History Unit 3 Study Notes PDF

`The End of WW1/Beginning of 1920s Soldiers Return Home In 1918, Canadian soldiers were stuck in Europe because there were not enough ships to take them home. Many of the ships and dreadnoughts were destroyed during the war or needed to be repaired so soldiers had to wait. Canadian...

`The End of WW1/Beginning of 1920s Soldiers Return Home In 1918, Canadian soldiers were stuck in Europe because there were not enough ships to take them home. Many of the ships and dreadnoughts were destroyed during the war or needed to be repaired so soldiers had to wait. Canadian soldiers were held at demobilization camps. Sir Arthur Currie fought for Canadians to return as units. Many rioted out of boredom at the months of waiting; incidents of unrest at demobilization camps (killed/injured) Leaders of the riots were arrested and executed (shot to death). The “Spanish Flu” Spanish Flu occurred from 1918-1920. War ended with a raging influenza pandemic, spread by infected soldiers returning from the war. Killed at least 20 million people worldwide, including an estimated 50,000 Canadians. Canada’s dead included soldiers who had survived the fighting overseas only to succumb to illness once in Canada and thousands of family members welcomed them home. The Winnipeg General Strike The Winnipeg General Strike occurred in 1919, the largest strike in Canadian history. More than 300,000 workers left their jobs. Unemployment was high, and there were few jobs for veterans returning from war. Workers negotiated with their managers for job improvements. They wanted the right to… -Collective Bargaining = A form of union (agreements to regulate aspects of workers’ composition and rights for workers) -Better wages -Better and safer working conditions The strike united the working class in Canada. Some of its participants helped establish what is now the New Democratic Party. Factories, shops, transit and city services shut down. Strike resulted in arrests, injuries, and the deaths of 2 protesters.  Activist Helen Armstrong, nicknamed “Ma”, was one of the only two women among some 50 men on the Central Strike Committee. During the strike, she established the Labour Cafe, which provided women strikers with 3 free meals a day. The cafe served 1,200-1,500 meals per day. Voices Left Out Minority Workers: Experiences of marginalized and immigrant workers were often overlooked. Women: Women’s contributions to the workforce were not fully recognized. Local Business: Smaller businesses affected by the strike may not have been represented Government and Police: Perspectives of officials who viewed the strike as a threat were often missing. Vocabulary Veteran: Person who served in the military Strike: Refusal of work organized by a group of employees as a form of protest, typically to earn something from their employer. Collective Bargaining: Process where workers in a union negotiate with employers about wages, hours, and working conditions. One Big Union: Movement of Canadian unity workers into one powerful union to improve their bargaining power. Socialism: Economic system where the community/government owns and controls resources and production to promote equality. Communism: Ideology for a classless society where all property is owned collectively, with each person contributing and receiving based on their needs. Royal Commissions/Commissions of Inquiry: Investigations by government into important issues which gather evidence and make recommendations for change. CCF: Canadian political party found in 1932 that promoted socialist ideas and later became the New Democratic Party WHO 30,000 workers in various industries including construction and transportation  WHAT A massive labour strike demanding better wages, working conditions and the right to unionize WHEN May 15-June 25 1919 WHERE Winnipeg, Manitoba Canada WHY Strike aimed to address economic hardships and improve workers’ rights in the aftermath of WW1 HOW Workers stopped working and organized protests, leading to significant social and political tensions. Entertainment of The 1920s Popular Dances of the 1920s Dancing was a major part of the 1920s entertainment and an important part of every party. People of the 1920’s invented their own dances, and they were often taught to kids in school, including the tango, foxtrot, charleston and lindy hop. Music of the 1920s This was known as “The Jazz Age” Originating in New Orleans, United States, it also became popular in Canada. Jazz began in African American culture; new music spread like wildfire. Movies Main entertainment that boomed in the 20s was the cinema. 50 million people went to the cinema weekly in the United States  In the 1920’s, movies were black and white. Until 1926, they were also silent. Words appeared every so often --so people had to pay attention to understand what the actors were saying. In the mid-late 1920s “talkies” came along. Patrons (movie goers) could hear the words as they were spoken. Blackface enforces negative, belittling and demeaning stereotypes about African American people. It racistly portrayed black people as inferior. Nosferato was one of the first horror movies ever made. It was a silent film based on the original Dracula novel from 1897. Mary Pickford (a Canadian) was the star of several silent films and became famous in the U.S., nicknamed “America's Sweetheart”. She was well known in her 20s for playing young, sweet roles. Charlie Chaplin was very well known for his silent films. He was famous for his silent film character, “The Tramp”. Known for his comedy and social commentary. Sports Hockey: The NHL grew in the 1920s, with teams like the Montreal Canadiens and Toronto Maple Leafs gaining popularity, especially in Canada. Baseball: The 1920s was the "Golden Age" of baseball, with stars like Babe Ruth making the sport hugely popular in the U.S. Bluenose Schooner: Launched in 1921, the Bluenose was a famous Canadian sailing vessel, symbolizing national pride and success in racing. The phrase “He shoots, he scores” was commonly used throughout the 1920s in radio broadcasts of hockey games. Baseball, rugby, and lacrosse were Canada’s national games and they were forms of entertainment. Hockey was becoming the most popular sport. The Edmonton Grads were a women’s championship basketball team based in Edmonton, Alberta. They recorded a record of 502 wins and 20 losses (some of which came in exhibition games against men’s teams) It was now acceptable for women to participate in sports, changing again in the 1930s. Bobbie Rosenfeld won Olympic gold medals, named “Canadian woman athlete of the half-century”. A star of basketball, hockey, softball and tennis. The 1920s was Canada’s Golden Age in sports.  Tom Longboat: Runner from the Six Nations Reserve near Brantford, Ontario. He was a dominant long-distance runner , known as the “bulldog of Britannia: and was a soldier in the Canadian Expeditionary Force during the first WW1. Flappers Young women in the 1920s who embraced bold, modern fashion, and independence, defied the old conventions of proper “feminine” behaviour. Wore dresses with a dropped waist and shorter hemlines, ornate decor such as sequins, pearls and beads. Scandalized the public by abandoning Victorian era clothing for shorter hemlines, short hair. There was backlash against ‘flapper style’ Smoked, drank and danced in public at clubs. Cut their hair to “boyish” bobs. The Group of 7 The Group of 7 were a group of Canadian landscape painters from 1920 to 1933. Prohibition Prohibition is a set of laws that made it illegal to make and sell alcohol of any kind. It was introduced in Ontario in 1916 and ended in 1927. Drinking was common in the early 20th century. People believed it gave soldiers strength/courage gained from drinking alcohol. Many workers had more money and felt that they could afford the extra drink. The prohibition law was put into place to reduce crime, improve public morals, protect families from alcohol related abuse, increase workplace productivity as well as preventing women from adopting traditionally masculine drinking habits. The Women’s Christian Temperance Union wanted prohibition because… - They believed alcohol was to blame for many social problems such as crime, family violence, poverty and public drunkenness.  - Believed that men were wasting money at bars instead of spending it on needs for the family. - Wheat and grain used to make alcohol could go to feeding soldiers instead. Famous Gangsters & Rise of Organized Crime Prohibition encouraged organized crime involved in “bootlegging”. Bootlegging was to make, sell, or transport alcohol illegally. Gang leaders such as Al Capone were brutal and their rivalry led to many bloody clashes. Al Capone is said to have controlled the bootleg liquor trade out of Moosejaw, Saskatchewan. “Rum Runner” was someone who illegally transported alcohol into other countries. Speakeasy Many Canadians were not happy with prohibition and would still seek out alcohol. Citizens who wanted to drink had to buy illegal liquor from criminals for high prices, leading to the new businesses of speakeasies arising. A speakeasy was a hidden bar where illegal alcohol was sold. Aftermath of Prohibition With the introduction of the Liquor Control Act, LCBO was created to control the sale of alcohol. By controlling alcohol, the Canadian government could place taxes In 2014, the Canadian government made 10.4 billion dollars from alcohol alone. By doing this the government could… - Stop illegal alcohol sale - Could stop criminal activity Government could also control everything about alcohol including… - Where you could drink alcohol - Where you can alcohol - Who could purchase alcohol (age limit) 1920’s Slang Big Cheese, Big Shot: The boss, someone of importance.  Booze: Alcohol Copper: Policeman Dough: Money Grilled: Questioned Heebie-Jeebies: Something that makes you scared Swanky: Elegant/Fancy Technologies Radio Made communication and info accessible The early 1920s consisted of the ‘Radio Craze’ Rogers Batteryless Radio presented at the Canadian National Exhibition in 1925 Brought families and friends together -- usually a communal or dinnertime activity. Telephone Invented in the 1870’s and became popular in the 1920s. Call centres and “Hello Girls” who were women working in busy call centres operated switchboards that connected callers to the lines they wished to reach. Automobiles Ford Model-T created by Henry Ford From 1920-1926, the Model-T is the best selling car in North America Goes out of production in 1927 as more competitor brands pop up. Air Travel We do not see large commercial jets until the 40s -- until then, people use smaller, less reliable planes Air travel in the 20s was cold and slow, not preferred to trains. Insulin  Discovered by Scientists, Frederick Banting and Charles Best at University of Toronto in 1921, and successfully used in 1922. Gives people with diabetes a treatment and allows them to live more freely. Band-Aids Created in 1921 by Johnson and Johnson Revolutionizes the bandaging of small cuts and abrasions. Band Aids were not manufactured to represent different skin tones - it would take until 2005 for this to happen! Household Appliances Electric refrigerators popularized in the 1920s General Electric Monitor Top Refrigerator was one of the first electric refrigerators. Showers In-door plumbing becomes more popular in urban homes Showers instead of baths were more affordable in the 1920s, so they became more accessible to the wider public. Laundry Domestic laundry machines introduced in the 1920s. Chinese laundry workers; Chinese Immigration Act of 1923, huge restrictions on Chinese Immigrants into Canada. Stoves and Ovens Due to the accessibility of electricity in homes. Convenience for domestic life Allows for more kitchen space, and smaller, open kitchens. Vacuum Did not take off until the 1920s economic boom Marketed for women who had to do the domestic work Part of the new domestic culture that was arising in the 20’s, making chores easier. Tractors and Farming Equipment Farming is revolutionized by new technology -- the tractor in particular. New tractors and harvesting methods like threshing machines essentially halve the time it takes to process and harvest crops. Notable brands: International Harvester, John Deere. Problem: New technology is expensive. Traffic Lights The three position traffic light was patented in 1923 by Garrett Morgan, which makes city streets safer. Garrett Morgan is the son of two formerly enslaved parents living in America , and ran one of the most influential Black newspapers in the country called Cleveland Call. Technology: Advertisements, Growth of a Consumer Market People want goods, and if they have money to spend on them, increase demand and popularity. Films and Radio become viable and popular options for ads --increases consumer market. Growth of Consumerism changes the way people shop, work and live. The major elements of consumerism are advertising, mass production and credit. Women Women’s Suffrage Suffrage is the right to vote January 1st 1919 all women over the age of 21 gained the right to vote Famous Five Who: Five Alberta Women -- Emily Murphy, Irene Parlby, Nellie McClung, Louise McKinney, Henrietta Muir Edwards. What: They created a petition to ask the Supreme Court of Canada if women are considered “persons” Why: It was stated that only persons could be appointed to the Senate. The famous five wanted females to be legally considered persons. When: August 27, 1927 the petition was filed. April 24, 1928 the Supreme Court announced its decision Why is this significant (DECISION): - Supreme court ruled that women are not considered persons. - The Famous Five took the case to the British Privy Council, who is the Queen's representative in England! - The Council overruled and said that women are considered to be persons. - October 28, 1919 Canadian women were seen as people according to the law and could apply for the senate. The Great Depression Socio-economic crisis that began in 1929 and lasted throughout the 1930s. It was a period of high unemployment, bank closure, and economic struggle. Four main causes of the Great Depression were… - The Stock Market Crash - Overproduction - Credit - Drought (The Dust Bowl) Stock Market and The Great Crash Who: Who was affected? Investors, businesses, and everyday Americans. Many investors lost their savings, banks failed, and millions of people were left unemployed. The crash led to the Great Depression. What: What was the 1929 stock market crash? A sudden and massive decline in stock prices that began in late October 1929. It  is known as Black Tuesday (October 29), with stock prices plummeting dramatically. Share: Represents a unit of ownership of a company. When: When did it happen? The crash occurred in late October 1929, specifically starting on October 24 (Black Thursday) and hitting its peak on October 29 (Black Tuesday). Where: Where did the crash happen? The crash took place throughout North America. Why: Why did the crash happen? ○ Speculation: Investors had been buying stocks on margin (borrowing money to buy stocks), inflating stock prices. ○ Economic Weakness: The economy was already showing signs of weakness, including overproduction and low wages. ○ Panic Selling: Once stock prices started to fall, fear set in, leading to widespread panic and further sell-offs. How: How did the crash happen? On Black Thursday, large amounts of selling began, triggering a market drop. On Black Tuesday, panic intensified, and prices fell even further. The crash led to massive financial losses, causing banks and businesses to fail and starting the Great Depression. Overproduction of Goods Due to the improvements in tech, businesses overproduced their products and expanded their companies, taking on too much debt. Assembly line production in factories made it easy to make more products. Eventually, people stopped buying and many products were not sold, factories had to shut down. This leads many workers to lose their jobs. Supply refers to the amount of goods that are available. Demand refers to how many people want those goods. Supply and Demand should be an equal amount. Buying on Credit Became popular for Canadians in the 1920s. Many went into debt and could not pay back the banks. Banks would repossess the products that were purchased and sometimes even take their houses. Meant that many Canadians went into debt and became homeless. Dustbowl Drought hit Canada and a dust bowl hit the west (prairies) Farmers were not able to grow produce - they could not make money. Farmers lost their jobs and had to search for new occupations in the city, Canada’s economy dropped. Relief Camps Offers employment and temporary housing to single, homeless men who were struggling during the Great Depression Housing: 40-80 people roomed in one house. Jobs: Men build roads, dug ditches, planted trees, built public buildings (hard, manual labour.) Common Complaints: Food was bad, not allowed to vote, many injuries, no doctors, terrible pay. Rate of Pay: 20 cents per day On-To-Ottawa Trek Men become angry that the government could not provide them with meaningful work for a fair wage. In April 1935, 1500 men from B.C. relief camps went on STRIKE. Men from B.C. relief camps decided to go to Ottawa and demand improvements. Prime Minister Bennett stopped the Trek in Regina, Saskatchewan. Trekkers sent 8 of their leaders to visit Bennett in Ottawa. Politics During the Great Depression Canada’s Prime Minister from 1930-1935 was Richard Bedford. Before Richard Bedford, the Prime Minister was William Lyon Mackenzie King but he was removed from office due to his inadequate response to the Great Depression. Richard was highly criticized for his response to the Great Depression: Relief work camps for unemployed men, response to on-to-ottawa trek. However, Richard helped to create the Bank of Canada, Canadian Wheat Board, Canadian Radio Broadcasting Commision. Bennett promised to fight to create jobs, helping millions of unemployed. New Political Parties New political parties were created in the 1930s. Two important parties are the Co-Operative Commonwealth Federation and Social Credit Party. Co-Operative Commonwealth Federation Started in 1932. Mix of farmer’s organizations, labour unions, and academics. First leader was T.S. Woodsworth Eventually created the New Democratic Party (NDP) Social Credit Party Becomes popular in 1935. Leader William Aberheart “Bible Bill” Centered on providing more dependable government relief to all Canadians. Government relief under the party promised $25 every month for food, clothing, shelter. Residential Schools Intro: Residential schools were government-funded religious schools ran from 1890-1996, created for the purpose of assimilating Indigenous peoples. The Canadian government wanted to remove the individual rights and unique cultures from the Indigenous people, leading them to create the Indian Act in the year of 1876 which allowed officials to integrate the Indigenous people into mainstream society. Residential schools were located in all provinces and territories except for Prince Edward Island, New Brunswick, and Newfoundland. Most of the residential schools were operated by the Catholic Church, while the others were run by the Anglican, United, or Protestant churches. The government’s partnership with churches to run schools allowed it to be run on a federal level, meaning that the government had ultimate authority over the system. Daily life for children in residential schools consisted of being taught English (or French in Quebec) and Christian values, allowing the officials to erase the Indigenous children’s individuality and traditional heritage. The children also had to complete a variety of tasks, which were segregated by gender. The girls had to do domestic work and housekeeping such as sewing, laundry, as well as meal preparation, while the boys did outdoor tasks like agricultural work and construction. Residential schools caused trauma to the survivors and their families as it lead to cultural disconnection from their Indigenous identities and heritage, while also creating separation between households. Body 1: Firstly, residential schools caused Indigenous children to have a disconnection from their Indigenous culture. Due to the assimilation of Indigenous people in the residential schools, generations of Indigenous children lost the ability to speak their native language because of the fear of the punishment that they would have to face. The Indigenous individuals also lost the opportunities in their life to learn more about their culture and beliefs, as they were pressured to abandon it in favour of the European-Canadian values. For instance, the establishment of the Indian Act in 1876 forced the Indigenous children to assimilate into the mainstream society, disregarding their family traditions and heritage. This act allowed the government to control the religious beliefs and identities of the Indigenous people, aiming the Canadian government to integrate the children into the general population of European, Catholic children. The second example of how residential schools caused a loss of identity in Indigenous children is the forbidden practice of cultural traditions. The traditions allowed Indigenous children to feel connected to their heritage through feasts, dances and spiritual practices. Without these practices, Indigenous children not only began to feel lost physically, but also felt a sense of loneliness spiritually and mentally. The disconnection from the Indigenous culture made the children and their families feel as if a piece was missing from them. Body 2: Secondly, residential schools created a separation between children and their families. Children were taken away from their homes from a young age, as little as 4 years old. They were placed in these institutions where they lived for years, feeling emotions of abandonment and isolation as they were taken away from their support systems, cultural practices and traditional teachings that are crucial to Indigenous identity. They were often told by the priests and nuns that their parents did not love or respect them, which led the children to gain resentment towards their families for sending them. The Indigenous children began to have doubts in their parents, gaining a deep rooted hatred towards them and often growing a rebellion when it was eventually time to return home. The residential schools created a long-term effect against Indigenous families, disrupting the family structure. Many students who returned home after going to residential schools struggled to reconnect with their relatives as their identities have been altered, losing their Indigenous culture, and believed that their parents did not love them due to the brainwashing they suffered from. Residential schools destroyed many families by damaging their loving bonds. Conclusion: In conclusion, residential schools had a significant impact on the survivors, as well as the future generations of Indigenous people. This topic is important for society to understand because we are able to learn from our mistakes, allowing us to represent Canada as a country of cultural and religious acceptance of all individuals. We can help support the experiences of the Indigenous Canadian survivors of residential schools through different ways such as educating ourselves about Indigenous cultures, understanding the experiences that they had to endure at the schools and participating in local events raising awareness.