Historica Multiculturalism Education Guide

Section 7: 1914 - 1945 Global Conflict and Moving Populations T his period is commonly marked by three global events: the First World War (1914–1918), the Great Depression of the 1930s, and the Second World War (1939–1945). The World Wars are often cited as having helped build a sense of national identity among Canadians, resulting in further independence from Britain. Yet, despite the common narrative of national unity and heroism, this period was rife with policies that reflected Canada’s ongoing selectivity regarding the “types of people” it wanted within its borders. During both World Wars, the Government of Canada was suspicious of Canadians who had immigrated from countries it was fighting, which led to restrictions on their freedom of speech and movement within and to the country. Many of these Canadians were forced into internment camps. Other discriminatory policies included the 1923 Chinese Immigration Act , the 1919 amendment to the Immigration Act , and the Indian Act ’s enfranchisement clauses . Chinatown, Vancouver, November 1916 (Chung Collection/ University of British Columbia Library). No. 2 Construction Battalion Nominal Roll - 1916 (HC Dodge for Sponagle/States Collection/Nova Scotia Archives/1981-337). Doukhobors protesting ‘Cruel and inclement justice,’ 1922 (Geo. M. Meeres/Vancouver Public Library/9865). C.L.I. Italian Branch, Friends of Ethopia, and a Swedish group marching in a May Day parade in 1930 (Vancouver Public Library/8792). Activity: The World Wars Often when we learn about the World Wars, we focus on the military. The forces, and the nature of the propaganda recruiting for them, were primarily Anglo-Canadian. But, as we know, many people lived on this land who were not Anglo-Canadian or aligned with British culture and who nevertheless enlisted and fought for their country. 1. Begin by looking at First and Second World War recruitment posters and propaganda materials in the World Wars worksheet . Take note of the prominence of the British flag in these materials, keeping in mind that Canada did not have its own flag until 1965. Ponder how these materials promoted a British- Canadian identity, and consider: • How are other identities portrayed? • What do they tell us about the war effort? • What do the posters tell us about how different identities were understood in this era? 2. Answer the questions for each poster in the worksheets. 3. In small groups, look at the response to war from and toward cultures other than the dominant Anglo-Canadian culture. Did the whole country support the war effort? Some groups wanted to participate but could not. What barriers stood in their way? How did they overcome these obstacles? Conversely, some groups may have not wanted to participate but were forced to do so. How did they react? Groups and topics may include French Canadians and the conscription crises, Quakers as conscientious objectors, the creation of the No. 2 Construction Battalion for Black Canadians, Indigenous soldiers, and the internment of “enemy aliens.” For ideas on what group or topic to research, check out the First World War Collection and the Second World War Collection on The Canadian Encyclopedia . 4. As a class, discuss how these different perspectives affect your understanding of Canada’s war efforts. Were these challenges apparent in the propaganda materials examined earlier? Why might these stories be excluded from the popular war narrative? Did the way recruitment was framed evolve during the Second World War, or did it still largely reflect the white Anglo-Canadian population? 12