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Lesson 1: Primary & Secondary Sources

Primary Sources:

  • Direct evidence from participants or observers of an event

  • Raw data that is not altered by interpretation of a second party 

  • Provides insight into a culture, time period, or event studied 

  • Created at the time of the event or shortly after

  • Examples Of Primary Sources 

    • Diaries, letters, Interviews, Photographs, Official Documents, Artifacts, Research Reports


Secondary Sources:

  • Provides context, commentary or analysis of a primary source

  • Often facilitated by experts after studying multiple primary sources

  • Summarizes, evaluates or critiques information from primary sources

  • A product of Primary Sources 

  • Can condense a variety of primary sources to facilitate arguments or theories 

  • Tip: Second Hand Sources = Secondary Sources

  • Examples Of Secondary Sources 

    • Journal Articles, Scholarly Books, Essays, News Reports, Research Papers 


Lesson 2: Historical Thinking Skills 

  • Historical Perspective: Facilitating multiple points of view  on different events from history and understanding the reasoning of a given perspective

    • Values, Beliefs, Motivations?

  • Cause & Consequence (effect): 

    • Causes: immediate or long term

    • Consequences: positive or negative - intended or unintended 

    • The Baby Boom: Rise in baby population after world war two when soldiers returned home 

      • The baby boom picked up the surge in popular after people die in the war

      • Cause: Soldiers left their wives for a long period time

      • Consequence: Baby population increase when they returned home 

        • Resources became scarce 

  • Continuity & Change: Things in the past that have remained the same and things that have not stayed the same 

    • Continuity: A form of transportation with four wheels

    • Change: Engines advanced exterior etc 

  • Historical Significance: Events in the past that are considered important 


Lesson 3: Why Did Canada Get Involved In WW1

Beginning of WWI

  • 1914: Few believed the war would last long.

  • Young people saw the war as exciting, adventurous, and glorious.

  • Reality: Over 8 million soldiers died, costing almost $350 billion, and Europe’s map changed.

Key Events:

  • 1914: Archduke Franz Ferdinand assassinated in Sarajevo.

    • Germany invades Belgium and France.

    • Britain declares war on Germany, automatically including Canada.

    • War Measures Act passed in Canada.

  • 1915: Canadian troops exposed to poisonous gas at the Battle of Ypres.

  • 1916: Heavy Canadian losses at the Battle of Somme.

    • Women in Manitoba, Saskatchewan, and Alberta gain provincial voting rights.

  • 1917: Canadians fight at Passchendaele and help capture Vimy Ridge.

    • Women in Ontario and British Columbia gain provincial voting rights.

    • Wartime Elections Act gives federal voting rights to women related to servicemen.

    • Income tax introduced temporarily.

  • 1918: Armistice declared on the Western Front.

    • Women win federal voting rights in Canada.

Causes of WWI: M.A.N.I.A

  1. Militarism:

    • Nations build large armies and navies, creating competition.

    • Britain had the largest navy, built the HMS Dreadnought.

    • Germany built dreadnoughts and increased military power, leading France to arm itself.

    • By 1914, Europe became an armed camp.

  2. Alliances:

    • Countries formed alliances to defend each other.

    • Two main alliances:

      • Triple Entente: France, Great Britain, Russia.

      • Triple Alliance: Germany, Austria-Hungary, Italy (until 1915).

    • Alliances increased distrust, arms race, and war readiness.

    • A small dispute could involve all powers.

  3. Nationalism:

    • Extreme pride in one's nation, using flags, anthems, etc.

    • Many ethnic groups wanted independence, leading to conflict.

    • Nationalism fueled jealousy and violence between nations.

    • Problematic in Austria-Hungary and the Balkans.

  4. Imperialism:

    • Countries competed for colonies and resources.

    • Africa provided access to raw materials like gold, diamonds, and ivory.

  5. Assassination:

    • June 28, 1914: Archduke Franz Ferdinand of Austria-Hungary assassinated by Gavrilo Princip, a member of the Black Hand.

    • Triggered war due to alliances; war declared on August 4, 1914.

Consequences:

  • Competition in militarism led to an arms race and conflict.

  • Alliances pulled multiple nations into war.

  • Nationalism and imperialism fueled disputes and territorial conflicts.

  • Assassination of Franz Ferdinand provoked Austria-Hungary to declare war on Serbia, sparking WWI.

What Caused The War

  • Cause & Effect Relationship: If one particular event in a chain of events have gone differently the historical outcome would be different 

  • Most wars start in a breakdown in peaceful relations amongst opposing nations

  • World War 1 Difference: There is a specific assassination that started everything

  • Assassination of Archduke Franz Ferdinand is one of the known causes for the war (June 28th 1914)

  • The slavic nations felt like they had no independence because of Austria-Hungary

  • Archduke Franz Ferdinand: Individual who is Austrian Archduke, heir to the Austro-Hungarian throne

  • Gavrilo Princip: Individual from Bosnia, Serbian Ethnicity, Strongly supports the idea of promoting and protecting the interest of serbs

  • Emperor Franz Joseph 1:  Ruler of the Austro-Hungarian Empire from 1848 until his death

  • The archduke visited Bosnia on Serbian national holidays (wasn't the greatest day to visit!)

  • Gavrilo’s Slavic Celebrations: Gavrillo and his co-conspirators celebrated by killing Archduke Franz Ferdinand

  • Slavic Holidays: A traditional celebration observed by groups such as Russians, Ukrainians, Poles, Serbs, Czechs, and others (could be religious or older Catholic Christian Traditions)

    • Christmas, Easter, Maslentisa 

  • Franz Ferdinand was not liked by many including by his Uncle because he was open minded to Serbia's argument 

  • Assassinated Moderates: Individuals who held moderate, balanced or open minded perspective in political and social contexts who were killed for their beliefs 

    • Assassination usually initiated by extremist who opposite their perspectives

  • Blackhead: A group dedicated to creating a better Serbia, including bosnia 

  • Minor evidence that Serbian chief of military knew about the assassination prior to occurrence 

  • Ultimatum was issued to Serbia that was to hard and Sebia rejected it → War Started

  • The war was delayed because Austria’s Minister was worried if they attacked Serbia then Russia would attack Austria 

  • In the meantime Austria secured their alliance with Germany to assure that Russia attacked Austria for Serbia they would have a fighting chance

  • Austria Received their assurance on July 5th & July 6th in the form of a “blank check”

  • Blank Check: A promise from germany that they would help Austria if Russia attacked

  • Act of terrorisim in a Bosnian city turned into the first major war of the century

Timeline: 

June 28, 1914: Archduke Franz Ferdinand is assassinated in Sarajevo by Gavrilo Princip.

July 23, 1914: Austria-Hungary issues an ultimatum to Serbia.

July 25, 1914:

  • Serbia receives Austria's ultimatum and rejects it (but tries to make it sound like they are agreeing).

  • Russia enters a "period preparatory to war," not yet full mobilization.

July 26, 1914: Russia’s preparation for war goes into effect.

July 28, 1914: Austria-Hungary declares war on Serbia (even though their army wasn’t fully prepared).

July 30, 1914:Russia exits its preparatory phase and officially mobilizes.

August 1, 1914:

  • Germany declares war on Russia.

  • France mobilizes its armed forces in support of Russia.

August 3, 1914: Germany declares war on France.

August 4, 1914:

  • Germany invades Belgium.

  • Britain issues an ultimatum to Germany to withdraw from Belgium. When Germany refuses, Britain declares war on Germany.

Who Started The War
Problems with Blaming One Nation

  • National Characteristics: Attributing militarism or aggression to an entire nation is problematic and can be seen as propaganda.

    • Militarism Across Europe: Other nations, such as France and Russia, also had militaristic cultures.

    • Kaiser Wilhelm II: His bellicose statements contributed to the perception of German aggression.


Germany’s Actions

  • Blank Check: Germany’s unconditional support for Austria-Hungary's ultimatum to Serbia.

    • Impact: Encouraged Austria-Hungary to act recklessly, believing Germany desired war.

    • War Declaration: Germany declared war on Russia on August 1, which expanded the conflict.


Austria-Hungary’s Role

  • Ultimatum to Serbia: Austria-Hungary issued an ultimatum to Serbia, leading to the declaration of war.

    • First War Declaration: Austria-Hungary declared war on Serbia, initiating the conflict.


Russia’s Mobilization

  • Early Mobilization: Russia mobilized its army in response to Austria-Hungary’s actions.

    • Reasons: Russia’s geopolitical interests in the Balkans and the Black Sea.

    • Historical Context: Russia’s previous defeats and desire to maintain its influence and prestige.


The Ottomans and the Long View

  • Ottoman Empire: The Ottoman’s inability to prevent Austria’s annexation of Bosnia.

  • Historical Chain: Tracing causes back to the Roman Empire and earlier events highlights the complexity of assigning blame.


Other Contributing Factors

  • Alliance System: The network of alliances escalated the regional conflict into a world war.

  • European Imperialism: Rivalries and colonial ambitions contributed to tensions.

  • Naval Rivalry: Particularly between Britain and Germany.


  • Role of Diplomats: Decisions to go to war were made by a small group of diplomats, not popular opinion.

    • Historical Sources: Historians must navigate conflicting records and sources to understand the causes of war.

  • Complexity: No single nation or factor is solely responsible for World War I. The conflict resulted from a web of alliances, militaristic cultures, and diplomatic decisions.

  • Ongoing Debate: Understanding the causes involves examining various perspectives and sources.



Lesson 5: Canada On The Home Front In World war 1

Total War and Civilians' Role

  • Total War: A war in which civilians and soldiers are involved both on the homefront and frontlines.

  • Frontline: Borders where the battle takes place.

  • Homefront: Areas within a nation's territories where civilians contribute to the war effort.

  • Civilians played a key role in war funding, production, and support.

  • Every race, socio-economic status, gender, or age had a role to play in the war.

  • War was often romanticized and glamourize in media and government campaigns.

Government Restrictions During War

  • The government managed saving and conserving resources, particularly food and fuel.

  • By the age of 15, everyone who could had to work.

  • Women were allowed to work in factories and other roles during World War I.

  • Certain goods and activities were restricted:

    • Meatless Mondays: No one was allowed to buy or eat meat on Mondays.

    • Gasless Sundays: No gasoline use was allowed on Sundays.

    • War Bread: Special rationed bread; civilians were encouraged to eat less.

    • Prohibition: Sale and drinking of alcohol were banned.

  • The war cost about one million dollars a day, making the government concerned with spending.

Rationing and Salvaging

  • Rationing: Restrictions on the allowance of food, clothing, and fuel.

    • Civilians rationed food like meat, butter, sugar, and bread to send more to soldiers.

  • Salvaging: Collecting materials important for the war effort.

    • Materials salvaged: Nylon, Metal, Iron, Rubber, Silk.

War Bonds and Taxes

  • Citizens lent money to the government through War Bonds.

    • People could cash in the bonds after the war, but not for an equal return.

  • The government raised funds by imposing taxes on business profits, income, and consumer goods like tea, coffee, tobacco, cars, and trains.

Marketing and Propaganda

  • Propaganda: Information, often biased or misleading, used to promote a political cause or viewpoint.

  • The government used propaganda to:

    • Recruit soldiers.

    • Encourage citizens to support the war.

    • Show civilians how to ration and save.

    • Promote the purchase of Victory Bonds.

    • Promote the government's restrictions on all citizens.

  • Propaganda posters often pulled on people’s emotions to convince them to buy war bonds and support the war effort.

Women on the Homefront

  • The war led to significant changes for women:

    • Many volunteered as nurses or ambulance drivers.

    • Some worked in field hospitals overseas.

    • Women filled factory jobs, producing war supplies.

    • Women participated in community groups:

      • Made bandages for soldiers.

      • Held fundraisers and ran social events like dances.

      • Organized bazaars and rummage sales to raise funds.

      • Profits were used to buy writing paper, pencils, soap, and candy to send to soldiers.

Effects of War on the Canadian Economy

  • The government took control of factories and businesses.

    • Factories were converted to build war supplies, ensuring quality through the Imperial Munitions Board.

    • 300,000 Canadians worked in war supply factories.

    • Major industries during the war: Textiles, pulp and paper, steel, and food production.

  • The Canadian Wheat Board controlled wheat production and distribution.

  • War Trades Board: Worked with the U.S. to manage imports, exports, and scarcity of goods.

Lesson 6: The Halifax Explosion (December 6, 1917)


Collision and Explosion

  • On December 6, 1917, two ships, Mont Blanc (a French munitions ship carrying explosives) and Imo (a Belgian ship), collided in the Halifax Harbour, Nova Scotia.

  • Mont Blanc was carrying a highly explosive cargo, including TNT and benzol, while Imo was navigating on the wrong side of the harbour.

  • Harbour Rules: Ships were expected to keep to the right (starboard) and signal their intentions respectfully to others.

  • After the collision, the crew of Imo rowed to shore. Halifax citizens, unaware of the imminent danger, gathered near the water to observe the scene.


Impact of the Explosion

  • The explosion that followed was catastrophic, setting off 3,000 tons of explosives.

  • The blast leveled sections of Halifax, ignited fires, and triggered a tidal wave that washed debris ashore.

  • The destruction was devastating:

    • 2,000 people were killed.

    • Many were left homeless and injured.

    • Entire neighborhoods were reduced to rubble.


Aid and Assistance

  • Aid poured in from all over Canada and even from Boston, USA. Volunteers provided medical attention and helped rebuild the city.


Eyewitness Account of the Disaster

  • The explosion occurred at 5 minutes after 9 a.m., with survivors recounting the sheer destruction that unfolded.

  • Houses were destroyed, and those inside were left injured or killed.

  • Some believed that the explosion signaled the end of the war, while others feared it was an attack by the Germans.

  • Survivors described streets filled with debris and horrifying sights of the dead and dying.


Aftermath and Effects

  • 1,200 lives were officially recorded lost, though many more were injured or maimed.

  • Hundreds lost their sight, and countless children were left orphaned.

  • The morning after the explosion, a blizzard hit the city, adding further misery to those who had lost their homes.


Lesson 7: WW1 Terminology

  • Suffrage: The movement that extends the right to vote (specifically to women) 

    • Cause: Men getting shipped off to war left women to make more choices

    • 1917 Wartime Election Act: Allowed women who were close relatives of soldiers to vote 

  • Conscription: Mandatory enrollment of individuals into the military - YOU HAD TOO! 

    • Cause: People were no longer volunteering to go to war (1917) 

    • At first it was romanticized, when people died they stopped WANTING to go 

    • English Canadians → In favor of conscription 

    • French Canadians → Not in favor of conscription 

  • Creeping Barrage: A tactic that involved artillery fire moving forward in stages - while soldiers followed (distraction) 

    • Reason: Keep enemy forces pinned down

  • Halifax Explosion: French cargo ship was carrying lots of explosives heading to Halifax and it collided with another ship and everything exploded (December 6th 1917) 

    • 2000 People Died / Lots Injured → Anticlimactic with war 

    • Halifax Harbour

    • Largest Non Nuclear Explosions In History 

    • Expensive Clean Up

  • Komagata Maru Incident: A ship going from British India to Vancouver, carrying 376 mostly Sikh people coming to Canada and the entrance of the ship was rejected by Canada fo

    • Canada had discriminatory policies - DID NOT want NON European people

    • Highlighted the exclusionary practices

  • Enemy Aliens: Immigrants from countries that were at war with Canada such as Germany, Austria Hungary and the Ottoman Empire 

    • Immigrants from opposing countries experienced a lot of discrimination 

    • They were suspicious because Enemy Aliens could be spies 

    • Placed in camps and lived in harder conditions 

  • The War Measures Act: Passed by Canadian government, providing them with the power to secure the safety of Canadians by any means necessary without providing a reason (1914) 

    • Allowed to arrest anyone 

    • Control transportation/travel

    • Detain people

    • Denied Entry 


Lesson 8: Canada Entering The War 

  • Mood When War Was Declared: 

    • More happy than scared

    • Divide amongst English & French Canadians 

      • English → “We Are Ready For War, Charge!” 

      • French Canadians → “It’s Not Our War To Fight!”

  • Robert Borden (Prime Minister Of Canada)

    • Conservative prime minister - in favor of supporting Britain 

    • Conservation → In Favour Of Supporting Britain 

  • Wilfred Laurerier (Leader of Opposition)

    • Liberal Leader - opposed to supporting Britain

    • Liberals → Against Supporting britain 

  • Perspective of The People: had a lot of different perspectives - divided by moods and opinion 

  • Economic State: Not doing well near state of depression 

    • 50,000 people lost jobs  (closure and war ways) 

    • Drought ruined crops and cost farmers their livelihood 

  • Sam Hughes: Member of conservative party (minister of Canadian military)

    • He had 3110 and promised the queen he would have 25,000 soldiers 

    • He had to recruit a lot of people ASAP → seeking English Canadians 

    • Massive Recruitment Occurred (propaganda)

    • Liked the Rose Riffle 

  • Rose Riffle: Good for close range and clear weather conditions - ineffective when dirty

  • Who Enlisted For The War

    • Canadians: Everyone wanted to enlist regardless of economic status 

    • 70% of Canadians were British (good for conservatives) 

    • 32,000 soldiers ended up going to war

    • 100 Nurses set sail for England in October 1914 (Blue Birds) 

  • Groups Not Allowed To Go To War

    • Indigenous Canadians 

    • Black Canadians

    • Asian/Indian Canadians

    • Enemy Aliens 

  • Black Battalion: Assigned task of repairing trenches, loaded ammunition, constructed roads

  • Women's Role: 

    • Nurses (Blue Birds): Administered medication, vaccines, amputations 

    •  2,800 nurses served the Canadian army overseas 

    • Shell Shock: Trauma post war because of what they saw (depression, anxiety)

Borden is a staunch supporter of Britain 

Laurier Hopes that the war will last long 

Borden Believes that  Canadians are willing to fight the wall 

Borden thinks the best way to support Britain is by sending food and supplies 

False (sending people to fight was more important)

Spain 

France → Paris

United Kingdom → London 

Italy → Rome

German Empire → Berlin 

Austria Hungary → Vienna 

Romania → St Petersburg 

Serbia

Albania

Ottoman Empire 

Atlantic Ocean

North Sea

Baltic Sea

Black Sea

Mediterranean Sea

ANBBM




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