Today, World War I seems a long time ago.But for veterans of the war, the memoriesare still alive and Remembrance Day is avery special event. In 1999, Veterans AffairsCanada estimated that there were about 600Canadian World War I veterans still living.Many are close to 100 years old. This is howWorld War I veteran, Mr. B. Ham, remembersthe war.

Every November 11th my wife shines mymedals, I dress myself up, and we go to . . . take part in the [RemembranceDay] service. So many things go throughmy mind. All those men who were killed.How unnecessary. That they couldn’t havedied an ordinary natural death. A veryterrible thing that a man has to give hislife.

People don’t realize that these menwho enlisted didn’t even realize what theywere getting into. Maybe I was one ofthem. Anyway, they went. Some gave theirlives, others gave their limbs. People don’tseem to realize the sacrifices these menmade.

The meals they had to contendwith—bully beef (corned beef). Coldweather—unprotected in pouring rain. Nohome to go to. Maybe a barrack room oran ordinary tent. Maybe no tent at all.Maybe standing in a trench—muddy, cold,and miserable.

I would feel very compassionatetoward any teenager who considersNovember 11th just another holiday. I’dsay,“Well, I don’t blame you for feeling thatway. You’re young. Maybe if I were you I’dfeel the same way. If you’ve got a minuteor two to spare, come and sit with me and

I’ll tell you a thingor two.”

I would try toexplain what someof these men wentthrough. Some inhospitals through-out the countryare still suffering.We have to remem-ber those fellows.“Suppose some-thing happened andyour father had togo to war.You’d feelbadly if he werekilled in action orlost an arm or aleg.”

“Just think it over. Consider yourselfdarn lucky to be a Canadian, living in afree country. And it was fought not onlyby the Canadians and the British, but byAmericans, Australians, and New Zeal-anders. They all helped to preserve thefreedom which you have today.”

Chapter

21 On the Home FrontA Veteran Remembers

Reflecting1. The stories of veterans can tell us a

great deal about the real long-lastingeffects of the war. If you could talkwith a World War I veteran, whatquestions would you ask?

2. World War I ended over 80 years agoand no fighting ever took place any-where in Canada. Nevertheless, thewar had a major effect on Canada.How does this veteran’s messagereveal why the war was so importantto Canadians today?

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A World War I veteran

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Changes in Everyday LifeCanadians at home supported the troopsoverseas in many different ways. Peoplemade sacrifices to help ensure victory inEurope. Many people planted “victory gar-dens” to produce as much food as possible.Canadians were sending large amounts offood to the fighting forces and the people ofother Allied countries. At home, familiestried not to waste anything and to reduce theamount of food they kept for themselves.

On the prairies, many of the farm workerswere overseas fighting. Students in schoolswere often dismissed early so that they could goout and work on the farms. Groups of womenof all ages met regularly to organize communityfundraisers, roll bandages, and prepare parcelsfor the troops. Every community held cardgames, dances, and variety shows. The profitsfrom these evenings were used to send soap,writing paper, pencils, and candy to the troops.

The Economics of WarBy 1918, the war was costing Canada over $1million a day! Workers helped to pay the enor-mous costs by buying Victory Bonds. VictoryBonds were issued by the government. By buy-ing them, citizens were loaning money to the

government for the war effort. After the war,the bonds could be cashed in at a profit.Business owners also loaned over $1 billion tothe government. The loans would be paid backwith interest when the war was over.

Children played a part by buying ThriftStamps. Each stamp cost 25¢. It was stuck on a card. When $4.00 worth of stamps were

1914 $ 28 165CANADA'S PRODUCTION

OF WAR SUPPLIES

1915 $ 57 213 690

1916 $ 246 505 260

1917 $ 388 213 550

1918 $ 260 711 750

Production by industries reached new heights during World War I. Especially important was theproduction of munitions (military weapons andequipment). Factories manufacturing airplanes,shells, and ships sprang up across the country. By1918, 300 000 Canadians were working in thesefactories. One-third of the shells fired by thearmies of the British empire were made in Canada.

DISASTER! Early on the morning of 6 December 1917, a terrible explosion rocked the city ofHalifax, Nova Scotia. Halifax was a major shipping port for war supplies.The Mont Blanc, a Frenchship carrying ammunition, collided with the Belgian vessel Imo in the harbour.Almost 3000 tonnes ofexplosives were set off.The blast flattened large sections of the city. Fires roared through woodenbuildings.A huge tidal wave swamped other ships in the harbour and tossed them in pieces onto theshore.Two thousand people were killed.Thousands more were injured or left homeless.The HalifaxExplosion was the worst disaster in Canadian history. It brought the horrors of the war to thedoorsteps of Canadians at home.

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collected, the child received a War SavingsStamp. A War Savings Stamp could be cashedin for $5.00 in 1924.

The Canadian government also introducedincome tax during World War I. The purposewas to help finance the war. Income tax wassupposed to be a “temporary measure.” But aswe know, income tax has never been abolished.

Women During the War YearsWorld War I brought great changes to the livesof Canadian women. As soon as the war began,hundreds of Canadian women volunteered towork overseas as nurses or ambulance drivers.They experienced the horrors of the war first-hand and worked long hours to care for thewounded.

Women also played an important part in thewar effort at home in Canada. The number ofwomen working in jobs outside their homesincreased dramatically because so many menwere away fighting. Women drove buses andstreetcars. They also worked in banks, onpolice forces, and in civil service jobs. Thirtythousand Canadian women worked in muni-tions factories andother war industries.These jobs in heavyindustry would havebeen consideredunsuitable forwomen before 1914.

Groups of womenof all ages met regu-larly to knit socks forthe soldiers. Theypacked gift parcels tobe sent to the troops.One woman said, “Yousee, everybody felt theyhad to do something. Youjust couldn’t sit there.There was a phrase,‘Doing your bit.’ Well,that was pretty well the

keynote feeling all through that First World War.Everybody was extremely patriotic, and every-body wanted to ‘do a bit.’ If there’s anything wecould do to help, we must do it.”

Chapter 21: On the Home Front 329

Many women worked in field hospitals justbehind the front-line trenches. One operatingroom nurse wrote in a letter home,“We ...had 291 operations in ten nights, so that willgive you a fair idea of a week’s work.”

Working conditions for women in the factories were difficult and sometimesdangerous. One woman recalled:

I had a very hard job. I had to run a machine of weights into the shell, andthe weight had to be just exact.

It was interesting work but very hard on your nerves. I was afraid theshells might blow up.There was a machine went on fire.This friend was onthe machine that blew up, and I ran to her and we had to go down on ourhands and knees and crawl out of the place. So we had a little experience ofwhat it was like to be right in a war.

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Unit 4: Canada and World War I, 1914-1919330

At the time of World War I,television had not been

invented. There were radios, butnot everyone had one. Colourfulposters were the most effectiveway of getting a message acrossto a large number of people.Posters were put up in post

offices and other public placeswhere everyone could see them.They were also printed in maga-zines and newspapers. TheCanadian government used theposters to encourage people tosupport the war effort. Examinethe posters on these pages.

CultureLink War Posters

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Chapter 21: On the Home Front 331

1. List the different purposes for which theposters were used.

2. What major images are used in each poster?Why do you think these images were used?

3. Summarize the message of each poster in asentence.

4. How successful do you think these posterswould be? Why?

5. What means of communicationdoes the government use todayto get across messages to thepeople? What kinds of mes-sages does the governmentsend out? Give some specificexamples.

6. Design your own posters. In groups, createposters which could be used to:• recruit soldiers• encourage people to buy war bonds• help reduce waste and save food • encourage women and children at home

to work for the war effort.

Advice for the Home

The government encouraged people to reducewaste and make sacrifices for the war by sendingout advice like this.

1. Use nut-butter or margarine.2. Remake leftover bread into new bread, cake, or

pudding.3. Instead of one beefless day, why not try for six

to make up for people less patriotic?4. Eat as little cake and pastry as you can.5. Use oats, corn, barley, and rye instead of wheat.6. Use ham and pork bones in other dishes.7. Chew your food thoroughly—you will be satis-

fied with less.8. All kinds of cold cereal can be saved, and when

not enough to roll into balls to fry, they can beused in batter cakes and corn breads.

9. Cut each slice of bread as required.10. Mix your own cleanser (use white sand, wash-

ing soda, soap, and chalk).11. Fifty million dollars is thrown away in garbage

cans annually.12. Do not display the roast of meat on the table.

It is an inducement to eat more than you need.13. Do not eat both butter and jam with bread.

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Unit 4: Canada and World War I, 1914-1919332

Women Win the Right to VoteNellie McClung wrote, “Certainly womenbelong in the home, but not 24 hours a day.They should have exactly the same freedom asmen.” The work women did during World War Ihelped to prove Nellie McClung was right.Women did jobs once performed only by men.The war brought women together in volunteerorganizations and in their new jobs. They beganto share ideas and work for greater equalitywith men. They campaigned for better publichealth, working conditions, and wages. Theypushed for equal opportunities in careers suchas medicine and law, and for the right to ownproperty.

Women also worked for suffrage (the rightto vote). As you saw in the last unit, the firstbreakthrough for women’s suffrage came inManitoba. In 1916, women were given the right to vote in that province. Within months,Saskatchewan, Alberta, British Columbia, andOntario also granted women the right to vote inprovincial elections.

In 1917, women reached their main goal—the right to vote in federal elections. TheWartime Elections Act granted mothers, sis-ters, and wives of soldiers in the Armed Forcesthe right to vote in the 1917 federal election.Canadian nurses serving in the Forces could

also vote. By the time the war ended, almost allwomen over the age of 21 had the right to votein federal elections. The Dominion Elections

Act (1920) also gave women the right to run forelection to Parliament.

During the war, there were few men left towork on the farms. Farm women brought inthe harvests and city women also went outto help.

We decided to become “farmerettes”when we read in the paper that therewas a big crop and they needed peopleto come, and there were no men. Sothis friend and I said that we would go.We volunteered. Masses of youngwomen went out and brought the harvest in.

Province Suffrage First woman (The Vote) elected

Manitoba January 1916 June 1920Saskatchewan March 1916 June 1919Alberta April 1916 June 1917British Columbia April 1917 June 1918Ontario April 1917 August 1943Nova Scotia April 1918 June 1960New Brunswick April 1919 October 1967Prince Edward

Island May 1922 May 1970Newfoundland April 1925 May 1930Québec April 1940 December 1961

Federal Dominion of Canada Close relatives December 1921

of members of armed forcesSeptember 1917;all women May 1918

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Chapter 21: On the Home Front 333

Dramatizing key moments in history can makethem come alive again.Today, television, videos,films, DVDs, computers, CD-ROMs, media soft-ware, the Internet, radios, compact discs, andtapes are all media that people are using to reliveevents. When you see historical events pre-sented in these ways, you can almost go back intime to be there—it’s like virtual reality!

One example of an important media projectis Canada’s “Heritage Minutes.” You have probablyseen them on television or in a movie theatre.The “Heritage Minutes” are a series of 60-secondglimpses of Canadian history. Some dramatizeCanadian heroes such as Guglielmo Marconisending the first radio message from Signal Hill in Newfoundland, or John McCrae composing “In Flanders Fields” on the battlefield in WorldWar I. Other “Minutes” focus on the contribu-tions of key women in Canadian history such asNellie McClung and Emily Murphy, or the lives ofCanadians such as the Ukrainians who built sodhouses on the prairies and the Chinese workerswho risked their lives to help build the CanadianPacific Railway.

View and Script One!1. Watch the “Heritage Minute” on the HalifaxExplosion in 1917. It focuses on Vince Coleman, atrain dispatcher. How did Coleman save the livesof 700 passengers on trains headed toward theharbour? How did the explosion make the effectsof the war more real to the people at home?

2. Watch other “Heritage Minutes” such as“Flanders” and “Valour Road.” Play the episodewith the sound turned off. Just watch the visualimages.Watch the episode a couple of times.

3. In groups, do some research on the topics.Then, write your own script for the “Minute”you have chosen. Project yourself into the time

and place, and into the lives of the people shownin that moment of history.Write an introductionand dialogue as needed. Remember to keep yourscript within the time limit of the video.You canalso add music if you like.

4. Now play the “Heritage Minute” again withthe sound off, but this time read your scriptalong with the video.You may need to makesome changes or check your timing so that yourscript fits smoothly with the video. Discuss theresults.

5. Finally, play the “Heritage Minute” again andlisten to the sound. Compare your script withthe script the original creators of the videowrote. In what ways are they the same? In whatways do they differ? Which did you like best?Why?

Create Your Own!In groups, create your own episode of a“Heritage Minute.” You can follow roughly thesame process that people who produce the“Heritage Minutes” actually use.

First, choose your topic and brainstorm ideas.Next, work out a storyline for your episode.Askyourself who will be involved and what will hap-pen.Then produce a storyboard with pictures ordrawings as well as a script. Present your story-board to other groups.You could also dramatizeyour episode and videotape it.

Possible topics:Life in the TrenchesBilly Bishop Goes to WarThe War at SeaWomen Working in Factories and on FarmsChildren Doing Their Bit During World War I Unknown Heroes of the WarLiving Veterans of World War I

Skill Building: Using Media to Enrich History

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Civics &Society The Conscription Crisis 1917

Many Canadians are angrywhen the governmentbreaks its promise andintroduces conscription.The anger is especiallystrong in Québec. As thewar dragged on, manyFrench Canadians lostenthusiasm for Britain’s war.Those who had signed upwere not treated well bytheir English commanders.Many English Canadians,however, believe thatQuébec is not doing itspart in the war. Farmers arealso worried that the lastfew men working on thefarms will have to go andfight. Families fear the lossof their few remaining sons.

At the beginning of the war,soldiers who went to fight

were all volunteers. The govern-ment made a promise that sol-diers would not be forced to goto war. There would be no con-scription. Conscription means

that all able-bodied men wouldbe required to join the ArmedForces. But in 1917, after threedevastating years and many lostlives, the issue of conscriptionreared its head again.

Timeline of Events1914 Thousands of Canadians rush

out to volunteer for the ArmedForces

1916 Number of volunteers declinesas the war drags on

1917 Number of volunteers is notkeeping up with the thousandsbeing killed or injured

June 1917 Military Service Bill makesconscription a law

October 1917 Conservatives and Liberalswho believe in conscriptionform a Union Government

December 1917 Military Voters Act

Wartime Elections Act

Union Government wins thefederal election in a landslide

November 1918 By the end of the war, only 45 000 conscripts reached the battlefields. Resentmentover the issue of conscriptionlingers in the country for along time afterwards.

Military service is required for allable-bodied males aged 20 to 45.

Exemptions are possible for:• men in vital war industries• the sick• conscientious objectors(those who choose not tofight for reasons of theirreligion or other beliefs)

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Chapter 21: On the Home Front 335

1. Describe in your own words how you wouldhave felt about conscription if you were oneof the following people in 1917 Canada.a) a young man, age 21, living on a farm and

who is part of a family of fourb) the young man’s parents

c) the young man’s fiancéed) the young man’s younger brother, age 19e) a young French Canadianf) a young man of British origin

2. Do you think conscription was justified?Debate the issue.

Enlistment/Casualty Rate for 1917

Month Enlistments CasualtiesJanuary 9 194 4 396March 6 640 6 161May 6 407 13 457July 3 882 7 906September 3 588 10 990November 4 019 30 741

Soldiersoverseas areallowed tovote

Female relatives of soldiersand nurses overseas areallowed to vote.They areexpected to vote for con-scription and a governmentthat promises to supporttheir loved ones overseas.

Union government wins over-whelming majority across Canada,but only three seats in Québec.French and English Canadians aredangerously divided. Canada is splitfor and against conscription.

Only French-speakingLiberals in Québec and ahandful of English-speakingLiberals in the rest of Canadastand against conscription inthe House of Commons

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Effects of the War on CanadaWhat was the cost of the war to Canada? Theheaviest cost was in the numbers who died. A total of 60 661 Canadians lost their lives.Another 173 000 were wounded or gassed.Many thousands more were injured and livedon for years in veterans’ hospitals. For theseveterans, the suffering of war never ended.They were victims who had lost arms or legs,whose lungs had been destroyed by gasattacks, or who suffered severe mental andemotional stress.

The war also brought a deepening resent-ment between French and English Canadians.Many English Canadians believed that Québechad not sent enough volunteers to fight. Québechad provided only 20% of the volunteers in proportion to its population. The Maritimeprovinces had provided 38%, Ontario 63%,Manitoba and Saskatchewan 81%, Alberta 92%,and British Columbia 104%. Many FrenchCanadians also opposed conscription in 1917.The distrust between English and FrenchCanada over this issue lingered after the war.

The war also had a devastating effect onpeople labelled as “enemy aliens.” When warbroke out, there were about 500 000 Germanand Austrian citizens living in Canada. Canada

had promised them free land, a bright future,and political freedom. The Wartime ElectionsAct took away the right to vote from peopleborn in countries considered to be the enemy.Many people of Austrian, German, and laterItalian, Russian, and Ukrainian descent losttheir jobs or had their homes or businessesvandalized. Some were put in remote labourcamps. All had had their civil rights (freedom,the right to vote, etc.) taken away from them.Many had to start all over again to find jobsand build a new life for themselves after the war.

The war also put a major burden onCanada’s finances. In 1913, Canada’s nationaldebt was $463 million. By 1918, the debt hadrisen to $2.46 billion! The government had tokeep collecting income tax to raise money.

On the positive side, World War I had pro-duced a great boom in Canadian industry andagriculture. Steel and munitions production andmanufacturing had grown fantastically. Theproduction of field crops increased by 163%.During the war, almost everyone who couldwork had a job.

By the end of the war, Canada had alsogrown to become a more independent country.Canada’s war effort had earned internationalrespect. The outstanding contribution of

The names of some Canadian cities were per-manently changed during World War I.

Kitchener, Ontario, and Alderson, Alberta, arejust two examples of cities whose names

changed during the war. Before World War I,Kitchener was called Berlin. Many people ofGerman ancestry lived in the city and had

named their town after the famous Germancity of their homeland. During the war,

German citizens were considered “enemy

Fast Forward

Changing Place Namesaliens.” They tried to show they were loyal to theBritish side in the war by changing the name of

their town to Kitchener, after the British WarMinister. Carlstadt in Alberta also changed its

name to Alderson after the British commander ofthe Canadians at Ypres. Other changes had a morepositive history. Pine Street in Winnipeg becameValour Road to honour three young men who won

the Victoria Cross during the war.

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Chapter 21: On the Home Front 337

Canada’s soldiers won a separate place forCanada at the peace conference after the war.Before the war, Britain would have signed thepeace treaty on behalf of Canada and all othermembers of the British empire. Now Canadasigned the treaty as a separate nation. Canadahad earned the right to be an equal partnerwith Britain in world affairs.

The support of the people at home for thewar effort also helped to make Canada a differ-ent country in 1918 than it had been four yearsearlier. While people did not forget the horrorsof the war for years afterwards, they hadworked together to support the soldiers andtheir country. Canada had a new sense of itselfas a nation.

When the memorial at Vimy Ridge wasunveiled in 1936, Mrs C.S.Woods salutedon behalf of the many mothers who losttheir sons or loved ones in World War I.Mrs Woods lost eight sons. She is wearingtheir medals.This photo is a reminder notonly of those who died, but also of all thoseafter the war who suffered the grief anddevastation of loss.

CANADA'S ECONOMIC GROWTH, 1913–1919

Field Crops

1913

1919

Fisheries

Forest products

Minerals

Trade — Exports 223% increase Imports 37% increase

1913

1919

$ 552 771 500

$ 1 452 437 500

1913

1919

$ 33 389 500

$ 58 000 000

1913

1919

$ 77 887 700

$ 131 668 100

$ 145 634 800

$ 173 075 900

= $100 000 000

= $10 000 000

= $10 000 000

= $10 000 000

Production in Canada’skey industries increasedfantastically over thewar years. Calculate thepercentage increase ineach industry using the figures in this picto-graph. Which twoareas of the economyshowed most growth?Suggest why.

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November 1998 was the 80th anniversary of the end ofWorld War I. War veterans made a special pilgrimage tothe battlefields and cemeteries where they had foughtand their comrades had died. The names of Canadians

who fought and died in the Great War are listed in aspecial “Book of Remembrance” which is kept in the

Memorial Chamber of the Peace Tower on ParliamentHill in Ottawa. Each year the newspaper columnist

Ann Landers encourages readers to send valentines toveterans in care facilities across Canada and the

United States. Canadians from coast to coast sendmessages of thanks and good wishes to Canada’s veter-ans. One student sent a card that said, “Thank you for

what you did for our country. If you ever feel sad ordepressed, you can read this card and think of me.

Here’s a hug for you!”You can find out more about Canada’s war veterans and

send a message to them by visiting the web site ofVeterans Affairs Canada at www.vac-acc.gc.ca.

Fast Forward

Canada’s Veterans

In November 1998, veteranstook part in special ceremoniesto mark the 80th anniversaryof the war’s end. In this photo,a painting of the Vimy RidgeMemorial is being presented to Mr. Métivier, a veteran of the war.

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Chapter 21: On the Home Front 339

ActivitiesUnderstanding Concepts

1. Add these new terms to your Factfile.

veterans Wartime Elections Act conscriptionVictory Bonds 1917 Military Voters Act 1917Halifax Explosion Dominion Elections enemy alienssuffrage Act 1920

2. Describe how each of the following contributed to the war effort at home.a) womenb) workersc) childrend) families in their homes

3. Why did a spirit of excitement and confidence exist in Canada at the outbreakof the war in 1914? How and why did this mood change?

4. a) What were the terms of the Military Voters Act and the Wartime ElectionsAct? Who was given the right to vote by these acts?

b) Why did the government want these people to vote?

5. What was the Union Government? Who formed it and why?

6. a) Explain why Canadians were considered to be part of the British army.b) How did this relationship between Britain and Canada change by the end of

the war?

Digging Deeper

7. WRITE/CREATE Imagine the reactions to the Halifax Explosion in 1917.Create a front-page article that would appear in a Canadian newspaper the dayafter the explosion. Include photos or sketches.

8. MEDIA/ROLE PLAY Prepare on-the-spot television coverage of a women’s suffrage march in 1917.Work in groups and assign the following roles:a) TV interviewerb) Nellie McClung and other suffragistsc) opponents of women’s suffraged) a camera operator/recorder of events

Research arguments for and against suffrage so that you can create signs or placards for your march.

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Unit 4: Canada and World War I, 1914-1919340

9. WRITE Imagine your family belonged to the so-called group of “enemy aliens”in Canada during World War I.What problems might you face at school and inthe community? How would you feel about the Canadian government? Write ajournal entry expressing your views and experiences.

10. SPEAK/LISTEN Work with a partner. One person presents evidence thatCanada emerged from World War I as a more independent and respectednation.The other person presents three facts to support this statement:“Thegrowth in Canada’s economy from 1914 to 1919 was mainly due to World War I.”Your partner listens to your evidence, makes sure it is clear and correct, andasks any necessary questions.

11. a) THINK “Any nation’s chances of winning a war depend largely on the effortsof the home front.” Explain what this statement means. Do you think this wastrue in Canada during World War I? Support your ideas with examples.

b) CREATE/VIEW Create a photo story or picture gallery showing the contribution of the home front in Canada to the war.

12. RESEARCH Research the lives of prominent Canadian individuals associatedwith World War I. Consider soldiers, artists, leaders, and social reformers.Examples include Sir Arthur Currie, Sam Hughes, Nellie McClung, Sir RobertBorden, Henri Bourassa, and Lord Beaverbrook. Prepare a history card or roleplay interviews with these people for the class.

Making New Connections

13. DEBATE Debate the cost of World War I to Canada.Were the results of thewar worth the terrible cost?

14. INVESTIGATE Make a list of ways the Canadian government could help soldiers return to civilian life after the war.What could they do for the familiesof those who had been killed? What could they do for those who were temporarily or permanently injured? Do some research to find out howVeterans Affairs Canada actually looks after the needs of war veterans.

15. WRITE/SPEAK Write a brief speech stating your views on World War I to bedelivered during a Remembrance Day assembly.

16. MEDIA Create a web site for people today showing what Canadians shouldknow and remember about World War I. Decide what your site should includeand create an index of topics or site map.Then discuss the pictures and textyou would use for each topic. Present your ideas on a poster board.

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