prime Minister Pierre Trudeau
added his voice to the protest. Supporters delivered a telegram of
protest with 188 000 signatures to the White House.
Although Greenpeace did not stop the test, the 1971 explosion
was the last one at Amchitka. Further tests were cancelled, and the
island eventually became a bird sanctuary. But people took note: if
you took action, you could make a difference. The environmental
movement went on to gain strength and become a political force
for change.
Historical Significance: The Greenpeace Foundation was founded in
1972 and included several of the Amchitka activists. In what ways
was this an historically significant event? Explain the criteria you
used to make your judgment.

Figure 16-23 The Greenpeace strategy has been the same from the start: get in the way,
and get people's attention. In this photograph, Greenpeace activists try to stop a Japanese
factory ship from hauling in a whale in 2006. In what ways is this strategy similartothe
actions Greenpeace first took in 1971? How is this strategy different?

MHR * Was Canada plotting its own course by 1982? * CHAPTER 16

Figure 16-24 The Lorax, by Dr. Seuss, was
The Great Lakes Water Quality Agreement
first published in 1971 and later made into a In the 1950s and 1960s, excess phosphorus from fertilizers and household
3-D animated film by Universal Studios. Both products was damaging life forms in the Great Lakes. So, in 1972,
book and film have successfully publicized Canada and the United States created the first Great Lakes Water Quality
environmental issues, including deforestation Agreement in an attempt to clean up and protect the Great Lakes Basin.
and the pollution of rivers and lakes such as The International Joint Commission was established to make sure the
Lake Erie in the 1960s. The number of books
countries fulfilled their obligations. This independent organization
and films with an environmental theme are on
manages water systems along the shared Canada—United States border.
the increase. What might explain that change?
The agreement was expanded in 1978 and again in 1987 to deal with
other water issues, such as toxic waste and invasive species.

Acid Rain Awareness

In the 1950s, lakes around the Sudbury, Ontario, region were discovered
to have become more acid. At the time, many believed it was a local
problem caused by the smelting of nickel in the mines. Since then, acid
rain has been described as a a phenomenon that occurs wherever sulphuric
acid is spewed from industrial smokestacks. The acid drifts into the
atmosphere and falls to the earth as acidified rain, snow, and sleet. It
turns lake water into an environment that fish cannot live in and damages
or kills trees.
By the mid-1970s, the loss of fish population in Ontario and Nova
_ Scotia was pressing enough that Canada was moved to act. In 1978, it
' established a Joint United States—Canada Research Consultation Group
to study how pollutants were travelling through the air. On August 5,
1980, the two countries took the first step toward creating an agreement
on air quality that
would be formally

Figure 16-25 A scientist collects soil samples near alake in Haliburton, Ontario,
in 1982. The samples would provide evidence ofthe effects of acid rain. Why is
scientific evidence sometimes not enough to spur governments to take action?

Recall... Reflect... Respond

1. When The Lorax was published, Dr. Seuss specifically 2. Recall what you learned about current
mentioned pollution in Lake Erie. But by the 1980s, the environmental challenges and opportunities in
water quality in this lake had improved, and Dr. Seuss Chapter4 (pp. 126-128).
agreed to remove the line about Lake Erie from later
With a partner or small group, brainstorm to create
editions. This was the only time he ever changed a
a list of environmental issues that concerned
line ina published book.
people between 1960 and 1982 and those that
What arguments might support removing this line? concern Canadians today. Discuss similarities and
What arguments might support keeping the line? differences. On the basis of this comparison, what
Which arguments do you believe are strongest? Why? conclusions can you draw?

Unit 4 * Did Canada find its own pathway by 1982? * MHR

Thinking Historically: Continuity and Change
i PETS ie.
a oe Pte

You may have come across the idea that history is an endless series of repeating cycles. Does
history repeat itself? At a fundamental level, perhaps it does. Civilizations rise and fall. Great
leaders come and go. People suffer setbacks, which they sometimes overcome.

Consider the seemingly ever-repeating cycles of organizations such as World Wildlife Canada. Today,
environmental activism: (1) businesses sell products threats to the environment are possibly more dire, but
leading to environmental damage, (2) scientists dedicated Canadians continue the struggle with hope
discover the damage, (3) concerned citizens raise the in their hearts.
alarm, and (4) lawmakers make changes to lessen the
damage. In nearly every case, the scientific and public
alarmists are doubted and even ridiculed. Figure 16-26 This microscopic image shows polyethylene
This was particularly so in the case of microplastic beads contained in facial scrub, body wash, and even
dichlorodiphenyltrichloroethane (DDT). When marine toothpaste. Professor of Chemistry Sherri Mason conducted a 2012
biologist Rachel Carson raised the alarm about this
study that found microbeads floating in the Great Lakes. They absorb
so-called wonder chemical, her credibility was toxins, fish eat them, and then the toxins move up the food chain.
attacked. She was called “hysterical” even though Mason says that there’s no way to get the plastic out of the water once
she presented her evidence-based findings with the it’s gone down the drain. Why would we use plastic when there are
calm, logical approach of the scientist that she was. natural alternatives like nut shells, wax beads, and strawberry seeds?
Concerned citizens applied further pressure, and
eventually lawmakers banned DDT.
A similar cycle has been repeating, over and over,
since the 1960s. Businesses sold oil that led to oil spills.
They sold refrigerators that created an ozone hole over
the Antarctic. They sold cars that spewed pollutants.
In every case, scientists identified the damage,
concerned citizens raised the alarm, and eventually the
lawmakers took action.
Although this looks like an endlessly repeating
cycle, it is worth stepping backto see the bigger
picture. The surge in the environmental movement in
the 1960s has not dwindled. Ontario passed laws to
protect endangered species in 1971. Canada created
Environment Canada in 1985. Concerned citizens began
to take a more active role through nongovernmental

Explorations
1. According to the cycle of environmental activism, what . The cycle of environmental activism sometimes takes
has to happen to end the damage being caused by much longer than it should. Scientist David Suzuki has
microplastic beads? been raising the alarm about plastic water bottles
for years. They waste resources and don't degrade.
. Are we helpless to change our destiny? What does the
A floating plastic island off the West Coast of North
cycle of environmental activism suggest? What does
America has grown to the size of Québec. Why is
the bigger picture suggest?
it taking so long to end this type of environmental
damage?

at ree Was Canada plotting its own course by 1982? * CHAPTER 16

 Why patriate the Constitution?
Talk of patriating the Constitution began in the 1960s, when Canada was
about a century old. When the British North America (BNA) Act was
passed in Britain in 1867 it was a great accomplishment for the founders
Check Back ——
of Confederation. They had come to an historical agreement to walk into
the future together, as a single nation.
You read about the patriation of
the Constitution in Chapter 3. Over time, more provinces and territories became part of the great
Canada project. In the two world wars, Canada earned the right to be
regarded as an independent, sovereign country. And the prosperity of the
postwar period allowed Canadians to find ways to become a more caring
society, with social programs such as universal health care and the Canada
Pension Plan.

Why Patriate?
A self-respecting sovereign nation should control its “official plan”: its
constitution. There were two good reasons for patriating the Constitution
from Britain. First, Canada would gain control of its foundational
document. Second, Canada would be able to change it into a truly
Canadian document guaranteeing the Canadian values of democracy,
individual and collective rights, the bilingual nature of the country, and
the co-operative spirit of the Canadian federation.
It was Prime Minister Pierre Trudeau who had the vision of what the
Constitution could do for Canada. Politicians of all stripes eventually
embraced the idea. It took two decades of consultations, though, and
many late nights of negotiation and long hours sweating over the fine
points. It took Québec’s threat of separation. It took a lot of compromise.
But finally it was done.

Figure 16-27 Prime Minister Pierre

Trudeau gets a rousing cheer in the
House of Commons after Members of
Parliament vote in favour of the new
Constitution on December 2, 1981. Who is
included in this photograph? Who is left
out? How would the makeup ofa similar
photograph taken today be the same or
different? How did the vote shown in the
photograph lead to that change?

@) Unit 4 * Did Canada find its own pathway by 1982? * MHR

Doing the Right Thing
Canadian politicians of 1980-1982 were mostly men. White men. Unlike
In November 1980, |chose to
the many politicians of Canada’s past, though, these politicians agreed to
protest rather than attend my
a Constitution that would change the power structure in Canada.
sister's wedding — a hard choice
That agreement did not come easily. At first, many of them objected indeed — but our public display of
to the idea that the Supreme Court — not politicians — would have the dissatisfaction was a turning point
responsibility to ensure that all laws aligned with the Constitution. But in our campaign. In January 1981,
they finally agreed that it was essential to protect Canadians from bad the equality clause was amended
laws. to include physical and mental
Politicians were also reluctant to include a charter of rights and disability. Canada was one of the
freedoms. What would it cost? Where would it lead? Didn’t provinces first countries to give disability rights
have their own bills of rights? In the end, the politicians were convinced constitutional protection and |am
because provincial bills of rights can be changed by passing a law. A very proud to be a part of that history.
constitution cannot. It’s a better guarantee. — Yvonne Peters, Chair of the
So they agreed, finally, to include the Charter of Rights and Manitoba Human Rights
; i uh Aes Bi B eel
Freedoms, which would protect Canadians from discrimination on the USGI er osadee aus
basis of race, national or ethnic origin, colour, religion, sex, age, or mental
or physical disability.
The Constitution would also guarantee gender equality. It would
recognize that Aboriginal peoples are one of Canada’s three founding
peoples. It would enshrine Aboriginal and treaty rights so that they
could never be taken away. It would enshrine the bilingual nature of
the country so that French and English Canada would both survive
and flourish.
Not all of this was in the first draft in 1980, which did not
protect the rights of women, Aboriginal peoples, or people with
disabilities. But Canadians stood up and made their voices heard
to ensure that they were recognized in the Canada that the
Constitution would protect.
And it worked. The crafters of the Constitution revised and
revised again until they finally had a Constitution for all Canadians.

Figure 16-28 Yvonne Peters, president of the Saskatchewan Voice of the Handicapped,
protests the first draft of the Constitution on Parliament Hill, November 3, 1980. She and other
people with disabilities wondered why they were not specifically protected from discrimination
by the proposed charter. Their efforts were worth it — the final draft includes such protection.

Recall... Reflect... Respond

1. Inthis unit and chapter, you have read about many 3. Conduct research to find a recent Supreme Court
changes in Canadian society. What movements, ruling that relates to the Constitution. Explain the
developments, or underlying conditions may have case and the ruling. Is the Constitution doing what it
set the stage for constitutional change? is supposed to do — protect Canadian values? Use
your case to support your opinion.
2. Was it a good idea to patriate the Constitution?
Justify your answer.

MHR * Was Canada plotting its own course by 1982? * CHAPTER 16

Chapter 16 Review
Knowledge, Understanding,
and Thinking
1. If you were to write a story called “Canada: A Country 3. Evidence: In May 1969, at the height of the Vietnam
Plotting Its Own Course,” what five actions or War, former Beatle John Lennon and his wife,
developments would you include from this chapter? Yoko Ono, staged a week-long Bed-In for Peace in
Justify your selections. Montréal’s Queen Elizabeth Hotel. They stayed in bed
all day, sang and played music, talked to the press, and
2. Continuity and Change: The Doomsday Clock was
appealed for peace. The couple wrote and recorded
created in 1947 by a group of atomic scientists at the
the song “Give Peace a Chance” during their stay. In
University of Chicago. The minute hand shows how
December 1969, Pierre Trudeau was the first world
close humanity is to nuclear annihilation — shown
leader to meet with them on their “tour for world
as midnight on the clock face. From time to time, the
peace. Afterward, Lennon said, “If all politicians were
scientists take into account world developments and
like Mr. Trudeau, there would be world peace.”
move the minute hand as they see fit.
Examine Figure 16—30 and respond to the following
Figure 16-29 The Doomsday Clock questions:
a) What evidence does this historical photograph
provide? What makes it an effective photograph?
b) Compare the bed-in strategy with the strategies of
Greenpeace. Write a paragraph that discusses the
goals and effectiveness of each strategy.
c) Did Trudeau demonstrate leadership in this
instance? Did Lennon and Ono? Explain your
response.
d) Develop three or four criteria you would use to
decide whether or not raising issues through a
public display is an appropriate strategy.

Figure 16-30 John Lennon and Yoko Ono speak to the press during
their Montréal Bed-In for Peace. Their slogan was “War is over, ifyou
Examine Figure 16—29 and respond to the following want it.”
questions:
a) Why would atomic scientists take this monitoring
task upon themselves?
b) What function does the clock serve?
c) What global situations might move the minute hand
closer to or farther from midnight? What global
developments might make the clock unnecessary?
d) Is this an effective way to represent this global
issue? Explain your response.

Unit4 * Did Canada find its own pathway by 1982? * MHR oe

Communicating and Applying 7. Evidence: In July 2006, the board of the Hudson's
Bay Company approved the sale of the company to U.S.
4. Cause and Consequence: Prepare and present a billionaire Jerry Zucker. Founded in 1670, HBC was
two-minute television news commentary in response Canada’s oldest company and employed 70 000 people
to the following question: In your opinion, which of at the time of its sale. In February 2006, the federal
the economic changes that happened in the decades ministries of industry and Canadian heritage approved
leading up to 1982 has had the most lasting effect on the sale.
Canadian identity?
On July 17, 2008, the Bay was sold again, this time to
a) Work with a small group to identify the criteria NRDC Equity Partners, the parent company of U.S.
you will use to make your judgment in response to department store chain Lord & Taylor. On July 18,
this question. As you consider possible criteria, Canadian cartoonist Graeme MacKay published the
make sure that they reflect the most important cartoon in Figure 16—31 in The Hamilton Spectator.
considerations related to this question. Transform
the criteria into questions that will help you make Examine Figure 16-31 and respond to the following
your choice. questions:
b) As you select your economic change and plan a) What is MacKay suggesting about this Canadian
your presentation, look for evidence of significant company’s historical significance?
consequences related to Canadian identity. The b) What is MacKay suggesting about foreign
change should have had serious, long-lasting investment in Canada?
consequences for many people and should relate to ¢) In what ways does MacKay’s cartoon reflect
issues that are still important to Canadians today. competing national and global forces?
. Historical Significance: In Unit Four, you read about
Canada’s participation in the international community Figure 16-31
following the end of World War I] and leading up to
1982. Some examples include Canada’s role as a middle
THANKS
power during the Cold War; its co-operation with the BUT We Just
United States to build the St. Lawrence Seaway and
sign the Auto Pact; its promotion of world peace and
human rights; and its decision not to follow in the
footsteps of the U.S. trade embargo on Cuba.
a) From the above list or elsewhere in Unit Four, select
an example that you think is most typical of the
Canadian approach to international relations.
b) Describe what happened and what Canada did.
c) Did anyone disagree? If so, why was it significant?
Bl RDC PARTNGS, {:
d) Explain how the event has lasting historical
significance. Sao
: ~
=
—

. Historical Significance: Identify five people or

organizations in Unit Four who you believe have made
an important contribution to Canadian society or
politics. Each individual should represent a different
form of contribution (that is, they should not all be
political figures). Justify your choices.
 The Skills of Historical Inquiry
Historical inquiry is the process of investigating historical events,
developments, issues, and ideas. Throughout Creating Canada, you have
multiple opportunities to practise the skills of historical inquiry. This
appendix introduces you to a few sample skills to get you started.

Figure A-1_ The Components of Historical Inquiry

This graphic shows the five components of the inquiry process. Examine the diagram. Where does it
start? Why do you think an arrow connects Communicate with Formulate Questions?

formulate
questions

gather and
Historical organize
Inquiry

evaluate
interpret and
and draw
analyze
conclusions

Formulate Questions

Sample Skill: Formulating a Focused Inquiry

Question
Where do you begin when researching an historical topic? Good question.
In fact, an historical inquiry begins with a well-formed question. A strong
question provides structure and focus for your research. If you were to
It wouldn't be half so interesting ifwe begin with a weak question, your journey down the path of inquiry
knew all about everything, would it?
would lack direction and would ultimately lead to nowhere. You have
— Lucy Maud Montgomery already read about how to create a powerful inquiry question (see “Tips
for Creating Powerful Questions” on p. 3). So now let’s look at how to
formulate an inquiry question with just the right focus.

Steps in Formulating an Inquiry Question

1. Start with general ideas and a broad topic.

2. Think about what you know about the subject.
3. Consider what interests you about the issue, event, or development.
4. Get more information about your topic.
5. Narrow your topic and brainstorm a set of focused questions.
6. Choose one question based on the criteria for powerful questions.

Creating Canada * MHR

How to Focus Your Inquiry Question
How do you know if your question has the right amount of focus? A
question that is too broad makes it impossible for you to get your message The scientific mind does not so much
across because there’s no clear direction and no real significance to it. A provide the right answers as ask the
strong question is narrow enough so that you can include enough details right questions.
and depth to make your response insightful and informative. But it must — Claude Lévi-Strauss
not be so narrow that your response is too specific and trivial.

How to Focus an Inquiry Question

Is your research question focused? Here are some examples of questions

that are too broad and questions that are too narrow, and how to fix
them.

Figure A-2 Examples of Broad and Narrow Inquiry Questions

Why is it important to use an inquiry question that isn’t too broad or too narrow?

Too Broad Explanation Better Explanation

Example 1: How did World War | The topic is so broad that What was the economic impact of Because the goal of an historical
affect Canada? your answer would have to be World War | on Canadian families? inquiry is to clarify and illuminate,
excessively long and complex. your question needs to be focused
Far too much research would be enough to result in a directed,
necessary to respond to a question concrete answer. Notice that this
of such scope and you would not question is focused on a specific
be able to explore the topic with topic but is not so narrow that it
any kind of depth. has a simple answer.

Too Narrow Explanation Better Explanation

Example 2: What would Prime This question is narrow enough What factors led to women gaining This more general question
Minister Mackenzie King gain from that it could be answered in one or the right to vote in Canada? allows you to research several
granting women the right to vote two sentences. There is only one different factors. The question Is
in Canada? angle to take in the response and it manageable while allowing room
would take just a few moments to for different entry points for your
research it and communicate your response.
response.

Questions
1. With a partner, play “Goldilocks and the Three Inquiry Look through the table of contents of this resource.
Questions.” Write three versions of an inquiry question: Select one chapter title and write a focused inquiry
one that has a focus that is too broad, one too narrow, question based on that title. Explain why you think the
and one just right. Trade question sets with your title is a well-focused question.
partner and identify which is too broad, too narrow, and
just right. Discuss with your partner if you agree with
what he or she decided. Together, create a few other
“just right” possibilities.

MHR * APPENDIX: THE SKILLS OF HisTORICAL INQUIRY

 Gather and Organize

Sample Skill: Assessing a Secondary Source

When you conduct research for an historical inquiry, you can use both
There are no facts, only primary sources and secondary sources. What's the difference? A primary
MINER PCR OS: source is like raw milk — it is an original material and has not been
— Friedrich Nietzsche handled or processed in any way. It was made for a purpose — to feed
a calf. Primary sources come from the time period involved and have
not been filtered through interpretation or evaluation. A secondary
Check Back E source is like cheese. It was made for a different purpose — to feed you.
A secondary source may be created long after an event takes place. It
You leamed about primary interprets and analyzes primary sources. Examples of secondary sources
sources in the Prologue. include textbooks, biographies, encyclopedias, and reviews.

Guidelines for Using Secondary Sources

When you order pasta with chicken at a restaurant, you know youre
going to get pasta and chicken on your plate. But the rest depends on
what other ingredients the chef chooses to include and on his or her
abilities. Similarly, when you find a secondary source on an historical
topic, it is important to be aware that the information is affected by which
facts the author chooses to include and how knowledgeable he or she is
about the topic. These factors can limit how thorough, objective, and
reliable a source is. Do you believe everything you see or hear? Of course
not. You need to approach each source — whether it’s a book or web page
— with your eyes open. /
If a source is clearly from an unreliable source — like a personal
blog — you will want to look elsewhere — like a government website.
But, beyond obvious deficiencies, it is impossible for anyone to present
information without colouring it a least a little bit with his or her own
perspectives, intentions, and limited knowledge base. As long as you're
aware of the factors that influence each source, you can use it with its
strengths and weaknesses in mind.

Figure A-3 Factors That Influence a Source

These are some of the major factors to keep in mind when you assess a source you plan to use in your
inquiry. Can you think of other factors?

purpose/
i oint of view
audience 4

Creating Canada * MHR

Bias
Bias is an opinion in favour of something or a prejudice against
something. Bias can range from a mild opinion to a strong prejudice that
interferes with a person’s ability to make reasoned judgments. Most people
would agree that all sources are influenced by bias in some way. Some
individuals may intentionally present a biased viewpoint in an attempt
to influence the opinions of others. But most historians attempt to write
in a way that deals with these unavoidable biases. For example, they will
present as many perspectives as possible on a topic to prevent their writing
from being one-sided. They will choose language that sticks with the facts
instead of suggesting a judgment.
Authors may be more or less successful in avoiding bias. Despite their
efforts, they may allow their personal beliefs, emotions, and opinions to
affect their interpretation of an issue. So, you need to read with awareness.
Understanding the bias in a source means paying attention to who the
author is and what the context is in which the source was created. You
might ask, Did the author have particular concerns or interests that
influenced the way he or she viewed or presented the event? For example,
what bias would you need to watch for on the website of a political party?

Types of Bias
Figure A-4 Bias Checklist
The following are some types of bias that might exist in a source: To help you determine the bias in a source,
¢ Bias by omission: If certain people, places, events, or ideas that are use this bias checklist. Think about any
related to a topic are mentioned less frequently or not at all in a source, biases you may have brought to a recent
it may mean the author wishes to downplay the role they played. essay you wrote. What were they?
¢ Bias by content selection: If certain people, places, events, or ideas are
Bias Checklist
used as topics in a source (while others are not), they may seem more
important than others. L} one-sided points

¢ Bias by tone: An author may use a sarcastic or derogatory tone in his Q use of exaggerated or overly
simple information
or her writing to try to influence the reader's opinion.
QO use of emotion rather than reason
* Bias by selection of sources: By choosing to use quotes, information, to make a point
and data only from certain sources, the author may provide a limited =) use of leading language
perspective on a topic.
Q omission of relevant information
¢ Bias by presentaton: If information appears at the beginning of a Q conclusions not based on
source or is displayed more prominently than other information, that evidence
information seems more important.
¢ Bias by choice of words: An author may use more positive words
in relation to certain people, places, events, or ideas and less
complimentary words for others. For example, “The Prime Minister
did his best to achieve the ambitious environmental improvements he
promised during his election campaign” gives a different message from
“The Prime Minister failed to meet the bare minimum of the empty
environmental promises he made during his election campaign.”

MHR * APPENDIX: THE SKILLS OF HISTORICAL INQUIRY

 Purpose
Every source is written for a reason. When assessing any source for your
historical research, consider why the source was created. Ask yourself,
What was its intended purpose? Here are a few common reasons sources
are created:
* to report researched facts * to express an opinion
* to entertain * to compare points of view

Assessing the Purpose of a Source

When assessing the purpose of a source being published, keep the

following questions in mind:
¢ Is the information used to inform the audience of facts or sway the
opinion of the audience? It might be entertaining to read someone’s
personal opinion but a source that reports information by providing
solid evidence and balanced perspectives may be more reliable.
¢ Who is the intended audience? Material written for a specific
audience may rely on shared assumptions and stereotypes.
¢ Who paid for the publication? An individual, a business, or a political
organization may present information only to support its point of
view or to benefit financially. A credible source is published to provide
evidence-based information, not to promote a product or an opinion.

Point of View
Each author has a point of view on the topic he or she is presenting.
Ifyou want to understand today, you Therefore, it’s difficult for authors to prevent their opinion from creeping
have to search yesterday. into the information they present. There are also the points of view of
= Paarl Buck all of those involved in an event, issue, or development to consider. In a
strong source, the author will present all perspectives.

Assessing the Point of View of a Source

When you assess the points of view in a source, you need to consider
The author’s point of view: Who wrote it, and where and when was
it published? If you are researching the Front de libération du Québec
(FLQ) crisis, you will get a different perspective if the author is a pacifist
as opposed to a militant. If the author is from Québec, the opinions of
the author may be different from those of someone from Ontario. If the
author wrote the source at the time of the crisis, the point of view may be
different from a source that was written 40 years later.
Other points of view: Think about all of the angles of your topic. Who
is or was involved or was affected by this event or development? Are all of
these voices included? Which voices are missing? If you are researching
immigration policies in Canada, you may want to know the points of
view of immigrants living in Canada, citizens from other countries
hoping to come to Canada, Canadian citizens, government officials, and
perhaps others.
Creating Canada * MHR
Accuracy
It may be obvious that you want to use accurate sources for your historical
research, but it may be less obvious how to ensure you do that.
Questions you can ask to help you assess a source for accuracy:

Figure A-6 Assessing a Source for Accuracy

What if a source measures up well with most of these questions but not all of them? How would you decide if you should use the source?
Bias Checklist

Is it supported by strong evidence? e Does the author provide evidence for his or her assertions?
e Are citations provided for the sources used by the author?
e Are the sources of information used by the author credible?
Do other sources confirm the validity of the information? |© Do other sources support the information provided by the author?

Does the presentation make it seem credible? e ls the source free of errors, such as typos and grammatical and spelling errors?
e ls it presented in a professional way?
Is it thorough? e Are any important facts missing?
Is it up to date? e What is the publication date?
es the content current?
e When was it last updated?
e Have political, economic, social, or other changes made the information dated?

Credibility
Sources that provide accurate, balanced information can be found in
all forms. They can be blogs, videos, news articles, textbooks, and other
sources. However, some sources are more likely to be credible than others.

Assessing the Credibility of a Source

To evaluate the credibility of a source, you should consider

¢ Who is the author? An author respected in his or her field is more
likely to present credible information.
¢ Who is the publisher? An official government, university, or
professional association or an established news agency is more likely
to present information based on solid research than an individual,
business, political organization, wiki, blog, or “answers” website.

Questions
1. With a partner, consider the issue of digital privacy and 2. Find one credible source and one noncredible source
list people who might be involved or be affected. On for one of the following topics.
the basis of this list, decide which sources you might
e arctic sovereignty
consult to gather a range of points of view. What point
of view does each source provide? x ¢ Canada’s involvement in Afghanistan
* conscription in Canada during World War II
Use a T-chart to compare and contrast the sources.
Include information about the purpose, point of view,
bias, accuracy, and credibility of both sources.

MHR ® APPENDIX: THE SKILLS OF HISTORICAL INQUIRY

 Interpret and Analyze

[I]ntelligence is not information alone Sample Skill: Using Graphic Organizers

but also judgment, the manner in
You use many sources when you research an historical topic, and each can
which information is collected and
provide a wealth of information. It can feel like you're lost in the sea of
used.
information. How to make sense of it all? Get organized!
— Carl Sagan
Organizing and Analyzing Information
After you gather your information, summarize and organize it to get the
most out of it. Graphic organizers can be very helpful for this task. They
allow you to organize the information into a compact visual display.
FigureA-6 Some Types of Graphic Using graphic organizers allows you to track the information you have
ciyanzels and identify the information you still need to find. They support your
What other graphic organizers do you thought processes as you work on your topic of inquiry.
ea ones do you Tindimost Graphic organizers can be helpful for analysis for a variety of reasons:
useful? Why?
e They are a concise way to show information.
Mind Map ¢ They allow you to easily highlight main ideas.
¢ They clearly show relationships, categories, order, and processes within
your information.
¢ The many options of graphic forms allow you to select a way to
Table
organize your information that best suits your purpose.

aenehart == Steps for Analyzing Information Using a Graphic Organizer

1. Prioritize the information in terms of what is most relevant to your

inquiry topic. Look for patterns among the material you've found.
Timeline 2. Choose the organizer that would be most helpful in organizing
your information. Consider the relationships you've noticed, such as
similarities and differences, cause and effect, chronological order of
events, and points and counterpoints in an argument. The form you
Venn diagram use should make it easier to interpret and analyze your information.
3. Determine the key ideas among the material you've gathered and decide
where it makes the most sense to place them in your graphic.
4. Identify any missing information and try to find it.
5. Identify patterns and trends in your organizer.

(ess

| Questions
1. a) Find a graphic organizer used in this resource. 2. Read one ofthe Thinking Historically features in this
Organize the information it contains in a different resource. Construct a graphic organizer that you think
graphic form. would help you interpret and analyze the information in
b) Which form is more effective for interpreting the IRAEXDI
BAN hyiy GUNGSeOOM eae
information that it presents? Why?

Creating Canada * MHR

Evaluate and Draw Conclusions

Sample Skill: Making Informed Judgments Check Back Sia

Making an informed judgment based on evidence takes three steps: You learned about making
informed judgments based on
¢ gather your evidence criteria in the Prologue.
* analyze your evidence
* synthesize your evidence

Analyzing and synthesizing are not the same thing. Analyzing is breaking
the information into small parts for careful study. Synthesizing is the
process of bringing together multiple sources and developing new insights. Get the habit of analysis — analysis
Once you've synthesized your material, you'll be able to form your own will in time enable synthesis to
ideas and perspectives, which then allows you to draw conclusions. become your habit of mind.
— Frank Lloyd Wright
Ways to Analyze: Ways to Synthesize:
© examine
the importance of information © combine related ideas
Figure A-7
e identify the key points e make connections
Ideally, analysis and synthesis occur at
the same time. Think of the last time you
researched an inquiry. After you gathered
Making Connections and organized your information, did
you use a combination of analysis and
The “making connections” part of synthesizing can be done in a few synthesis?
different ways. Making connections means finding relationships of these
insights facts
types:
Cause and effect: This is the relationship between two or more actions,
events, or occurrences that are connected in time.
Compare and contrast: Comparison is the analysis of similarities
among ideas, developments, or events. Contrasting is the analysis of the
differences among ideas, developments, or events.
Problem/solution: This is a connection based on one concept, event, or
development being a problem and another concept, event, or development
being the solution.
Classification: This is organizing information into types or categories.

synthesis analysis

Questions
1. Explain the difference between summarizing, and e |mperialism was the main cause of World War |.
analyzing and synthesizing information.
e The internment of Ukrainian Canadians in World
2. What kinds of connections would you have to make War | was completely different from the internment
before you could reach the following judgments? of Japanese Canadians in World War Il.
Remember that your connections can involve cause
e Violence causes more problems than it solves.
and effect, compare and contrast, problem/solution, or
classification. e Active citizenship leads to change.

MHR ® APPENDIX: THE SKILLS OF HIsTORICAL INQUIRY

 Communicate

Sample Skill: Communicating Findings

After you gather, organize, analyze, and synthesize information on an
historical topic, your next step is to communicate your findings. There
are many ways to communicate arguments, conclusions, and judgments,
including an essay, oral presentation, poster, video, and many more.

Structure for Presenting a Conclusion

No matter how you choose to present, try using this general structure.

Figure A-8 Communicating Your Findings

How would you use this structure in a written report? A slide presentation? A webcast?

Communicating
Your Findings

catch the interest of your audience

+ outline your topic
Introduction
+ identify the focus of your topic
state your point of view on the topic

provide evidence for your main idea

Supporting
include primary and secondary information
Evidence P y y
include evidence that is both quoted directly and paraphrased

remind the audience of your main idea

+ briefly summarize the evidence and arguments you provided
Conclusion
+ show how your topic relates to a broader context or by
suggesting further considerations

How to Include a Quotation

When you include a quotation in an essay, you need to frame it so that it

flows within your own writing:
¢ Include a linking sentence before the quotation that briefly introduces it
and explains its purpose.
¢ Then insert the quote using the proper punctuation.
e After the quote, include a sentence that shows how it supports your
main idea or argument.

Creating Canada * MHR

 Forms for Presenting Findings
There are a number of forms in which you can communicate findings. Figure A-9 Examples of How to Use
Assess which format would best communicate your findings so that your Different Formats
audience is able to understand and appreciate what you have learned. You How do you determine the best way to
can present the results of your inquiry in writing, orally, visually, or using communicate your findings?
technology. Some example forms are
Format Most Effective Usage
* report or essay ¢ debate or panel * role-play or
d : : to give a verbal
¢ pamphlet, brochure, discussion dramatic play ; a ee
° . 5 resentation : ’
poster ° slide presentation * song, lyric, or poem ees supplemented with visual
F ‘ cues such as images and
¢ letter or journal * video or webcast * collage, scrapbook, Lagan
eaiehy: ¢ blog or web page photo journal, or to summarize data and
¢ oral presentation painting Poster/ conclusions, including
Infographic statistics, in a visually
appealing way
The form you choose should suit the information you need to
: to provide in-depth
communicate. Report information about
¢ To communicate information about population changes in the arguments

provinces and territories, a form that includes tables or graphs might be to demonstrate
arguments and
appropriate. conclusions in action
¢ To communicate a personal reflection on what it might have been like to reach a wide audience
to be a soldier in the trenches during World War I, you might choose to Blog entry of people around the
write a journal entry, blog, or letter. world

The form you choose should suit the intended audience:

¢ Students in your school may respond well to a dynamic technological
approach (such as a multimedia presentation or an animated video) or
they may be persuaded by strong opinions — backed by solid evidence,
of course — presented in a debate or blog.
¢ Young children might be engaged by a role-play or colourful poster but
may not understand graphs and tables.

The form you choose should suit your interests and abilities:
¢ You may have strong writing skills, so a report, journal entry, or blog
may work well for you.
¢ You may enjoy public speaking, so an oral presentation, role-play, or
webcast might be a good option.

Questions
| 1. Why is it important to keep in mind your audience when b) Based on the information presented in this section,
you communicate your ideas? Sample Skill: Communicating Findings, do you think
; : : r the essay is well written? Why or why not?
| 2. a) Find an essay on atopic covered by this resource. V y y
Identify the following in the essay: the main idea,
three examples of supporting evidence, and the
: conclusion.
|

MHR ® APPENDIX: THE SKILLS OF HisTORICAL INQUIRY

SEES SES eR A, a Ek a ene a

Glossary
blue law A bylaw that forbade certain “unacceptable”
A activities on Sunday.
Aboriginal rights The collected rights that First
branch plants An operation set up in one country but
Nation, Métis, and Inuit have based on their original
completely owned by a company in another country.
occupancy of the land.
alienation A sense of being left out when one should
rightly be involved. C
allophones Canadian immigrants who speak neither capital punishment The death penalty.
English nor French upon arrival. child labour Work that is harmful to children, destroys
amending formula A process that allows something, their childhood, deprives them of their right to an
such as a constitution, to be changed and updated. education, and damages their future.

anti-Semitism Prejudice against Jewish people. civic nation A nation made up of people who choose
to live together according to shared political values and
appeasement A policy of trying to stop aggressive beliefs.
behaviour by giving the aggressor what is wanted.
civil rights The basic rights of all citizens.
armistice A truce, or an agreement between countries
to end hostilities. civil society Individuals and groups — such as
labour unions, faith groups, student groups, human
assimilation The gradual process by which mainstream rights advocates, and humanitarian and development
culture replaces unique cultures. organizations — who work together to influence
atomic bomb A very powerful bomb that uses atomic governments and try to resolve social justice issues.
energy. Cold War A struggle that began after World War II,
autonomy Self-government or independence. when the United States and the Soviet Union emerged as
rival superpowers. The Cold War was a war of words and
ideas rather than a “hot war” that involved active combat.
B
collaborators People who work with another person or
baby boom After World War II, the conditions were other people.
right for many young people to have children. This
resulted in a population surge in Canada of nearly 30 per comprehensive land claims Land claims involving
cent between 1949 and 1959.
areas where Aboriginal peoples signed no treaty with
either the British or Canadian government. In the 1980s,
balance of power Balancing the power of countries to these areas included most of British Columbia and
ensure that no single country becomes more powerful Yukon, northern Québec, and much of the Northwest
than other countries. Territories, including the eastern part, which is now
biotechnology The use of living organisms to create Nunavut.
products. conscription Forced military service.
blitzkrieg A German term, which means “lightning consumer culture A culture preoccupied by advertising
war.” Blitzkrieg was a strategy used during World War II and the buying and selling of goods.
by Axis forces. It involves gathering resources and blasting
through a short section of the battlefront to advance deep co-operative federalism A system in which the
into enemy territory. federal, provincial, and municipal governments work
collaboratively to achieve their goals.
blocs Groups of allied countries. During the Cold War,
the United States and its allies dominated the West, while countervailing tariff A tariff imposed on goods from
the Soviet Union and its satellite states dominated Eastern another country in response to tariffs imposed by that
Europe and parts of Asia. country’s government.

Creating Canada * MHR

country A synonym for nation-state — a political employment equity In Canada, the Employment
division with physical borders and a single national Equity Act requires federally regulated industries to
government. actively seek out and favour candidates from groups
such as women and visible minorities who have been
credit Borrowed money.
historically underrepresented in the workplace.
cultural diversity Diversity, or variety, of factors that
enemy aliens A label applied during World Wars I and
include the ways people make a living, the languages they
II to people who had come to Canada from a country that
speak, the arts they create, and their beliefs and values.
was at war with the Allies.
cultural genocide The deliberate destruction of a
enfranchise To qualify for citizenship rights, including
people’s or nation’s language, culture, and traditions.
the right to vote.
culture The art, architecture, food, traditions,
entrenched Established permanently so as to be
language, customary beliefs, and values of an ethnic,
difficult to remove.
religious, or social group.
environmental stewardship The act of people taking
responsibility for protecting the Earth. Stewardship is the
D position of being responsible for something.
decentralization The distribution of power away from environmentalism <A social movement that aims to
the federal government to the provincial and territorial protect the natural environment from the effects of
governments. human activity.
defect To switch political allegiance from one country equalization A federal program that involves
to another. transferring money from prosperous provinces to less
demography Studying populations by grouping prosperous provinces so that people everywhere in Canada
people according to specific characteristics, such as age or can enjoy similar access to social services. See also transfer
income. payment.

digital divide The gap that separates people who have espionage Secret intelligence gathering, or spying; for
access to up-to-date digital technology from those who do example, among countries involved in the Cold War.
not. ethnic nation A group of citizens who share an ethnic
distinct society Refers to a component of Canadian heritage.
society that has a unique character that should be legally
protected. Many people consider Québec to be a distinct F
society.
fascist Describes a form of totalitarianism that
diversity Variety; the presence of a wide range
emphasizes national and racial superiority.
of human qualities and attributes within a group,
organization, or society. federalists People who support a federal system of
government. In Canada, it refers to people who oppose
Québec sovereignty and believe that Québec should
E remain a Canadian province.
economic recession A period of economic decline. federation A group of self-governing states that share a
economic sanctions Actions taken by a country or central government.
a group of countries to affect the economy of another free trade The unhindered flow of goods and services
country or group of countries. Economic sanctions are across borders. With free trade, tariffs are not applied to
often used to force a political change in a particular imports and exports are not subsidized.
country or region.
free vote When members of Parliament do not have to
embargo A government-ordered ban on trade. ~ vote with their party on a bill or motion.

MHR ® GLOSSARY
 inflation A rise in prices accompanied by a drop in the
G buying power of money.
gay rights The collected rights held by members of
intergovernmental organizations National
the LGBT communities. Movements that fought for the
governments working together to advance their mutual
rights of LGBT communities strengthened in the 1960s
interests, such as the Arctic Council and the Civil
in opposition to laws that limited the rights of gay and
Aviation Organization.
lesbian Canadians.
international tribunals Courts of justice conducted
gender wage gap ‘The difference between men’s and
following World War II in which suspected war criminals
women’s average incomes. In opposition to pay equity.
were tried.
general strikes A strike that is not directed against a
isolationism Reluctance to become involved in world
single employer; rather, it is directed against governments
affairs.
and employers as a group.
genetically modified Altering an organism’s genes
through genetic engineering. L
Geneva Conventions A series of agreements between less-developed countries Nations with a lower
countries that outline the rules of warfare between standard of living, a less-developed infrastructure, and less
countries. industrial development in relation to other countries.

genocide Actions taken for the purpose of destroying a

national, ethnic, racial, or religious group. M
globalization A process that multiplies and strengthens means test A method by which people who apply
the economic, cultural, and financial connections among for social programs must prove that they are in need of
many regions of the world. assistance.
government A system of elected and appointed middle power A country that is not a superpower but is
representatives that oversees the administration of a still strong enough to influence world affairs.
society’s laws and policies. Canada has three levels of
government: federal, provincial, and municipal.
militarism A belief in the necessity of building and
maintaining a strong military force and using the military
Great Depression A global economic downturn in the to defend or promote a country’s interest.
1930s.
more-developed countries Nations with a higher
standard of living, a more-advanced infrastructure,
H and more industrial development in relation to other
countries.
Holocaust The verse given to the Nazis’ deliberate
murder of millions of European Jews during World War multicultural society A society that embraces multiple
II. In Hebrew, it is called Shoah. ethnic and cultural groups, with no pressure toward
assimilation.
human rights The rights of individuals — such as the
rights to equal opportunity, religious freedom, and justice multiculturalism A government policy that recognizes
— that are basic to life in human society. ethnic and cultural diversity as a positive and distinctive
feature of society, and that includes initiatives at all levels
of government.
multilateral action Government action that is taken
imperialism The policy of extending the power of one in co-operation with the governments of many other
country over other countries through military force or countries.
economic control.
multinational corporation A large company that
operates in many different countries. May also be called a
transnational corporation.

Creating Canada * MHR

munitions Materials used in warfare. pay equity The concept that people, regardless of
gender, should receive equal pay for work of equal value.
mutual deterrence The theory that having huge
In opposition to the gender wage gap.
stockpiles of bombs would create a “peaceful,” stable
situation in which countries would not attack each other peaceful coexistence A relationship of peace and
out of fear of massive retaliation. mutual respect among countries.
mutually assured destruction If one bloc of countries peacemaking A strategy that forces an end to conflict
decided to use an atomic bomb, the other bloc of rather than just helping two warring parties keep the
countries would respond by using its own atomic peace.
weapons.
plebiscite A special vote on a specific proposal.

point system A system in which immigrants to Canada

N receive points for meeting specific criteria, such as the
nation A group of people who share bonds based ability to speak English or French, age, education level,
on language, ethnic background, religious or spiritual and employment skills.
practices, cultural heritage, geography, or political beliefs politics The activities associated with the governance
— or a combination of these. of a society. Political methods include persuasion,
national identity The sense of a country or nation as negotiation, making laws, and force.
a whole, derived from the cultural characteristics of a pools A co-operative system for co-ordinating the sale
country that make it distinct from other countries. and delivery of grain.
nationalism A set of beliefs that promote the collective profiteering Making excessive or unfair profits by
interests and cultural identity of a nation. taking advantage of the public.
nation-state A synonym for country — a political Prohibition Laws against making and selling
division with physical borders and a single national intoxicating liquor enacted in the early 20th century.
government.
propaganda The systematic effort to shape people’s
notwithstanding clause A clause in the Charter of beliefs to achieve specific goals.
Rights and Freedoms. This clause enables the federal and
provincial governments to declare certain laws exempt proxy war A war fought by one country but for or in
from the provisions of the Charter for up to five years, an the interests of another.
exemption period that can be extended. push and pull factors Push factors are conditions,
such as poverty, lack of political or religious freedom, and
famine, that persuade people to leave their homeland.
O Pull factors are possibilities that exist in the place people
omnibus bill A bill, or a proposed law, that covers are going to and may include the chance ofa better life, as
diverse or unrelated topics. Omnibus is a Latin word well as political and religious freedom.
meaning “for everything.”

R
P reasonable accommodation The concept of adapting
pacifism The belief that disputes should be settled by to, or accommodating, the religious and cultural practices
peaceful, rather than violent, means. of minority groups, as long as these practices do not
violate the Charter of Rights and Freedoms.
pandemic An epidemic, a rapidly spreading disease,
that affects many people in many countries. referendum A vote on a single question by the
electorate.
patent A right given to a person by a government that
grants exclusive control over his or her invention. - refugees People who are forced to flee their homeland
because of persecution, war, or political upheaval.
patriating Transferring the control of laws, such as a
constitution, to the country to which the laws apply.

MHR *® GLOSSARY
regional disparities Differences in resources, income, sovereignty association A plan that calls for Québec
wages, and jobs between regions. to maintain economic connections with Canada but to
become independent in all other respects.
regional identity A sense of self that is closely linked to
a region. specific land claims Land claims filed by Aboriginal
peoples who had signed treaties with the British or
regionalism A sense of identity that arises from loyalty
Canadian government. These claims are usually filed
to a particular region, often over loyalty to the country as
because the government has not fulfilled its treaty
a whole.
obligations or has taken away land that had been set aside
reserves Lands owned by the federal government that as reserves for Aboriginal peoples.
are set aside for the exclusive use of First Nations peoples.
stagflation High inflation combined with stagnation in
reservists Members of a reserve army who are not full- economic growth.
time soldiers.
status Indian A person who meets the criteria
Resistance A movement of people in an occupied established by the Indian Act and who is registered under
country who secretly fight against their occupiers. the act.
responsibility to protect A concept that refers to the suburb A district, or area, located just beyond or just
duty of members of the United Nations to step in when within a city’s boundaries.
a government is unable or unwilling to protect its citizens
suffrage The right to vote.
from genocide, war crimes, ethnic cleansing, and crimes
against humanity. superpowers Countries with the military might to
dominate the world or large parts of the world.

S sustainable Existing within the limits of available

resources, including the Earth’s natural resources.
self-determination The power to control one’s own Sustainability can also refer to the equitable distribution
affairs. of resources.
self-government ‘The right for a given community to
govern its own affairs. 1
separatists Those who advocate for a state of cultural
tariff Taxes, placed on imported goods, that are
and/or governmental autonomy from the larger group.
generally used to protect domestic industries from foreign
Within Canada, those who support the withdrawal of a
competition.
province from Confederation (usually refers to Québec).
totalitarian A government system that restricts
social change Fundamental change in how society
individual rights and makes everyone subordinate to the
works. It involves big shifts in behaviour and values, e.g.,
government. Totalitarian governments stay in power by
the feminist movement or the abolition of slavery.
using fear and oppression.
social justice A concept of fair and unprejudiced
traditional territories The lands that were historically
treatment of all individuals and groups within a society.
occupied by Aboriginal peoples.
Basic human rights such as equal opportunity and civil
liberties are respected and protected, and citizens can transfer payments A federal program that involves
exercise their rights to social and moral freedoms. transferring money from prosperous provinces to less
prosperous provinces so that people everywhere in
social safety net A network of government programs
Canada can enjoy similar access to social services. See also
designed to help people through hard times.
equalization.
socialism An economic system based on government
treaty rights Rights belonging to First Nations as a
control of the economy so that all people benefit.
result of treaties negotiated between themselves and the
sovereignty The ability to control one’s own affairs. Crown or federal government.

Creating Canada * MHR

tribunals Special courts of justice, such as those
established by the United Nations to investigate crimes
against humanity.

U
U-boat A German submarine.

universal health care A nonprofit medical health care

program for all. In 1966, this program was introduced in
Canada as the Medical Care Act.

uranium A radioactive chemical element that can be

used in the manufacture of nuclear weapons.

urbanization A process that involves people moving

from rural areas to live in towns and cities.

V
veto The right to reject something, such as a bill or a
constitutional amendment.

W
wage and price controls A government policy that tells
workers what they can earn and companies what they can
charge.

war brides British and European women who met their

Canadian husbands while Canadian Forces were stationed
in Britain and Europe during World War II and who later
immigrated to Canada.
weapons of mass destruction Chemical or biological
weapons that can kill whole populations.
White Paper A government document proposing a
solution to a problem.

MHR ® GLOSSARY
Index
Affleck, Ben, 443 Atlantic Charter, 324
A Afghanistan atomic bomb, 5, 303, 304, 347, 368,
Abella, Rosalie Silberman, 101, 343
Canadian casualties, 138 373
Aberhart, William “Bible Bill,” 259
changes in, 159 see also nuclear arms race
Aboriginal peoples
costs of war, 189 Atwood, Margaret, 31
see also Inuit; Métis
Kandahar Province, 157, 158 Audlaluk, Larry, 357
Aboriginal activism, 425—426
NATO mission in, 13, 53, 139, Auschwitz, 306
Aboriginal rights, 94
140, 157-159 Australia, 134, 185, 303, 436
assimilation, 59, 227, 228
Talibans 1Sy5sml sivas Austria, 284
and the Constitution, 94—98
women’s rights in, 160 Austria-Hungary, 174, 175
discrimination, 225, 237
Africville, 396 auto industry, 264-265
diversity, 59
aging population, 34 Auto Pact, 116, 444
farming, 260
AIDS, 143 autonomy, 219
Idle No More movement, 56
Air Canada, 260 A.V. Roe Canada, 375
Indian Act, 226-227, 260
air transportation, 260—261 Avro Arrow, 375, 376
James Bay project, 427—428
Akayesu, Jean-Paul, 154 Axworthy, Lloyd, 142, 144
land claims, 96—97, 426
al-Qaeda, 13, 140, 148, 156, 158 Axworthy, Thomas, 105
languages, 59
Alberta, 50, 72, 74, 75, 76, 84, 86, 191, Azerbaijanis, 270
and Meech Lake Accord, 89
202, 209, 237, 259, 260, 348, 449
oil sands industry, 50
Alberta Sexual Sterilization Act, 262
Oka conflict, 44
Alfred, Taiaiake, 95
B
population growth, 35 baby bonus, 359
alienation, 74
Red Paper, 426 baby boom, 345
Alliot, Anthony, 159
reserves, 97, 226 Badeaux, Guy, 108, 109
allophones, 414
residential schools, 9, 16, 59, Bader, Douglas, 289
Alvarez, Edwardo, 123
227, 228-231 Baird, John, 52
amending formula, 85, 92
right to vote, 358 Baker, George, 302
Amnesty International, 158
rights under the Charter, 93 balance of power, 175
Amogoalik, Lizzie, 357
Royal Commission on balancing budgets, 65
Anagoalik, John, 94
Aboriginal Peoples, 45 Baldwin, James, 16
Anderson, Doris, 99, 355, 396
self-determination, 44—45 Balfour Report, 220
Anderson, Kirk, 128
self-government, 94 Bangladesh, 121
Angus, Murray, 69
spiritual beliefs, 42 banks, 430
animal rights activists, 28
treaties, 96, 97, 226 Banting, Frederick, 218
Anka, Paul, 353
treaty rights, 94 Battle of Britain, 289, 294
Annan, Kofi, 144
Two-Row Wampum Treaty, 95 Battle of Dunkirk, 288
Anti-Inflation Board (AJB), 449
White Paper, 425 Battle of Passchendaele, 185
anti-Semitism, 274, 275
World War I, 177 Battle of Queenstown Heights, 130
Anti-Terrorism Act, 162
World War II, 297, 298, 316 Battle of the Atlantic, 292
appeasement, 272, 285
Aboriginal Peoples Choice Music Battle of the Gulf of St. Lawrence, 292
Appiah, Kwame Anthony, 10
Awards, 130 Battle of the Scheldt, 300
Appleton, Barry, 119
Aboriginal Peoples Television Battle of the Somme, 179, 182
Arar, Maher, 163
Network (APTN), 130 Battle of Vimy Ridge, 183-184
Arbour, Louise, 154
Aboriginal rights, 94 Baum, Gregory, 424
the Arctic, 68
abortion, 400 Beach, Bruce, 381
Ares-Pilon, Marie-Jose, 141
Accord on Fire and Building Safety in The Beaver, 44, 213, 228
Argo, 443
Bangladesh, 121 Begum, Reshma, 121
armistice, 187
accuracy, 463 Belgium, 103, 199, 286
Arone, Shidane, 151
acid rain, 452 see also World War I
the arts, 213-216, 364, 365
Ad Hoc Committee on the Bell, Alexander Graham, 217
Ashevak, Kenojuak, 365
Constitution, 99 Bell, Lucille, 42
Asian Canadians, 177
Adachi, Ken, 318 Beltempo, André, 376
Assembly of First Nations, 89, 94
Adams, Willie, 35 Belzec, 306
assimilation, 59, 227, 228
affirmative action, 101 Bennett, Joelle, 186
Atlantic Canada, 72, 73, 210, 254

Creating Canada * MHR

Bennett, R.B., 257, 258, 259, 267, 271 British North America Act, 83, 204, Canada Mortgage Housing Corp, 350
Berlin Wall, 145, 146 393, 454 Canada Pension Plan, 393
Berners-Lee, Tim, 109, 110 British Royal Flying Corps, 181 Canada—United States Automotive
Berton, Pierre, 252, 407 British Settlement Act, 233 Agreement. See Auto Pact
Bérubé, Pierre, 140 Broadcasting Act, 131 Canada—United States Free Trade
Best, Charles, 218 Brown, Alan, 261 Agreement, 116, 132
Bethune, Norman, 277 Brown, Percy, 234, 240 Canadarm, 434, 435, 450
Beveridge, William, 389 Brussels Treaty, 374 Canada’s history, 44, 213, 228
Bhutanese refugees, 36 Bruyere, Louis, 94 Canada’s Hundred Days, 187
bias, 461 Bryant, Michael, 445 Canadian Airborne Regiment, 151
biculturalism, 414 Buck, Tim, 258 Canadian Alliance, 75
bilingualism, 40, 402, 414, 415 bullying, 39, 52 Canadian Auto Workers, 445
Bill of Rights, 92, 358 Burma (Myanmar), 144, 303 Canadian Broadcasting Corporation
bin Laden, Osama, 148, 156, 157 Burns, E.L.M., 383 (CBC), 43, 131, 267, 355, 362,
biotechnology, 124 Burt, George, 361 363, 450
birth control, 400 Bush, George W., 161 Canadian Centre for Policy
Bishop, Billy, 181 Byng, Evelyn, 220 Alternatives, 65
Bissoondath, Neil, 37 Byng, Julian, 183, 220 Canadian Civil Liberties Association,
Bitton-Jackson, Livia, 307 100, 396, 422
Black, Martha, 202
Black Canadians, 177, 237, 298, 342,
C Canadian Congress of Labour, 361
Canadian content (Cancon), 43, 131,
Callaghan, Motley, 214
355 133, 406
Callwood, June, 376
Black Tuesday, 253 Canadian Doctors for Refugee Care,
Camp X, 321
BlackBerry, 120 101
Campbell, Clarence, 413
Blair, Tony, 161 Canadian Energy Research Institute,
Canada
Bliss, Michael, 376 50
after 9/11, 156-163
the Blitz, 289, 305 Canadian flag, 29, 403—405
and Arctic Ocean, 68
blitzkrieg, 286 Canadian Forces, 53, 69, 139, 147, 177,
auto industry, 264-265
bloc, 370 282, 283
in Commonwealth, 141
Bloc Québécois, 62 see also World War I; World
as a country, 30
Bloody Saturday, 208 War II
defining symbols, 58
blue laws, 352 Canadian Human Rights Act, 92
founding peoples of Canada, 93
Bombardier Inc., 261 Canadian identity
and global warming, 128
Bomber Command, 305 cultural trends, 40—43
income, 65
Borden, Robert, 176, 188, 189, 192, demographic trends, 34—35
League of Nations, 221
193, 194, 202, 204, 219, 383 economic trends, 49-50
middle power, 145, 372
Borovoy, Alan, 396 existence of, 30-33
_ as anation, 31-32
Bosnia, 149 and the media, 41
peace, promotion of, 140-144
Bosnia-Herzegovina, 175 “not American,” 33
population, 30
Bourassa, Henri, 193 peacekeeping and peacemaking,
population by first language,
Bourassa, Robert, 87, 88, 418, 423 53
268
Boutros-Ghali, Boutros, 152 and politics, 44—47
response to international
branch plants, 211 post-World War I, 215
conflicts, 145-155
Brasseur, Dee, 431 programs and policy, influence
size, 30
Brazil, 122 of, 47
UN agencies, participation in,
Brison, Scott, 41 protection of Canadian cultural
825
Britain, 122, 147, 150, 174, 175, 178, identity, 43
in United Nations, 141
1Sieeis5, 205,211, 220, 274, 277, science and technology, 51
World War I. See World War I
285, 286, 303, 382, 389 social change, 36-38
World War II. See World War II
British Columbia, 74, 96, 118, 125, and social media, 52
Canada Assistance Plan, 393
128, 191, 202, 235, 259 Canadian International Development
Canada Council for the Arts, 364
British Commonwealth Air Training Agency (CIDA), 438
Canada Health Act, 391
Plan (BCATP), 321 Canadian Labour Congress, 361
Canada Highways Act, 217
British home children, 234, 240 Canadian Museum of Civilization/
Canada in Khaki, 198
British immigrants, 232, 233 Canadian Museum of History,
Canada—Korea Free Trade Agreement
47
(CKFTA), 117

MHR ® INDEX
Canadian National railway, 233 Charlottetown Accord, 91, 94 Clemenceau, Georges, 188
Canadian Pacific railway, 233 Charter of Rights and Freedoms, 63, Clement, Tony, 445
Canadian Radio Broadcasting 85, 89, 103, 455 climate change, 67, 127
Commission, 267 Aboriginal rights, 93, 94 clothing industry, 119
Canadian Radio-television and collective rights, 93 cloud computing, 51
Telecommunications employment equity, 101 Cloutier, Patrick, 44
Commission (CRTC), 43, 129— entrenched, 92 Co-operative Commonwealth
131, 406 fundamental rights and Federation, 208, 259, 359, 389
Canadian Rangers, 69 freedoms, 32, 92 co-operative federalism, 393
Canadian Seamen’s Union, 360 individual rights, 92 Cohn, Norman, 40
Canadian Wheat Board (CWB), 266 and LGBT rights, 102—103 Cold War, 140, 145, 157, 370-375
Canadian Wireless minority language education collaborators, 287
Telecommunications rights, 93 collective rights, 93
Association, 135 notwithstanding clause, 93 Collier, Alan Coswell, 365
Canadians Helping Kids in Vietnam, people with disabilities, 38, 104 Collins, John, 310, 313, 317, 380
438 protection of rights, 92—93 Collison, Nika, 42
Canal du Nord, 187 and women, 99-101 Commonwealth, 141
capital punishment, 399 Charter of the French Language (Bill communication, 111-112, 217
car culture, 11 101), 93, 424 communication of findings, 466—467
Cardinal, Harold, 426, 427 Charter of the United Nations, 324 Communications Security
Caribbean, 63 Charter of Values (Bill 60), 79 Establishment Canada (CSEC),
Caribou, 292 Chartier, Clement, 298 134
Carmichael, Franklin, 215 child labour, 17, 239 communism, 270-271
Carr, Emily, 31, 202, 215 child soldiers, 152, 153 Communist Party, 258, 269, 270, 271
Carson, Rachel, 451, 453 Chile, 117, 401 comparison, 465
Carter, Jimmy, 443 China, 50, 122, 142, 155, 235, 274, Comprehensive Economic Trade
Cartier, George-Etienne, 45 TE Paks, UB eM) Agreement (CETA), 117
Cassin, René, 325 Chinese Canadians, 237, 298, 342, 358 comprehensive land claims, 96
Casson, A.J., 215 Chinese immigrants, 225, 235, 236, concentration camps, 272, 306, 324
Castle Mountain Internment Camp, 401 Confederation, 91
190 Chinese Immigration Act, 236 Connon, George, 147
Castro, Fidel, 439, 440 the Chippewas of Kettle, 96 conscription, 192-194, 316-317
cause and consequence, 5, 12-13, 76 Chisholm, Brock, 325 Conservative Party, 62, 75, 76, 103
cause and effect, 465 Cho, Karen, 236 see also specific Conservative
Cavoukian, Ann, 135 Chrétien, Jean, 78, 85, 156, 157, 425 Party leaders
the C.D. Howe, 356 Christie Pits riot, 272 Constable, Shirley Ann, 293
Cecillon, Lucille, 390 Chrysler, 116, 265, 444, 445 Constitution
cellphones, 111 Churchill, Winston, 273, 288, 289, before 1982, 84
censorship, 315 292, 296, 324, 370 and Aboriginal peoples, 94-98
census, 337 Churchill’s Island, 315 Charlottetown Accord, 91, 94
Center for Global Development, 128 Cirque Du Soleil, 41 Charter of Rights and Freedoms.
central Canada, 70-71 Citizens’ Committee of 1000, 208 See Charter of Rights and
central planning, 312-315 citizenship, 362 Freedoms
CERN (European Organization for Citizenship and Immigration Canada, government’s constitutional
Nuclear Research), 109 37 obligations, 98
Chamberlain, Neville, 273 civic nation, 32 and individual Canadians, 99—
Chamberlin, J. Edward, 16 Civil Marriage Act, 102, 103 104
Chanak affair, 219 civil rights, 396 Kitchen Accord, 85, 86, 93
change civil rights movement, 354, 394 Meech Lake Accord, 87—89, 90
continuity and change, 5, 10-11 civil society, 143 patriating, 83, 84—86, 454—455
in ethical standards, 17 civilians, 305 and Québec, 85, 87-91
as process, 103 Clarity Act, 78 Constitution Act, 1982, 82
progress vs. decline, 241 Clark, Christy, 63 consumer culture, 352, 394
social change, 36-38, 103, 241, Clark, Paraskeva, 321 consumerism, 212
Wile BBill classification, 465 container shipping, 113
Channareth, Tun, 142 Clayton, Jack, 321 context, 42, 304

Creating Canada * MHR

continuity and change, 5, 10-11 decentralization, 87 divorce, 400
Continuous Passage Act, 235 Declaration on the Rights of doctors’ strike, 390
contraceptives, 400 Indigenous Peoples, 141 Douglas, Robert MacGregor, 282, 283
contrast, 465 decline, 241 Douglas, Tommy, 359, 389-390, 391,
Convention on Genocide, 154 defect, 371 392) 421,422
Coon Come, Matthew, 428 DeGeneres, Ellen, 41, 52 Doukhobors, 232, 233, 234
Cooper, Martin, 111 Deibert, Ronald, 134 Drake, 41
Costa Rica, 117 Demers, Marie-Joseph, 195 Drake, Theodore, 261
Costs of War Project, 159 democracy, 358 Drapeau, Jean, 417
Couillard, Philippe, 79 demographic trends, 34—35 Dresden, Germany, 305
countervailing tariff, 264 demography, 34 Dressler, Marie, 214
country, 30 Dempsey, Lotta, 380 duality flag, 77
Courchene, Tom, 71 Denmark, 68, 286 Duchesne, Christian, 138
courts, 63 Department of Canadian Heritage, 43 Dunkirk, 288
Cox, Arisa, 43 Department of Foreign Affairs, Trade Duplessis, Maurice, 260, 269, 412, 413
Coyne, Andrew, 90 and Development, 438
Department of Indian Affairs, 227
Crane, David, 119
Crane, Joyce, 338 Department of Regional Economic
E
East Germany, 145
creative Canadians, 407 Expansion (DREE), 429
East Prussia, 285
credibility, 463 DePoe, Norman, 397
Eastern Europe, 225
credit, 213 deportation, 162, 258
Eaton, Cyrus, 379
the Cree, 226 Depression. See Great Depression
economic diversity, 65
Crimea, Ukraine, 153, 241 Devil’s Brigade, 297
economic nationalism, 446—447
Criminal Code, 102, 399, 400 Dhillon, Balte) Singh, 60
economic recession, 65
critical thinking, 4 diabetes, 218
economic sanctions, 147
Croatia, 149 dichlorodiphenyltrichloroethane
economic trends and identity, 49-50
Cross, James, 410, 418, 419, 422 (DDT), 451, 453
economy
CRTC. See Canadian Radio-television Diefenbaker, John, 92, 228, 342, 358,
economic challenges, 448—449
and Telecommunications 374, 375, 380, 391, 401, 403, 405,
economic pressures, response to,
Commission (CRTC) 440
444-450
Cruickshank, Evelyn, 310 Dieppe, 291, 314
economic trends and identity,
CTV, 43 Digital Age, 132, 134
49-50
Cuba, 439-440 digital divide, 112
post-World War I, 210
cultural diversity, 59—61 Dion, Stéphane, 78
post-World War II, 344-347
culture, 40 direct foreign investment, 446
Edelman, Marian Wright, 12
biculturalism, 414 disability. See people with disabilities
Edwards, Henrietta Muir, 202, 204
creating Canada’s culture, 362 Disaster Assistance Response Team
Egan, James, 102
cultural trends and identity, (DART), 143
Egan y. Canada, 102, 103
40-43 discrimination,.237
Einstein, Albert, 379
of fear, 162 see also inequality
Eisenhower, Dwight D., 300, 381
globalization of, 129-133 changing discriminatory laws,
Elaho Valley, 125, 126
Currie, Arthur, 183, 185, 187 358
elections, 75, 76, 79, 194
cyberbullying, 52 discriminatory laws, 36
Electro-Motive Diesel, 117
cycles of history, 453 immigration, 224
Elizabeth Fry Societies, 62
Cyprus, 188, 437 people with disabilities, 104
Elizabeth II, Queen of England, 82,
Czechoslovakia, 284, 285, 374 reverse discrimination, 101
83, 86, 103, 323, 362, 403, 417
sexual orientation, 102
Elliot Lake, 347
distinct society, 87, 88, 89
D diversity, 57
embargo, 440
D-Day, 299-300 emergency relief, 437
cultural diversity, 59—61
Dafoe, J.W., 264 employment equity, 101
economic diversity, 65
Daigle, Yvon M., 365 employment insurance, 359
effects of, 77-78
Dallaire, Roméo, 53, 152, 153 enemy aliens, 190, 317
forms of, 58—65
Danzig, 285 enfranchised, 229
political diversity, 62—63
de Adder, Michael, 78, 119 Enigma Machine, 295
regional diversity, 58
Deane, F.J., 230 Enola Gay, 303
regionalism, 66-76
death penalty, 399 entrench, 92

MHR ® INDEX
entrepreneurs, 120 Food and Agriculture Organization George III, King of England, 94
environment (FAO), 325 George V, King of England, 220, 403
acid rain, 452 Ford, Henry, 265 George VI, King of England, 297
carbon emissions, 127, 128 Ford Motor Co., 116, 210, 211, 256, German immigrants, 190
climate change, 67, 127 264, 265, 361, 444 German internments, 317
global warming, 67, 127-128 foreign aid, 437 Germany, 122, 174, 175, 177, 178, 181,
and globalization, 124—128 Foreign Investment Review Agency 187, 221, 251, 270, 271-272, 284,
James Bay project, 427—428 (FIRA), 446 286-288, 398
Environment Canada, 453 foreign ownership, 211, 446-447 see also World War I; World
environmental stewardship, 126 Foreign Worker Program, 120 War II
environmentalism, 451 the forties. See post-World War I; Ghabrial, Sarah, 39
equalization, 71 World War II Girard, Pauline, 23
Erasmus, Georges, 94 Fortress Europe, 299 Glasnost, 146
espionage, 370 Foster, Jane, 431 Global, 43
Estonia, 286 Fourteen Points, 221 global citizen
ethical dimension, 5, 16-17 Foy, Joe, 125 Cold War, 370-375
ethical judgments, 279 France, 122, 150, 174, 175, 188, 199, Korean War, 377-378
Ethiopia, 275 285, 286, 288, 374, 382 peace, promotion of, 379-383
ethnic nation, 31 see also World War I; World global warming, 67, 127—128
ethnic origins, 354 War II globalization, 110
Ethyl Corporation, 119 Franklin, Ursula, 379, 381 Canadian entrepreneurs, impact
eugenics program, 262 Franz Ferdinand, Archduke of on, 120
European Union (EU), 117, 122 Austria-Hungary, 175 communication, 111-112
“Eve” case, 104 free trade, 115, 116-119 of culture, 129-133
evidence, 5, 8-9 free vote, 399 different views on, 110
Expo 67, 386, 387 Frey, Rebecca, 234 effects of, on Canada, 115-123
Front de libération du Québec, 410, environmental stresses, 124-128
F 411, 417-422 and privacy, 134-135
Furtado, Nelly, 1 transportation, 112—113
Fairweather, Lyon D., 338
workers, impact on, 120
family allowance, 359
worldwide organizations, 114
Famous Five, 204, 209 G Glowacki, Wayne, 89
fascism, 271-277 G6, 122
Goelo, 401
fascist, 270 G7, 122
Goldblum, Ruth, 341
federal government, 84 G8, 122
Gorbachev, Mikhail, 146
Federal Skilled Worker Program G20, 122
Gordon, Jessica, 98
(FSWP), 123 Gander, Newfoundland, 156
Gordon Residential School, 230
federalists, 77 gas warfare, 182
Gosnell-Myers, Ginger, 94
federation, 66 gay individuals. See lesbian, gay,
Gosselin, Hercule, 151
Federation of Saskatchewan Indian bisexual, and transgender
Gouzenko, Igor, 370, 371
Nations, 425 (LGBT)
government, 44
Ferguson, Will, 33 gay rights, 399
government infrastructure initiatives,
Field Museum of Chicago, 42 Geddes, John, 88
345-347
the fifties. See post-World War II gender studies course, 39
Graham, Hugh (Lord Atholstan), 206
fighter planes, 178 gender wage gap, 38, 100
Granatstein, J.L., 187
“Final Solution,” 306 General Agreement on Tariffs and
graphic organizers, 464
Finland, 286 Trade (GATT), 115
grasshoppers, 254, 255
First Nations. See Aboriginal peoples General Motors, 116, 211, 265, 444,
grassroots organizations, 396
Fisher, Harold, 205 445
Gray, Herb, 446, 447
Fisher, Orville Norman, 300 general strikes, 207
Gray, James H., 237, 253
fisheries, 72 genetically modified (GM), 124
Great Depression, 240, 251, 252
Fitzpatrick, D.R., 368, 369 Geneva Conventions, 305
auto industry, 265
Five Eyes, 134 genocide, 144, 152—153
causes of, 256
flags, 29, 403-405 George, David Lloyd, 188, 219
government responses, 257-258
Flaherty, Jim, 445 F George, Dudley, 96
new political parties, 258-260
focused inquiry question, 458—459 George, Joe, 9
On-to-Ottawa Trek, 257
Fontaine, Phil, 96, 230 George, Marie, 9
in Québec, 268

Creating Canada * MHR

 Regina riot, 258 Hewitt, Foster, 213 government policies, 232
regional disparities, 254—255 Hillmer, Norman, 220 history of a boat and a brick, 7
statistics, 257 hippie fashions, 394 immigration patterns, 340
stock market crash of 1929, 253 historical inquiry skills, 458—465 and inequality, 232—237
wheat prices, 266 historical periods, 132 Jews, 274
Great Lakes Water Quality historical perspective, 5, 14-15 point system, 401
Agreement, 452 historical significance, 5, 6—7, 130 post—World War II, 339-341
Great Recession, 211 historical thinking concepts, 5—17 push and full factors, 232
Great War Veterans’ Association, 206 Hitler, Adolf, 250, 251, 271-272, 273, religious freedom, 233-234
Greece, 219 286, 291, 302, 306 those not welcome in Canada,
Green Party of Canada, 62, 64 see also World War II 235-237
greenhouse gases, 50 HIV, 143 those welcome in Canada, 233
Greenpeace, 451 Ho, Harry, 342 top ten countries of birth, 34
Greer, Germaine, 396 H6 Chi Minh, 441 in United States, 263
Gretzky, Wayne, 133 Hobbins, John, 325, 326 and urbanization, 35
Grierson, John, 315 hobos, 252 Immigration Act, 36, 232, 339, 401
Grise Fiord, 356-357 hockey, 363 imperialism, 174
Grodzinski, John R., 185 Hoffman, Jeffrey A., 434 “In Flanders Fields” (McCrae), 186,
Groulx, Lionel, 268, 269 Holland. See the Netherlands 189
Group of Seven, 215, 216 Holocaust, 306-307 income inequality, 359-360
Gulf War, 147-148 home front. See World War II (home India, 7, 122, 142, 155, 235, 303, 401
Gulf War syndrome, 148 front) Indian Act, 226-227, 260
Gzowski, Peter, 407 Hong Kong, 290, 318 Indian Residential School Settlement
Hoogeveen, Hank, 287 Agreement (IRSSA), 59
H Hoogeveen, Margaret, 5
Horn, Chadwick, 28
individual rights, 92
inequality
Haas, Jonathan, 42
House of Commons, 70, 78, 86, 102, see also discrimination
Habyarimana, Juvénal, 151
202 Aboriginal peoples, 226-231
the Haida, 42
Houston, James, 364 addressing, in post-World War
Haig, Douglas, 182, 185
Howe, C.D., 303, 312, 320, 339 Il, 354-361
Halibut Treaty, 219
Hubley, Jamie, 52 changing discriminatory laws,
Halton, Matthew, 322
Hudson’s Bay Company, 213 358
Hanley, Charles, 31
Hughes, Sam, 176, 192, 312 immigration policies, 232—237
Hanley, Wayne, 63
human rights, 324, 325-327, 396—402 income inequality, 359-360
Hansen, Rick, 101
humanitarian assistance, 143 right to vote. See right to vote
Harkat, Mohamed, 162
Humphrey, John Peters, 325-327 rising awareness, 354-355
Harper, Elijah, 89, 236
Hungary, 374 social reform, 238-240
Harper, Stephen, 46, 59, 75, 115, 118,
Hunter, Robert, 451 inflation, 200, 448
128, 134, 145, 159, 163, 231, 266,
Hussein, Saddam, 147, 161 influenza, 205
437, 447
Hutterites, 233, 234 informed judgments, 465
Harris, Arthur “Bomber Harris,” 305
Hutus, 151-153 Innes, Tom, 449
Harris, Lawren, 215
Hydro-Québec, 413, 427—428 intergovernmental organizations, 114
Harris, Robert, 91
International Brigade, 277
Hartley, L.P., 14
International Campaign to Ban
Hartnell, Norman, 323
Landmines, 142
Hauguth, Peter, 126 identity. See Canadian identity
international conflicts, 145—155
Haycock, Ronald, 185 Idle No More movement, 56, 98
International Covenant on Civil and
Hays, Harry, 99 Ignatieff, Michael, 32
Political Rights, 97
Hazzard, Kilbourn, 301 I’m Alone, 209
International Criminal Court (ICC),
head tax, 235, 236, 401 immigration
155
health care, 218, 388-391 changing immigration patterns,
international criminal tribunals, 154,
health programs, 359 34
307
Helmer, Alexis, 186 Chinese immigrants, 225, 235,
international defence organizations,
Hennesey Index, 65 236, 401
374
Hermida, Alfred, 112 discrimination, 224
International Development Research
Hershey Company, 295 enemy aliens, 190
Centre (IDRC), 437
Herzegovina, 149 Federal Skilled Worker Program
(FSWP), 123

MHR ® INDEX
International Labour Organization, judicial activism, 105 Leacock, Stephen, 195, 205, 213
239 Juno beach, 300 League of Indians of Canada, 227-228
International Law ofthe Sea, 436 Juralak, Ekalool, 67 League of Nations, 221, 275, 277, 278
International Seabed Authority, 68 Learment, Don, 299
International Security Assistance Lebanon, 188
K Leduc No. 1, 348
Force, 140
Kain, Karen, 407
international tribunals, 307 legacies of the past, 5
Kaswhenta wampum belt, 95
Internet, 51, 109, 134, 295 Leishman, Rory, 105
Kennedy, John F., 439, 440
see also social media; World Lepore, Jill, 6
Keys, Alicia, 143
Wide Web Lesage, Jean, 412, 413
Khadr, Omar, 158
Internet access, 111-112 lesbian, gay, bisexual, and transgender
Khoo, Cynthia, 129
internment camps, 317-319 (LGBT), 41, 52, 102-103, 398,
Killen, Lindsay, 126
interviews, 26-27 399
Kim II Sung, 377
Inuit see also sexual orientation
King, Martin Luther Jr., 12, 354, 394
see also Aboriginal peoples less-developed countries, 110
King, William Lyon Mackenzie, 204,
code-talkers, 298 Leung, Alvin, 61
213, 219-220, 239, 257, 259, 267,
country food, 67 Lévesque, René, 85, 86, 87, 416, 422,
Dek, OE OM By Opseh eS 2s Ss
Inuktitut, 35 424
316, 317, 321, 359, 362, 401, 403
Nunavut, 66—67 Levinson, Mare, 113
King-Byng crisis, 220
Project Naming, 69 Lewis, Stephen, 143
Kirsch, Philippe, 155
relocation, 356-357 Liberal Party, 62, 74, 87, 103, 397, 398
Kitchen Accord, 85, 86, 93
right to vote, 358 see also specific Liberal Party
Klippert, Everett George, 398
Inuit Tapirisat of Canada, 426 leaders
K’naan, |, 61
Iqqaumavara project, 357 Libya, 144
Kogawa, Joy, 318, 319
Iran, 442—443 Lieberman, Celina, 343
Kolbert, Elizabeth, 127
Iraq, 147, 161, 188 Limited Nuclear Test Ban Treaty, 381
Komagata Maru, 7, 235
iron curtain, 370 Lindsay, Darlene, 438
Komulainen, Shaney, 44
isolationism, 263-264 Linkov, Alex, 36
Korean war, 377-378, 441
Israel, 117, 382 Lismer, Arthur, 215, 216
Kosovo, 150
Isuma, 40 literature, 214, 407
Krawezyk, Betty, 125
“It Gets Better Project,” 52 Lithuania, 286
Kristallnacht, 272
Italian internments, 317 Loft, Frederick Ogilvie, 228
Kunuk, Zacharias, 40
Italy, 122, 175, 176, 270, 275, 296-297, long-term development, 438
Kurt, Elvira, 41
374 LORAN, 294
Kurt, Mers, 450
Itzkowitz, Sam, 306 The Lorax (Seuss), 452
Kuwait, 147
Lortie, Bernard, 422
Kyoto Accord, 128
J Lougheed, Peter, 74, 86, 449
Lovelace Nicholas, Sandra, 114
Jackson, A.Y., 215
Jacobs, Jane, 351
L Lubicon Cree land claim, 97
Laboucan-Massimo, Melina, 97 Lucas, Arthur, 399
James Bay project, 427—428
labour unrest, 206-208, 360 Luftwaffe, 289, 294, 305
Jameson, Lionel, 314
Lady Byng Trophy, 220 Lusitania, 181
Japan, 5, 122, 235, 277-278, 290, 303,
Laflame, Fran, 346 Lutke, Tobias, 49
377, 445
Laliberté, Guy, 41 Luxembourg, 286
Japanese Canadians, 16, 358
land claims, 96—97, 426
Japanese internments, 318-319
Jean, Michaélle, 23, 56
Landmine agreement, 142
Landsberg, Michelle, 99
M
Jennings, Terry, 260 Mac-Paps, 277
lang, k.d., 41
Jensen, Iria, 371 MacArthur, Douglas, 377
Lapointe, Ernest, 275
Jewish immigration, 339 MacDonald, J.E.H., 215, 216
Laporte, Pierre, 410, 418, 419, 422
Jews, 225, 237, 272, 274, 306-307 Macdonald, John A., 45, 228, 403
Laroque, Brad, 44
see also anti-Semitism; World Macedonia, 149
Latvia, 286
War II MacGill, Elsie, 15, 201, 321
Laurier, Wilfrid, 167, 176, 192
John A. Macdonald, 436 MacGuigan, Mark, 400
Lavallée, Chelsea, 62
Johnson, Lyndon, 442, 444 machine gun, 179
Lawrence, Andrea, 100
Johnston, Franz, 215 Maclsaac, Ashley, 41
Lawrie, Richard, 101
Jones, Jonathan, 124 Mackenzie, J. Vernon, 214
Lazaridis, Mike, 120

480 Creating Canada * MHR

MacKenzie, Lewis, 149 media music, 131, 353
MacKinnon, J.B., 126 and Canadian identity, 41 musicians, 406
Maclean's magazine, 213, 214, 431 inequality, awareness of, 355 Mussolini, Benito, 270, 275, 284, 297
Macleod, J.J.R., 218 post-World War I, 213-216 mutual deterrence, 372
Maclure, Andy, 321 medical advances, 295 mutually assured destruction, 372
MacMillan, Margaret, 8, 160 Medical Care Act, 391 Myanmar. See Burma (Myanmar)
Macphail, Agnes, 202 Meech Lake Accord, 87-89, 90
Macpherson, Duncan, 417 Meighen, Arthur, 219, 245
magazines, 213-214 Mennonites, 232, 233, 234
N
Nagasaki bombing, 303
Maginot Line, 288 Mercer, Mario, 138
Nanjing, China, 278
Magna International, 113 Mercer, Rick, 41, 52
Nasser, Gamal Abdul, 382
Mah, Roy, 342 Métis, 298, 426
nation, 31-32
Man in Motion World Tour, 101 see also Aboriginal peoples
nation-state, 30
Mandela, Nelson, 110, 326 Mexico, 63, 116, 117, 122
National Action Committee on the
Manhattan Project, 303 Micro Computer Machines, 450
Status of Women, 89, 99, 430
Manhattan (SS), 436 microbeads, 453
National Council of Women of
Manitoba, 38, 74, 89, 191, 202, 260 Middle East, 147, 148, 157, 162, 188
Canada, 201
Manning, Preston, 58, 74 middle power, 145, 372, 436
National Energy Program (NEP), 449
Maritimes. See Atlantic Canada migrant workers, 63
National Film Board, 267, 315, 362
Marois, Pauline, 45, 78, 79, 361 militarism, 174
national flag, 29
MarsPhoenix, 112 military alliances, 140
National Housing Act, 350
Martin, Paul, 102, 103, 122 Military Service Act, 192
national identity, 30, 32
Martin, Sheilah, 74 Military Voters Act, 194
see also Canadian identity
Massey, Vincent, 362, 364 Miller, Antonine, 6
National Indian Brotherhood, 426
Massie, Robert, 185 MiloSevic, Slobodan, 150, 154
National Progressive Party, 62
Matheson, John, 403 minority language education rights, 93
National Research Council, 218, 295,
Matthews, J.S., 7 Miss_G Project, 39, 62
450
Mauthausen-Gusen Concentration Mitchell, Laurel, 39
National Resources Mobilization Bill,
Camp, 306 Mohamed, Farah, 160
316
May, Elizabeth, 63 Mohan, Dilani, 39
National Security Agency (NSA), 134
Mayer, Louis B., 214 Mohawks, 44
nationalism, 175, 412—416
Mazigh, Monia, 163 Mons, Belgium, 187
NATO. See North Atlantic Treaty
McAdam, Sylvia, 98 Monsanto, 124
Organization (NATO)
McCelland, Jack, 364 Mont-Blanc, 191
Nattrass, Susan, 23
McClung, Nellie, 191, 195, 201, 202, Montenegro, 149
natural resources, 125
204, 209 Montgomery, Lucy Maud, 214
Navigable Waters Protection Act, 98
McCrae, John, 172, 173, 186, 189 Moore, James, 47
Nazis, 271, 272, 284, 306, 307
McCurtis, L., 342 Moore, Thomas, 9
see also World War II
McGuinty, Dalton, 139 more-developed countries, 110
Nazvi-Mohamed, Fariha, 79
McKenna, Frank, 73, 88 Morgentaler, Henry, 400
Nelson, Don, 290
McKinney, Louise, 202, 204, 209 Morrisseau, Norval, 407
Nerenberg, Albert, 70
McLachlin, Beverley, 99, 105, 331 movies, 214, 353
Nesbit, John Norris, 102
McLaughlin Motor Car Co., 211, 264 Muir, Leilani, 262
the Netherlands, 103, 282, 283, 286,
McLean, Sheelah, 98 Mulroney, Brian, 45, 87, 88, 91, 116,
287, 302, 303, 338, 436
McLuhan, Marshall, 450 141, 319, 447
New Brunswick, 71, 72, 73, 89, 142,
MeNamara, Jean, 310 multicultural society, 37, 401
400, 414, 415
McNaughton, Andrew, 257 multiculturalism, 402
New Democratic Party, 62, 208, 259,
McNulty, Nadine, 61 Multiculturalism Act, 37
359, 391, 392, 446
McRoberts, Kenneth, 87 multilateral, 436
New Zealand, 134, 185, 303
means test, 360 multilateral action, 221, 436—438
Newfoundland and Labrador, 58, 72,
Mechanix Illustrated, 373 multinational corporation, 113, 115
73, 89, 400
Médecins du monde — Doctors of the Munich Pact, 284
Newfoundland Regiment, 182, 184
World, 401 munitions, 310
Newman, Peter C., 447
munitions scandal, 192
news access, 112
Munro, Alice, 40, 407
Nguyen, Tam, 438
Murphy, Emily, 191, 204, 214
the Nisga’a Final Agreement, 96

MHR ® INDEX
Nissenthall, Jack, 314 Ontario, 38, 40, 49, 63, 70-71, 72, 120, Pearson, Lester B., 53, 325, 380, 383,
Nixon, Gordon, 60 128 USS LOI 93520252209) 387, 391, 393, 397, 399, 403, 405,
no-fault divorce, 400 400, 414, 415, 452, 453 407, 414, 417, 442, 444
Nobel Peace Prize, 325, 383 Ontario Human Rights Code, 399 Pearson, Maryon, 380
nongovernmental organizations Operation Overlord, 299, 300 Pearson Pennant, 403
(NGOs), 114 Operation Reinhard, 306 penicillin, 295
NORAD. See North American Oram, Ed, 378 pensioners, 102, 238-239, 360
Aerospace Defence Command Orange, Bud, 398 people with disabilities, 38, 101, 104
(NORAD) Order of Canada, 407 Perestroika, 146
Nordic Orion, 68 ordinary people, experiences of, 343 Perri, Rocco, 209
Noria, Dhun F., 61 L’Organisation internationale de la Perry, David, 159
Normandy, 299 Francophonie (la Francophonie), Persons Case, 204
the North, 66—69 142 Peters, Yvonne, 455
North Africa, 296 Organization of Petroleum Exporting Peterson, Oscar, 407
North American Aerospace Defence Countries (OPEC), 449 Peterson, Roy, 118
Command (NORAD), 140, 374, Orwell, George, 315 Pham, Chau, 438
440 Osborn, Max, 178 Philip, Prince, Duke of Edinburgh,
North American Free Trade Ottawa Treaty, 142 417
Agreement (NAFTA), 116, 117, Ottoman Empire, 188 Philippines, 143, 303
118, 129, 266 Ouimet, J. Alphonse, 363 Picariello, Emilio, 209
North Atlantic Treaty Organization Own the Podium (OTP) program, 48 Pickford, Mary, 214, 267
(NATO), 13, 53, 139, 140, 150, Pillay, Sukanya, 100
157-159, 175, 374, 440 P plebiscite, 317
North Korea, 377 point of view, 462
Pablum, 261
Northwest Passage, 68, 436 point system, 401
pacifism, 233
Northwest Territories, 66, 96 Poland, 225, 285, 286, 306
Page, Ellen, 41
Norway, 68, 286 polio, 152
paintings, 365
“not American,” 33 political diversity, 62—63
Pakistan, 141
notwithstanding clause, 93 political parties, 62, 74-75, 258-260
Palestine, 188
Nova Scotia, 30, 71, 72, 202, 355, 400, politics, 44—47
pandemic, 205
452 pools, 266
Papineau, Talbot, 193
nuclear arms race, 372, 380 post-traumatic stress disorder, 206
Parent, Madeleine, 361
Nunavut, 66—67, 96 post-World War I, 199
Paris Peace Conference, 188
Nunavut Sivuniksavut training American cultural influences,
Parlby, Irene, 195, 204
program, 69 responses to, 267
Parsons, Rehtaeh, 39
nurses, 177, 194 changing lifestyles, 212—213
Parti Québécois, 45, 77, 78, 79, 87, 91,
nutrition, 261, 295 conditions in Canada, 205-206
331, 361, 416, 424
Great Depression. See Great
Partridge, Bernard, 181
Depression
O party system, 62
growing economy, 210
Oakes, David, 92 Passchendaele, 185
health care, changes in, 218
October Crisis, 418—419 the past, 5
inequality. See inequality
Off, Carol, 53 patent, 124
influenza, 205
Official Languages Act, 415 Paterson, Barbara, 204
international totalitarianism,
Official Secrets Act, 371 patriate, 83, 84-86, 454—455
response to, 270-278
oil industry, 348 Patuelli, Luca “Lazylegz,” 38
labour unrest, 206-208
oil sands, 50, 76 pay equity, 38
media and the arts, 213-216
Oka conflict, 44 Payette, Julie, 450
nationalism in Québec, 268-269
Old Age Pensions Act, 238-239 Payne, Grayford C., 304
Prohibition, 209
Old Age Security Act, 102 peace, promotion of, 140-144, 379—
recovery from the war, 205—209
Olive, David, 32 383
science and technology, 217
Olsen, Arthur Norton, 419 peaceful coexistence, 374
technological changes, 260-261
Olympic Games, 48, 250, 251 peacekeeping, 53, 437
trade partners, 211
Omnibus Bill, 98, 399, 400 peacemaking, 53, 153
the twenties, good times of,
On-to-Ottawa Trek, 257, 277 Pearl Harbor, 290, 318
210-218
One Big Union, 207 Pearson, George, 206

Creating Canada * MHR

United States, relationship with,
263-267
Progressive Conservative Party, 74, 75
Prohibition, 209
R
R. y. Spencer, 135
women, turning point for, 200— Project Naming, 69
race riot, 272
204 propaganda, 189, 312, 315
radar, 294, 314
world stage, Canada on, 219— prosperity, 348
radio, 213, 267
221 protectionism, 264
Radio-Canada, 131
post—World War II, 337 protest songs, 395
Raeside, Adrian, 91
baby boom, 345 provincial government, 84
Rand, Ivan, 361
economy, effect on, 344-347 proxy war, 377, 441
rationing, 313
government infrastructure Public Order Temporary Measures
Rawal, Sheetal, 39
initiatives, 345-347 Act, 422
RCMP. See Royal Canadian Mounted
immigration, 339-341 publishing, 133
Police (RCMP)
inequalities, addressing, 354— Pugwash movement, 379
Reagan, Ronald, 116
361 purpose, 462
reasonable accommodation, 61
Jewish immigration, 339 push and pull factors, 232
Rebick, Judy, 160
lifestyles, changing, 352-353
recession, 65, 448
neighbourhoods, changing,
Red Cross, 177, 234
350-351
Québec, 70—71, 75, 96, 142, 259, 261, Red Ensign, 362, 403
ordinary people, experiences of,
317, 393, 400, 402, 448 Red Paper, 426
343
bilingualism and biculturalism, referendum, 45, 77-78, 416, 424
prosperity, 348
414, 415 Reform Party, 58, 74, 89, 103
technological changes, 352
Charter of the French Language refugees, 36, 101, 401
transformation into a distinctive
(Bill 101), 93, 424 Regina Manifesto, 259
country, 362-364
Charter of Values (Bill 60), 79 Regina riot, 258
visible minorities, 342
and the Constitution, 85, 87-91 regional disparities, 254—255, 429
war brides, 338
distinct society, 87, 88, 89 regional diversity, 58
war veterans, 344
Front de libération du Québec, regional identity, 58
women, 344, 349
410, 411, 417-422 regionalism, 66
workplace, changing, 349
motion, 46 Atlantic Canada, 72, 73
workplace conditions, 360-370
Mouvement souveraineté- central Canada, 70-71
posters, 181, 189, 312, 314, 323
association, 416 the North, 66—69
Postrel, Virginia, 113
nationalism, growth of, 268— the West, 74-75
Poulin, Marie-Philip, 12
269, 412-416 Registered Disability Savings Plan.
poverty, 67
October Crisis, 418-419 See people with disabilities
Powell, Colin, 161
Official Language Act, 423 Reich, Robert B., 360
powerful questions, 3
Padlock Law, 269 relief camps, 253, 257
Powless, Irving Jr., 95
Parti Québécois. See Parti religious freedom, 232, 233-234
presentation formats, 467
Québécois religious symbols, 79
Presley, Elvis, 353
Quiet Revolution, 412—413 relocation, 356-357
Presser, Jill, 135
referendum, 45, 77-78, 416, 424 Republic of Korea, 117
Pride, 103
secularism, 79 Research in Motion (RIM), 120
primary-source images, 334-335
separatists, 411 reserves, 97, 226
primary sources, 8-9, 14, 170-171,
sovereignty, 45 reservists, 321
301, 326
sovereignty-association, 85 residential schools, 9, 16, 59, 227,
Prince, Morris, 297
Union Nationale, 260, 269, 412, 228-231
Prince, Tommy, 297
413 Resistance, 287
Prince Edward Island, 72
Québec Association of Indians, Resolute, 356-357
Prince of Wales, 324
427-428 responsibility to protect, 144
Princess Patricia’s Canadian Light
Québec Civil Liberties Union, 422 returning soldiers. See war veterans
Infantry, 28, 193, 378
Queen, John, 208 Richard, Louise, 148
privacy, 134-135
Quiet Revolution, 412—413 Richard, Maurice “Rocket,” 363, 413
Privy Council, 204, 362
qulliq, 67 Richards, F.N., 342
problem/solution, 465
Richardson, Robert, 184
Proclamation of 1763, 94
Riddle, Mike, 48
profiteering, 192
right to vote, 191, 202—203, 342, 358
progress, 241
Riley, Susan, 43

MHR ® INDEX
roads, 217 Second Battle of Ypres, 172 softwood lumber dispute, 118
Roaring Twenties. See post-World secondary sources, 460—463 Solid State Breakdance Collective,
War I . secularism, 79 364
Robichaud, Gertrude, 310 security certificates, 162 Somalia, 144, 151
Robinson, Evelyn Baxter, 115 Seixas, Peter, 5, 47 the Somme, 179, 182
Robinson, Svend, 41 Selassie, Haile, 275 sonar, 294
Romaniuc, Lara, 60 self-determination, 44—45 Sophie, Duchess of Hohenberg, 175
Rome-Berlin Alliance, 275 self-government, 94 sourcing, 301
Roosevelt, Eleanor, 327 separatists, 411 South Korea, 377, 378
Roosevelt, Franklin D., 296, 303, 324, September 11, 2001, 13, 156-163 South Saskatchewan Regiment, 314
cya ey) Serbia, 149, 150, 175 sovereignty, 45, 77
Rose, Jacques, 422 Service, Robert, 214 sovereignty association, 85, 416
Rose, Paul, 422 sexual orientation, 102 Soviet Union, 140, 145, 146, 157, 270—
Ross rifle, 192 see also lesbian, gay, bisexual, 271, 286-288, 291, 324, 370,
Royal Air Force, 289 and transgender (LGBT) 372, 373, 374, 375, 377, 382
Royal Canadian Mounted Police Shah, Roshan, 60 Space Age, 132
(RCMP), 14, 60, 100, 163, 258 the Shamrock Summit, 116 space technology, 450
Royal Commission on Aboriginal Shaw, Tanya, 120 Spain, 150, 276-277
Peoples, 45, 59 Sheardown, John, 442 Spar Aerospace, 450
Royal Commission on Bilingualism Shell Committee, 192 specific land claims, 96—97
and Biculturalism, 414 shell shock, 206 Speer, Christopher, 158
Royal Commission on the Status of Shepherd. H.T., 342 Spence, Robert, 70
Women, 430, 431 Shkordoff, Lara, 39 Spinks, Nora, 51
Royal Naval Air Service, 181 Shopify, 49 Sports Illustrated, 133
Royal Northwest Mounted Police Sicily, 296 Springhill mining disaster, 355
(RNWMP), 208 Sifton, Clifford, 232 Sputnik I, 375
Royal Rifles of Canada, 290 the Sigvaldassons, 359 Squamish First Nation, 125, 126
Ruddick, Maurice, 355 Sikhs, 7 St. Laurent, Louis, 71, 362, 427
rum runners, 209 the Siksika, 226 St. Lawrence Seaway, 346
Rusk, Dean, 439 Simard, Francis, 422 St. Louis, 274, 279
Russell, Bertrand, 379 the sixties Stacey, C.P., 184, 279
Russia, 68, 122, 142, 155, 174, 175, being Canadian, 403—407 stagflation, 448
187225 2255232, 235, 241, 270 human rights, demand for, 396— Stalin, Joseph, 270, 271, 285, 286, 291,
see also Soviet Union 402 370
Rwanda, 53, 143, 144, 151-153, 154 Québec, 411-424 Stanley, George, 403, 405
Ryan, Claude, 421 reasons for change, 394-395 statistical data, 248-249
Ryder, Serena, 131 social programs, improvement Statistics Canada, 34, 35, 51, 67, 123
of, 388-393 status Indian, 114

S the Skubas, 393

sleeper agent, 162
Statute of Westminster, 220
Ste-Croix, Gilles, 41
Sainte-Marie, Buffy, 395
Slovenia, 149 sterilization, 104, 262
Sakai, Takehiko, 304
smartphones, I11 Stevens, Henry H., 236
same-sex marriages, 102, 103
Smith, Alisa, 126 Stewart, C.A., 342
Saskatchewan, 74, 191, 202, 255, 260,
Smith, Danielle, 75 stock market crash of 1929, 253
359, 389-390, 391
Smith, Frank, 414 Stony Point First Nation, 96
Saudi Arabia, 122
Snowden, Edward, 134 Stout, Madeleine Dion (Keteskwew),
Scammell, Ernest, 206
Sobibor, 306 230
Scar Lands, 50
social change, 36-38, 103, 241, 252, Stowe, Emily, 202
Scheldt River, 300
331 Strauss, Lewis, 304
Schmeiser, Percy, 124
Social Credit Party, 62, 259 strikes, 206-208, 361, 390
Schreyer, Christine, 59
social justice, 32, 425—430 suburbs, 350-351
scientific advances, 51, 217, 294-295,
social media, 39, 52, 112 Sudan, 144
450
social programs, 359-360, 388-393 Sudetenland, 273, 284
scientists, 381
social reform, 238-240 Suez crisis, 382-383
Scott, Duncan Campbell, 227, 228
social safety net, 65, 388 suffrage, 202—203
Seasonal Agricultural Workers
socialism, 259 superpower, 370
Program, 63

484 Creating Canada * MHR

Supreme Court of Canada, 63, 86, 93, tribunals, 154 United Nations Security Council, 144,
99, 101, 104, 105, 114, 124, 135, Triple Alliance, 175, 176 147, 154, 161, 377
204, 362, 396, 400, 428 Triple Entente, 175 United States, 50, 115, 122, 142, 150,
sustainable, 126 Trudeau, Pierre Elliott, 82, 83, 84, 85, ss, AUS), AINE DE SUN Shey
Suzuki, David, 50, 124, 318, 319 87, 88, 102, 391, 397, 399, 400, and Arctic Ocean, 68
Svitalsky, Richard and Slavomir, 115 402, 415, 418-419, 420, 422, atomic bomb, 5, 303, 304, 347
Sweden, 284 424, 426, 429, 430, 436, 440, and Canada, relationship with,
Sweeney, Richard, 184 446, 449, 451, 454 263-267, 436
Syria, 153, 163, 188 Truman, Harry, 303, 377 Canadian auto industry,
Truth and Reconciliation Commission, Americanization of, 264—265
iF 9, 59 civil rights movement, 354, 394
tuberculosis, 218 Cold War, 140
T. Eaton Co., 212
Tulchinsky, Karen X., 398 Cuban missile crisis, 439—440
Taliban, 13, 53, 157, 158
Turkey, 219, 437 cultural influences, Canadian
tariff, 115, 132, 264
Turnbull, Barbara, 104 responses to, 267
Taylor, Ken, 442, 443
Turner, John, 87, 421 free trade, 116, 117
Tazreen Fashion garment factory, 121
Turpin, Ronald, 399 Gulf War, 147-148
technological changes, 51, ae PAVE
Tutsis, 151-153 immigrants to Canada, 232, 233
260-261, 265, 294-295, 336,
the twenties, 210-218 immigration policy, 263
352, 450
see also post-World War I international trade, 264
Tegan and Sara, 41
Two-Row Wampum Treaty, 95 isolationism, 263-264
Telegdi, Andrew, 162
Typhoon Hatyan, 143 Prohibition, 209
telephones, 217
softwood lumber dispute, 118
Telesat Canada, 450
Vietnam War, 441—442
television, 131, 352 U World Trade Center attack, 13,
terrorism, 162 U-boats, 181, 292
156-163
Third Battle of Ypres, 185 Wkraimen lor (lOO 2255 252405 1h
World War I, 176, 187
the thirties. See Great Depression; 241, 298
World War II,.290, 303
post—World War I UN Convention on the Rights of the
Universal Declaration of Human
Thompson, Leonard, 218 Child, 141, 152
Rights, 325-327, 388, 401
Thomson, Tom, 215, 216 UN Division of Human Rights, 327
universal health care, 389-391
Tibet s1 UN World Food Programme, 325
“Universal Soldier” (Sainte-Marie),
Timbrell, Robert Walter, 288 unemployment, 72, 205, 254, 448
395
Time magazine, 163, 267, 397 UNICEF, 148
The Unjust Society (Cardinal), 426,
Time Warner, 133 Union Nationale, 260, 269, 412, 413
427
timelines, 11, 25, 48, 169, 247, 333 unions, 206-208, 360-361, 445
Unruh, Alida, 343
Tisdall, Frederick, 261 Unique Solutions Designs Ltd., 120
uranium, 347
Tito, Josip, 149, 150 United Auto Workers, 445
urbanization, 35, 212, 268, 350
Todd, Amanda, 52 United Farm Women’s Association,
Tooth, Sarah, 159 262
Toronto (HMCS), 320 United Food and Commercial Workers V
totalitarianism, 270, 277-278 (UFCW) of Canada, 63 Vancouver, 74, 113
Towes, Harry, 371 Jnited Kingdom, 134, 403 Vanier, Georges, 417
Trades and Labour Congress, 361 nited Nations (UN), 53, 122, 141,
Cae Vatley, F.H., 215
trading partners, 211 144, 150, 152, 324-327, 382, 436 veto, 85
traditional territories, 97 United Nations Convention on Vichy France, 288
tramps, 252 the Rights of Persons with Victory Bonds, 189, 312
Trans-Canada Airlines, 260 Disabilities. See people with Vietnam, 438
Trans-Canada Highway, 345 disabilities Vietnam War, 395, 401, 441-442
transfer payments, 71 United Nations Emergency Force Vikings, 129
Traoré, Moussa, 141 (UNEF), 383 Vimy Ridge, 183-184
Travers, Jim, 53 United Nations General Assembly, visual art, 215-216
Treaty of Versailles, 188, 251, 271, 141, 327, 383 Voice of Women, 380, 381
284, 285 United Nations Human Rights voting rights, 191, 202—203, 342, 358
treaty rights, 94 Committee, 97, 114 Vuchetich, Evgeny, 324
Treblinka, 306
trench warfare, 180

MHR ® INDEX
 in House of Commons, 202 statistics, 188
W leading occupations, 1891 and Treaty of Versailles, 188
Wabano, Joyce Spence, 231
2009, 349 trench warfare, 180
Wabano, Marguerite, 231
Persons Case, 204 War Measures Act, 190
wage and price controls, 312, 313, 449
political change, 202-204 weapons of war, 178-179
Waisman, Robbie, 339
post—World War I, 200-204 Western Front, 1914, 180
Walker, Ali, 75
post—World War II, 344, 349 women, role of, 177, 191
wampum belt, 95
right to vote, 191, 202-203 World War II, 245
war brides, 338
suffrage, 202—203 see also World War II (home
war crimes, prosecution of, 307
in World War I, 177, 191 front)
War Measures Act, 190, 209, 317, 371,
in World War II, 296, 298, 320, atomic bomb, 5, 303, 304
418-422
321 Battle of Britain, 289, 294
war veterans, 200, 205, 206, 344
Wong, Agnes, 320 Battle of Dunkirk, 288
Warner, Agnes, 182
Wood, Henry Wise, 266 Battle of the Atlantic, 292
Warner, Phyllis, 289
Woodsworth, J.S., 208, 238, 239, 259, Battle of the Scheldt, 300
Warsaw Pact, 374
359 blitzkrieg, 286
Wartime Information Board, 315
workers, and globalization, 120 Bomber Command, 305
Wartime Prices and Trade Board
workplace conditions, 360-370 Canada, early role of, 286-293
(WPTB), 313
World Health Organization (WHO), Canada, role in ending the war,
Wartimes Elections Act, 194
141, 325 296-303
Watt, Charlie, 35
World Summit for Children, 141 Canadian military, changes in,
Watt-Cloutier, Sheila, 67
World Tamil Movement, 162 298
weapons of mass destruction (WMD),
World Trade Center attack, 13, 156— casualties, 291, 300
148, 161
163 collaborators, 287
weapons of World War I, 178-179
World Trade Organization (WTO), concentration camps, 272, 306,
the West, 74—75
115-116, 118, 119 324
West Germany, 145
World War I, 157, 173 D-Day, 299-300, 310
Wetaskiwin (HMCS), 292
in the air, 181 declaration of war, 285
wheat pools, 266
alliances, 175 Devil’s Brigade, 297
White, Bob, 445
Battle of Passchendaele, 185 Dieppe, 291, 314
White, Frieda, 320
Battle of the Somme, 179, 182 ethical issues, 305-307
White Paper, 425
Battle of Vimy Ridge, 183-184 France, surrender of, 288
Williams, Danny, 73
Canada goes to war, 176 German and Soviet invasion,
Williams, Jody, 142
Canada’s Hundred Days, 187 286
Wilson, Alan, 322
Canadian enlistments, 192 German expansion, 1935-1941,
Wilson, Bertha, 99
Canadian involvement in, 174— 284
Wilson, Cairine, 204
177 Hitler turns on Soviet Union,
Wilson, Nina, 98
casualties, 182, 185, 188, 192, 291
Wilson, Woodrow, 188, 221
199 Holocaust, 306-307
Winnipeg General Strike, 14, 207—
causes of, 174 Juno beach, 300
208, 259
conscription, 192-194 justice, 307
Wiwa, Ken, 31
consequences, 188 liberation of Europe, 300-302
Wobblies, 207
discrimination in Canadian Maginot Line, 288
Wolfman, David, 130
Forces, 177 Operation Overlord, 299, 300
Woman’s Christian Temperance
financing the war effort, 189 the Pacific, war in, 290, 303
Union, 209
gas warfare, 182 planning to take back Europe,
women
land exchanged during, 187 296-297
in Afghanistan, 160
march to war, timeline, 175 Resistance, 287
in auto industry, 265
nationalism, 175 science and technology, 294—
and change, 201
postwar. See post-World War I 295
changing attitudes about, 195
propaganda, 189 setting the stage for, 284
and the Charter, 99-101
recruitment, responses to, 176 surrender of Germany, 302
equality, 429—430
response at home, 189-195 tipping point, 285
and equality, 38
at sea, 181 war crimes, prosecution of, 307
firefighters, 101
size of armies, 174 women, role of, 296, 298
gender wage gap, 38, 100

Creating Canada * MHR

World War II (home front)
British Commonwealth Air
Training Plan (BCATP), 321
censorship, 315
central planning, 312-315
community efforts, 322-323
conscription, 316-317
fashion, 323
government war policies, effect
of, 312-318
internment camps, 317-319
paying for the war, 312
propaganda, 315
rationing, 313
support of war effort, 320-323
wage and price controls, 312,
313
war atrocities, effect of, 324-327
women, 320, 321
World Wide Web, 110, 111
see also Internet
worldwide organizations, 114
Wynne, Kathleen, 1, 41, 393, 398
Wynnick, Katheryn, 129

Y
Young, Neil, 406
Yousafzai, Malala, 160
Ypres, Belgium, 185, 186
Yugoslavia, former, 53, 144, 149-150,
154, 401
Yukon, 66, 96

Z
Zaire, 143
Zernitsky, Kain, 402
Zinn, Howard, 16

MHR ® INDEX
Image Credits
Cover (clockwise) Songquan Deng/Shutterstock, Erik Photo Library; 52 Reuters/Brett Gundlock/Landov; 55 ©
Christensen/The Globe and Mail/CP Images, The Canadian Michael de Adder/Artizans.com
Press/Nathan Denette, The Canadian Press/Sean Kilpatrick,
NASA, Peter Power/GetStock.com, Christopher J. Woods/ Chapter 2 56 (left) Chris Wattie/Reuters/Landoy, (right)
Canada Dept. of National Defence/Library and Archives/PA- Steve Russell/GetStock.com; 58 (left to right) © Dole/
142289 Shutterstock, © Andre Blais/Shutterstock, © Gary Scott/
Dreamstime; 60 (left) Paul Watson/GetStock.com, (right)
Prologue 1 (top) The Canadian Press/Michelle Siu, (middle), The Canadian Press/Bill Graveland; 61 (top) The Canadian
The Canadian Press/Darren Calabrese, (bottom left) Press/Toronto Sun/Paul Henry, (bottom, left to right) Rick
Christopher Pike/Reuters/Landov, (bottom centre) The Madonik/GetStock.com, Tannis Toohey/GetStock.com, Fred
Canadian Press/The Intelligencer/Luke Hendry, (bottom Lum/The Globe and Mail/CP Images; 62 The Canadian
right) CP Images/Maclean’s magazine/Andrew Tolson; 7 Press/Winnipeg Free Press/Joe Bryksa; 63 Tannis Toohey/
Museum of Vancouver Collection: H982.217.104; 9 (top) GetStock.com; 64 The Canadian Press/Sean Kilpatrick; 67
Library and Archives Canada/Credit — Topley Studio/ The Canadian Press/Kevin Frayer; 69 (top) The Canadian
William James Topley collection/Accession 1936-270, Press/Jeff McIntosh, (bottom) RCMP/Library and
DAPDCAP 398273/nlc-10525, (bottom) The Canadian Press/ Archives Canada/C-089343; 71 © The Globe and Mail, all
Darryl Dyck, 11 (top to bottom) Glenbow Archives/ rights reserved/CP Images; 73 (left) Peter Jones/Reuters/
ND-3-2854, Boris Spremo/Toronto Star, Fred Lum/The Landoy, (right) Chris Wattie/Reuters/Landov; 74 © Ingram
Globe and Mail, 13 AP Photo/Chao Soi Cheong/ Publishing/AGE Fotostock; 75 Ashley Cooper pics/Alamy;
CP Images; 15 Toronto Star Archives/GetStock.com; 17 (top) 77 David Martel, TRCF, www.tref.ca; 78 © Michael de
Underground, Glace Bay, 1905, photographer unknown, Adder/Artizans.com
80-18-4198, Beaton Institute, Cape Breton University,
(bottom) Toronto Star/GetStock.com Chapter 3 82 (top) The Canadian Press/Ron Poling,
(bottom) The Canadian Press/Andy Clark; 84 Glenbow
Course Challenge 18 The Canadian Press/Jonathan Archives/NA-4476-1406; 86 The Canadian Press/Ron
Hayward Poling; 87 CP/Fred Chartrand; 88 The Canadian Press/
Fred Chartrand; 89 CP Picture Archive/Winnipeg Free
Unit 1 23 The Canadian Press/Andrew Vaughan; 25 (top Press/Wayne Glowacki; 91 © Adrian Raeside; 93 © Philip
to bottom) The Canadian Press/Ron Poling, AP Images/ Gould/Corbis; 94 The Canadian Press; 95 ©Syracuse
Visar Kryeziu/CP Images, The Canadian Press/Journal Newspapers/John Berry/The Image Works; 97 Michael
de Montréal/Raynald Leblanc, The Canadian Press/Fred Wheatley/Alamy; 98 Steve Russell/GetStock.com; 99 Patti
Chartrand Gower/GetStock.com; 100 (left) Reprinted with permission
from the RCMP/GRC, (right) The Canadian Press/Aaron
Chapter 1 28 (left) The Canadian Press/AP Photo/Michel Vincent Elkaim; 101 (left) The Canadian Press/COC/J.
Euler, (right) The Canadian Press/Jeff McIntosh; 30 Merrithew, (right) The Canadian Press/Andrew Vaughan;
PhotoLink/Getty Images, (insert) The Canadian Press/ 103 picturelibrary/Alamy; 104 Scott Gardiner/GetStock.com;
Frank Gunn; 31 Claro Cortes [V/Reuters/Landov; 33 Alex 105 (top left) Courtesy of Rory Leishman, (top right) The
Ferguson; 35 The Canadian Press/Steve White; 36 The Canadian Press/Tom Hanson, (bottom) Courtesy of Thomas
Canadian Press/AP Photo/Binod Joshi; 37 Tara Walton/ Axworthy
GetStock.com; 38 CP Images/Mario Beauregard; 39 ©
Jackie Noble; 40 (top) Courtesy of the City of Greater Chapter 4 108 © Bado/Artizans.com; 111 (top) © Ted
Sudbury/Ville du Grand Sudbury, (bottom left) Andrew Soqui/Corbis, (bottom) leungchopan/Shutterstock; 113 Udo
Francis Wallace/GetStock.com, (bottom right) Ray Weitz/Bloomberg News/Landoy; 115 © R&S Svitalsky/
Mickshaw/Wirelmage/Getty Images; 41 (left to right) Artizans.com; 116 Gary Hershorn/Reuters/Landoy; 117
The Canadian Press/Aaron Vincent Elkaim, CP Images/ CP Images/Stephen C. Host; 118 © Roy Peterson/Artizans.
Graham Hughes, Jeff Bottari/AP Images for Human Rights com; 119 © Michael de Adder/Artizans.com; 120 (top)
Campaign/CP Images; 42 John Lehmann/The Globe and Chris Wattie/Reuters/Landov, (bottom) Photo: Sandor Fizli,
Mail/CP Images; 43 Matt Barnes/Shaw Media, courtesy of courtesy Unique Solutions; 121 Stringer/Bangladesh/Reuters/
Arisa Cox; 44 (top) Pete Ryan/National Geographic/Getty Landov; 122 John Zada/Alamy; 123 The Canadian Press/
Images, (bottom) The Canadian Press/Shaney Komulainen; Tannis Toohey; 125 The Canadian Press/Chuck Stoody;
45 The Canadian Press/Ryan Remiorz; 48 Courtesy of Kathy 126 (top) Toronto Star/GetStock.com, (bottom) Used with
and Pablo Gorecki, © Paula Joiner; 49 Jean Levac/Ottawa permission of the Algoma District School Board; 128 © Kirk
Citizen, reprinted by permission; 50 David Nunuk/Science Anderson/Artizans.com; 129 Jonathan Hession/©History

488 Creating Canada * MHR

Channel/courtesy Everett Collection/CP Images; 130 The Jessop/Library and Archives Canada/PA-03012, (bottom
Canadian Press/Nathan Denette; 131 Mark Spowart/Alamy; right) Glenbow Archives/NA-273-1; 197 Library and
132 Digital Vision/Photodisc/Thinkstock; 133 The Canadian Archives Canada/PA-003201
Press/AP Photo/HO; 134 The Canadian Press/AP Photo/HO;
135 Moe Doiron/The Globe and Mail/CP Images Chapter 7 198 (left) © All rights reserved, “A Canadian
Soldier at Home, 1919,” reproduced with the permission of
Chapter 5 138 The Canadian Press/Frank Gunn; 140 © DND 2014, (right) CWM 19800471-005 George Metcalf
Reuters/Corbis; 141 The Canadian Press/Ryan Remiorz; Archival Collection © Canadian War Museum; 200 Halifax
142 Dave Chan/AFP/Getty Images; 143 CP Photo/Stuart Herald, Feb 15, 1919, In Hou, Charles and Cynthia, Great
Nimmo; 144 AP Photo/Anja Niedringhaus/CP Images; 145 Canadian Political Cartoons: 1915 to 1945, Moody’s
The Canadian Press/AP Photo/Thomas Kienzle; 148 The Lookout Press; 201 Library and Archives Canada/a200745;
Canadian Press/Adrian Wyld; 150 The Canadian Press/ 203 © Bettmann/Corbis; 204 © David Tanaka; 205 City of
Richard Lam; 152 (left) Kareem Raheem/Reuters/Landov, Toronto Archives, Fonds 1244, Item 903; 207 Toronto Star
(right) Gianluigi Guercia/AFP/Getty Images; 153 (top) © Archives/GetStock.com; 208 Archives of Manitoba/Wilson,
Regent Releasing/courtesy Everett Collection/CP Images, William 3 (N11754); 209 © Underwood & Underwood/
(left) AP Photo/Bilal Hussein/CP Images, (right) AP Photo/ Corbis; 210 (top) Lakeshore Boulevard, Toronto during
Ivan Sekretarev/CP Images; 154 Mike Nelson/AFP/Getty a snowstorm (1925), Archives of Ontario, C7-3, 29241,
Images; 158 HO/Reuters/Landov; 159 The Canadian Press/ (bottom) Inga Locmele/Shutterstock; 212 Used with
Adrian Wyld; 160 (top to bottom) Photo: Richard Sibbald, permission of Sears Canada Inc., Library and Archives
courtesy of Judy Rebick, photo: Greer Gattuso, used with Canada/e010764793; 213 (top) Toronto Star Archives/
permission of Margaret MacMillan, European Pressphoto GetStock.com, (bottom) Library and Archives Canada/
Agency B.V./Alamy; 161 (top) Ray Stubblebine/Reuters/ e010764800; 214 Chronicle/Alamy; 215 (top) Emily Carr, Big
Landov, (bottom) © Glenn Foden/Artizans.com; 162 AP Raven, 1931, oil on canvas, Collection of the Vancouver Art
Photo/Rich Pedroncelli; 163 The Canadian Press/Tom Gallery, Emily Carr Trust, (photo) Trevor Mills, Vancouver
Hanson Art Gallery; VAG 42.3.11, (bottom left) Collection of the
Winnipeg Art Gallery, Gift of Mr. John A. MacAulay,
Unit 2 167 Library and Archives Canada/National Archives Q.C. Accession #: G-56-16, photo credit — Ernest Mayer,
of Canada Fonds/Accession 1983-28-832; 169 (top to The Winnipeg Art Gallery © Stewart Sheppard, used with
bottom) Canada Dept. of National Defence/Library and permission of Stewart Sheppard, (bottom right) A.J. Casson,
Archives Canada/PA-000279, Archives of Manitoba/Wilson, Swamp, Sawyer’s Lake, 1957, Tom Thomson Art Gallery,
William3 (N11754), © David Tanaka, Toronto Star Archives/ Owen Sound, Ontario, gift of Mr. Jennings Young, used with
GetStock.com permission; 216 Tom Thomson (Canadian, 1877-1917) The
West Wind winter 1916-1917, oil on canvas 120.7 x 137.9 cm,
Chapter 6 172 Canada Dept. of National Defence/Library Art Gallery of Ontario; 217 (top) Glenbow Archives/NA-
and Archives Canada/PA-000279; 176 © Hulton-Deutsch 1019-68, (bottom) Ingram Publishing/Super Stock; 218 The
Collection/Corbis; 177 (top) Heritage Resources #3576, Thomas Fisher Rare Book Library, University of Toronto;
Saint John, NB, (bottom) Glenbow Archives/NA-3233-6; 220 Aitken Ltd./Library and Archives Canada/C-001690;
178 (right) © All rights reserved, photo by Cpl JF Lauzé, 223 David Wei/Alamy
Canadian CF-18 Fighter Jet Hornet 2007 CK2007-0108-
62, reproduced with the permission of DND 2014, (left) Chapter 8 224 (left) Glenbow Archives/P-4346B-1/Poster
© Bettman/Corbis; 179 Arterra Picture Library/Alamy; 18, (right) The Gazette (Montreal) © 1939/Library and
181 (top) Library of Congress/LC-USZC4-1502, (bottom) Archives Canada/PA-107943; 226 Glenbow Archives/NA-
William Rider-Rider/Library and Archives Canada/ 2635-98; 227 Yousuf Karsh/Library and Archives Canada/
PA-001654; 182 © Corbis; 183 (top) © Bettman/Corbis, PA-165842/e010752290; 228 Canada, Dept. of National
(bottom) Tom Hanley/Alamy; 184 (top) CP Images, Defence/Library and Archives Canada/PA-007439; 229
(bottom) The Toronto Daily Star, April 10, 1917; 184 Library.and Archives Canada/PA-042133; 230 (top left)
Mark Reid, Canada’s History Magazine; 185 © Hulton- Kamloops Museum & Archives/6167, (top right) Used with
Deutsch Collection/Corbis; 186 Chris So/GetStock.com; permission of Madeleine Dion Stout, (bottom) Toronto Star
189 CWM 19850475-013 © Canadian War Museum; 190 Archives/GetStock.com; 231 (top) Chris Wattie/Reuters/
Glenbow Archives/NC-54-4336; 191 Cyril Jessop/Library Landov, (bottom) The Canadian Press/Pool/Chris Wattie;
and Archives Canada/PA-03012; 192 Interfoto/Alamy; 193 233 Library and Archives Canada/C-055048: 234 © Paul
(left) Library and Archives Canada/C-009092, (right) Talbot A. Souders/Corbis; 235 Vancouver Public Library, Special
Mercer Papineau/Library and Archives Canada/C-013222; Collections, VPL 6232; 236 (left) Library and Archives
194 William Rider-Rider/Library and Archives Canada/ Canada/PA-034016, (right) Courtesy of Karen Cho, photo
PA-002279; 195 (top left) Gladwish & Mitchell/Library by Jérémie Battaglia; 238 Halifax Herald, June 16, 1927,
and Archives Canada/C-007869, (bottom left) Archives of in Hou, Charles and Cynthia, Great Canadian Political
the City of Montreal, Fonds BM1 (P0515), (top right) Cyril Cartoons: 1915 to 1945, Moody’s Lookout Press, 2002, p. 97;

MHR *® PHOTO CREDITS

240 Library and Archives Canada/C-086484; 241 © Sergii Canada/PA-116836; 293 Courtesy of Brian Close; 294 David
Kharchenko/NurPhoto/Corbis Parker/Science Photo Library; 295 Research and Development
Division, Schenley Laboratories Inc., Lawrenceburg, Indiana,
Unit 3 245 CP Images/Mark Spowart; 247 (top to bottom) USA; 296 Deborah Baic/The Globe and Mail/CP Images;
DIZ Muenchen GmbH, Sueddeutsche Zeitung Photo/ 297 (top) © Hulton-Deutsch Collection/Corbis, (bottom left)
Alamy, Toronto Star Archives/GetStock.com, PO Edward Christopher J. Woods/Canada Dept. of National Defence/
W. Dinsmore/Canada Dept of National Defence/Library and Library and Archives/PA-142289, (bottom right) Reproduced
Archives Canada/PA-128241, from Saskatchewan History & with the permission of Veterans Affairs Canada www.vac-
Folklore Society’s Everett Baker Slide Collection Slide #5936 acc.gc.ca; 298 AP Photo/David Vincent/CP Images; 300
Orville Fisher. D-Day — The Assault, CWM 19710261-6231,
Chapter 9 250 (right) United States Holocaust Memorial Beaverbrook Collection of War Art © Canadian War Museum;
Museum, courtesy of National Archives and Records 302 From Saskatchewan History & Folklore Society’s Everett
Administration, College Park, (left) USHMM, courtesy of Baker Slide Collection Slide #5936; 305 (top) William
National Archives and Records Administration, College Park; Vandivert/Time Life Pictures/Getty Images, (bottom) William
252 The Worker, July 3, 1933. In Hou, Charles and Cynthia, Vandivert/Time Life Pictures/Getty Images; 306 USHMM,
Great Canadian Political Cartoons: 1915 to 1945, Moody’s courtesy of Albert Abramson; 307 Raymond D’Addario/
Lookout Press, 2002, p. 136; 253 (left) City of Toronto Galerie Bilderwelt/Getty Images; 308 Charles Comfort, The
Archives, Fonds 1244, Item 1683, (right) Vancouver Public Hitler Line, CWM 19710261-2203, Beaverbrook Collection of
Library, Special Collections, VPL 8834; 254 (top) Glenbow War Art © Canadian War Museum
Archives/NA-3392-1, (bottom) Toronto Star Archives/
GetStock.com; 255 Glenbow Archives/NA-2928-26; 256 © Chapter 11 310 (top) Ronny Jaques/National Film Board
Bettmann/Corbis; 257 Toronto Star Archives/GetStock.com; of Canada, Library and Archives Canada/e000762114,
258 City of Regina Archives Photograph Collection, CORA- (bottom) The Tide Comes In, John Collins, 1944, 20th
RPL-B-393; 259 Glenbow Archives/NA-1170-4 and NA-1170- Century, M965.199.4595 © McCord Museum; 312 Choose
5; 260 Keith Beaty/Toronto Star via Getty Images; 261 (top) Your Bonds, CWM 19920108-012 © Canadian War Museum;
Hospital Archives, The Hospital for Sick Children, Toronto, 313 (left) The Gazette/Library and Archives Canada/
(bottom) John T. Fowler/Alamy; 262 CP Images/Edmonton PA-108300, used with permission of The Gazette, (right)
Journal; 263 © ShwickI|Dreamstime.com; 264 Andre Jenny/ Speaking of Sacrifice, John Collins, September 16, 1942, 20th
Alamy; 265 © Old Visuals/Jupiter Images; 266 (left) Glenbow Century M965.199.3366 © McCord Museum; 314 Library
Archives/NB-16-304, (right) © Terry Reith; 267 © CBC; 268 and Archives Canada/C-087431; 315 © 1944 National Film
Canada Dept. of Mines and Technical Surveys/Library and Board of Canada/Office national du film du Canada, all rights
Archives Canada/PA-020132; 269 Canadian Broadcasting reserved/tous droits reserves; 316 (left) The Gazette/Library
Corporation/Library and Archives Canada/C-019526; 270 and Archives Canada/PA-107910, (right) The Canadian Press/
Collection International Institute of Social History, Amsterdam; Chuck Stoody); 317 Just His Meat! John Collins, October
271 USHMM, courtesy of Richard Friemark; 272 City of 30, 1941, 20th Century. M965.199.3242 © McCord Museum;
Toronto Archives Fonds 1266, item 30791; 273 (left) Toronto 318 Canada Dept. of National Defence/Library and Archives
Star Archives/GetStock.com, (right) PA Photos/Landov; 274 Canada/PA-112539; 319 CP Photo/Sharon Doucette; 320 (left)
The Canadian Press/AP Photo, (insert) United States Holocaust Ronny Jaques/National Film Board of Canada/Library and
Memorial Museum, courtesy of Dwight D. Eisenhower Library; Archives Canada/PA-108043, (right) National Film Board of
274 The Canadian Press/AP Photo; 275 © Bettman/Corbis; 276 Canada/Library and Archives Canada/e000761727; 321 (top)
The Print Collector/Alamy; 277 Geza Karpahti/Library and Paraskeva Clark, Parachute Riggers, CWM 19710261-6231,
Archives Canada/C-067451; 278 U.S. National Archives and Beaverbrook Collection of War Art © Canadian War Museum,
Records Administration photo no. 1131 (War & Conflict) (bottom) Lynn Philip Hodgson — Inside Camp X; 322
Popperfoto/Getty Images; 323 (top) Popperfoto/Getty Images,
Chapter 10 282 (top) Lieut. Donald I. Grant/Canada Dept. (bottom) Library and Archives Canada/e010695870; 324
of National Defence/Library and Archives Canada/PA- GFC Collection/Alamy; 325 (top) © UNICEF Canada/2008,
140683, (bottom) The Canadian Press/Ryan Remiorz; 285 (bottom) McGill University McGill Reporter 1988 (cover
Commemorative Nazi postcard/The Canadian Press; 286 F.C. page), “Magna Carta of Mankind Uncovered at McGill,”
Tyrell/Canada Dept. of National Defence/Library and Archives November 2, 1988, vol. 12, no. 7, McGill University Archives;
Canada/PA-163405; 287 Courtesy of Margaret Hoogeveen; 326 UN Photo/Greg Kinch; 327 UN Photo; 329 Dime
288 (top) Popperfoto/Getty Images, (bottom) The Canadian Comics, vol. 1, no. 5, June 1942, p. 36/Library and Archives
Press/AP Photo; 289 Paul Popper/Popperfoto/Getty Images; Canada/C-099610
290 Canada Dept. of National Defence/Library and Archives
Canada/PA-116791; 291 (top) Capt. Frank Royal/Canada Dept. Unit 4 331 The Canadian Press; 333 (top to bottom) © All
of National Defence/Library and Archives Canada/PA-113245, rights reserved, photo 135-IMG0084, reproduced with the
(bottom) Ullstein Bild/The Granger Collection, New York; permission of DND 2014, The Canadian Press, The Canadian
292 Canada Dept. of National Defence/Library and Archives Press, The Canadian Press/Ron Poling

Creating Canada * MHR

Chapter 12 336 (top left) ©Car Culture/Corbis, (top right) Corbis, (bottom right) The Canadian Press/Maclean’s/Rich
Eric Cole/GetStock.com, (bottom) Harold M. Lambert/ Chard); 383 Popperfoto/Getty Images; 384 © Adrian Raeside
Getty Images; 338 City of Toronto Archives/Fonds 1266, Item
102055; 339 Chris Lund/National Film board/Library and Chapter 14 386 (top) The World Is Coming, ca. 1963-1966
Archives Canada/PA-152023; 341 Dan Callis/CP Images; © Government of Canada, reproduced with the permission
342 City of Toronto Archives/Fonds 1266, Item 104988; 343 of Library and Archives Canada (2014), source — Library
Reuters/Landov; 344 John F. Mailer/Library and Archives and Archives Canada/Canadian Corporation for the 1967
Canada/PA-193038; 345 Glenbow Archives/NA-5600- World Exhibition Fonds/e000988791, (middle) Doug Griffin/
6893a; 346 National Film Board of Canada/Library and GetStock.com, (bottom) Canada Pavilion at night at Expo
Archives Canada/PA-206919; 347 Willis D. Vaughn/National 67, 1967 © Government of Canada, reproduced with the
Geographic/Getty Images; 348 The Canadian Press; 349 permission of Library and Archives Canada (2014), source
J. Baylor Roberts/National Geographic/Getty Images; 350 — Library and Archives Canada/Canadian Corporation for
(left) City of Toronto Archives/SC 128, Series 380, Item 178, the 1967 World Exhibition, Fonds/e000995982; 388 January
(right) Vancouver Public Library, Special Collections, VPL 6, 1955, p. 27/Toronto Star; 389 Chris Lund/National Film
41006A; 351 (top) Toronto Star Archives/GetStock.com, board/Library and Archives Canada/PA-116675; 390 (top)
(bottom) City of Toronto Archives/Fonds 1266, Item 381, File Saskatchewan Archives Board/F-A12109-4, (bottom)
302, ID11893-15; 352 (top) Antiques & Collectables/Alamy, Courtesy of Cecillon Family; 391 © Jose Luis Pelaez Inc/
(bottom) ClassicStock/Alamy; 353 (left) © Bettman/Corbis, Blend Images LLC; 392 The Canadian Press; 393 The
(right) Leo Harrison/GetStock.com; 354 © Flip Schulke/ Canadian Press/Winnipeg Free Press/Joe Bryksa; 394
Corbis; 355 Carl Mydans/Time Life Pictures/Getty Images; Michael Wheatley/Alamy; 395 Copy courtesy of the William
356 Paul Watson/GetStock.com; 357 Evangéline De Pas, Web- Ready Division of Archives and Research Collections,
documentary /qgaumavara; 358 In Hiawatha Council Hall on McMaster University Library; 396 Jim Rankin/GetStock.
occasion of federal byelection, 1960 © Government of Canada, com; 397 Photo: Prime Minister Trudeau © Library and
Reproduced with the permission of Library and Archives Archives Canada, reproduced with the permission of Library
Canada (2014), source — Library and Archives Canada/credit and Archives Canada, source — Library and Archives
— Nick Nickels/Department of Indian Affairs and Northern Canada/credit — Duncan Cameron/Duncan Cameron
Development, Fonds/PA-123915; 359 S.J. Bailey/Library and Fonds/C-027281; 398 Frank Lennon/Toronto Star/CP Images;
Archives Canada/PA-167630; 360 The Canadian Press; 361 399 Barry Philp/GetStock; 400 Don Farrall/Getty Images;
The Canadian Press/Ryan Remiorz; 362 (top) Empire Day in 401 Michel Setboum/Getty Images; 402 Stock Illustration
the Schools of Ontario (1954), Archives of Ontario, Gov’t Doc Source/Getty Images; 403 Fanatic Studio/Thinkstock;
Ed/Em 1954, (right) Baldwin Room Broadsides and Printed 404 (top left) sigurcamp/iStock/Thinkstock, (top right)
Ephemera Collection, Toronto Public Library (TPL); 363 (top) Wikipedia, (bottom) The Canadian Press; 405 (top left)
The Canadian Press/Michael Burns, (bottom) CBC Still Photo Gar Lunney/Library and Archives Canada/C-006779, (top
Collection; 364 Richard Arless Jr., The Gazette (Montreal) right) © Bettman/Corbis, (bottom) Image of the drawing
© 2006; 365 (top) Sudbury. M2000.83.104 © McCord of the Canadian flag by G.K.G. Stanley, 1964 © Government
Museum, (bottom left) M986.287|PaintinglC’est le mois de of Canada, reproduced with the permission of Library and
Marie © McCord Museum, (bottom right) The Enchanted Archives Canada (2014), source — Library and Archives
Owl by Kenojuak Ashevak, photo © Canadian Museum of Canada/Alan B. Beddoe Fonds/Mikan 2727513; 406 Jan
Civilization, The Enchanted Owl, Kenojuak Ashevak, 1960, Persson/Redferns/Getty Images; 407 The Canadian Press/
no. CD 1960-02411, IMG2008-0362-0001-dm. Reproduced Adrian Wyld, Copyright G. Vadas, all rights reserved, used
with the permission of Dorset Fine Arts with permission; 408 Norris, Len, “. . . and now leave these
happy carefree school days ...”” June 9, 1955 © Simon Fraser
Chapter 13 368 The Granger Collection, New York; 370 20th University
Century Fox/The Kobal Collection; 371 The Canadian Press;
372 scanrail/iStock/Thinkstock; 373 Mechanix Illustrated, Chapter 15 410 (top) © Library and Archives Canada,
March 1948, pp60-61; 375 © All rights reserved, photo 135- reproduced with the permission of Library and Archives
IMG0084, reproduced with the permission of DND 2014; 376 Canada, source — Library and Archives Canada/The Gazette
(top to bottom) Courtesy of Andre Beltempo, The Canadian (Montreal) Fonds/PA-157323 (bottom) The Canadian Press;
Press/Don Denton, courtesy of Michael Bliss; 377 Used with 412 © Library and Archives Canada, reproduced with the
permission of Ed Oram; 379 Copy courtesy of the William permission of Library and Archives Canada, source —
Ready Division of Archives and Research Collections, Library and Archives Canada/credit — Duncan Cameron/
McMaster University Library; 380 (top) Copy courtesy of the Duncan Cameron Fonds/PA-108147; 413 The Canadian
William Ready Division of Archives and Research Collections, Press/Toronto Star; 415 Stephen Finn/Shutterstock; 416
McMaster University Library, (left to right) M965.199.4489, The Canadian Press; 417 © Estate of Duncan Macpherson,
drawing, cartoon, Halloween 1945 © McCord Museum, Jack reproduced with permission — TorStar Syndication Services;
Marshall/GetStock.com, American Stock/Getty Images; 381 418 AP Images; 420 (top) © Library and Archives Canada,
(top) Photo by Martin Franklin, (bottom left) © Bettman/ reproduced with the permission of Library and Archives

MHR * PHOTO CREDITS

Canada, source — Library and Archives Canada/credit Chapter 16 434 NASA; 437 David Rubinger/Time Life
— Duncan Cameron/Duncan Cameron Fonds/PA-110806, Pictures/Getty Images; 438 Courtesy of Dr. Chau Pham; 439
(bottom) CP Photo/Peter Bregg; 421 (bottom left) The © Bettman/Corbis; 440 The Canadian Press/Fred Chartrand;
Canadian Press, (top left) The Canadian Press, (right) 441 Copy courtesy of the William Ready Division of Archives
Saskatchewan Archives Board/R-A7922; 422 © Library and Research Collections, McMaster University Library;
and Archives Canada, reproduced with the permission of 442 (top) © Bettman/Corbis, (bottom) The Canadian Press/
Library and Archives Canada, source — Library and Archives AP; 443 Pictorial Press Ltd/Alamy; 444 © Bettman/Corbis;
Canada/credit — Duncan Cameron/Duncan Cameron Fonds/ 445 The Canadian Press/Fred Chartrand; 446 The Canadian
PA-110806; 423 The Canadian Press/Le Soleil; 425 Statement Press/Peter Bregg; 447 (top to bottom) The Canadian Press/
of the Government of Canada on Indian Policy, 1969, Indian Peter Bregg, The Canadian Press/Pat Price, Deborah Baic/The
and Northern Affairs, 1969, reproduced with the permission of Globe and Mail/CP Images, Chris Wattie/Reuters/Landov; 449
the Minister of Public Works and Government Services, 2009, (top) The Canadian Press/Fred Chartrand, (bottom) Glenbow
digital image provided by the Toronto Public Library (TRL); Archives/M-8000-653; 450 The Canadian Press/AP Photo/
426 The Canadian Press; 428 AP Photo/Peter Morgan/CP Aynsley Floyd; 451 The Canadian Press/Daison/Greenpeace/
Images; 431 The Canadian Press/Maclean’s/Peter Bregg; 433 Abacapress.com); 452 (top) AF archive/Alamy, (bottom) ©
The Canadian Press/Bill Grimshaw Ted Spiegel/Corbis; 453 Steve Gschmeissner/Science Photo
Library; 454 CP Photo/Andy Clark; 455 CP Photo/Fred
Chartrand; 456 (left) The Canadian Press/Steve White, (right)
© Bettman/Corbis; 457 © Graeme MacKay/Artizans.com

Text and Figure Credits

Chapter 1 30 Population by year, by province and territory, Chapter 9 279 Loyal Edmonton Regiment Museum, www.
Statistics Canada, CANSIM, table 051-0001 and Population lermuseum.org
and dwelling counts, for Canada, provinces and territories,
2011 and 2006 censuses, Statistics Canada; 33 Reproduced Chapter 10 301 Excerpts from Anderssen, Erin, “He never left
with permission from Canada 9/Will Ferguson © 2005 Lonely my mother. Ever. Ever.” The Globe and Mail, March 31, 2009,
Planet, Used with permission of Molson Coors Canada; 34 courtesy of the Hazzard Family, used with permission
Adapted from Statistics Canada publication, “Population
Projections for Canada, Provinces and Territories, 2005 to Chapter 11 322 Excerpt from Enid Mallory, The Remarkable
2031, Catalogue no. 91-520-XIE, 2005, www.statcan.gc.ca/ Years: Canadians Remember the 20th Century, Toronto:
pub91-520-x/91-520-x2005001-eng.pdf; 38 Based on data Fitzhenry & Whiteside, 2001, p. 149, used with permission
from Gender wage gap http://www.oecd.org/gender/data/
genderwagegap.htm, used with permission; 51 Chart 1, Chapter 12 349 Based on data from Statistics Canada, Labour
Devices used to accéss the Internet, Canadian Internet Use Force Survey; 350 Based on Statistics Canada www40.statcan.
Survey, 2012, http://www.statcan.ge.ca/daily-quotidien/131126/ gc.ca/101/cst01/demo62a-eng.htm; 367 CIA World Factbook
dq131126d-eng.htm, Statistics Canada
Chapter 14 395 “Universal Soldier,’ Buffy Sainte-Marie,
Chapter 2 64 Used with permission of The Green Party published by Universal Music; Publishing Group © Caleb
Music-ASCAP [1963], used with permission; 409 Canadian
Chapter 3 90 Used with permission of Andrew Cohen Broadcasting Corporation

Chapter 8 231 Office of the Prime Minister of Canada © Her Chapter 15 415 Based on Jean-Francois Lepage and Jean-
Majesty the Queen in Right of Canada, 2014; 242 Used with Pierre Corbeil, “The evolution of English-French Bilingualism
permission of Ann Joe; 243 Immigration and Ethnocultural in Canada from 1961-2011,” Insights on Canadian Society,
Diversity in Canada, Figure 2, “Region of birth of immigrants 75-006-X, Statistics Canada; 419 Excerpt from “Teacher
by period of immigration, Canada, 2011,” https://www12. Fired over claims he expressed FLQ support,” Vancouver Sun,
statcan.gc.ca/nhs-enm/2011/as-sa/99-010-x/2011001/c-g/c- Oct 22, 1970, p. 10, used with permission of The Canadian
g02-eng.cfm, Statistics Canada, National Household Survey, Press; 420 Canadian Broadcasting Corporation, Excerpt from
2011 “Quebec in Question, 1971” by Marcel Rioux, translated by
James Boake, Formac Lorimer Books, used with permission

Creating Canada * MHR

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SECOND EDITION

Authors
Second Edition |
Margaret Hoogeveen —

Contributing Author
Sarah Murdoch

First Edition
Jack Cecillon
Jill Colyer
Graham Draper
Margaret Hoogeveen

Consultant, Historical
Thinking Concepts
Peter Seixas

Wn
ISBN-13: 978-125927537-
ISBN- 125927537-X

27537