The document provides context about Canada in the period following World War 1 from 1919-1929. It outlines several key events and developments during this time including: 1) The Treaty of Versailles in 1918 which ended World War 1 and imposed penalties on Germany. 2) Canada experienced a post-war recession but then a period of prosperity in the "Roaring 20s" fueled by new industries and demand for Canadian resources. 3) However, not all groups benefited equally as Prairie farmers struggled and unemployment remained high for some. New political movements emerged representing farmers and Maritimers. 4) Socially, the role of women expanded as they gained the right to vote through the work of

1. CANADA AFTER WW1
- 1929
WEEK 3 LESSON 2
CHC2D
TREATIES, RECESSIONS, BOOMS, PROGRESS AND OPPRESSION

2. LEARNING GOALS
By the end of this lesson you will be able to apply historical thinking to the following events:
• Treaty of Versailles
• Post War recession
• Roaring 20’s
• Immigration and Indian Act
• Women’s Suffrage
• Labour movement
You will be able to identify key figures during this time period, identify cause and effect of major
historical events. Show an understanding of cultural formation and change.

3. LEARNING EXPECTATIONS
OVERALL
• B1. Social, Economic, and Political Context: describe some key social,
economic, and political events, trends, and developments between
1914 and 1929, and assess their significance for different groups in
Canada (FOCUS ON: Historical Significance; Historical Perspective)
• B2. Communities, Conflict, and Cooperation: analyse some key
interactions within and between different communities in Canada,
and between Canada and the international community, from 1914
to 1929, and how they affected Canadian society and politics
(FOCUS ON: Historical Significance; Cause and Consequence)
• B3. Identity, Citizenship, and Heritage: explain how various
individuals, organizations, and specific social changes between 1914
and 1929 contributed to the development of identity, citizenship,
and heritage in Canada (FOCUS ON: Continuity and Change;
Historical Perspective)
SPECIFIC
• B1.2 identify some major developments in science and/or technology during this period, and assess their
significance for different groups in Canada
• B1.3 describe some key economic trends and developments in Canada during this period
• B2.2 analyse, with reference to specific events or issues, the significance of Canada’s participation in
international relations between 1914 and 1929 (
• B2.3 describe some major instances of social and/or political conflict in Canada during this period,
including conflict between French and English Canada
• B2.4 explain the goals and accomplishments of some groups and/or movements that contributed to social
and/or political cooperation during this period
• B2.5 describe attitudes towards and significant actions affecting ethnocultural minority groups in Canada
during this period
• B3.1 explain how some individuals, groups, and/ or organizations contributed to Canadian society and
politics during this period and to the development of identity, citizenship, and/or heritage in Canada
• B3.2 describe some significant changes in the arts and popular culture in Canada during this period
• B3.3 describe some significant developments in the rights and lives of women in Canada during this period

4. • Teaching/Learning Strategies
 Independent Study
 Research Process
 Presentation
 Guided Internet Research
• Other / Details:
 Reading Analysis
 The Writing Process
 Guided Discussion
• Evaluation / Assessments Toolbox
 Marking Scheme
 Anecdotal Records
• Tools to evaluate
 Student Product
 Take home test
Resources / Links:
The Treaty of Versailles
http://www.history.com/topics/world-war-i/treaty-of-versailles
Indian Act and Residential Schools
http://www.thecanadianencyclopedia.ca/en/article/residential-schools/
The Famous Five:
https://www.youtube.com/watch?v=if_pyx5dm9Y
Immigration Act 1919
http://www.pier21.ca/research/immigration-history/immigration-act-
amendment-1919
The Roaring 20’s
http://www.canadahistoryproject.ca/1920s/
The Winnipeg General Strike
http://www.cpha.ca/en/programs/history/achievements/10-sw/winnipeg.aspx
The Group of Seven
http://www.mcmichael.com/paintingcanada/tomthomsonandthegroupofseven.
html
Notes: Please note, the activities and assignments related to this presentation
form key components of evaluation

5. THE TREATY OF VERSAILLES - 1918
• The Treaty of Versailles was the peace settlement signed after World War One had
ended in 1918 and in the shadow of the Russian Revolution and other events in
Russia. The treaty was signed at the vast Versailles Palace near Paris – hence its
title – between Germany and the Allies.
Action Required:
Below is a link to History.com – Read the article and watch the video regarding the
Treaty of Versailles – be sure to take notes!
• http://www.history.com/topics/world-war-i/treaty-of-versailles

6. A COUNTRY FUNDAMENTALLY CHANGED
• The war united most Canadians in a common cause even as the extremity of national effort nearly tore the country apart. Few had expected the long
struggle or heavy death toll. A war fought supposedly for liberal freedoms against Prussian militarism had exposed uneasy contradictions, including
compulsory military service, broken promises to farmers and organized labour, high inflation, deep social and linguistic divisions, and the suspension of
many civil liberties. Some women had received the right to vote, but other Canadians – recent immigrants associated with enemy countries – had seen this
right rescinded.
• Government had intervened in the lives of Canadians to an unprecedented degree, introducing policies that would eventually mature into a fully fledged
system of social welfare. But it had not prevented wartime profiteering, strikes, or economic disasters, leading many to question the extent to which rich
Canadians had sacrificed at all. A massive and unprecedented voluntary effort had supported the troops overseas and loaned Ottawa the money it needed
to fight the war. The resulting post-war debt of some $2 billion was owed mostly to other Canadians, a fact which fundamentally altered the nature of the
post-war economy.
• Politically, the war was also a watershed. Borden’s efforts to win the 1917 election and carry the nation to victory succeeded in the short term, but fractured
the country along regional, cultural, linguistic, and class lines. English and French relations were never lower, and accusations of French traitors and English
militarists were not soon forgotten. Quebec would be a wasteland for federal Conservative politicians for most of the next 40 years. Laurier’s forlorn stand
against conscription lost him the election and divided his party, but helped ensure the Liberals’ national credibility, with a firm basis in French Canada, for
decades to come.
• Labour, newly empowered by its important role in supporting the war effort, pushed for more rights, first through negotiations, and then through strikes.
Farmers seethed over agricultural policies and Ottawa’s broken promise on conscription. In the post-war period, both groups would form powerful new
political and regional parties.

7. ENTER THE ROARING 20’S
• Cinemas, automobiles, radios and airplanes! Bootleggers, booze, flappers and jazz! The Twenties. The twenties seemed to usher in a new modern age.
After the ordeal of the First World War, people were eager to enjoy life in the 1920s and a number of new inventions added to the excitement.
• This period has been called the Roaring Twenties, but not everyone was roaring. Prairie farmers suffered from a collapse in the wheat market. Many
moved to the city in the hope of finding jobs, but soldiers returning from the Great War created a surplus of workers. Swearing in Canada's first female
senator. Those remaining on their farms supported an emerging third party for farmers, the National Progressives. Maritimers were rapidly falling behind
central Canada economically and they started a new group, the Maritime Rights Movement, to promote their interests.
• Fifteen percent unemployment left many Canadians out of work in the early twenties. By the mid-twenties, though, things were looking up. Foreign
demand for Canadian raw materials increased after 1926. There was a better market for the traditional resources, like wheat and timber, and increasing
demand, especially from the United States, for new resources like pulp and paper and base metals.
• In the twenties Canada began to see itself as independent from Britain. Starting with Borden at the Imperial Conference of 1923, Canada's prime
ministers demanded more autonomy. We began to make our own decisions about following Britain into war and insisted on signing our own treaties
and having separate representation on the League of Nations.
• This mood for independence was used to great advantage by Prime Minister Mackenzie King during the constitutional crisis known as the King-Byng
Affair of 1926 which involved Governor General Julian Byng. By the end of the decade Canada was a more complex and diverse country to govern, but
optimistic about its future.

8. CANADA IN THE ROARING 20’S
FLAPPERS REPRESENTED A BREAK FROM TRADITION AND
AN INDEPENDENT IDENTITY FROM THE RESTRICTIVE
CULTURE OF BRITAIN
NEW PROSPERITY MEANT AVERAGE CANADIAN’S COULD
AFFORD TO BUY CARS, TRAVEL BECAME FASTER AND MORE
FREE TIME WAS AVAILABLE FOR ENTERTAINMENT

9. CANADA IN THE ROARING 20’S - CONTINUED
• Reflect- think about the following questions:
Which regions or groups in Canada benefited the most from the prosperity of the
1920s? Why?
When you look at economic conditions in the Maritimes during the 1920s, which
development do you think is the most significant in terms of its impact on people’s
lives? Why?

10. PROSPERITY AND CULTURAL IDENTITY
• As Canada emerged from the post-war recession and its citizens had the time and
ability to peruse leisure activities, the demand for entertainment increased. This
included visiting of art galleries.
• Another impact of WW1 was the shaping of a Canadian identity, Canadian's
began to feel proud of their heritage, and wanted to express an identity of their
own.
• A reflection of this was Canada’s most famous artists, The Group of Seven

11. THE GROUP OF SEVEN
• In the early decades of the twentieth century, circumstances brought together several artists who explored
and fell in love with the varied landscapes of Canada. Collectively, they agreed that the country’s magnificent
wilderness regions needed to be recorded in a painting style that captured the untouched beauty of the
landscapes that inspired them. Today, these artists have become the most famous amongst Canadian artists
and, indeed, have become national icons.
• Their focus on the Canadian landscape as the subject for their art reflected an increasingly nationalistic
sentiment within a deep-rooted love for the natural environment of Canada. The Group’s intention was to
produce work in a style that broke with European traditions in art. Their bright and bold use of paint and
colour seemed a suitable complement to the aggressive expansion that the country was experiencing at the
outset of the 1920s. Before the end of the decade, this new and distinctive painting style was supported by
the National Gallery of Canada and gained an enthusiastic audience amongst the general public as well.
• Their first exhibition at the Art Gallery of Toronto in May 1920 marked an important moment in the history of
Canadian art, as the artists’ interpretation of the Canadian landscape reflected a belief that Canada itself
must inspire Canadian art.

12. MEMBERS OF THE GROUP OF SEVEN
• Original Seven Members
• J.E.H. MacDonald (1873-1932)
Arthur Lismer (1895-1969)
Frank Johnston (1888-1949)
Frederick Varley (1881-1969)
Franklin Carmichael (1890-1945)
Lawren Harris (1885-1970)
A.Y. Jackson (1882-1974)

13. GROUP OF SEVEN ART
Reflect- Ask
yourself the
following
question:
What were some of
the cultural
changes that
characterized the
‘roaring twenties’ in
Canada?

14. WOMEN'S RIGHTS IN CANADA
• WW1 was the source of tragedy and immense loss. It also marked a time when
indigenous Canadians and Canadian immigrants were stripped of their basic
human rights.
• During the post WW1 era, Canadian women gradually made progress and
attained status as “persons” as well as the right to vote.

16. WOMEN’S SUFFRAGE – KEY
PEOPLE
Agnes Campbell Macphail, politician, reformer (born
24 March 1890 in Proton Township, Grey County, ON;
died 13 February 1954 in Toronto, ON). Agnes
Macphail was the first woman elected to the House of
Commons (1921–40) and was one of the first two
women elected to the Ontario legislature (1943–45,
1948–51).
Agnes MacPhail

17. WOMEN’S SUFFRAGE – KEY PEOPLE - CONTINUED
• The Famous Five were five prominent women from Alberta, led by Emily Murphy,
police magistrate for the City of Edmonton. These women were journalists, politicians,
reformers and activists. All of them had campaigned for women's right to vote, which
is also known as women's suffrage. Some were active in the women's temperance
movement, which encouraged abstinence from alcohol.

18. WOMEN’S SUFFRAGE – KEY PEOPLE - CONTINUED
Watch the video and take notes
https://www.youtube.com/watch?v=if_pyx5dm9Y
Reflect- Ask yourself: In what ways did the work of Nellie McClung and other
suffragists challenge notions of citizenship in Canada?

19. A STEP BACK FOR IMMIGRANTS AND INDIGENOUS
CANADIANS
 1920 - First Status Indians to Vote - Native people given the right to vote, but Status [Treaty] Indians
have to give up their treaty rights and registered Indian status to do so.
 July 1, 1923 - The federal government limits Chinese immigration; called Humiliation Day by Chinese-
Canadians.
 Canada experiences growing racism and antisemitism; segregation and discrimination in jobs and
housing; immigration policy, including the 1919 Immigration Act; the quality of life on reserves;
restrictions imposed by amendments to the Indian Act in 1920 and residential schools

20. 1920 INDIAN ACT AND RESIDENTIAL SCHOOLS
Indian Act- Read and Highlight 3 primary articles in the booklet link:
http://www.fnesc.ca/wp/wp-content/uploads/2015/07/IRSR11-12-DE-1920-1927.pdf
How do you think using primary sources and research skills can be applied outside of the
classroom?
Residential schools were government-sponsored religious schools established to assimilate Indigenous children
into Euro-Canadian culture. Although the first residential facilities were established in New France, the term
usually refers to the custodial schools established after 1880. Originally conceived by Christian churches and
the Canadian government as an attempt to both educate and convert Indigenous youth and to integrate them
into Canadian society, residential schools disrupted lives and communities, causing long-term problems among
Indigenous peoples. Since the last residential school closed in 1996, former students have pressed for recognition
and restitution, resulting in the Indian Residential Schools Settlement Agreement in 2007 and a formal public
apology by Prime MinisterStephen Harper in 2008. In total, an estimated 150,000 First Nation, Inuit,
and Métis children attended residential schools.

21. 1919 IMMIGRATION ACT
Immigration Act Amendment, 1919
The government introduced new restrictive immigration regulations in 1919 in response to the
social and economic turmoil of the immediate postwar period. Following the First World War,
the Canadian economy fell into a recession, unemployment steadily increased and the Russian
Bolshevik Revolution of 1917 generated widespread fear of communism and suspicion of
enemy alien immigrants.
Read the article in the following link and explore the original Immigration Act
Amendment documents (be sure to take notes):
http://www.pier21.ca/research/immigration-history/immigration-act-amendment-1919
Question: How does reading a primary source help you better understand historical conext?

22. WORKERS’ RIGHTS AND RAPID UNIONIZATION
• The Winnipeg General Strike of 1919 was one of the most influential strikes in Canadian history, and became
the platform for future labour reforms. Massive unemployment and inflation, dismal wages and working
conditions, and the success of the Russian Revolution all contributed to labour unrest at the time. Labour
leaders from across Western Canada met to form “One Big Union.”
Negotiations broke down between management and labour in the building and metal trades in May of that
year and a general strike was called. At stake were the principle of collective bargaining, better wages and the
improvement of working conditions. Within hours almost 30,000 workers had left their jobs. Even essential
public employees such as firefighters went on strike.
Workers had made the following demands:
1. The right to collective bargaining, and
2. The right to a living wage.

23. WORKERS’ RIGHTS AND RAPID UNIONIZATION -
CONTINUED
Opposition to the strike was organized by the Citizen’s
Committee that was formed shortly after the strike began
by Winnipeg’s most influential citizens. The committee
declared the strike a revolutionary conspiracy led by a
small group of “alien scum.”
Fearing that the strike would spread to other cities, the
federal government sent two cabinet ministers to
intervene. The federal government ordered its federal
employees back to work or face immediate dismissal and
on June 17 ordered the arrest of ten strike leaders. Four
days later, about 25,000 strikers assembled for a
demonstration.
A crowd attempts to tip over a tramway car during the
Winnipeg General Strike, June 21, 1919
Credit: Library and Archives Canada/C-034024

24. WORKERS’ RIGHTS AND RAPID UNIONIZATION -
CONTINUED
The Winnipeg mayor read the Riot Act and called in the Royal Northwest Mounted Police who rode in on horseback
charging into the crowd of strikers, beating them with clubs and firing weapons.
This day, known as “Bloody Saturday,” ended with federal troops occupying the city’s streets. Faced with the combined
forces of the government and the employers, the strikers decided to return to work on June 25.
The General Strike left a legacy of bitterness and controversy with a wave of increased unionism and militancy across
Canada. J.S. Woodsworth, a strike leader who was sentenced to one year in jail, eventually went on to found the Co-
operative Commonwealth Federation, which was the forerunner of the New Democratic Party. Almost three decades
passed before Canadian workers secured union recognition and collective bargaining.
1929 - Workers' Unity League is formed.

25. WORKERS’ RIGHTS AND RAPID UNIONIZATION -
CONTINUED
Reflect – Ask yourself the following questions:
What were the most significant causes of the Winnipeg General Strike? (Historical
significance)
What were its short- and long-term consequences? (Continuity and Change)