Canada & World War I · Term 1

Women's Changing Roles in WWI

Students investigate the expanded roles of women in the war effort, both at home and overseas, and the impact on women's rights.

About This Topic

Over 4,000 Indigenous men enlisted in the Canadian Expeditionary Force during WWI, despite being exempt from conscription and facing systemic racism at home. This topic explores their motivations for joining, ranging from a sense of duty to the Crown to the desire for adventure or a regular wage, and their distinguished service as snipers and scouts. It also highlights the specific contributions of First Nations, Métis, and Inuit individuals, such as Francis Pegahmagabow and Edith Anderson Monture.

A critical part of this study is the 'double standard' of their return. While non-Indigenous veterans received land and loans through the Soldier Settlement Act, Indigenous veterans often found their own reserve lands had been taken to give to non-Indigenous soldiers. They returned to a country that still denied them the right to vote and subjected them to the Indian Act. This topic comes alive through collaborative investigations of veteran stories and the impact of post-war policies. Students grasp the depth of this injustice faster through structured discussion and by comparing the treatment of different veteran groups.

Active Learning Ideas

Inquiry Circle: Indigenous Hero Profiles

In small groups, students research a specific Indigenous soldier or nurse (e.g., Francis Pegahmagabow, Henry Norwest). They create a 'service record' that highlights their achievements and the specific challenges they faced due to their identity both during and after the war.

⏱ 45 min·Small Groups

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Think-Pair-Share: The Soldier Settlement Act

Students read two short excerpts: one describing the benefits given to non-Indigenous veterans and one describing the loss of reserve land for Indigenous communities. They discuss with a partner how these policies contradicted the 'equality' experienced in the trenches.

⏱ 20 min·Pairs

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Gallery Walk: Treaty Relationships and the War

Display quotes from Indigenous leaders about why they supported the 'Great Father' (the King) based on treaty promises. Students move through the gallery to identify how the concept of 'loyalty' was tied to the hope for better treatment and rights at home.

⏱ 30 min·Pairs

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Watch Out for These Misconceptions

Common Misconception

Indigenous people were forced to fight in WWI.

What to Teach Instead

Indigenous people were actually exempt from the Military Service Act of 1917. Their enlistment was voluntary, often driven by a sense of treaty obligation to the Crown. Peer discussion of 'voluntary service' helps students understand the agency and complex motivations of Indigenous soldiers.

Common Misconception

Indigenous veterans were treated the same as other veterans when they returned.

What to Teach Instead

Indigenous veterans were often denied the same benefits as white veterans and were still subject to the restrictive Indian Act. Using a 'comparison chart' activity helps students see the systemic inequality that persisted despite shared sacrifice on the battlefield.

Frequently Asked Questions

Why did Indigenous people volunteer for WWI if they were exempt?

Many volunteered to honor the treaty relationship between their nations and the British Crown. Others joined for the same reasons as other Canadians: a sense of adventure, a desire to escape poverty, or to prove their equality and earn the right to vote and better treatment at home.

Who was Francis Pegahmagabow?

He was a member of the Wasauksing First Nation and became the most decorated Indigenous soldier in Canadian history. An expert sniper and scout, he was awarded the Military Medal three times. After the war, he became a prominent political leader, fighting for Indigenous rights and self-determination.

How did the Soldier Settlement Act affect Indigenous communities?

The Act allowed the government to take 'surplus' land from reserves to give to returning veterans. Ironically, Indigenous veterans were often denied the loans and support to farm this land themselves, while their communities lost valuable territory to non-Indigenous settlers.

How can active learning help students understand the experience of Indigenous soldiers?

Active learning strategies like investigating individual biographies move students away from seeing Indigenous people as a monolithic group. By researching specific stories, students see the human face of service and the specific, systemic barriers faced upon return. This approach fosters a deeper understanding of the ongoing relationship between Indigenous peoples and the Canadian state, which is a key goal of the Ontario curriculum.

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