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Welcome to CHC2D: Canadian History since World War I!
In this course, you will explore the social, economic, and political developments and events that have taken place in Canada since 1914, and you will understand how they impacted the lives of different groups in Canada. You will examine the role of conflict and cooperation in Canadian society, you will consider Canada’s evolving role within the global community, and you will learn about the impact of various individuals, organizations, and events on Canadian identity, citizenship, and heritage.
Yusuf: Hi, I'm Yusuf and this is Nicole. Nicole knows a lot about why events and people in history are important.
Nicole: Thanks, Yusuf. And Yusuf knows all about how things have changed how things have stayed the same.
Yusuf: We're both passionate about history, and we're here to help you develop the knowledge and skills to think historically!
The past is to be respected and acknowledged, but not to be worshipped. It is our future in which we will find our greatness.”
In 1914, Canada was part of the British Empire. As the 20th century progressed, Canada had to face many difficult tests: two world wars, the Great Depression, the Cold War, and numerous political, social, and economic crises. On the world stage, Canada earned a reputation as a strong independent nation.
At home, Canada was working on defining its goals and refining its identity.
While reflecting upon a country's success, it is important to consider many voices and perspectives of the past to develop a complete vision of Canada's history.
In recent years, Canada has contended with aspects of its colonial past. To break patterns of oppression today, it is essential to first recognize them in the past.
The time span from 1914 to present day has been divided into four periods: 1914–1929, 1929–1945, 1945–1982, and 1982 to the present. Each period will be studied using the historical inquiry process and historical thinking concepts.
What are historical thinking concepts? They are thinking concepts that form the structure of the practice of history. They will help you develop the skills and abilities you need to “think historically.”
Once you learn how to use these concepts, you will be able to:
Explore the following animation entitled “Historical Thinking Concepts” from the Historical Thinking Project to learn more about historical thinking concepts.
These historical thinking concepts will support your approach to the study of history. Instead of accepting or compiling what others have to say about history, you’ll be able to form your own opinions and to assess the claims of others based on evidence.
When you can apply historical thinking concepts to real events, you will become more actively engaged in the study, practice, and interpretation of history. The research, analysis, interpretation, and presentation skills you will develop through this approach will become tools you can extend, develop, and use in all areas of study and in other aspects of your life.
You will develop and strengthen other transferable skills in this course. You'll learn how to ask insightful research questions, develop a thesis statement, find reliable sources, gather relevant evidence, use the recommended writing style, document sources in acceptable formats, and effectively communicate results.
What are some historically significant events that have happened in your lifetime? What made them significant?
Record your answers in your notebook. Your response should be two or three sentences long for each event.
As you study Canada's past, you will learn about how it became the country it is today. Before you begin, consider the following quote from former Prime Minister John Diefenbaker’s Canadian Bill of Rights.
I am a Canadian, free to speak without fear, free to worship in my own way, free to stand for what I think right, free to oppose what I believe wrong, or free to choose those who shall govern my country. This heritage of freedom I pledge to uphold for myself and all."
Do you agree with Diefenbaker’s statement? Is this the Canada you recognize today? Why or why not?
World War I (WWI) was a global conflict that involved many nations around the world and caused tremendous damage and change.
When the war began in 1914, Canada was already self-governing. However, to most of the world, it was still just one dominion of the huge and powerful British Empire. Canada had been occupied and cared for since time immemorial by the First Nations, Inuit, and Métis people.
Dominion is a self-governing, British-controlled nation that recognizes the British monarch as the head of government.
The conflict of WWI continued for four long years, from 1914 to 1918.
At the time, it was known as The Great War or The War to End All Wars. Today, it is referred to as World War I or the First World War. Over 30 million soldiers and seven million civilians were killed or wounded during the war. By the time it was over, it spanned three continents.
In this learning activity, you will learn about what caused the war, how it developed, where it took place, what it was like, how Canadians took part, and why it is still significant today. The period of 1914 to 1918 was important in Canada’s history and in Canada’s evolution toward becoming an independent nation.
What do you already know about the First World War?
It’s easy to identify the events that set the war in motion, but the root causes are deeper and more complex. Even today, those causes are still being debated, and consequences are still being felt. You will examine where it started and who was involved to give you insight into the causes of conflict of the First World War.
Today's Europe contains over 30 countries or nation-states, each with distinct borders, political systems, and cultures. Nation-states are a historically recent development.
They have:
As fixed as it may appear today, Europe's map changes. Across the centuries, the map of Europe has been in constant flux. Tribes have conquered neighbours, then been conquered in turn. Empires and kingdoms have come and gone. Nation-states have risen and fallen.
Over the 18th and 19th centuries, as modern Europe began taking shape, the newly developing nation-states competed for power and prestige. In this struggle, they came to rely on four key strategies: militarism, alliances, imperialism, and nationalism. Modern historians use the acronym MAIN to describe this set of strategies.
Press the following tabs to find out more.
Militarism is the belief that war is a valid way to handle foreign policy and that a nation-state needs a strong military force to defend or promote its interests. Militaristic countries focus their activities on “war readiness.” They spend significant tax money to maintain a large military force. Their education and economic systems are geared toward the possibility, even the probability, of war. Even in times of peace, militaristic states build up their stock of weapons to try and ensure they can win any war that may erupt. At the end of the 19th century, most European nations were militaristic.
An alliance is a union for mutual benefit.
On a continent of militaristic neighbours, having strong allies was seen as a crucial defence strategy that could reduce the chance of being attacked. This was especially true for smaller, weaker nations. By the end of the 19th century, Europe was a web of counterbalancing military alliances. These were often formalized through mutual-defence treaties which said that if one ally was attacked, other allies would come to its aid. Alliances were usually temporary and changeable, and one day’s ally often became the next day’s enemy.
Imperialism is the practice of expanding an empire's power and influence. An empire is a group of areas controlled by one ruler or government.
In the 18th and 19th centuries, most European countries developed empires either inside or outside of Europe. Great Britain, for instance, had an empire that spanned the globe, with distant colonies trading raw resources for manufactured goods from England. Competition for colonies was intense, especially after the unification of Germany and Italy as distinct nations. Those two new nation-states wanted to build their own colonial empires. These empires depended on powerful militaries to acquire and maintain their territories.
Nationalism is more than a sense of pride in one’s nation. Particularly in 19th-century Europe, it was the belief that distinct ethnic groups were entitled to their own nation-state. This potent political force had and was still reshaping Europe, helping to unify nation-states like Germany and Italy. Nationalist tensions were especially high in the Balkans, where Serbs, Croats, and Bosnians had been fighting for independence from Austria-Hungary for many decades. It was a powder keg waiting to explode.
In the early 1900s, most countries in Europe were using a combination of defensive and offensive strategies to try to avoid conflict with their neighbours. However, these strategies were not effective in preventing war. Instead, they contributed to the outbreak and expansion of World War I.
Keeping in mind the MAIN causes of WWI, move on to the following notebook activity to examine the similarities between past and current global dynamics.
After reviewing the MAIN causes of WWI, did you find any parallels with the world today? Consider today’s news and any examples of militarism, alliances, imperialism, and nationalism. Do these increase or decrease conflict today?
The immediate or short-term cause of World War I was the assassination of the Archduke Franz Ferdinand on June 28, 1914. This was the spark that started the fire that grew into World War I.
How did this one event start a war that grew into a global conflict, lasted four years, and changed the Western world forever? Let's explore some of the underlying causes.
In 1914, there was a delicate balance of power in Europe. On one side, were the empires of Germany and Austria-Hungary. Italy was allied with these two but initially remained neutral.
They were known as the Triple Alliance or Central Powers.
On the other side were Great Britain, France, and the Russian Empire. These nations did not have a formal military alliance but had agreed to work together if one of them was threatened. They were known as the Triple Entente.
A political cartoon from 1914 depicting the three nations in the Triple Alliance: Austria, Italy, and Germany.
Russian poster from 1914 depicts the three countries in the Triple Entente with female personifications.
Both alliances were based on defensive agreements; that is, if one country was attacked, its allies would help defend it. Numerous other smaller alliances and defensive pacts were also in place. Two of those pacts played key roles in the outbreak and expansion of the war:
These alliances were supposed to reduce the risks of war. However, they increased the risks, because once one country goes to war, all the others must join as well. Once the war started, it accelerated it into a global conflict.
The immediate cause of the First World War was a shooting in Bosnia. Archduke Franz Ferdinand, heir to the Austro-Hungarian throne, and his wife Sophie were visiting Sarajevo, the capital of Bosnia on June 28, 1914, when they were shot dead by a young Serb, a member of the Serbian nationalist movement titled the Black Hand.
Archduke Franz Ferdinand and his wife Sophie arriving in Sarajevo, Bosnia, June 28, 1914.
Franz Ferdinand was next in line to the throne, and the reigning emperor was quite old. Franz Ferdinand wanted to “fold” Serbia into the Austro-Hungarian Empire, an idea opposed by young Serbian radicals, who wanted to create their own united Serbian state.
The Black Hand thought that eliminating the archduke would help their cause and they carried out the plan with some difficulty.
Yusuf: A Serbian shot an Austrian…so why did Germany, Russia, France, and Great Britain get involved in a war?
Nicole: Hm…Do you think it was because of militarism, alliances, imperialism, and nationalism?
The web of alliances along with the belief in militarism, imperialism, and nationalism set up a tense balance of power in Europe. The assassination of Franz Ferdinand tipped the scale. The following list of dates and events documents how Europe slipped into war.
Press the following tabs to explore a timeline of key events occurring between June 28 and August 23, 1914.
The following cartoon image is titled “The Chain of Friendship,” and identifies the web of alliances of World War I. Some think it was first published even before Austria-Hungary declared war on Serbia.
The Chain of Friendship. The caption states: “If Austria attacks Serbia, Russia will fall upon Austria, Germany upon Russia, and France and England upon Germany.”
Take a moment to consider the cartoon and, when you are ready, move on to the following notebook activity.
What is the cartoon saying about the political situation in 1914? How do you know?
One way of examining history is to consider the causes and consequences of the events that end up making history.
Let’s consider the following quote from the text The Big Six Historical Thinking Concepts.
Alter a single action or condition, and an event might have turned out differently."
Source:
Seixas, P., & Morton, T. (2013). The Big Six Historical Thinking Concepts (p. 102). Nelson Education.
Now that you’ve read summaries of the long-term and immediate causes of the First World War, do you think the war was inevitable? In other words, do you think the war had to happen? Was there one single event or action that caused the war?
If you could go back in time and change one thing to prevent the war from happening, what would it be? Make sure you explain your reasoning.
Nicole: I think the war was inevitable. All the complex webs of alliances and growing military power means that, eventually, it would have happened!
Yusuf: So, you think that even if the assassination in Serbia hadn't happened, Europe would have still gone to war?
Nicole: Exactly!
No one anticipated such a long, widespread, and world-changing war. Leaders, soldiers, and people on the street thought it would all be over by the end of 1914. However, things did not go as planned and the war was like nothing anyone had experienced before.
Germany made a sudden and unexpected attack on Belgium, but Belgium put up a fight, French troops set up defences, Great Britain and all the British colonies stepped in to defend Belgium, and Russia was ready to go in ten days.
On the Western Front, the opposing forces got bogged down in north-east France and a new kind of warfare emerged: trench warfare. This was an incredibly devastating and demoralizing form of combat that left the participants, the local citizenry, and the surrounding countryside permanently scarred.
How was trench warfare different? In past conflicts, when two big armies met on a battlefield, they attacked each other directly, head-on and face to face. Usually, cavalry (soldiers on horses), infantry (soldiers on foot), and rolling artillery like cannons were used on both sides and the “rules of engagement” were quite clear.
Things had changed by 1914. Weapons had advanced, and as the war went on a variety of new explosive devices such as grenades, mines, and mortar shells came into play. Soldiers had more options for shooting from a distance with artillery, repeating rifles, rifles with telescopic sights, machine guns, and other 20th-century weapons. As the conflict continued, tanks, war planes, surveillance balloons and other new technologies were brought into the war.
How do you think these advances in technology have changed war? How do you think they have changed other things, such as transportation?
The weapons, equipment, and “rules” of war were new and kept changing. Systems of attack, defence, communication, and transportation had to be improvised on the fly. During the course of the war, longstanding 19th-century methods and conventions were replaced through trial and error with 20th-century inventions, and not much about warfare remained the same.
Check out the following clip from Canada: A People’s History. According to the video, what did soldiers have to endure during WWI? Does anything stand out to you?
The following photos and captions from the First World War can help us understand how conditions changed during war. As the war continued, the equipment, weaponry, and how soldiers engaged with each other all changed.
Soldiers struggling to pull a big gun through mud. The mud and flooding at the front created mobility problems for the men, and it also rendered the general conditions extremely hazardous, with men and animals often becoming trapped in the quagmire.
Photo of French soldiers using bolt action rifles while taking cover. Early in the war, French soldiers were not yet in trenches, used bolt action rifles (not rapid-fire guns), didn’t have helmets, and carried little with them.
A photo of an Australian trench mortar battery preparing a trench mortar in a chalk pit. These guns could be fired from an undercover location and, later in the war, were used from the trenches.
A photo of a 75 mm French field gun that has been mounted for use as an anti-aircraft weapon. It was used against troops advancing in the open and in trench warfare.
A photo of a Vickers machine gun and crew wearing gas masks during the Battle of the Somme in 1916.
A photo of soldiers in 1918 using a U.S. Hotchkiss machine gun on a range in France.
Nearly 4,000 First Nations, Inuit and Métis soldiers participated in World War I. Initially, the Canadian government forbade First Nations soldiers from traveling overseas to fight, and these soldiers were only allowed to serve in support roles within Canada. However, due to increasing numbers of enlistees and increasing pressures from Canada’s allies, this policy was lifted in 1915.
The war divided many First Nations, Inuit and Métis communities. First Nations and Inuit communities in the Northwest Territories and Yukon had few connections with southern Canada and in many cases could not participate. By contrast, nearly 50 percent of the Mi’ kmaq and Wolastoqiyik (Maliseet) men of New Brunswick and Nova Scotia joined regiments in those provinces. In Ontario and the western provinces, many communities opposed enlistment, especially the inclusion of First Nations men in the Military Service Act in 1917 which made them eligible for conscription. There were several reasons for this opposition: First Nations were exempt from participating in foreign wars as outlined in treaty-making process, and that First Nations were still being denied the same rights and freedoms as other Canadians under the Indian Act. However, despite opposition, 300 members of the Six Nations of the Grand River in Ontario enlisted and the community provided hundreds of dollars to war-orphans and relief aid. It is important to note that due to ongoing protests, in 1918, the conscription of First Nations men was amended.
Francis Pegahmagabow, Anishinaabe chief and activist, and Canadian war hero
Canada took part in World War I from the beginning. Because Canada was a dominion of the British Empire, Canada entered the war at the same time as Britain. Canadian troops fought in many battles on the Western Front.
How were these battles involving Canadians historically significant for Canada?
Members of the No. 2 Construction Battalion (1917).
What is historical significance?
Part of the answer can be found in the idea that there is a difference between “history” and “the past.” As historian Ruth Sandwell states, the past is “everything,” but:
… history is someone’s attempt to make sense and order out of the chaos of everything-ness.”
Source:
Seixas, P., & Morton, T. (2013). The Big Six Historical Thinking Concepts (p. 51). Nelson Education.
To make sense of past events, historians sift through them and try to figure out which event resulted in sizeable change, over long periods of time, for a large number of people. Historians determine historical significance by examining events that have a lasting impact for many.
When it comes to Canada’s role on the Western Front in World War I, two battles that are considered historically significant are the Battle of the Somme and Vimy Ridge.
Press the following Document 1 button to learn more about the Battle of the Somme.
Press the following Document 2 button to learn more about the Battle of Vimy Ridge.
Take a moment to read more about these two battles. When you are ready, explore following clip from Canada: A People’s History to further develop your understanding of the Battle of the Somme.
Why was the Battle of the Somme so destructive, and how was it understood at the time?
Events become historically significant if they caused significant change for a large number of people. With that in mind, try the following activity.
To get more information about the Battle of the Somme and Vimy Ridge, you’ll need to do some research. Using the previous suggested sources, you’ll review a short report, examine some images, explore a recording or a video, or visit a website. In most cases, these sources will be provided in this learning activity; in a few cases, you’ll need to search for the source online.
Your research should answer the following questions: What were some of the term consequences of Canadians’ participation in as Vimy Ridge? What does the Battle of the Somme show about trench warfare?
Members of Canada’s first all-Black No. 2 Construction battalion completing war-related forestry work in France’s mountainous Jura region, 1917.
Credit: (Courtesy Lt‐Col DH Sutherland Collection, River John, Nova Scotia)
Not all significant contributions to Canada's war effort unfolded in the form of specific battles, like the ones you just explored. Some of the country’s groundbreaking contributions to World War I had more to do with the individuals involved.
During the First World War, many Black Canadians volunteered to serve in the military but faced discrimination and were often turned away by recruiting officers. After years of pressure from Black communities and their allies, the Canadian government authorized the formation of the No. 2 Construction Battalion on July 5, 1916. It became the largest Black military unit in Canadian history during the war.
In the following video clip from the documentary Honour Before Glory, historians and relatives discuss the discriminatory barriers to enlistment that Black Canadians faced at the beginning of World War I, as well at the actions that led to the eventual formation of Canada’s first all-Black battalion. As you engage with the clip, consider the role of advocacy and community organizing (such as letter-writing campaigns) in prompting social change and progress.
Note: Some individuals featured in the documentary sources use outdated language that are presented for historical context only.
Advocacy is when an organized group of people speak up, take action, or work together to support a cause, address a problem, or improve conditions for themselves or others. It often involves raising awareness, organizing campaigns, influencing decision-makers, or defending people's rights.
Although the battalion was not assigned a combat role, its members performed essential work that supported the Allied war effort. Serving with the Canadian Forestry Corps in France, they helped cut timber, build roads, maintain infrastructure, and produce materials needed for trenches, bridges, and military operations. This work directly contributed to Canada's military participation in the various battles of WWI, because it ensured that Allied soldiers had the materials needed to build trenches, bridges, roads, camps, and other military infrastructure.
The history of the No. 2 Construction Battalion reveals how racism shaped opportunities for Black Canadians, even during a time of national crisis. Today, historians recognize the battalion's service as an important part of both Canada's military history and the history of Black Canadians. This battalion’s labour helped support Canada's participation in the battles you learned about in the previous learning activity, such as Vimy Ridge and Passchendaele.
Using the criteria for historical significance, explain why the No. 2 Construction Battalion might be considered a significant part of Canada's World War I history. Which criteria (impact, quantity, duration, or relevance) best support your answer?
Canada joined World War I on August 4, 1914, when Great Britain declared war on Germany. Canada was automatically pulled into the war as a dominion in the British Empire, but, during the war, Canadian forces fought as a distinct unit and made meaningful contributions in critical battles.
Historically significant events can be those that result in great change over long periods of time and have an impact on many people. However, historical significance also depends on one’s own perspective and purpose. When it comes to World War I, many Canadians believe Canada's role in these battles were significant, highlighted Canada as a nation, and made a difference to the overall outcome of the war.
Canada’s role in World War I is also linked to the overall history of Canada, with progress made toward equal status with other nations. Canada’s efforts and accomplishments in the war showed the world that Canada was an independent nation with its own identity, power, pride, and presence.
In the next learning activity, you’ll learn about what was happening in Canada during the First World War.
In the Minds On section of this learning activity, you reviewed some of the historical thinking concepts that you will be using and developing throughout the course.
Press the following tab to review these concepts.
What are historical thinking concepts? They are thinking concepts that form the structure of the practice of history. They will help us develop the skills and abilities we need to “think historically.”
Once you learn how to use these concepts, you will be able to:
Think about how these historical thinking concepts will be useful to you in future opportunities such as your career. Then, answer the following questions:
In this notebook exercise, you made connections between historical thinking concepts and daily life. Now, explore this topic further by navigating to the next section on transferable skills.
Complete the following self-check quiz to determine where you are in your learning and what areas you need to focus on.
This quiz is for feedback only, not part of your grade. You have unlimited attempts on this quiz. Take your time, do your best work, and reflect on any feedback provided.
For each question, select the correct answer, then press the Check Answer button to see how you did.
Ontario worked with other provinces in Canada to outline a set of competencies that are important to have to be successful in today’s world. Ontario then developed its Transferable Skills Framework as a set of skills for students to develop over time.
Explore the following video to learn about each of the seven transferable skills.
To learn more about each of the transferable skills, read the following document entitled Transferable Skills Overview to explore the framework and the descriptors for each skill. Download, print, or copy the information in the document into your notes—you'll refer to it in each unit.
Press the following Document button to access the overview.
Throughout this course, you will be given the opportunity to reflect on the transferable skills you are developing. Keep your notebook up-to-date and be mindful of opportunities to apply and develop transferable skills.