Grade by Grade
B. Canada, 1914–1929 · Canada, 1914–1929

After the Armistice: Veterans, the Influenza Pandemic and Remembrance

B2.1 B1.4 B3.2 B1.1 A1.5About 65 minutes
Learning goals
  • I can describe the issues veterans faced when they came home, including the Soldier Settlement program.
  • I can explain how First Nations veterans were treated differently from other veterans.
  • I can describe the impact of the 1918–1920 influenza pandemic on Canada.
  • I can explain how Canadians chose to remember the war, including Remembrance Day and the poppy.

Words to know

armistice
An agreement to stop fighting; the armistice ending the First World War took effect at 11 a.m. on 11 November 1918.
veteran
A person who has served in the armed forces, especially in a war.
demobilization
Releasing soldiers from the army and bringing them home after a war.
Soldier Settlement Board
The federal body that lent veterans money to buy farmland after the war.
pandemic
An outbreak of disease that spreads across many countries.
commemoration
Ways of remembering and honouring people or events, such as memorials, ceremonies and symbols.
cenotaph
A memorial to people who died in war and are buried elsewhere; many Canadian towns built one in the 1920s.

A note on this lesson

This lesson covers the end of the war, the influenza pandemic and remembrance. It deals with loss and grief, so there is no joke block.

The guns fall silent

At 11 a.m. on 11 November 1918, the armistice took effect and the fighting stopped. Church bells rang across Canada; people poured into the streets. But for many families, the end of the war brought grief rather than celebration: more than 66 000 Canadians and Newfoundlanders had died, and thousands more came home wounded in body or mind.

Coming home (B2.1)

Hundreds of thousands of soldiers were still overseas at the armistice, and bringing them home took most of 1919. They returned to a country that had changed:

  • Jobs: war factories closed; many veterans could not find work, and some found women or newcomers in their old jobs.
  • Prices had risen during the war, but wages had not kept up.
  • Injuries: thousands lived with lost limbs, gas damage to lungs, or shell shock. Pensions existed for disabled veterans, but many felt they were too small and too hard to obtain.
  • Soldier Settlement: the federal Soldier Settlement Board lent veterans money to buy farms. Thousands took up land, but much of it was poor, prices for crops fell in the early 1920s, and many settlers fell into debt and lost their farms.
  • Veterans organized. The Great War Veterans' Association (founded 1917) pressed for better pensions and jobs. In 1925, veterans' groups united to form the Canadian Legion (today the Royal Canadian Legion). Veterans' frustration also fed the labour unrest of 1919 (a later lesson).

First Nations, Métis and Inuit veterans (B1.4)

First Nations soldiers had served alongside other Canadians as equals in the trenches. At home, they returned to the Indian Act:

  • As legal wards of the government, Status First Nations veterans were largely shut out of veterans' benefits such as Soldier Settlement loans.
  • The government took 85 844 acres of reserve land to give to non-Indigenous veterans under the Soldier Settlement program.
  • Some veterans were pressured to give up their Indian status (enfranchisement) in return for the rights other citizens had, which meant losing their place in their community; their wives and children could lose status with them (you will study this in the women's rights lesson).
  • The service of Métis and Inuit veterans was often not recorded at all, so their access to benefits is poorly documented.

This injustice led some veterans to organize. Mohawk veteran F. O. Loft founded the League of Indians in 1919 (lesson on First Nations, Métis and Inuit). Today 8 November is marked as National Indigenous Veterans Day.

Most returning soldiersFirst Nations veterans•Pensions for disabled veterans•Soldier Settlement loans tobuy farms•Help finding jobs and training(often not enough)•Largely shut out of benefits:treated as wards under theIndian Act•85 844 acres of reserve landtaken for the settlement programBoth groups faced unemployment, rising prices and lasting injuries;Métis and Inuit veterans' access to benefits is poorly documented.
Veterans did not all come home to the same country. Treatment under the Indian Act meant First Nations veterans received less, and their communities lost land.

The influenza pandemic, 1918–1920

In the last months of the war, a new and deadly strain of influenza (often called the "Spanish flu", though it did not start in Spain) spread around the world, carried in part by troop movements. It killed about 50 000 to 55 000 people in Canada (estimates vary), close to the number of Canadian soldiers who died in the war. Unusually, it hit young, healthy adults hard.

  • Schools, churches, theatres and pool halls were closed in many cities; people wore gauze masks.
  • Some First Nations and Inuit communities suffered very high death rates, made worse by poor access to doctors and by poverty.
  • Consequence: in 1919 the federal government created a Department of Health, a major step toward national public health.
After the guns fell silent, 1918–1931Nov 1918Armistice:fighting stops1918–1920Influenzapandemic1919Federal Dept.of Health; firstArmistice Day1921Veterans adoptthe poppy1925Canadian Legionformed1931RemembranceDay on 11 Nov.
From armistice to Remembrance Day: how Canadians dealt with the war's aftermath. Not to scale.

How Canada chose to remember (B3.2)

  • 11 November was marked as Armistice Day from 1919, with two minutes of silence at 11 a.m. From 1921 to 1930 it was held on a Monday in November together with Thanksgiving. In 1931 it was renamed Remembrance Day and fixed on 11 November.
  • The poppy: in May 1915, after the Second Battle of Ypres, Canadian John McCrae wrote In Flanders Fields, which begins with poppies growing between the crosses. The poem became famous around the world. Campaigners in the United States and France promoted the poppy as a symbol of remembrance, and in 1921 the Great War Veterans' Association adopted it in Canada.
  • Memorials: in the 1920s, communities across Canada built cenotaphs and plaques listing their dead. Canada later built the Vimy Memorial in France (unveiled 1936) and the National War Memorial in Ottawa (unveiled 1939).

Whose memory? Early memorials often left out names of soldiers from some communities, or the work of nurses and labour battalions. Today communities are adding these stories, such as monuments to the No. 2 Construction Battalion and to Indigenous veterans.

Worked example

Modelled example: Comparing short-term and long-term consequences

Sort these consequences of the First World War into short-term (by about 1921) and long-term (lasting into later decades): (a) unemployed veterans in 1919; (b) federal income tax; (c) the poppy and Remembrance Day; (d) the influenza pandemic; (e) French-English division over conscription; (f) loss of reserve land for Soldier Settlement.

  1. Ask of each: When did the effect end, if it did?
  2. (a) Unemployed veterans: short-term (worst in 1919–1921), though injured veterans lived with effects for life.
  3. (b) Income tax: long-term; it is still collected today.
  4. (c) The poppy and Remembrance Day: long-term; still part of Canadian life.
  5. (d) The pandemic: short-term event, with a long-term consequence (the Department of Health).
  6. (e) Conscription division: long-term; it shaped politics for decades and returned in World War II.
  7. (f) Reserve land loss: long-term; communities lost land permanently, and some later pursued claims.

Short-term: (a), (d). Long-term: (b), (c), (e), (f), with (d) also having a long-term consequence. Strong answers notice that one event can have both.

Hands-on activity

Remembrance at home

You need: a poppy (or paper and red and black markers to draw one), a printed or online copy of In Flanders Fields, and a quiet place.

  1. Read In Flanders Fields aloud with your grown-up. Underline the words that describe the setting and the words that give the dead a voice.
  2. Discuss: What does the poem ask the living to do? How might a soldier in 1915 and a reader today hear it differently?
  3. Find out where the nearest Remembrance Day ceremony is held in your community. If it is November, attend with your family; at other times, visit the cenotaph.
  4. Write a short reflection (100 words): Why do we still remember a war that ended more than a hundred years ago?

Look for: a thoughtful reflection that connects the poem's message to remembrance today, including the many communities that served.

Your turn

1

When did the armistice ending the First World War take effect?

2

Name three problems veterans faced when they came home.

3

What did the Soldier Settlement Board do?

4

How were Status First Nations veterans treated differently?

5

About how many people in Canada died in the 1918–1920 influenza pandemic?

6

Which federal department was created in 1919 partly because of the pandemic?

7

Why did the poppy become a symbol of remembrance?

More practice: warm-up

1

Who wrote In Flanders Fields?

2

What was 11 November called before 1931?

3

What is a cenotaph?

4

In what year was the Canadian Legion formed?

5

What day honours Indigenous veterans in Canada?

More practice: on your own

1

Why did many Soldier Settlement farms fail?

2

Explain why the influenza pandemic was especially devastating for some First Nations and Inuit communities.

3

Why might a veteran who had fought at Vimy be angry in 1919?

4

How does the 1931 change to Remembrance Day show continuity and change?

5

Why is it significant that memorials are now being built to the No. 2 Construction Battalion and Indigenous veterans?

Challenge

1

Was the treatment of veterans after the war fair? Argue a position with evidence from at least two groups of veterans.

2

The influenza pandemic killed about 50 000 to 55 000 people in Canada, close to as many as died in the war. Why do you think the war is remembered far more?

3

A cenotaph in a small Ontario town, built in 1922, lists 40 names. What can it tell a historian, and what questions should she ask?

Check your understanding

Quiz

1.

At what moment did the First World War armistice take effect?

2.

What was the purpose of the Soldier Settlement Board?

3.

How were Status First Nations veterans treated after the war?

4.

About how many people in Canada died in the influenza pandemic of 1918–1920?

5.

What did the federal government create in 1919, partly in response to the pandemic?

6.

When was Armistice Day renamed Remembrance Day and fixed on 11 November?

For parents and teachers

Big idea: This lesson covers consequences of the war in B2.1 (issues facing veterans, the Soldier Settlement Board, Remembrance Day), the post-military experiences of First Nations, Métis and Inuit men in B1.4, and the poppy as a symbol in B3.2.

How to help: Read In Flanders Fields together. If it is near November, attend a Remembrance Day ceremony; at any time of year, visit a cenotaph and look at the names. Ask: Who is remembered here, and who might be missing?

Sensitivity: Many students lived through the COVID-19 pandemic and may connect the 1918 pandemic to their own experience; this can be a helpful but emotional conversation.

Common difficulties: Thinking the influenza pandemic started in Spain (its name is misleading); assuming all veterans received the same benefits.