Labour+and+Winnipeg+General+Strike

Your name: Jason Vaz

===**Initial Reading and Assessment of Textbook Treatment of the Topic** ===

Name of Gr. 10 Textbook examined: I hae not as yet setted on a textbook.

Name of more "scholarly" source examined: So far, I have examined the following four sources:

(1) a book review by James Naylor on Bumsted's //The Winnipeg General strike of 1919: An Illustarted History// //([|www.mhs.mb.ca/docs/mb_history/30/winnipeggeneralstrike.shtml])//

(2) //The Winniepeg General Strike,// which can be found at []

(3) Larry Peterson, //Revolutonary Soclism and Industrial Unrest in te Era of the Winnipeg General Strike: The origins of Communist Labour Unions in Europe and North America.//
(4) An audio clip found at []

__Your Initial Thoughts:__ Please provide a **brief** (5-10 sentences) initial assessment of the textbook's treatment of the subject. We have not developed any particular criteria by which to assess the textbook so this is really simply you initial reactions, feelings, questions about what you have read. Thanks!

The critical questions that would drive my lesson plan are as follows:

//(a) What factors stirred 30,000 workers and returning canadian sldiers to come together as one mass to challenge the Provincial and Federal Governments? The Winnipeg General Strike ended abruptly, do you think it was a success? What are some of the grievances of workers today?// //(b - questions on the 'back burner') What is Communism? How did its strategy to overthrow capitalist governments change and become more powerful after movements like the Winnipeg General strike? Does communism make sense today?//

The aswers to questions (a) & (b) overlap. The main point is that before the period of the Winnipeg General Strike, socialist parties saw parliamentary politics as primary to bring about scial change but labour unions were seen as secondary and as schools to learn about activism. Morever, socialists would have their own protests and the labour unions would have their own. This strategy was rather compartmentalized, or in other words, it resulted in small uprisings (some by unions, others by socialist parties) that were easily supressed by the government. However, it soon dawned on communist labour activists that it was necessary to combine their own political grievances with the econmic grievances of industrial militants and workers. For real social change to happen, the masss would have to unite. This was quite viable because the grievances of the labour unions and the communist parties were both directed toward the government. Once this wasunderstood,the communist party tried to expand local movements and tried to bring the workers of different types of industries together; for example, the workers of the building industry and the metallurgy industry were brough together. The result was te Winnipeg General Strike. However, the Strike ended abruptly leaving many activists disillusioned with the labour union movements.

Now that I have a thread t follow through the History of Labour in Canada, I will hopefully find it easier to settle on an appropriate text book.

You have many different questions here - some are clearly critical questions. Some are outside of the scope of the history curriculum, though (e.g. Does communism make sense today?). Of all the questions you have above, I think the most powerful one is " //Do you think it (Winnipeg General Strike) was a success?// " One of the interesting issues surrounding the strike and the general labour unrest at the time (e.g. On-to-Ottawa trek, etc.) are the extremely different depictions of the protesters. Some newspapers and many politicians decried the unrest as violent, hot-headed, unreasonable. On the other hand, as you point out, activists saw it in a very different way. A case in point, the visual that always appears in texts is that of a burning streetcar. Was this emblematic of what happened? Or was it an anomaly? Which depiction is more accurate? Your issue re: was it a success? is also very interesting and clearly a critical question.

Please don't look for an "appropriate textbook" - you don't even need to use a textbook in your lesson. The purpose of asking you to look at a text was simply to give you a first glimpse at how the issue might be approached and to assess the textbook's treatment. You certainly don't have to use a textbook reading during your lesson. Hopefully that makes sense. Let me know what you think.

__**Name of Gr. 10 Textbook examined:**__ I have reflected on two Grade 10 textbooks, namely, //Spotlight Canada: The Fourth Edition// and //Canada: Face of a Nation//. I liked //Spotlight// because it was well structured and ordered; it captures well the struggles between institutions i.e. the Committee of 1000 and the Provincial Government VS the Strike Committee, One Big Union and the Trade and Labour Congress. However, I choose //Face of a Nation// for my course textbook because it captures well the grievances of the people and the injustices that they suffered at the hands of profit seeking employers. As the name of the text book suggests, the textbook puts a face on the Winnipeg General Strike, and will help students become empathetic to the struggles of people in the "seething masses." A text that encourages empathetic sentiments in students will help them develop an intimacy and affection toward the story of Canada and will evoke more animated class discussions. At least, this is my hope! The structured //Spotlight// fails to capture the spirit of the people participating in the Winnipeg General strike, and so, fails to enter th minds of thestrikers and explore the reasons and sentiments for their decisions. Since //Face of a Nation// accomplishes this in an impressively compressed form, it has quite an insightful section on the strike.


 * __Another Scholarly Source I am reading:__** Kenneth McNaught and David J. Bercuson, //The Winnipeg Strike: 1919// (Don Mills: Longman Canada Limited, 1974).

__﻿__I. __LESSON DESIGN - INITIAL PLANNING STAGES__
//**KEY LEARNING/ BIG IDEA**// Students will learn (1) to understand the complexity of given historical event by looking at it from the different view points of the characters and/or parties involved in the historical event, (2) to empathize with the people involved and be affected by the significance of history, and (3) to understand that video clips and photographs, besides texts, are excellent sources of historical knowledge and sense. well framed

//**CRITICAL CHALLENGE**//

//**Imagine you are interviewing either**// //**(1) a machinist striker, who particpated in the Winnipeg General Strike of 1919, OR**// //**(2) a member of the 'citzen's committee of 1000' that was anti-strike, OR**// //**(3) an industrial working striker, who along with his family was deported back to Eastern Europe during the strike.**// //**According to your interviewee's "perspective," was the strike a success?** This is fabulous. Remind me to tell you about a strategy called a "3-step interview" if you haven't learned about it in another class yet - it might work here. ////**If yes, then why? and if no, then why? Write the interview you had - word for word. Also, at the end of the interview, explain briefly the reasons for your choice of interviewee.**// //**(N.B. The interviewer's questions must be relevant and well thought out, and the interview should be easily readable even to someone who knows nothing about the Winnipeg General Strike.**//)

I tried to upload the 3-step interview file here but it's not working for some reason. I'll try to remember to print it out tomorrow for you. Sorry! Usha

Type of challenge: Critique the piece/ design to specs (this could even be a perform to specs if the teacher asks the student to pair up with a peer and perform the interiew).

(1) undertand an historical event from various perspectives of involved characters (2) Ask reflective and relevant questions and attempt to answer them (3) lucid articulation of a perspective. Good - consider just quickly but explicitly articulating how, specifically this will help them on the final summative (i.e. the newspaper spread).
 * //HOW WILL THIS LESSON HELP STUDENTS BUILD THE SKILLS THEY WILL NEED FOR THE SUMMATIVE ASSESSMENT TAsK FOR THE UNIT?//**

Perspective Taking.
 * //WHAT DIMENSON OF HISTORICAL THNKIG WLL STUDENTS ACTIVELY ENGAGE IN DURING THIS LESSON?//**

**II. __INTELLECTUAL TOOLS__**
//Curriculum Expectations:// (1) identify the major groups of immigrants to have come to Canada since 1914 (pg. 48). (2) Analyze how tecnological developments have changed working conditions in Canada since World War I (pg. 48). (3) Formulate different types of reseach questions (pg. 52). (4) Express ideas, arguments, and conclusions, as appropriate for the audience and purpose (pg. 53).
 * //BACKGRUND KNOWLEDGE//**

//Content/Skills:// (1) students will need to learn to understand the Winnipeg General Strike from the perspective of the strikers, and the anti-strike committee, (2) use their imaginatve an creative powers to design a interview dialogue without straying away from the topic at hand, (3) write in a clear and easily understandable yet critical fashion and (4) learn to work with a partner, which involves group - speaking and listening skills.

a "successful" strike: were the goals of the strike achieved? i.e. did the strike achieve at least one (I wouldn't worry about "at least one" - you might let students grapple with how many of these goals should have been achieved to consider it successful, and perhaps, to what extent. i.e. it may have achieved all 3 goals but in a very superficial way. of the following basic criteria : - better pay, - better working and living conditions for factory workers, - prevention the profit of employers at the expense of alienated emloyees, and in general, - drawing the government's attention to the unjust treament suffered by factory workers and - recognition of labourers as a force of social change through unions.
 * //CRITERIA FOR JUDGEMENT (the following are suggestions; all the crteria could be arrived at through class discussion)//**
 * //(A)//**

I've separated out the criteria you've articulated just to make it easier to see - I wonder whether students need to consider all of these criteria or whether some of them might be more manageable for grade 10s than others. Just a thought.

a "clearly written" interview is one that you would make easily readable to anyone who speaks and reads english but not at the cost of the daloguescritical rigor. For example, imagine you are riting this dialogue or a younger sibling or a friend from another part of the world. Clear writing involves writing in plain english i.e. not using unnecessarily big words and grammatica correctness. For insance, focusing in the interiew on one or two key points or themes that are supported by good reasons rather than focusing on several points. Good reasons are those that are logically connected and true or can be verifed using historical evidence. We might need to think about the interview format and how to make it understandable to students. Perhaps showing them an authentic context of an interview. Also, I wonder whether it needs to be written out or whether it might be as useful orally. I'm just thinking about the time - you are only planning one lesson here so we want to make sure that it's manageable.
 * //(B)//**


 * //HABIT OF MIND://** Curiosity (I want students to queston their choice of interviewee and their inteviewee's imagined perspective. That is why the challenge is in dialogue format, so that students exercise their capacity to inquire ad test their own thinking and understanding. I hope this will lead to empathy and a sense of the spirit of the historical period).


 * //THINKING STRATEGIES://** a "sun-beam chart" with the perspective of the interviewee in the center and the main points and their reasons written as sun rays shooting out from the centered circumference. Or, the main point in the center with its reason's shooting out. (It's difficult to explain!) :(


 * //CRITICAL THINKING VOCABULARY://** Perspective or a point of view. A way of seeing a situation bsed on your experience.

I will bring photograhs of firstly, the indutrial worker's typical living conditions, and secondly, a parade of the citizen's committee of 1000 with their slogan. These are my primary sources.
 * __MENTAL SET PRESENTATION FOR TUESDAY__**

I will ask my group members do figure out WHO is depicted in the photograph, WHAT is depicted in it, WHY was it taken i. what was the photographer's point, WHEN was the photgraph taken, WHERE was it taken and HOW is it historically significant. This is my plan. There will be nothing to hand out. I could print out the questions for each member of my group to help them answer the all the questions.

My mental set should have been a bit more structured in the ense that I should have given out some sort of a chart or a placemat to help the students organize their thoughts. Also, I should have tried out the activity myself or with a friend before giving it to my students to do. This wouldhave helped me to contribute my own thoughts to the discussion that ensued in class.
 * REFLECTION ON MENTAL SET TRIAL**

__**REVISED LESSON PLAN AND INTELLECTUAL TOOLS:**__ **I. __LESSON DESIGN - INITIAL PLANNING STAGES__** //**KEY LEARNING/ BIG IDEA** //

Students will learn (1) to understand the complexity of given historical event by looking at it from the different view-points of the characters and/or parties involved in the historical event, (2) to empathize with the people involved and be affected by the significance of history, and (3) to understand that video clips and photographs, besides texts, are excellent sources of historical knowledge and sense.

//**CRITICAL CHALLENGE**//

//**A. In pairs, imagine you are interviewing either**//

//**(1) a machinist striker, who participated in the Winnipeg General Strike of 1919, OR**// //**(2) a member of the 'citizen's committee of 1000' that was anti-strike, OR** // //**(3) an industrial working striker, who along with his family was deported back to Eastern** // //**Europe during the strike.** //

//**According to your interviewee's "perspective," was the strike a success?** **If yes, then why? And**// //**if no, then why?** //

//**B. Perform your interview** //

//**C. Also, explain briefly the reasons for your choice of interviewee either at the end or at the beginning of your performance.** //

//<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">**(n.b. The interviewer's questions must be relevant and well thought out, and the interview should be easily understandable even to someone who knows nothing about the Winnipeg General Strike.** //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">Type of challenge: ‘Critique the piece’/ ‘Perform to specs.’

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">//**HOW WILL THIS LESSON HELP STUDENTS BUILD THE SKILLS THEY WILL NEED FOR THE SUMMATIVE ASSESSMENT TASK FOR THE UNIT?**//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">(1) understand an historical event from various perspectives of involved characters <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">(2) Ask reflective and relevant questions and attempt to answer them <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">(3) lucid articulation of a perspective. <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">(4) for the summative newspaper spread, the teacher will ask students to sum up the interviewee’s perspective of the Winnipeg General Strike either by (1) writing a newspaper article (the article ought to be imaginative to fulfill the ‘Who What When Where Why How’ requirement of any such article) OR (2) designing a political cartoon.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">//**WHAT DIMENSON OF HISTORICAL THNKIG WLL STUDENTS ACTIVELY ENGAGE IN DURING THIS LESSON?**//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">Perspective Taking.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">**II. __INTELLECTUAL TOOLS__**

//<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">**BACKGRUND KNOWLEDGE** //

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">//Curriculum Expectations:// (1) identify the major groups of immigrants to have come to Canada since 1914 (pg. 48). (2) Analyze how technological developments have changed working conditions in Canada since World War I (pg. 48). (3) Formulate different types of research questions (pg. 52). (4) Express ideas, arguments, and conclusions, as appropriate for the audience and purpose (pg. 53).

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">//Content/Skills:// (1) students will need to learn to understand the Winnipeg General Strike from the perspective of the strikers, and the anti-strike committee, (2) use their imaginative and creative powers to design a interview dialogue without straying away from the topic at hand, (3) write in a clear and easily understandable yet critical fashion and (4) learn to work with a partner, which involves group - speaking and listening skills.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">//**CRITERIA FOR JUDGEMENT (the following are suggestions; all the criteria could be arrived at through class discussion).**// //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">**(A)** // <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">a "successful" strike: were the goals of the strike achieved? i.e. did the strike achieve the following basic criteria : <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">- better pay, <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">- better working and living conditions for factory workers, <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">- recognition of labourers as a force of social change through unions.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">**//(B)//** <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">a "good" interview is one that is both easily understandable to anyone who understands English and asks well-thought out and relevant questions. For example, ask yourself how you would design and perform an interview so that it would be easily understood by a younger sibling or a friend from another part of the world. To achieve this, it might be helpful to focus on one or two key points or themes that are supported by good reasons rather than focusing on several points. Good reasons are those that are both logically connected and true or can be verified using historical evidence. For an example of a good interview, refer to David Millar’s interview with James Dunwoody. “Colonel Dunwoody played a brief but important part in the defeat of the Winnipeg General Strike in 1919. He was interviewed by David Millar at his home in Oakville Ontario in July 1969” ( [] ). It will be helpful to give students a chart which will help organize their thoughts and design a good interview.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">//**HABIT OF MIND:**// Curiosity (I want students to question their choice of interviewee and their interviewee's imagined perspective. That is why the challenge is in dialogue format, so that students exercise their capacity to inquire ad test their own thinking and understanding. I hope this will lead to empathy and a sense of the spirit of the historical period).

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">//**THINKING STRATEGIES:**// a "sun-beam chart" with the perspective of the interviewee in the center and the main points and their reasons written as sun rays shooting out from the centered circumference. Or, the main point could be in the center with its reasons shooting out.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt;">//**CRITICAL THINKING VOCABULARY:**// Perspective or a point of view. A way of seeing a situation based on your experience.

=﻿**__FINAL LESSON PLAN:__**=

<span style="line-height: normal; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 2;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">I. __LESSON DESIGN - INITIAL PLANNING STAGES__ //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">KEY LEARNING/ BIG IDEA // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Students will learn (1) to understand the complexity of given historical event by looking at it from the different view-points of the characters and/or parties involved in the historical event, (2) to empathize with the people involved and be affected by the significance of history, and (3) to understand that video clips and photographs, besides texts, are excellent sources of historical knowledge and sense. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">

//CRITICAL CHALLENGE// <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">

//A. In pairs, imagine you are interviewing either// <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> //(1) a machinist striker, who participated in the Winnipeg General Strike of 1919, OR// //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">(2) a member of the 'citizen's committee of 1000' that was anti-strike, OR // //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">(3) an industrial working striker, who along with his family was deported back to Eastern // //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Europe during the strike. // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> //According to your interviewee's "perspective," was the strike a success? If yes, then why? And// //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">if no, then why? // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">B. Perform your interview // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">C. Also, explain briefly the reasons for your choice of interviewee either at the end or at the beginning of your performance. // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">

//<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">(n.b. The interviewer's questions must be relevant and well thought out, and the interview should be easily understandable even to someone who knows nothing about the Winnipeg General Strike. //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">

Type of challenge: ‘Critique the piece’/ ‘Perform to specs.’ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">

//HOW WILL THIS LESSON HELP STUDENTS BUILD THE SKILLS THEY WILL NEED FOR THE SUMMATIVE ASSESSMENT TASK FOR THE UNIT?// <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> (1) understand an historical event from various perspectives of involved characters (2) Ask reflective and relevant questions and attempt to answer them (3) lucid articulation of a perspective. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">(4) for the summative newspaper spread, the teacher will ask students to sum up the interviewee’s perspective of the Winnipeg General Strike either by (1) writing a newspaper article reflecting on the interview with a member of the Winnipeg General Strike of 1919 (the article ought to be imaginative to fulfill the ‘Who What When Where Why How’ requirement of any such article) OR (2) a political cartoon. However, this is the summative for the course and will not be dealt with directly in this lesson; it is mentioned to show the ultimate purpose of the critical challenge for this lesson plan. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">

//WHAT DIMENSON OF HISTORICAL THNKIG WLL STUDENTS ACTIVELY ENGAGE IN DURING THIS LESSON?// <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Perspective Taking. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> II. __INTELLECTUAL TOOLS__ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">BACKGRUND KNOWLEDGE // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> //Curriculum Expectations:// (1) identify the major groups of immigrants to have come to Canada since 1914 (pg. 48). (2) Analyze how technological developments have changed working conditions in Canada since World War I (pg. 48). (3) Formulate different types of research questions (pg. 52). (4) Express ideas, arguments, and conclusions, as appropriate for the audience and purpose (pg. 53). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">

//Content/Skills:// (1) students will need to learn to understand the Winnipeg General Strike from the perspective of the strikers, and the anti-strike committee, (2) use their imaginative and creative powers to design a interview dialogue without straying away from the topic at hand, (3) write in a clear and easily understandable yet critical fashion and (4) learn to work with a partner, which involves group - speaking and listening skills. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">

//CRITERIA FOR JUDGEMENT (the following are suggestions; all the criteria could be arrived at through class discussion).// //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">(A) //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> a "successful" strike: were the goals of the strike achieved? i.e. did the strike achieve the following basic criteria : <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">- better pay, <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">- better working and living conditions for factory workers, <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">- recognition of labourers as a force of social change through unions. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> //(B)// a "good" interview is one that is both easily understandable to anyone who understands English and asks well-thought out and relevant questions. For example, ask yourself how you would design and perform an interview so that it would be easily understood by a younger sibling or a friend from another part of the world. To achieve this, it might be helpful to focus on one or two key points or themes that are supported by good reasons rather than focusing on several points. Good reasons are those that are both logically connected and true or can be verified using historical evidence. For an example of a good interview, refer to David Millar’s interview with James Dunwoody. “Colonel Dunwoody played a brief but important part in the defeat of the Winnipeg General Strike in 1919. He was interviewed by David Millar at his home in Oakville Ontario in July 1969” ( [] ). It will be helpful to give students a chart which will help organize their thoughts and design a good interview. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> //HABIT OF MIND:// Curiosity (I want students to question their choice of interviewee and their interviewee's imagined perspective. That is why the challenge is in dialogue format, so that students exercise their capacity to inquire ad test their own thinking and understanding. I hope this will lead to empathy and a sense of the spirit of the historical period).

//THINKING STRATEGIES:// a "sun-beam chart" with the perspective of the interviewee in the center and the main points and their reasons written as sun rays shooting out from the centered circumference. Or, the main point could be in the center with its reasons shooting out. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> //CRITICAL THINKING VOCABULARY:// Perspective or a point of view. A way of seeing a situation based on your experience. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">__75 MIN. LESSON PLAN FOR GRADE 10 U COURSE__ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">__TOPIC: THE 1919 WINNIPEG GENERAL STRIKE (WGS)__ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">OVERVIEW OF THE LESSON PLAN: // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">This lesson plan hopes to help students become familiar and empathetic towards the characters involved in the Winnipeg General Strike by getting them to think about the characters’ perspectives of the strike. This will help students grasp history as true stories involving real historical people (// like themselves) //, who understand their particular historical event differently. History is not just a series of abstract and distant events and dates. Understanding our country and its milieu is pivotal to participating in the country’s ongoing story. Participating in Canada’s story involves not only living by its laws and enjoying its rights but also understanding its story to reflectively better these laws and rights. One can truly belong to Canada only if one understands its ongoing story and sees oneself as an important character in this story. To achieve this, the teacher will ask student-pairs to imagine themselves interviewing a character in the Winnipeg General Strike, to perform this interview in front of the class and explain their choice of interviewee. // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">TEACHER’S PREPARATION WORK: // <span style="margin: 0cm 0cm 0pt 32.2pt; mso-add-space: auto; mso-list: l11 level1 lfo1; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">(1) Agenda (included). <span style="margin: 0cm 0cm 0pt 32.2pt; mso-add-space: auto; mso-list: l11 level1 lfo1; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">(2) Ability to explain what an interview is, how it is done well and what a good interview looks like, chart containing key elements (included). <span style="margin: 0cm 0cm 0pt 32.2pt; mso-add-space: auto; mso-list: l11 level1 lfo1; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">(3) Lecture on the Winnipeg General Strike (included). <span style="margin: 0cm 0cm 0pt 32.2pt; mso-add-space: auto; mso-list: l11 level1 lfo1; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">(4) Arrange desks to accommodate pairs. <span style="margin: 0cm 0cm 0pt 32.2pt; mso-add-space: auto; mso-list: l11 level1 lfo1; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">(5) Photographs for mental set with charts to organize observations (included). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">STUDENTS SHOULD ALREADY HAVE: // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">(1) Read the section on the Strike in // Canada: Face of a Nation // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">(2) be aware of today’s critical challenge <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> __FRAME OF LESSON PLAN__ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">(Inspired by Dr. M. Hunter’s research)

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> || // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">To provide purpose and prevent confusion  // || // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The first thing  // || <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l2 level1 lfo4; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">refer to last class  // <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l2 level1 lfo4; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Introduce agenda for this class and the purpose of each of its points i.e. how the mental set relates to the input and the input to the critical challenge, etc. // <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l2 level1 lfo4; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">State the “big idea” i.e. I want my students to learn that characters involved in an historical event saw the event from different perspectives (refer page 1) // <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l2 level1 lfo4; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Introduce critical thinking vocabulary: “perspective” // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> || // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">To get students’ attention & capture their interest  // || // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">After sharing objectives  // || <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Get two students to play the parts of interviewer and interviewee in a section of Millar’s interview [1] (refer page 3) of Dunwoody, who was a participant in the WGS (the teacher can choose a section of the interview; I will highlight in the attached interview the section recommended by me to be performed). // <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students should be given a chart [2] in which they will record who they think is Dunwoody, what event the interview is referring to and what Dunwoody’s perspective is of this event (3 min.). // <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Brief class discussion (3 min.) follows on what the students recorded (this should lead well into the lecture aspect of the lesson). // || // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">(16 min.) // || // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Background knowledge to do the critical challenge  // || // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">After the mental set  // || <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Lecture [3] on the reasons for the WGS i.e. the grievances of workers (show pictures [4] on overhead projector), returning soldiers, women; the points of view on the strike of the strikers and the anti-strike committee (show picture [5] ); the consequences of the Strike (10 min.)  // <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Explain critical challenge and hand it out [6] to each student (re: page 1) // <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Explain criteria for a “successful” strike (include criteria in the handout) (2 min.). // <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Discuss the criteria for a good interview i.e. what is a good interview (ask students to reflect on the interview that was just performed) – what were its characteristics? What did they notice about the questions? What was the interviewer’s main idea or intention? (display interview on an overhead projector in its entirety) (4 min.). // <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Give each student a hand out containing the sun beam chart [7] and self-assessment for a good interview. [8]  // || // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">(3 min.) // || // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">So that students understand, exemplify the critical challenge activity by doing it yourself in front of them. // || // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">After input // || <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Show the students an example of a completed sunbeam chart. [9] The Dunwoody interview that is performed as part of the mental set will serve as the “model interview” to put the interview challenge into context and to give a concrete example of a “good” interview. // || // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">(40 min.) // || // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Create an environment in which each student feels obliged to participate  // || // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">After modeling  // || <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Divide students either into pairs or into groups of three’s. // <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Group discussion (20 min.) // <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Ask them to act out their interviews with one or two interviewers at the most. // <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Each performance should take no more than 5 min. // <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">There is 20 min. left in this class to finish as many performances as possible  // <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">N.B. performances will most likely spill into next class. The teacher should make sure there is time to fit the rest of the performances into the next class. // || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> || <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The class will not work out if students do not understand. // <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">It is not always safe for teacher’s to assume that students understand instructions // || // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Ongoing but especially during the small group discussion  // || <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The teacher should float from one group to another and ‘listen in’ on discussions to make sure students are getting the idea of the activity. // <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">If not, the teacher should call back the students’ attention and clarify apparent misunderstandings. // || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> || // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Summing up the learning of the day helps students to make connections between the fragments of the class and easily recall the main idea for the next class  // || // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">After the performances   // || <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Teacher should tell the students what they have learned  // <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">There are different “perspectives” of a particular historical event // <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Empathizing with historical characters is important to truly understand a past event. // <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">We are all characters in various events, and one day, perhaps, our story will be studied; we would want future historians to empathize with us. // ||
 * // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Elements of Lesson Design // || // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Why?   // || // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">When?   // || // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">How?  // ||
 * // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Sharing Objectives and Purpose (5 min.) //
 * // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Mental Set (6 min.) //
 * // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Input //
 * // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Modeling //
 * // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Practice (Guided and Independent) //
 * // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Checking for Understanding //
 * // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Closure (5 min.) //

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=   An Interview with James Dunwoody    = with David Millar
 * == <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; font-weight: normal;">APPENDIX A ==

Manitoba History, Number 6, Fall 1983
// Colonel James Dunwoody D.C.M., D.S.O. came to Canada in 1912 with his parents from Belfast and joined a firm of chartered accountants in Winnipeg. He served in France with the Fort Garry Horse, receiving the Distinguished Combat Medal as a trooper in 1915 and the D.S.O as a Lieutenant in 1918. One brother was killed in 1916 with the 43rd Cameron Highlanders from Winnipeg. A second brother with a Winnipeg unit was “buried alive,” became shell shocked and never fully recovered. //  // Colonel Dunwoody played a brief but important part in the defeat of the Winnipeg General Strike in 1919. He was interviewed by David Millar at his home in Oakville Ontario in July 1969. //  // Q. How did you get back to Winnipeg after the war? //   We came by train. The Fort Garry Horse were demobilized in Winnipeg, and the regiment de-trained at the CPR station in North Winnipeg opposite the Royal Alexandra Hotel, now demolished, marched up the main street to Portage Avenue, then west on Portage Avenue to the Minto Armories, where they received their last pay certificates—the men received their last pay certificates—and demobbed. On their way up on Main Street, there were jeering masses of civilians who hooted and jeered at the regiment as it marched past. // Q. And that was the first time you’d had any of that kind of reaction. //   Oh yeah. Well, we were straight back from England—there was no time for anything previous to that so far as we were concerned. // Q. Did you have any idea what was making them act that way? //   When I got to my parent’s home—and communicated with neighbours and friends, I found that the entire city was in a state of chaos. The telephones were manned by volunteers because the telephone operators had gone on strike. The fire department was manned largely by citizens, who, by the way, had formed the committee of one thousand to provide the necessary functions which were lacking, due to the strikers. Milk was delivered by the sign pinned or nailed on the side of the trucks “by permission of the strike committee.” Streetcars had been left burning in the streets—there was no streetcar service—motormen and conductors were all out on strike. The only people of a service nature who were still functioning were the police, city police, and they were reported to be in rather a turbulent state with some degree of uncertainty as to how long they would continue to function. // Q. Do you remember any of the friends whom you spoke to at this time? //   No, not really, no. — Any that I remember, I’m afraid have departed this world. They were mostly neighbours and my parents. // Q. Where were you living at the time? //   That’s a good question. My recollection is that it was a house on Walnut Street in Winnipeg. I may be wrong on that. At one time we lived on a street down near the Assiniboine River and—I’m a little confused now as to which house at that time we lived in. On making enquiries from my neighbours and friends, I found that a volunteer police force, foot police, had been formed—to assist the police in carrying out law and order and it occurred to me and to one of my associate officers, Roy MacDonald a lieutenant also in the Fort Garry Horse, that a mounted police squadron would be of considerable assistance in the event of trouble breaking out. For one thing, it is easier for mounted men to patrol streets at night—than it is for foot police—they are not so liable to attack and can defend themselves better. So I saw the mayor and told him that I thought if he wished it that I could readily organize a squadron of that type—amongst the returned Fort Garry Horse, some Strathcona Horse, and some RCHA—Royal Canadian Horse Artillery all of whom had been demobilized, whose homes were in Winnipeg, and had been demobilized there. The mayor accepted with—I can’t say gratitude—but with enthusiasm and said that he would be delighted if such a unit could be formed. So, I set up some squadron headquarters in a skating rink just behind Shea’s brewery on Osborne Street and by telephoning the various milk companies and other sources where horses were used, I was able to assemble about between 150 and 200 horses and have them brought into the rink. Then it was a question of saddlery and so on which we were able to arrange. We had two or three mounted parades and about three or four days after we had been formed I had a telephone call from the Chief of Police, Chief Newton, who said that—“Dunwoody, my men have gone on strike—you will please take over the control of the city so far as mounted police are concerned.” We divided up into patrols and for five or six days we had no particular trouble. We patrolled particularly the North end where a good deal of previous disturbance seemed to have originated, but we encountered no trouble. About a week or ten days later I received another telephone call from the Chief of Police that rioters had massed at the corner of Portage and Main, had completely stopped all traffic, and would I please arrange to have this mob broken up so that traffic could be resumed. We got mounted, and trotted down Portage Avenue and I stood up in my stirrups and called on the mob to get back to the sidewalks and let traffic resume. I was greeted by jeers and hoots. So, my men being armed with baseball bats, I gave the order to walk—trot—and we then trotted into the mass, using the batons where necessary in order to force a way through. We rounded the corner onto Main Street and the strikers then proceeded to—the mob seemed to back away onto the sidewalks. One incident occurs to me and that was that a man called Coppins—Corporal Coppins VC who disobeyed my orders by breaking rank and being hit over the head by a brick bat—turned his horse into the mob at the side and accompanied by another trooper was pulled off his horse and badly beaten up. We managed to rescue him and get him back into the line again. We made our way to the city hall and by that time the trouble was cleared. The mayor said that if he did not do it then, he would shortly read the Riot Act, and that would enable the Royal North West Mounted Police to be brought in and firearms to be used if necessary. There were a few snipers, shots may have been fired at us maybe no, but we had no casual ties from firearms. We roared back to the barracks afterwards and continued our police patrol. // Q. You said that as a result of this there was still some bitterness in Winnipeg it the following year. //   There were hangovers of it in sense—when I’d get on a streetcar—the strike had no definite ending date wise—it just simply petered out in due course and one by one the services were resumed streetcars started to run again and so on, and once or twice as climbed on board a streetcar I would be greeted by a sneer from the conductor—they had conductors in those days—with the words “damn strikebreaker” or words to that effect, to which I paid no attention. There were minor outbreaks here and there particularly, perhaps in the North end, but they were not of a serious nature. Once the strikers, particularly the foreign element, realized that law and order had come to stay, they pulled in their horns and gradually went back to work. // Q. Did you have any riot control training at all, or were these just men with whom you had been to war? //   That is true—we had no riot control training whatsoever. We had to use our own judgement as to what constituted enforcement of law. // Q. Well, who was it had the idea of getting the baseball bats or the batons? //   I appointed, amongst my senior non-commissioned officers and one officer that I had, a small committee. We discussed the matter and a baseball bat seemed to us, as firearms weren’t permitted—we didn’t want them anyhow—a baseball bat is a useful weapon from the saddle. It can be used without creating permanent injury to the person who is struck by it—struck with it. // Q. But you did mention at one point that some of the men had bored holes ... //   Officially, of course, I knew nothing of this, but I did understand some of the more belligerent troopers had bored holes in the shaft of the bats and poured some molten lead, simply giving it extra weight. That was the only point of it, but I didn’t actually see that myself. // Q. There is one thing that I think you, perhaps more than anybody, are in a position to inform me about, and that is the feeling amongst the returned soldiers generally. Surely it must have been a great shock for them to be treated in that way when they first arrived. What did people feel like at the time? What was the general current? //   Well, it was a very frustrating feeling. Here was Winnipeg’s, if I may use the expression, “Crack Cavalry Regiment” coming back to its home town after five years service overseas and having suffered a great many casualties, and coming back to it parents, so to speak—we were all young men in those days—and to be greeted by hostile faces and jeering remarks and hisses and jeers, particularly amongst the foreign element who had not served during the war in any way, was quite a frustrating thing to our people and they resented it. // Q. They must have talked about this. //   Oh, I’m sure they did. They didn’t talk to their officer, but I’m sure they talked amongst themselves. // Q. Were you aware that there were rumours, even as early as about the time of your arrival, that martial law would be established in Winnipeg? This has been suggested as one of the reasons why the troops were greeted that way. //   No,—as we got to enquire into causes and effects, the picture was painted to us that the objective of the strikers and malcontents was to gain what they called the OBU or One Big Union so that if any one union went on strike, at the request of that union all unions went on strike. They could just paralyse the activities of the country. Winnipeg was the testing ground. If it succeeded there, Vancouver would be the next on the list, then Toronto. // Q. Do you remember where that information came from? Did it by any chance come from F.G. Thompson? or any of the men who met with Canon Scott and the strike committee? //   I can’t remember at this time where—one was getting news from all sources at the time, I can’t remember any individual who gave me that information. There were stories, for instance, that Wellington Crescent, the homes there, had been allotted and these very nice, expensive homes, had been allocated to the strike leaders. But that was just talk—I never saw any maps or signs or credible evidence of it. That’s the kind of story that was going around, and there may have been some truth in it. // Q. What about the wearing of the Union Jack. There seemed to be some kind of symbolism connected with the Union Jack and people on the streets were sometimes attacked or roughed up because they were wearing it. //   I don’t recall the Union Jack being worn. I don’t know who would wear a Union Jack—you mean as a buttonhole? ... I don’t recall anybody ever wearing it frankly, you mean a civilian? ... Don’t recall it. Of course, we were cloistered more or less up in our barracks and we didn’t see much of the downtown except when we were patrolling the streets and that was—most of our patrol work was done at night, as a matter of fact. // Q. How did you get the money to pay for the horses? //   The city of Winnipeg paid for it They gave me a blank cheque from the city of Winnipeg. Through the mayor. // Q. Did you then come under the orders of the Chief of Police? //   No, he merely requested. He didn’t give orders. Once his own men had gone out, he said “You are in charge.” // Q. So you were in fact the Chief of the Police Department. //  // Ex officio //, right. // Q. Looking back on it now, do you think that all that could have been avoided? What’s your judgement about that? //   You couldn’t answer that unless you had been in Winnipeg prior to the disturbances and knew precisely the rights and wrongs on both sides. We were certainly not in any position to judge. We were simply to keep the streets open, to see that vandalism was held to a minimum, but as to the causes, whether the strikers had some rights on their side, which they possibly did, we had no way of telling. 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<span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;">APPENDIX B   <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';">Name: Course: Date: <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Attempt to answer the following as you listen to the Dunwoody interview being performed:

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> || <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> || <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- Was he in favour of it? <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- What was his part in the event? <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- What were his frustrations? <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- Why did he get involved in the event? <span style="line-height: normal; margin: 0cm 0cm 0pt 18pt; mso-add-space: auto; mso-list: l12 level1 lfo3; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">- <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> || <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> || <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt;">  ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Who was Dunwoody?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">What is the event being talked about? And in which year did this event take place?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">What is Dunwoody’s “perspective” on the event?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">What confuses you about the contents interview?

<span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> __Glossary:__ // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Perspective or a point of view //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">. A way of seeing a situation based on your experience. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;">APPENDIX C    <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The ten minute lecture: <span style="margin: 0cm 0cm 0pt 54pt; mso-add-space: auto; mso-list: l14 level1 lfo5; text-indent: -36pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">I. Causes of WGS (1919) <span style="margin: 0cm 0cm 0pt 78.6pt; mso-add-space: auto; mso-list: l3 level1 lfo6; text-indent: -36pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">i. Labour unions easily received increased wages for workers b/c of high industrial profits during the war. <span style="margin: 0cm 0cm 0pt 96.6pt; mso-add-space: auto; mso-list: l10 level1 lfo10; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">a. Ex. The railway worker’s strike of 1918 <span style="margin: 0cm 0cm 0pt 78.6pt; mso-add-space: auto; mso-list: l3 level1 lfo6; text-indent: -36pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">ii. slump in profits after the war <span style="margin: 0cm 0cm 0pt 96.6pt; mso-add-space: auto; mso-list: l5 level1 lfo7; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">a. reduced wages used as “shock absorbers” of slump <span style="margin: 0cm 0cm 0pt 96.6pt; mso-add-space: auto; mso-list: l5 level1 lfo7; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">b. increased living costs <span style="margin: 0cm 0cm 0pt 78.6pt; mso-add-space: auto; mso-list: l3 level1 lfo6; text-indent: -36pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">iii. grievances of industrial labourers <span style="margin: 0cm 0cm 0pt 96.6pt; mso-add-space: auto; mso-list: l6 level1 lfo8; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">a. low wages <span style="margin: 0cm 0cm 0pt 96.6pt; mso-add-space: auto; mso-list: l6 level1 lfo8; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">b. war industry machinist paid less than railway machinists <span style="margin: 0cm 0cm 0pt 96.6pt; mso-add-space: auto; mso-list: l6 level1 lfo8; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">c. large families <span style="margin: 0cm 0cm 0pt 96.6pt; mso-add-space: auto; mso-list: l6 level1 lfo8; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">d. poor housing conditions <span style="margin: 0cm 0cm 0pt 78.6pt; mso-add-space: auto; mso-list: l3 level1 lfo6; text-indent: -36pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">iv. rampant post-war unemployment <span style="margin: 0cm 0cm 0pt 96pt; mso-add-space: auto; mso-list: l16 level1 lfo9; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">a. many types of industries obsolete <span style="margin: 0cm 0cm 0pt 96pt; mso-add-space: auto; mso-list: l16 level1 lfo9; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">b. immigrants from North England, Scotland and East Europe; <span style="margin: 0cm 0cm 0pt 96pt; mso-add-space: auto; mso-list: l16 level1 lfo9; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">c. returning veterans want back old jobs, women vainly hope to retain old jobs <span style="margin: 0cm 0cm 0pt 78.6pt; mso-add-space: auto; mso-list: l3 level1 lfo6; text-indent: -36pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">v. injustices done by employers <span style="margin: 0cm 0cm 0pt 96.6pt; mso-add-space: auto; mso-list: l15 level1 lfo11; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">a. wages sacrificed for persona profit <span style="margin: 0cm 0cm 0pt 96.6pt; mso-add-space: auto; mso-list: l15 level1 lfo11; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">b. labour unions denied recognition and bargaining <span style="margin: 0cm 0cm 0pt 96.6pt; mso-add-space: auto; mso-list: l15 level1 lfo11; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">c. long hours, dangerous working conditions <span style="margin: 0cm 0cm 0pt 96.6pt; mso-add-space: auto; mso-list: l15 level1 lfo11; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">d. unhygienic living conditions <span style="margin: 0cm 0cm 0pt 78.6pt; mso-add-space: auto; mso-list: l3 level1 lfo6; text-indent: -36pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">vi. The failure of “Democracy” <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="margin: 0cm 0cm 0pt 54pt; mso-add-space: auto; mso-list: l14 level1 lfo5; text-indent: -36pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">II. The Strike Committee, returning WWI veterans and the citizens committee <span style="margin: 0cm 0cm 0pt 78.6pt; mso-add-space: auto; mso-list: l9 level1 lfo12; text-indent: -36pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">i. Strike committee – the tactic works <span style="margin: 0cm 0cm 0pt 103.1pt; mso-add-space: auto; mso-list: l8 level1 lfo13; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">a. Strike as opportunity to forcefully address labour/economic and political grievances simultaneously <span style="margin: 0cm 0cm 0pt 103.1pt; mso-add-space: auto; mso-list: l8 level1 lfo13; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">b. One Big Union – the result of combined forces of unions <span style="margin: 0cm 0cm 0pt 103.1pt; mso-add-space: auto; mso-list: l8 level1 lfo13; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">c. Want recognition and collective bargaining <span style="margin: 0cm 0cm 0pt 103.1pt; mso-add-space: auto; mso-list: l8 level1 lfo13; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">d. May 1 (today called ‘Labour Day’) metal workers walk out on their employers <span style="margin: 0cm 0cm 0pt 103.1pt; mso-add-space: auto; mso-list: l8 level1 lfo13; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">e. Sympathy for metallurgists not only in Winnipeg but also Vancouver, Toronto, Quebec, etc. <span style="margin: 0cm 0cm 0pt 103.1pt; mso-add-space: auto; mso-list: l8 level1 lfo13; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">f. 30,000 workers refuse to work on May 15, in Winnipeg <span style="margin: 0cm 0cm 0pt 103.1pt; mso-add-space: auto; mso-list: l8 level1 lfo13; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">g. Police force sympathetic to strikers <span style="margin: 0cm 0cm 0pt 78.6pt; mso-add-space: auto; mso-list: l9 level1 lfo12; text-indent: -36pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">ii. Citizen’s committee of 1000 <span style="margin: 0cm 0cm 0pt 108pt; mso-add-space: auto; mso-list: l1 level1 lfo14; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">a. Strike is unconstitutional, committee created to help restore order <span style="margin: 0cm 0cm 0pt 108pt; mso-add-space: auto; mso-list: l1 level1 lfo14; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">b. Made up of employers <span style="margin: 0cm 0cm 0pt 108pt; mso-add-space: auto; mso-list: l1 level1 lfo14; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">c. Labour minister for Fed. Govt. meets with 1000 but not with Strike committee <span style="margin: 0cm 0cm 0pt 108pt; mso-add-space: auto; mso-list: l1 level1 lfo14; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">d. Create militia of 5000 anti-strike veterans to replace police <span style="margin: 0cm 0cm 0pt 108pt; mso-add-space: auto; mso-list: l1 level1 lfo14; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">e. Is very upset when strike committee “authorizes” the delivery of milk, bread and other necessary commodities; strike committee acting like the “new govt.” <span style="margin: 0cm 0cm 0pt 108pt; mso-add-space: auto; mso-list: l1 level1 lfo14; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">f. Immigration law passed to deport suspected “Bolshevik” citizens. <span style="margin: 0cm 0cm 0pt 78.6pt; mso-add-space: auto; mso-list: l9 level1 lfo12; text-indent: -36pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">iii. Returning WWI job hungry vets <span style="margin: 0cm 0cm 0pt 108pt; mso-add-space: auto; mso-list: l4 level1 lfo15; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">a. Some pro and others anti - strike <span style="margin: 0cm 0cm 0pt 108pt; mso-add-space: auto; mso-list: l4 level1 lfo15; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">b. Strikers not seen as Bolsheviks and strike as seen as result of nationalist sentiment b/c as support of war-heroes <span style="margin: 0cm 0cm 0pt 108pt; mso-add-space: auto; mso-list: l4 level1 lfo15; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">c. Vets obstinately and illegally demonstrate. <span style="margin: 0cm 0cm 0pt 78.6pt; mso-add-space: auto; mso-list: l9 level1 lfo12; text-indent: -36pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">iv. Bloody Saturday <span style="margin: 0cm 0cm 0pt 108pt; mso-add-space: auto; mso-list: l0 level1 lfo16; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">a. RCMP opens fire on crowd that comes out to protest the anti-strike law <span style="margin: 0cm 0cm 0pt 108pt; mso-add-space: auto; mso-list: l0 level1 lfo16; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">b. Street car overturned and set ablaze <span style="margin: 0cm 0cm 0pt 108pt; mso-add-space: auto; mso-list: l0 level1 lfo16; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">c. One striker killed, bullet in the chest <span style="margin: 0cm 0cm 0pt 108pt; mso-add-space: auto; mso-list: l0 level1 lfo16; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">d. Strike ends – suffering strikers and their families, strike getting violent, face mounting opposition. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="margin: 0cm 0cm 0pt 54pt; mso-add-space: auto; mso-list: l14 level1 lfo5; text-indent: -36pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">III. The consequences of the WGS <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">__Short term:__ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">i. strike committee leaders arrested <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">ii. wages reduced further as punishment for striking <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">iii. deportation law only amended in 1930’s <span style="margin: 0cm 0cm 0pt 78.6pt; mso-add-space: auto; mso-list: l9 level1 lfo12; text-indent: -36pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">v. Government calls for Robson investigation into the inherent evil that caused the Strike <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">__Long Term:__ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="margin: 0cm 0cm 0pt 78.6pt; mso-add-space: auto; mso-list: l9 level1 lfo12; text-indent: -36pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">vi. Strike leaders later occupy government posts as labour ministers <span style="margin: 0cm 0cm 0pt 78.6pt; mso-add-space: auto; mso-list: l9 level1 lfo12; text-indent: -36pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">vii. Communist movement strengthened esp. in Guelph <span style="margin: 0cm 0cm 0pt 78.6pt; mso-add-space: auto; mso-list: l9 level1 lfo12; text-indent: -36pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">viii. NDP gains popularity <span style="margin: 0cm 0cm 10pt 78.6pt; mso-add-space: auto; mso-list: l9 level1 lfo12; text-indent: -36pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">ix. Labour Day – May 1. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;">APPENDIX F   <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';">Name: Course: Date: <span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">__The Critical Challenge:__ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">A. In pairs, imagine you are interviewing either (20 min.) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> (1) a machinist striker, who participated in the Winnipeg General Strike of 1919, OR  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">(2) a member of the 'citizen's committee of 1000' that was anti-strike, OR   <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">(3) an industrial working striker, who along with his family was deported back to Eastern <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Europe during the strike. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> According to your interviewee's "perspective," was the strike a success? If yes, then why? And <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">if no, then why? <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">B. Perform your interview (no more than 4 min.). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">C. Also, explain briefly the reasons for your choice of interviewee either at the end or at the beginning of your performance (1 min.). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">

//<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">__NOTES:__ // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="line-height: normal; margin: 0cm 0cm 0pt 36pt; mso-add-space: auto; mso-list: l13 level1 lfo17; text-indent: -18pt;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">(1) The interviewer's questions must be relevant and well thought out, and the interview should be easily understandable even to someone who knows nothing about the Winnipeg General Strike.)  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">   <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">(2) a "successful" strike: were the goals of the strike achieved? i.e. did the strike achieve the following basic criteria :   <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">- better pay,    <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">- better working and living conditions for factory workers, <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">- recognition of labourers as a force of social change through unions. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">(3) a "good" interview is one that is both easily understandable to anyone who understands English and asks well-thought out and relevant questions. For example, ask yourself how you would design and perform an interview so that it would be easily understood by a younger sibling or a friend from another part of the world. To achieve this, it might be helpful to focus on one or two key points or themes that are supported by good reasons rather than focusing on several points. Good reasons are those that are both logically connected and true or can be verified using historical evidence. <span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;">APPENDIX G   <span style="font-family: 'Times New Roman','serif';">Name: Course: Date: __The ‘Sun Beam’ Chart__ __Interviewee:__ (name and part in the WGS) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">__Strike was: successful/unsuccessful;__ <span style="flip: x y; height: 116.35pt; left: 0px; margin-left: 67.8pt; margin-top: 73.7pt; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-style: square; position: absolute; text-align: left; visibility: visible; width: 102.15pt; z-index: 251660288;"> <span style="flip: x y; height: 152.35pt; left: 0px; margin-left: 241.95pt; margin-top: 16.6pt; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-width-relative: margin; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-style: square; position: absolute; text-align: left; visibility: visible; width: 5pt; z-index: 251668480;"> <span style="flip: y; height: 119.7pt; left: 0px; margin-left: 308.1pt; margin-top: 65.35pt; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-style: square; position: absolute; text-align: left; visibility: visible; width: 107.15pt; z-index: 251662336;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;">

<span style="height: 151.55pt; left: 0px; margin-left: 139.8pt; margin-top: 1.7pt; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-style: square; position: absolute; text-align: left; v-text-anchor: middle; visibility: visible; width: 200.95pt; z-index: -251657216;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="height: 2.5pt; left: 0px; margin-left: 340.7pt; margin-top: 24.3pt; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-style: square; position: absolute; text-align: left; visibility: visible; width: 161.6pt; z-index: 251663360;"> <span style="height: 225.25pt; left: 0px; margin-left: 241.9pt; margin-top: 96.6pt; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-style: square; position: absolute; text-align: left; visibility: visible; width: 0px; z-index: 251665408;"> <span style="flip: x; height: 0px; left: 0px; margin-left: -13.4pt; margin-top: 24.3pt; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-style: square; position: absolute; text-align: left; visibility: visible; width: 153.2pt; z-index: 251667456;"> <span style="flip: x; height: 149.85pt; left: 0px; margin-left: 98.8pt; margin-top: 87.45pt; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-style: square; position: absolute; text-align: left; visibility: visible; width: 91.25pt; z-index: 251666432;"> <span style="height: 88.75pt; left: 0px; margin-left: 308.1pt; margin-top: 77.6pt; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-style: square; position: absolute; text-align: left; visibility: visible; width: 157.4pt; z-index: 251664384;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;">
 * WHY?   ||

<span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;">APPENDIX H   <span style="font-family: 'Times New Roman','serif';">Name: Course: Date: <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">__Self-Assessment for a good interview:__

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">  ||  <span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">0 1 2 3 4   || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">  ||  <span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">0 1 2 3 4   || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">  ||  <span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">0 1 2 3 4   || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">  ||  <span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">0 1 2 3 4   || <span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">  ||  <span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Are the questions well-thought-out?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Do all the questions relate to the perspective of the Winnipeg Gen. Strike?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Is the interview easily understandable by a general audience
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Does it focus on one or two main points with a variety of supporting reasons and evidence? (use sun beam chart)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Has thought been given about the reasons for the choice of interviewee?  ||  <span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">0 1 2 3 4   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Total Strength of Interview:

<span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;">APPENDIX I    __Example of Completed ‘Sun Beam’ Chart__ __Interviewee:__ <span style="flip: x y; height: 169.95pt; left: 0px; margin-left: 234.4pt; margin-top: 24.85pt; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-style: square; position: absolute; text-align: left; visibility: visible; width: 7.55pt; z-index: 251678720;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">__Strike was: successful/unsuccessful;__ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;"> <span style="flip: x y; height: 116.35pt; left: 0px; margin-left: 67.8pt; margin-top: 19.7pt; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-style: square; position: absolute; text-align: left; visibility: visible; width: 102.15pt; z-index: 251671552;"> <span style="flip: y; height: 119.7pt; left: 0px; margin-left: 308.1pt; margin-top: 11.35pt; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-style: square; position: absolute; text-align: left; visibility: visible; width: 107.15pt; z-index: 251672576;"> <span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;">

<span style="height: 151.55pt; left: 0px; margin-left: 139.8pt; margin-top: 1.7pt; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-style: square; position: absolute; text-align: left; v-text-anchor: middle; visibility: visible; width: 200.95pt; z-index: -251645952;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="height: 2.5pt; left: 0px; margin-left: 340.7pt; margin-top: 24.3pt; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-style: square; position: absolute; text-align: left; visibility: visible; width: 161.6pt; z-index: 251673600;"> <span style="height: 225.25pt; left: 0px; margin-left: 241.9pt; margin-top: 96.6pt; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-style: square; position: absolute; text-align: left; visibility: visible; width: 0px; z-index: 251675648;"> <span style="flip: x; height: 0px; left: 0px; margin-left: -13.4pt; margin-top: 24.3pt; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-style: square; position: absolute; text-align: left; visibility: visible; width: 153.2pt; z-index: 251677696;"> <span style="flip: x; height: 149.85pt; left: 0px; margin-left: 98.8pt; margin-top: 87.45pt; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-style: square; position: absolute; text-align: left; visibility: visible; width: 91.25pt; z-index: 251676672;"> <span style="height: 88.75pt; left: 0px; margin-left: 308.1pt; margin-top: 77.6pt; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-style: square; position: absolute; text-align: left; visibility: visible; width: 157.4pt; z-index: 251674624;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="font-family: 'Copperplate Gothic Bold','sans-serif'; font-size: 14pt; line-height: 115%;">
 * WHY?   ||

[1] Appendix A   [2] Appendix B    [3] Appendix C    [4] Appendix D    [5] Appendix E    [6] Appendix F    [7] Appendix G    [8] Appendix H    [9] Appendix I