Ryan Palmer, 2020 Werklund Graduate

Title: Exploring Nationalism through the role of Indigenous People in Canadian Military
History

Biography: Ryan is a recent graduate of the Werklund School of Education,

concentrating in Secondary Social Studies. Entering the teaching profession with
extensive experience as a Canadian Armed Forces Infantry Officer, and as a software
project manager deploying a learning management system, he is deeply interested in
developing the ideals of citizenship, critical thinking, and curiosity in youth. In addition
to his Education degree, he holds a Bachelor of Arts in Political Science from the
University of Calgary, and a Master of Defense Studies from Royal Military College. He
continues to serve as an officer in the Army Reserve.

Resources used and - Indigenous People in Military History:

possible concerns https://www.canada.ca/en/services/defence/caf/military
history/military-history-heritage/indigenous-peoples-milit
ary-history.html

Author/creator - Government of Canada – Department of National

and/or literature Defence, and Veteran’s Affairs Canada.
background - Authors are generally not identified on government
Websites, though numerous first-hand narrative
accounts of Indigenous soldiers and their families are
presented.

UPE course - EDUC 420. This lesson addresses issues explored in

connections (not Issues in Teaching and Learning​ by introducing
exhaustive) alternate narratives of historic events, and highlighting
issues in Canadian society that remain relevant today.
- EDUC 450. ​Diversity in Learning ​emphasized the
importance of representing multiple perspectives,
including those of differing cultural backgrounds.
- EDUC 460. Specialization I and II for social studies
teachers explores alternate ways of knowing and the
importance of integrating alternative perspectives,
particularly FNMI experiences into the instruction of
historical events that are traditionally explored through a
European/Western-centric lens.

K-12 connection Social Studies 20-1. Related Issue 2 - ​To what extent
​ pecific outcomes:
should national interest be pursued? S
- 2.1 appreciate that nations and states pursue national
interest (TCC, GC, PADM)
 Ryan Palmer, 2020 Werklund Graduate

- 2.2 appreciate that the pursuit of national interest has

positive and negative consequences
- (TCC, GC, PADM)
- 2.3 appreciate multiple perspectives related to the
pursuit of national interest (TCC, PADM)
- 2.7 analyze nationalism and ultranationalism during
times of conflict (causes of the First and Second
World Wars, examples of nationalism and
ultranationalism from the First and Second World Wars,
ultranationalism in Japan, internments in Canada,
conscription crises) (PADM, TCC, GC, LPP)

Materials - Indigenous Perspectives of World War I ​worksheet.

- Whiteboard & Markers.
- Post-it Notes.

Rationale Big idea: Nationalism as a collectively internalized feeling.

Purpose: To explore Indigenous perspectives of nationalism in
the context of Canada’s involvement in the world wars.
Specifically, students will consider ideas of nation, and the
extent to which national and personal interests align.
Traditionally, this topic is explored through a
European/Western centric lens, and Indigenous and
non-indigenous students alike would benefit from the
alternative viewpoints presented in these resources.

Lesson/activities Pre-requisite Knowledge​ – Ideas of nation, categories of

national interest, and some exposure to the structural and
proximate causes of World War I.

Approach

1. Students will read the ​Indigenous Perspective of World

War I​ worksheet, and individually answer the questions.

2. Teacher will distribute post its and Indigenous case

studies (or provide the links), and assign one to each
student (Examples - Francis Pegahmagabow, Thomas
Charles Longboat, Edith Anderson, David Georges
Greyeyes, Tommy Prince). Teacher will then invite
students to read the case study and write on the
“post-it” notes” what they think that individual’s reasons
for joining the CEF in WW1 were (one reason per note).
 Ryan Palmer, 2020 Werklund Graduate

As students do this, the teacher prepares a grid on the

whiteboard with one axis being ideas of nation
(Ethnic/Geographic/Civic) and the other being the type
of interest (Ideas & Beliefs / Safety & Security /
Economic) as displayed in Figure 1.1. Teacher will then
invite students to place their reasons in the category
they consider most appropriate.

Fig 1.1 – Whiteboard Layout

3. Teacher leads a whole class discussion, exploring the

reasons for various choices, and seeks to contrast them
with other perspectives and identities that have been
examined in the course content so far, and how their
views of the nation and national interest might be
different. Guiding questions (consider moving some of
the questions to an exit card):
a. How might interest x be similar or different for
group y?
b. Describe some possible differences in the
understanding of Canada as a nation between
group x and y.
c. To what extent were the national interests
understood by the Government of Canada and
Indigenous people the same? How were they
different?
 Ryan Palmer, 2020 Werklund Graduate

Further Applications
4. Consider integrating the World War II experiences
found in this resource in explorations of that topic,
perhaps contrasting the experiences of Japanese
Canadians with Indigenous experiences from the same
time period.

Supporting Sources:

Government of Canada. (2020, June 28). ​Indigenous People in Military History​.

Retrieved from

https://www.canada.ca/en/services/defence/caf/militaryhistory/military-history-heri

tage/indigenous-peoples-military-history.html
 Ryan Palmer, 2020 Werklund Graduate

APPENDIX 1: INDIGENOUS PERSPECTIVES OF WORLD WAR I WORKSHEET

During the First World War, thousands of Aboriginal people voluntarily enlisted in the Canadian
military. While the exact enlistment number is unknown, it is estimated that well over 4,000 Aboriginal
people served in the Canadian forces during the conflict. About one third of First Nations people in
Canada age 18 to 45 enlisted during the war. Métis and Inuit soldiers also enlisted; however, only status
Indians were officially recorded by the Canadian Expeditionary Force (CEF). Aboriginal soldiers served
in units with other Canadians throughout the CEF. They served in every major theatre of the war and
participated in all of the major battles in which Canadian troops fought. Hundreds were wounded or lost
their lives on foreign battlefields. Aboriginal women were active on the homefront, contributing to the
war effort through fundraising and other means. After returning from service, many Aboriginal veterans
experienced the same unequal treatment they experienced prior to the war. Aboriginal veterans were not
awarded the same benefits as their non-Aboriginal counterparts.

​Recruitment of Aboriginal Soldiers

On the eve of the First World War, Canada had no official policy on the recruitment of
Aboriginal people. Although they were originally discouraged from enlisting, policy would shift during
the war to become more accepting of Aboriginal enlistment and recruitment. In 1915, military and
government officials relaxed restrictions, issued formal guidelines and allowed Aboriginal recruitment.
By 1917, the government took a more active role in recruitment as a response to the need for more
personnel. Indian agents held recruiting events on reserves to encourage more First Nations members to
enlist. In August 1917, the Military Service Act instituted conscription, mandatory military service for all
British subjects of age to serve. The Act made no exemption for Treaty Indians, who had expected to be
exempt because they did not have the rights of citizenship that obligated Canadian citizens to serve.
Some First Nations argued that promises made during treaty negotiations excused them from conscription
in foreign wars.

The sustained objection of First Nations people proved successful and on January 17, 1918, an
Order-in Council (PC 111) was passed that officially exempted status Indians from combatant duties.
Status Indians could still be called to perform non-combat roles in Canada, but the legislation made it
easier for them to claim deferrals for industrial or agricultural work. The question of Inuit or Métis
exemptions from conscription or exemption never arose.

Recruitment of Aboriginal people had varying impacts on their home communities. With the
absence of such a large number of men, farming, hunting and other jobs fell to the women, children, and
elderly within the community. Aboriginal communities were also divided over encouraging enlistment,
which caused tension. Those who remained in Canada were able to find work relatively easily in
munitions plants and other war industries, which were considered patriotic contributions. Despite the
increase in jobs, many Aboriginal communities suffered financial hardships throughout and following the
war. The wartime industry negatively affected traditional means of livelihood such as hunting and fishing
due to low demand at home and overseas.

Aboriginal Enlistment

There were various reasons that Aboriginal people enlisted including: the attraction of a regular
wage, their friends or family members had enlisted, to satisfy their sense of adventure, to travel the world,
 Ryan Palmer, 2020 Werklund Graduate

and for patriotic reasons. Another reason for enlistment was to honour the past relationship between
Aboriginal peoples and the British Crown during the War of 1812. Even though enlistment rates were
high, the desire to enlist was not universal; in some communities, Elders discouraged their young people
from enlisting.

Aboriginal Soldiers’ Experiences during the First World War

For the most part, Aboriginal and non-Aboriginal soldiers shared similar experiences during the
war. The transition to life in the military was initially difficult for some Aboriginal men, as many came
from remote areas of the country where they followed their own cultural traditions. For example, some
Aboriginal soldiers were discharged from the army for refusing to cut their hair. Like most Canadians,
many Aboriginal men served in the infantry with the Canadian Corps in the Canadian Expeditionary
Force (CEF). Aboriginal peoples' military roles were influenced by their traditional hunting and military
skills combined with the racial stereotypes held by recruiting officers and military officials. Many
Aboriginal men served as snipers or reconnaissance scouts, some of the most hazardous roles in the
military. Others served in support units in the CEF, including railway troops, tunneling companies and
forestry units.

​Aboriginal People and the Homefront

Aboriginal men and women made important contributions to the war effort on the homefront
during the First World War. Many Aboriginal communities and individuals made generous monetary
donations to various war funds. Several communities established their own branches of the Red Cross and
patriotic leagues through which they raised money for the war effort. They also donated food, clothes and
other goods to relief organizations and purchased Victory Bonds. Such patriotic contributions were
viewed as an alternative means of support, made in lieu of military service, as some Aboriginal people
were opposed to members of their community serving overseas but were still eager to aid in the war
effort. Lastly, the wartime economy, and the absence of non-indigenous male workers created
opportunities for indigenous men and women to contribute to the war effort working in industry and
farming.

​Aboriginal Women’s Contributions

It was more common for Aboriginal women to remain on the homefront to look after their homes
and communities, raise their children, or tend to their family farms while the men were away at war.
Aboriginal women made their contributions on the homefront in the form of charitable activities through
the Red Cross and patriotic societies. The first Aboriginal women's patriotic organization was the Six
Nations Women's Patriotic League (SNWPL) formed on-reserve in Ontario in October 1914. These
organizations contributed to the war effort by providing comforts to the soldiers such as knitted socks,
sweaters, mufflers, and bandages.

Aboriginal women could not take advantage of the advancement of women's rights which
occurred during the war period. Non-Aboriginal women were able to obtain jobs that were traditionally
considered masculine and women's suffrage became a prominent issue. The Wartimes Elections Act was
passed, which granted the right to vote to women whose husbands, sons or brothers were serving in the
war, as well as to women serving as nursing sisters. However, this Act excluded Aboriginal women. The
Military Voters Act of 1917 did give one-time franchise to all Aboriginal people serving in the military.
First Nations women were not allowed to vote without loss of status until 1960.
 Ryan Palmer, 2020 Werklund Graduate

​Post-War Experience of Aboriginal Veterans

At least 300 status Indians lost their lives in the First World War but Aboriginal soldiers also
faced many challenges upon their return home. Many Aboriginal veterans returned with illnesses, such as
pneumonia, tuberculosis and influenza, which they had contracted overseas. Because mustard gas
weakened the lungs, returning Aboriginal soldiers who had been victims of gas attacks were more
susceptible to contracting tuberculosis and other respiratory illnesses. Many unknowingly carried the
deadly influenza virus back with them to their isolated and susceptible communities where it quickly
spread. Other Aboriginal veterans returned home injured and /or missing limbs which impacted their
ability to provide for their families and communities.

Aboriginal veterans' contributions in the war did not go unnoticed by government officials or the
Canadian public. Through their service together, non-Aboriginal Canadian soldiers came to better
understand and appreciate Aboriginal people, seeing them not in stereotypical terms, but as the men they
suffered with in the trenches of Europe. Although their fellow veterans saw the Aboriginal veterans as
equals, prejudice was still rampant at home.

The equal treatment that Aboriginal veterans experienced disappeared once they returned home to
Canada. Veterans' benefits and support from the Canadian government were put in place but the
implementation of the programs on reserves was vastly different than elsewhere in Canada. The Soldier
Settlement Acts of 1917 and 1919 were key government initiatives that attempted to look after veterans
by providing them access to land and low interest rate loans for farming implements/improvements. The
program was administered through the Soldiers Settlement Board, but when more land was needed and
when Status Indian veterans expressed an interest in taking advantage of the program to farm on their own
reserves, the Department of Indian Affairs became involved in the administration of the Act.

Receiving military decorations and commendations provided many with the confidence to speak
for themselves and advocate for expanded rights and fair treatment in society for all members of their
communities. Consequently, following the war, Aboriginal people began to organize politically with
veterans leading the charge. In 1919, Lieutenant F.O. Loft, a Six Nations veteran who had served with the
Canadian Forestry Corps during the war, founded the first national pan-Indian political organization in the
country, the League of Indians of Canada. It sought to improve conditions on reserves and believed that a
unified stance through a political organization could challenge the Indian Act that governed the lives of
First Nations people.

Adapted from Indigenous and Northern Affairs Canada “Aboriginal Contributions During the First World
War”. https://www.aadnc-aandc.gc.ca/eng/1414152378639/1414152548341

Question for Reflection:

1. List two motivations an Indigenous person might have for enlisting in World
War One?
 Ryan Palmer, 2020 Werklund Graduate

2. What sort of barriers or challenges did Indigenous people experience in serving?

3. Why would some indigenous people not support their involvement in World
War One?

4. How did treaty obligations between the Government of Canada and indigenous
groups influence their involvement in the war effort?

5. How did the war highlight the status of indigenous women in Canadian political
life?

6. Why do you think Indigenous peoples continued to experience prejudice after

making such a large contribution to the war effort?

7. How do you think the indigenous involvement in World War One influenced
their relationship with Canadian government and society?