Canada in World War II · Term 2

D-Day & Liberation of Netherlands

Students examine Canada's military contributions to World War II, including the Battle of the Atlantic, D-Day, and the liberation of the Netherlands.

About This Topic

Canada's response to the Holocaust is a sobering part of its WWII history. This topic examines the 'None is Too Many' policy, which characterized Canada's restrictive immigration stance toward Jewish refugees fleeing Nazi-occupied Europe. Students investigate the tragic story of the MS St. Louis, a ship carrying over 900 Jewish refugees that was turned away from Canadian shores in 1939, forcing many of its passengers back to a certain death in the concentration camps.

This study explores the role of anti-Semitism in Canadian society and government at the time and how it influenced policy decisions. It is a critical part of the Ontario curriculum, requiring students to confront the darker aspects of Canada's past and to consider the country's responsibility in the face of global atrocities. This topic benefits from analyzing primary sources like government memos and survivor accounts. Students grasp the ethical weight of these decisions faster through structured discussion and by investigating how Canada's refugee policies have evolved since the war.

Active Learning Ideas

Inquiry Circle: The MS St. Louis

In small groups, students use a 'timeline and map' to trace the journey of the MS St. Louis. They analyze the telegrams sent to the Canadian government and the reasons given for refusing the ship entry, comparing these to the reality of the situation for the passengers.

⏱ 45 min·Small Groups

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Formal Debate: Canada's Responsibility

Students debate whether Canada had a moral obligation to accept Jewish refugees in the 1930s, even if it meant changing its immigration laws. They discuss the balance between national sovereignty and international human rights using arguments from the time.

⏱ 45 min·Whole Class

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Think-Pair-Share: 'None is Too Many'

Students read the famous quote from a Canadian official about how many Jewish refugees should be allowed in. They discuss with a partner what this quote reveals about the attitudes of the time and how it contrasts with Canada's modern image as a welcoming nation.

⏱ 25 min·Pairs

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Watch Out for These Misconceptions

Common Misconception

Canada didn't know about the Holocaust while it was happening.

What to Teach Instead

While the full scale of the 'Final Solution' wasn't known until later, the persecution of Jewish people in Germany was widely reported in Canadian newspapers throughout the 1930s. Peer analysis of historical news reports helps students see that the government was aware of the danger refugees faced.

Common Misconception

Canada was the only country that turned away Jewish refugees.

What to Teach Instead

Many other countries, including the US and Britain, also had restrictive policies. However, Canada's record was among the worst of the Western nations. Using a 'comparative immigration' chart helps students see Canada's specific role within a broader international failure.

Frequently Asked Questions

What was the 'None is Too Many' policy?

It was the informal but highly effective policy of the Canadian government in the 1930s and 40s to strictly limit the number of Jewish refugees allowed into the country. The phrase comes from a senior immigration official when asked how many Jews should be admitted.

What happened to the MS St. Louis?

The MS St. Louis was a ship carrying 937 Jewish refugees that was turned away by Cuba, the US, and finally Canada in 1939. The ship was forced to return to Europe, where many of its passengers were later murdered in the Holocaust.

How has Canada addressed this history?

In 2018, Prime Minister Justin Trudeau issued an official apology in the House of Commons for the 'None is Too Many' policy and the turning away of the MS St. Louis, acknowledging the anti-Semitism that drove those decisions.

How can active learning help students understand Canada's response to the Holocaust?

Active learning strategies, such as investigating the MS St. Louis and debating Canada's moral responsibility, help students understand the ethical and political complexities of the time. By engaging with the primary sources and the human stories, students move beyond seeing the Holocaust as something that happened 'elsewhere' to seeing Canada's own connection to it. This hands-on approach fosters a deeper understanding of the importance of human rights and the dangers of systemic prejudice.

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