Grade by Grade
C. Canada, 1929–1945 · Canada, 1929–1945: Depression, Extremism and the Second World War

First Nations, Métis and Inuit in the Second World War

C2.4 C3.1 C2.5 A1.2 A1.6About 70 minutes
Learning goals
  • I can describe the military and home-front contributions of First Nations, Métis and Inuit to the Second World War.
  • I can explain how the war affected Indigenous communities, including land appropriation under the War Measures Act.
  • I can describe the unequal treatment of Indigenous veterans after the war.
  • I can assess the significance of individuals such as Tommy Prince.

Words to know

enlist
To join the armed forces voluntarily.
appropriation
Here: the government taking land for its own use.
Veterans' Land Act
A 1942 law that gave veterans grants and loans to buy land, farms or homes.
Military Medal
A British and Commonwealth award for bravery in battle, given to non-officers.
code talker
A soldier who used an Indigenous language to send messages the enemy could not understand.
treaty
A formal agreement between nations; for First Nations, agreements with the Crown that set out rights, land and responsibilities.
sovereignty
The authority of a nation to govern itself.

Hook: a hero who came home to a different country

Tommy Prince, from the Brokenhead Ojibway Nation in Manitoba, became one of Canada's most decorated Indigenous soldiers. In Italy in 1944, disguised as a farmer, he repaired a broken telephone wire within sight of the enemy so he could keep reporting German positions. He won the Military Medal from the King and the Silver Star from the United States. When he came home, he still could not vote federally without giving up his status, and he did not receive the same help as other veterans. Why did so many Indigenous people serve a country that treated them unequally, and what happened when they returned?

Enlistment and service

  • Official records show more than 3,000 First Nations members enlisted. The real number of Indigenous people who served is higher, because Métis, Inuit and non-status people were usually not counted separately.
  • Indigenous soldiers served in every branch and in every major campaign: Hong Kong, Dieppe, Italy, Normandy, the Netherlands, and with the RCAF and the navy.
  • Many were scouts and snipers, using skills learned on the land. Cree speakers, such as Charles "Checker" Tomkins, a Métis man from Alberta, helped send messages in Cree that the enemy could not understand.
  • Some recruits had to overcome barriers to enlist, such as language, distance from recruiting centres, and the medical or education standards of the forces.

Reasons people enlisted included loyalty to the Crown and to treaty relationships, a tradition of warriorship, a desire to fight fascism, family tradition from the First World War, and steady pay in a time of poverty.

Not everyone agreed

Indigenous communities were not all of one view. Some First Nations, such as many among the Haudenosaunee, argued that they were sovereign nations and allies of the Crown, not subjects, and that conscription violated that relationship. Others pointed to treaty promises that they would not be forced to fight overseas. Some First Nations people resisted conscription under the NRMA, and the government eventually exempted some First Nations from overseas service. Opposing conscription and supporting the war effort were not opposites: many communities both sent volunteers and defended their rights.

First Nations, Métis and Inuit and the Second World WarThe war effort1939 to 1945Enlistmentmore than 3,000 FirstNations members recorded,plus many Métis, Inuit andnon-status peopleSpecial skillsscouts, snipers, Creespeakers sending codedmessagesHome frontdonations, war jobs,farming, fishing, PacificCoast Militia RangersLandreserve land taken underthe War Measures Act(Stoney Point, 1942)The NorthAlaska Highway and otherprojects throughIndigenous territoriesAfter the warunequal veterans'benefits; status lost bysome; growing demands forrights
The war touched Indigenous communities in many ways, from service overseas to land taken at home. Each spoke shows a different kind of impact.

The home front

  • Many First Nations communities donated money to the Red Cross and other war charities and bought Victory Bonds, even when they were poor.
  • Indigenous people worked in war industries, on farms and in the fisheries, and some women joined the women's services.
  • On the West Coast, many Indigenous men served in the Pacific Coast Militia Rangers, a volunteer force that watched the coast.
  • In the North, the Alaska Highway (1942) and other military projects brought thousands of outside workers through the lands of Yukon and northern BC First Nations. They brought some jobs, but also disease, pressure on game and lasting changes to communities.
  • Under the War Measures Act, the government appropriated reserve land for military use. The best-known case is Stoney Point in Ontario.
Stoney Point: land taken "for the war"Before 1942Stoney Point (Aazhoodena) is a reserve on Lake Huron in Ontario1942under the War Measures Act, Ottawa appropriates the reserve for a militarytraining camp (Camp Ipperwash) and moves residents to Kettle Point; itpromises to return the land after the war1945 to 1990sthe land is not returned despite repeated requests1993 to 1995residents reoccupy land; in 1995 protester Dudley George is killed by OntarioProvincial Police at Ipperwash Provincial Park2007 to 2016the Ipperwash Inquiry report (2007); a settlement agreement (2016) begins thereturn of the land
The land at Stoney Point was taken in 1942 with a promise to return it after the war. That promise took decades to keep, and the conflict over it cost a life in 1995.

After the war: unequal treatment

  • Veterans' benefits: the Veterans' Land Act (1942) helped veterans buy land and homes. First Nations veterans who returned to reserves could not get the same deal, because reserve land is held by the Crown; they received smaller grants through Indian Affairs, which were harder to access. Many say they were not told about all the benefits they were entitled to.
  • Loss of status: some First Nations veterans, and their families, lost their Indian status because of time spent away or because they accepted benefits or rights only available to non-status people.
  • Rights: veterans who had fought for freedom overseas returned to the Indian Act's restrictions at home. Many Indigenous veterans became leaders in the fight for rights and changes to the Indian Act after the war (Unit D).

Canada has since acknowledged some of this history. National Indigenous Veterans Day (November 8) has been marked since the 1990s, beginning in Winnipeg, and later governments offered some compensation and recognition to First Nations and Métis veterans.

Drawing balanced conclusions (A1.6)

When you assess a group's experience of the war, include both:

  • Contributions and agency: service, skills, donations, leadership.
  • Injustices: unequal benefits, land taken, loss of status, lack of rights.

A conclusion that tells only one side is incomplete. Indigenous veterans' own words (in oral histories and memoirs) are essential evidence for both.

Worked example

Let's assess Tommy Prince's significance

Using criteria of historical significance, assess the significance of Tommy Prince.

  1. Contribution at the time: one of Canada's most decorated Indigenous soldiers of the Second World War (Military Medal; U.S. Silver Star), serving with the elite Canadian-American First Special Service Force.
  2. What he reveals: the courage and skill of Indigenous soldiers, and the contradiction of fighting for freedom overseas while lacking full rights at home.
  3. After the war: he spoke up for First Nations rights and later served again in the Korean War. He faced hardship and lack of support in later life.
  4. Remembrance today: schools, scholarships and memorials are named after him; he is a symbol of Indigenous veterans' service and the injustices they faced.
  5. Judgement: highly significant, both for his service and for what his life reveals about Canada.

Tommy Prince is highly significant: his heroism shows Indigenous soldiers' contributions, and his treatment after the war reveals the inequality that Indigenous veterans faced.

Hands-on activity

Honouring Indigenous veterans

You need: a computer or library access, paper and pencil.

  1. National Indigenous Veterans Day is November 8. Find out whether a ceremony takes place in your community or online.
  2. Using a reliable source (Veterans Affairs Canada, the Canadian War Museum, or an Indigenous organization's website), research one First Nations, Métis or Inuit veteran of the Second World War, other than Tommy Prince.
  3. Create a one-page tribute: name, nation or community, service, one challenge they faced after the war, and how they are remembered.
  4. List your sources at the bottom.

What to look for: accurate details with sources, the person's nation or community named correctly, and both their contribution and the challenges they faced.

Your turn

1

About how many First Nations members are recorded as enlisting, and why is the real number of Indigenous people who served higher?

2

Who was Tommy Prince?

3

Give three reasons Indigenous people enlisted.

4

Why did some First Nations oppose conscription?

5

What happened at Stoney Point in 1942?

6

How were First Nations veterans treated unequally after the war?

7

How did the Alaska Highway affect northern First Nations?

More practice: warm-up

1

What is the date of National Indigenous Veterans Day?

2

Which First Nation was Tommy Prince from?

3

What is a code talker?

4

Which law allowed the government to take Stoney Point reserve land?

5

What did the Veterans' Land Act (1942) do?

More practice: on your own

1

Explain why serving in the war and opposing conscription were not contradictory for many First Nations.

2

Why couldn't First Nations veterans on reserves receive the same Veterans' Land Act benefits?

3

Why is the Stoney Point case a good example of cause and consequence over a long period?

4

How did the war help lead to change in Indigenous rights after 1945?

5

Why must historians use Indigenous veterans' oral histories?

Challenge

1

"The Second World War was a turning point for Indigenous rights in Canada." Evaluate this claim.

2

Compare the experiences of a First Nations veteran and a non-Indigenous veteran returning to Canada in 1946.

3

Why might different Indigenous communities have responded differently to the war? Give at least two factors.

Check your understanding

Quiz

1.

Who was Tommy Prince?

2.

Why is the true number of Indigenous people who served higher than official records show?

3.

What happened to Stoney Point reserve land in 1942?

4.

Why did some First Nations oppose conscription?

5.

When is National Indigenous Veterans Day?

6.

Which describes First Nations veterans' access to Veterans' Land Act benefits?

For parents and teachers

Big idea: This lesson covers how the Second World War affected First Nations, Métis and Inuit (C2.4): enlistment, home-front contributions, land appropriation, veterans' benefits and loss of status, including communities that supported the war and those that opposed conscription. It also covers individuals such as Tommy Prince (C3.1) and the war's effects on veterans (C2.5), and practises balanced conclusions (A1.6).

Sensitive content: The 1995 death of Dudley George is mentioned briefly and factually. There is no "Just for fun" box.

Common difficulties:

  • One-sided stories (only heroism, or only injustice). Ask for both.
  • Assuming all Indigenous communities agreed. Stress different nations and histories.

How to help: Mark National Indigenous Veterans Day (November 8) together, and look at Veterans Affairs Canada's or the Canadian War Museum's online resources on Indigenous veterans.