Historic Places of the Red River

Transcription

1 Historic Places of the Red River Grades 4 to 6 Social Studies Supplementary Curriculum Guide A Teacher s Resource for Field Trips Volume II 1870 to 1910 Prepared by: Sherry Dangerfield S. Dangerfield Interpretive Planning with the assistance of Linda Seyers McMillan Avenue, Winnipeg March 2008 For: Rivers West 201- One Forks Market Road Winnipeg, MB R3C 4L9 (204) or online at Rivers West gratefully acknowledges the support of the Government of Canada through the Historic Places Initiative, a federal, provincial, territorial partnership, as well as Manitoba Hydro. Additional copies of this curriculum guide, Volume I and others are available from Rivers West on CD or can be downloaded from the website. Hard copies are available for loan from education libraries.

2 Historic Places of the Red River Grades 4 to 6 Social Studies Supplementary Curriculum Guide A Teacher s Resource for Field Trips The Red River is one of our great Canadian Heritage Rivers. It joins the elite of Canadian rivers because of its exceptional value in cultural heritage. In June 2007, it received official designation as a Canadian Heritage River. The following supplementary curriculum guide provides Manitoba teachers with information and opportunities to explore the great heritage along the Red River. This guide pairs Manitoba s Social Studies curriculum outcomes, for Grades 4 to 6, with activities and field trips related specifically to the heritage of the Red River. As you work your way through your Social Studies curriculum, you can refer to this guide for information and activities that focus on Red River heritage. Many of the activities are cross curricular. The field trips will provide you and your students with firsthand experiences of our rich heritage so close to home. If you are not close to the Red River, there are still many heritage sites in and around your community that can be used for inspiring and instructive field trips. To find out more, explore the Historic Places and Manitoba Culture, Heritage, Tourism and Sport websites. Manitoba has a wealth of designated historic sites that tell the story of significant points in our history. This guide is designed to help you use Manitoba s historic places as a resource to teach the Social Studies curriculum. A visit to a historic site helps student imagine the people, places and events that occurred there. Pre- and post-visit activities will deepen understanding and appreciation for the historic places along the Red River. A. Daet ~ Grade 6 HISTORIC PLACES OF THE RED RIVER VOLUME II Page i

3 Acknowledgements Rivers West and Manitoba Culture, Heritage, Tourism and Sport would like to thank the many individuals and groups that have helped create this guide. The Steering Committee that provided much insight: Philippe Mailhot, Rivers West Heritage Director and Director of Le Musée de Saint- Boniface Museum; Gary Dickson and David Butterfield of Manitoba Culture, Heritage, Tourism and Sport; and Rhonda Kennedy Rogers, Executive Director of Rivers West. During the research process many people were generous with sharing information for the guide. A special thanks to Linda Mlodzinski and Renée Gillis of Manitoba Education, Citizenship and Youth; Stan Milosevic of ManitobaPhotos.com for permission to use his photographs; Corinne Tellier for use of The Fort Garry Historical Society photographs, and the following individuals for reviewing the guide Ken Porteous, Manitoba Conservation; Linda Seyers, consultant; Marileen Bartlett, Aboriginal Centre of Winnipeg; Tom Kynman and the staff of Parks Canada; and Susan Boissonneaut and Ian Hall for assistance with the architecture of the CPR station; Mike Harris for information on the St. Andrews Lock and Dam; Anne MacDiarmid for curriculum suggestions; and Ed Ledohowski, Manitoba Historic Resources, for researching and sharing photographs. The children s artwork used to illustrate the guide has been provided by Rivers West and are some of the entries to the 2007 Word & Art Contest that celebrated the designation of the Red River as a Canadian Heritage River. These are just a few of the wonderful submissions received from students across Manitoba. Rivers West would also like to thank Manitoba Historic Resources and Historic Places Initiative for their financial assistance and technical support of this project and Manitoba Hydro for financial assistance and encouragement. S. Gauthier, Grade 6 Page ii HISTORIC PLACES OF THE RED RIVER VOLUME II

4 Table of Contents Acknowledgements... ii 1.0 Introduction Historic Places: Volume I and Volume II How to Use This Guide Historic Places Field Trips: Lower Fort Garry Fort Dufferin Neubergthal Riel House St. Norbert Provincial Park Convent of the Sisters of the Holy Names of Jesus and Mary Winnipeg Canadian Pacific Railway Station The Exchange District Walker Theatre St. Boniface Cathedral St. Andrews Lock and Dam Before Your Field Trips: Additional Activities Historic Places A Trip Down River Road More Activities Copy Pages: Blackline Masters Teacher s Resources Websites Print Sources Field Trip Contact Information Field Trip Matrix Evaluation Form HISTORIC PLACES OF THE RED RIVER VOLUME II Page iii

5 List of Illustrations A. Daet, Grade 6, entry to Word & Art Contest S. Gauthier, Grade 6, entry to Word & Art Contest Map of Lake Agassiz: Historic Resource Branch Buffalo Hunt, by Paul Kane: Archives of Manitoba, Stovel Collection #230 York boats on the Red: Archives of Manitoba Only known sketch of 1826 flood, unfinished, by Peter Rindisbacher: Glenbow Museum Woman hoeing corn: Historic Resources Branch Confluence of the Red and Assiniboine: Archives of Manitoba Battle of Seven Oaks: Archives of Manitoba Lower Fort Garry: Archives of Manitoba, Finley, George Collection #26 St. Peter, Dynevor Old Stone Church: Archives of Manitoba, Stovel Collection #218 Louis Riel, age 14: University of Manitoba Captain Kennedy: Archives of Manitoba, N7681 Louis Riel and Provisional Government Signing Treaty One, LFG: Archives of Manitoba, Events #243 Boundary Commission at Fort Dufferin: Archives of Manitoba, Fort Dufferin North West Mounted Police at Ft Dufferin: Archives of Manitoba, North West Mounted Police #2 Immigration recruitment poster: Archives of Manitoba, Advertising #67 Mennonite housebarn: Archives of Manitoba Countess of Dufferin locomotive on barge: Archives of Manitoba, 147 CPR Map of proposed government survey, circle showing La Barrière: Manitoba Historic Resources Convent, St. Pierre-Jolys: Manitoba Historic Resourses Canadian Pacific Railway Station with immigrants: Archives of Manitoba Exchange District, c Electric Railway Chambers: Archives of Manitoba St. Boniface Cathedral: Archives of Manitoba St. Andrews Dam and Lock: Archives of Manitoba A. Melnyk, Grade 6, entry to Word & Art Contest S. Schimnowski, Grade 7, entry to Word & Art Contest Winnipeg c. 1885: Archives of Manitoba Signing Treaty 1, LFG: Glenbow Museum Lower Fort Garry: Manitoba Historic Resources Lower Fort Garry interpreters at work: Parks Canada A. Nolden, Grade 1, entry to Word & Art Contest A. Ponzilius, Grade 4, entry to Word & Art Contest Map of Treaty 1 area: The Atlas of Canada, Natural Resources Canada website Signing Treaty 1: Archives of Manitoba, Events 243, 1871 A. Bairos, Grade 5, entry to Word & Art Contest NWMP Sunday divine services in camp: Archives of Manitoba B. Thevenot, Grade 6, entry to Word & Art Contest E. Kynman, Grade 1, entry to Word & Art Contest North West Mounted Police recruitment: RCMP website D. Raymundo, Grade 6, entry to Word & Art Contest Page iv HISTORIC PLACES OF THE RED RIVER VOLUME II

6 Finding stars with the zenith telescope: Archives of Manitoba, Boundary Commission N14063 Building boundary markers: Archives of Manitoba, Boundary Commission N11937 NWMP ready to depart Fort Dufferin: Archives of Manitoba, NWMP #2 Map of Fort Dufferin trail system: GeoMap Manitoba Map of Fort Dufferin Points West Trail: GeoMap Manitoba Canadian immigration office in London, England NWMP Lancer: Archives of Manitoba, NWMP #11 Series of recruitment posters found online Map of Boundary Commission Trail: Manitoba Historic Resources Mennonite West and East reserves: Manitoba Historic Resources Mennonite housebarn: Town of Altona website S. Lee, Grade 12, entry to Word & Art Contest Rhineland Village: John Lehr D. Slivinski, Grade 4, entry to Word & Art Contest Google Earth map of Neubergthal Village Different layouts for a Mennonite street village: Manitoba Historic Resources Mennonite housebarn and barn door detail: Manitoba Historic Resources A. Ponzilius, Grade 4, entry to Word & Art Contest Louis Riel Founder of Manitoba: Stan Milosevic Riel House: Parks Canada Riel House: Parks Canada Riel House, school program: Parks Canada Riel House: Archives of Manitoba, Riel Land Claims #2 G. Merlin, Grade 10, entry to Word & Art Contest St. Norbert Park: Manitoba Historic Resources Bohémier House: Manitoba Historic Resources School group at St. Norbert: Fort Garry Historical Society Bohémier House: Stan Milosevic Turenne House: Manitoba Historic Resources Delorme House: Manitoba Historic Resources St. Norbert: Park: Fort Garry Historical Society Map of proposed survey, 1869 showing location of La Barrière in circle: Manitoba Historic Resources Bohémier House: Stan Milosevic Bohémier House before move and restoration: Manitoba Historic Resources St. Pierre-Jolys convent: Archives of Manitoba Maison Goulet: Manitoba Historic Resources Portrait of a sister: SHNJM website CPR Station: Parks Canada Royal Alexandra Hotel Postcard of CPR Station: Stan Milosevic Poster advertising train rates for immigrants travelling west, 1872: Library and Archives Canada/Rare Books collection, public domain, nlc-4856 Railway under construction, Ontario or Manitoba, around 1909: Library and Archives Canada/ PA , Public Domain, credit: C.S. Whitney, nlc-4758 HISTORIC PLACES OF THE RED RIVER VOLUME II Page v

7 Aboriginal Centre: Manitoba Historic Resources Ludwig, Maria and daughter: Kriese Family Archives CPR Station postcard: Stan Milosevic Union Bank, one of first skyscrapers: Stan Milosevic Exchange District Map: City of Winnipeg Main Street: Stan Milosevic Market Square postcard: Stan Milosevic Grain Exchange Building: Stan Milosevic Market Square: Stan Milosevic Market Square, during the Winnipeg General Strike: Library and Archives Canada PA An interior view of the Walker Theatre, 1907: Archives of Manitoba, N13272 Postcard of the Walker on Princess Street: Stan Milosevic Loge: Manitoba Historic Resources Banner celebrating the 1914 Mock Parliament at the Walker: Parks Canada Walker stage: City of Winnipeg Cora Hind: Archives of Manitoba St. Boniface Cathedral today: Stan Milosevic St. Boniface Cathedral, Drawn by W. Napier : Library and Archives Canada, Acc. No Cemetery Tours: Venite website J. Patacz, Grade 4, entry to Word & Art Contest St. Boniface Cathedral c. 1909: Archives of Manitoba St. Boniface Cathedral Cemetery tombstone: Venite website J. Desrochers, Grade 7, entry to Word & Art Contest Bishop Provencher: public domain Early St. Boniface Cathedral: Glenbow Archives NA K. Concalve, Grade 6, entry to Word & Art Contest St. Andrews curtain dam: Public Works Canada Construction of lock and dam: Public Works Canada Fishing at Lockport: Travel Manitoba St. Andrews Lock postcard: Manitoba Historic Resources St. Andrews Lock postcard: Manitoba Historic Resources Construction of St. Andrews dam: Public Works Canada Construction crew: Public Works Canada M. G. Leyson, Grade 6, entry to Word & Art Contest Rolling down curtains: Public Works Canada Signing Treaty 1: Archives of Manitoba, Events 243, 1871 Fort Dufferin: Archives of Manitoba, Fort Dufferin North West Mounted Police at Ft Dufferin: Archives of Manitoba, North West Mounted Police #2 Tent with telescope to mark international boundary: Archives of Manitoba, Boundary Commission N14063 Mennonites village along the Post Road: Archives of Manitoba, Mennonites 65 2 Two headstones found at St. Boniface Cathedral Cemetery: Venite website Page vi HISTORIC PLACES OF THE RED RIVER VOLUME II

8 1.0 Introduction Birth of a River and the Province It Flows Through The Red is a meandering river, about 800 kilometres long by length but only 456 kilometres as the crow flies. The Red is a Map of Lake Agassiz: Manitoba Historic Resource relatively young river, compared to other great rivers of the world, like the Nile or Ganges, which have witnessed the birth of civilizations. The Red was established on the bed of glacial Lake Agassiz as it receded some 8,000 years ago. The sediment-covered lakebed became a great plain through which the young Red River cut its course. Over thousands of years, the flowing water eroded and deposited silt along its banks, creating a meandering channel. As Lake Agassiz receded, the first people moved north, some following the river while searching for game. The river and its riverbottom forest provided water, food, shelter, firewood, medicine and building materials. As time passed, the river became a major transportation route. It provided a landmark and shelter for those walking and a quick means of travel for those in canoes. People camped along the river with its abundance of game, access to transportation and potable water on a parched prairie. European explorers found their way to the interior of the continent using the river systems as highways and First Nation peoples as guides. An alternative route to the edge of the prairie, avoiding some of the bugs and bog of the boreal shield, flowed via the Roseau into the Red. Behind the explorers, traders followed the river systems into the interior looking for lush furs to ship back to Europe. As the fur trade flourished, the Red became a bustling highway, north to Lake Winnipeg and south to frontier towns of the central states. Freighter canoes and York boats shipped the furs north while wooden Red River ox carts creaked their way south along the river trails. Buffalo Hunt, by Paul Kane: Archives of Manitoba 1 Introduction HISTORIC PLACES OF THE RED RIVER VOLUME II Page 1

9 York boats on the Red: Archives of Manitoba The Métis were born of two great nations during the fur trade the First Nations and the Europeans. The Métis put roots down into the rich soil along the river as they divided their time between farming long, narrow river lots and bison hunting on the plain. Soon settlers from eastern Canada and as far away as the Steppes of Eastern Europe were lured to the plains with promises of rich farmland. Paddlewheel riverboats brought a wave of new immigrants down the Red River from the United States where they had transferred from one of the first railways into the interior. They were housed in immigration sheds beside the river at Fort Dufferin and Winnipeg, waiting for papers before striking out onto the plain on foot or by Red River ox cart. As the grasslands were ploughed and trees were planted on the plain, people settled beside the flowing water creek or river. Water was the one thing they could not live without in their struggle to survive in the wilderness of grass. Across the valley and up and down the Red River s length, communities gathered beside the water. At the confluence of the Assiniboine and Red a town grew, fast becoming the centre of the region. The confluence of the two rivers had long been a gathering place for the First Nations. For them it was a centre for trade and commerce, hunting and fishing, and a place to exchange knowledge and hold celebrations. But the great nations of the Assiniboin 1, Cree and Ojibwa had not settled permanent camps at this location because they knew the rhythms of the river and its spring floods. The earliest European settlers experienced the two greatest floods on record, the largest in 1826 and the second largest in 1852, but ignored the lesson. Despite the history of flooding the town of Winnipeg thrived. Its name, first used in 1866, means muddy waters. The rivers were vital to the success of the new boomtown they provided drinking water and sewage 1 Assiniboin, the people, do not use an e at the end of their name. Only known sketch of 1826 flood: Glenbow Museum Page 2 HISTORIC PLACES OF THE RED RIVER VOLUME II 1 Introduction

10 disposal, water for manufacturing and industry, transportation and even fish for food. As the town grew, struggles erupted over land and rights between the Métis and a growing number of the settlers from Ontario and Europe. The Province of Manitoba, with its capital at the confluence of the Red and Assiniboine, was born out of this struggle. Louis Riel and his provisional government of 1869 stood up to the Canadian government on the banks of the Red River. As a result of their stand, the Canadian government agreed to Manitoba entering Confederation in 1870 as a full province with many rights enshrined in the Manitoba Act that we would not have otherwise had. Witness to History Archaeological evidence shows us that the confluence, which some call The Forks, of the Red and Assiniboine rivers was used by First Nations as a gathering place for more than 6,000 years. For thousands of years great nations travelled along the muddy river to meet for trade and celebrations at the joining of the two rivers in the centre of the continent. No doubt great historical moments occurred at these gatherings on the Red, but their stories have been lost in time. While we have lost some of the oldest history along the Red River, other historic places have been preserved to tell us about our more recent history. They are a reminder of times past and great events that occurred along the Red. The Red River witnessed the first farming in the West, along its banks at the place of many fishes Kenosewun, which today we call Lockport. Archaeologists have found evidence that First Nations cultivated crops like corn on this site more than 600 years ago. Woman hoeing corn: Historic Resources Branch In the early 1700s, La Vérendrye, a French explorer and trader, paddled up the Red River, bringing great changes. In 1738 he built the first fur trade post, Fort Rouge, on the banks of the Red at what he called La Fourche, The Forks. La Vérendrye opened the West to what would eventually be a flood of Europeans. After the explorers came the fur trade industry, using the Red as a major transportation route and establishing forts along its length. Confluence of the Red and Assiniboine: Archives of Manitoba From the fur trade grew a new nation the Métis, children of First Nations women and European traders. The Métis settled along the Red, Assiniboine and Seine rivers in long river lots. One of the first white women to arrive in the West was Marie-Anne Gaboury who was married to the fur trader Jean-Baptiste Lagimodière. Shortly after marrying in Quebec in 1806, they travelled west by canoe, arriving at Fort Gibraltar at the junction of the Red and Assiniboine rivers. They didn t stay long, but continued west, working the fur trade and raising a family. In 1812 a group of poor Scottish and Irish farmers known as the Selkirk Settlers arrived to settle along the west bank of the Red, downstream from the Assiniboine. These were the first European farmers, brought here to supply the Hudson s Bay Company (HBC) with locally grown food. The Battle of Seven Oaks, in 1 Introduction HISTORIC PLACES OF THE RED RIVER VOLUME II Page 3

11 1816, tells the story of the rivalry between two fur trade companies and the Selkirk Settlers and Métis who worked for them and lived along the Red. higher ground, lower down on the Red River. It would be called Lower Fort Garry. The new fort assumed a new role a transshipment and provisioning centre, an assembly point for the fur trade brigades that travelled the Red River Portage La Loche York Factory boat route. Battle of Seven Oaks: Archives of Manitoba In 1817 Marie-Anne Gaboury and Jean- Baptiste Lagimodière returned to the Red River Settlement. Lord Selkirk gave Lagimodière a grant of land on the Seine River extending to the east bank of the Red River. The grant of land was reward for Lagimodière s assistance during the conflict between the Métis and Selkirk Settlers. Here, in a Red River frame house, Gaboury and Lagimodière raised their children, one of whom was Julie, the mother of Louis Riel. The first Catholic missionaries arrived in 1818 and established a parish on the east side of the river. Among them was Father Joseph Norbert Provencher. The missionaries were brought, in part, to ease the tension between the HBC and North West Company after the battle of Seven Oaks. When the Hudson s Bay and North West companies merged in 1821, the Red River Settlement saw a huge influx of unemployed fur traders, come to retire along the river on land granted to them by the HBC. In 1831, Governor George Simpson of the Hudson s Bay Company decided that the constant flooding of Fort Garry at the junction of the Red and Assiniboine was intolerable. He embarked on building a new stone fort on Lower Fort Garry: Archives of Manitoba, Finley, George Collection #26 Reverend William Cockran, an Anglican missionary who arrived in the Red River Settlement in 1825, established two missions along the Red. The first was the church at the rapids, built in 1831 and later christened St. Andrews Church when it was rebuilt in stone. Cockran and his wife opened a missionary school for children living along the west side of the river. In 1837, Cockran established St. Peter, Dynevor Old Stone Church and agricultural settlement on the east side of the river. It was the first and only church constructed for the First Nations. Chief Peguis, leader of the Saulteaux Ojibwa people, was among the congregation. Four Grey Nuns arrived by canoe in 1844 and settled on the east bank of the Red River across St. Peter, Dynevor Old Stone Church: Archives of Manitoba, Stovel Collection #218 Page 4 HISTORIC PLACES OF THE RED RIVER VOLUME II 1 Introduction

12 from the junction with the Assiniboine River. They became the first order of women this far west. The Roman Catholic Grey Nuns brought education and health care to the community. Between 1846 and 1851, the Grey Nuns Convent was built within the grounds of the St. Boniface Mission on the east bank, near the junction of the two rivers. The same year that the Grey Nuns arrived in St. Boniface, the founder of Manitoba was born Louis Riel. Louis s mother was Julie Lagimodière, daughter of Gaboury and Lagimodière. Louis was the eldest of 11 children and grew up in a close-knit and devoutly religious family. Riel s early years were spent on the family land along the Red River until the age of 14 when he left to study in Montreal. He would not return for 10 years. As the settlement along the Red River grew, the architecture was changing from the Red River frame construction made of squared logs, to stone buildings built by renowned stonemasons such as Duncan McRae. Captain William Kennedy, a Métis Arctic explorer and entrepreneur, settled on the banks of the Red just north of St. Andrews Church, Captain Kennedy: Archives of Manitoba, N7681 Louis Riel, age 14: University of Manitoba where he built a great stone house in This was one of many limestone buildings on the river that still stand today. After the death of Louis Riel Senior, his son returned to the Red River Settlement in Young Louis found things had changed in his absence. It did not take long before Riel was involved in the complex politics of the day, as his father had been before him. In 1869, the 26-year-old, Riel and the Métis formed the provisional government to negotiate terms with the Canadian government for the Red River Louis Riel and Provisional Government: Manitoba Historic Resources Settlement and surrounding areas to become a province of Canada. In 1870, with negotiations for the new province of Manitoba complete, Riel left the settlement just ahead of the approaching Canadian militia that was rumoured to be planning to kill him. In 1870, Colonel Wolseley and his militia arrived via the Red to oversee the transfer of the new Province of Manitoba from the provisional government to Ottawa. The militia spent their first winter housed at Lower Fort Garry. Wolseley s militiamen were among the thousands of Ontarians and Québécois who poured into the new province, hungry for land. In 1871 on the banks of the Red at Lower Fort Garry, the first treaty between the Crown and the First Nations was signed. Treaty Number One, the first of the numbered treaties in Canada, was made between the Ojibwa and Swampy Cree First Nations and the Crown, which was the Canadian government under the guidance of Signing Treaty One, LFG: Archives of Manitoba, Events #243 1 Introduction HISTORIC PLACES OF THE RED RIVER VOLUME II Page 5

13 Queen Victoria and the British Parliament. This is a historic moment that echoes through time as First Nations still grapple with treaty rights. As the interior of the continent was carved up into farms and towns, the border between the United States and Canada was a bit uncertain. While agreements had been made in Ottawa and Washington as to where the boundary was, those agreements were not always respected on the frontier. To end disputes and prevent new ones, the International Boundary Commission was established. Together a group from Canada and another from the United States would measure and mark the boundary across 1,836 kilometres of uncharted land, from Lake of the Woods to the Rocky Mountains. In 1872 a group of British Royal Engineers and Astronomers along with a contingent of Canadian civilians stepped off a riverboat and onto the banks of the Red River, just north of the border. There they established their home base Fort Dufferin. This was to be their headquarters and winter home from 1872 to Boundary Commission at Fort Dufferin: Archives of Manitoba, Fort Dufferin In the summer of 1874, while the Boundary Commission was out surveying the border, Fort Dufferin was put to another use. The Canadian government saw a need for men to maintain peace and law in the West so the North West Mounted Police were established. All six divisions of the NWMP mustered at Fort Dufferin in They camped on the banks of the Red and trained for two weeks. On July 8, 22 officers, 287 men and 310 horses, with wagons and supplies, set out from Fort Dufferin on their famous March West following the trail blazed by the men of the Boundary Commission. North West Mounted Police at Ft Dufferin: Archives of Manitoba, North West Mounted Police #2 By 1875 the Boundary Commission had finished their arduous work of marking the border from here to the Rockies and Fort Dufferin stood empty. It was not so much a fort as a collection of barracks, dining hall, officers quarters and barns. The land and buildings belonged to the Government of Canada, which put it to another use that year. Thousands of people from eastern, western and central Europe were pouring into the new world. Those coming to the Canadian prairies took a train through the United States, then a paddlewheel steamer down the Red River and into Canada. The government had to process the new arrivals so it set up a series of immigration stations along the river. One such station was at the newly vacated Fort Dufferin. This was the first stop for more than 18,000 pioneers on their way to find a homestead on the great plains of Canada. Immigration recruitment poster, Archives of Manitoba Page 6 HISTORIC PLACES OF THE RED RIVER VOLUME II 1 Introduction

14 One of the groups that stepped off the steamers and onto the banks of the Red at Fort Dufferin were the Mennonites from Russia. Six thousand to 8,000 Mennonites had made a very long and difficult journey across Europe, the Atlantic Ocean and half of North America to reach the banks of the Red River. The first group to arrive was housed at Fort Dufferin for six weeks while their land was surveyed for the West Reserve. The Manitoba Free Press reported on July 15, 1875: The International [steamboat] is expected to land 500 Mennonites today at the Dufferin barracks, which are now in charge of the Emigration Department. No emigrant sheds in the north-west surpass these barracks in accommodations. As the Mennonites packed up from their temporary home beside the Red, they moved out to establish small villages in the West Reserve. Two reserves were established for the Mennonites by the Canadian government, which was eager to have these experienced farmers settle on the prairies. One was east of the Red and one west. The village of Neubergthal was founded in 1876, west of the Red. It is a typical street village designed according to traditions of the old country. Housebarns line the central road, with fields behind. Most of the traditional villages, like Neubergthal, were established along creeks that fed into the Red River. Paddlewheel steamers, like the International, brought immigrants down the Red River, dispersing them west and east of the river to settle the land. The first train arrived in 1877 Mennonite housebarn: Archives of Manitoba Countess of Dufferin locomotive on barge: Archives of Manitoba, 147 CPR not by rail, but by water. A paddlewheeler brought the Countess of Dufferin locomotive and several cars to St. Boniface via the Red River. The Countess would build the rail line west, opening the interior to more settlers. In 1885, Louis Riel was executed in Regina by the Canadian government for his part in leading the Métis, in what is now Saskatchewan, in their struggle for land and rights. Riel s body was returned to the home of his mother Julie, beside the Red River, where it lay in state for two days. It was in his mother s home, Riel House, where Louis s wife died less than a year later and Riel s young children were raised. Across the river and a little upstream from where Louis Riel lay in state was the French community of St. Norbert. St. Norbert had been a trading and transportation hub and the starting point for annual buffalo hunts of the Métis. In October 1869, Louis Riel s provisional government prevented the Canadian government representatives from entering the Red River Settlement by blockading the Pembina Trail crossing at the La Salle River at La Barrière. This peaceful standoff was a significant moment that led to negotiations between the two governments regarding Manitoba becoming a province of Canada. By the time of Riel s execution in 1885 St. Norbert 1 Introduction HISTORIC PLACES OF THE RED RIVER VOLUME II Page 7

15 Shortly after the turn of the century an even grander building was constructed. As the rail line pushed west, it opened the doors to further settlement and development. By 1905 Winnipeg was the fastest growing city in North America and the gateway to the West. A stone s Map of proposed government survey, circle showing La Barrière: Manitoba Historic Resources had become an enclave of Métis and Franco- Manitoban culture. The prominent St. Boniface architect Joseph Azarie Sénécal designed many Roman Catholic buildings in Western Canada between 1892 and Sénécal designed the Convent of the Sisters of the Holy Names of Jesus and Mary, which was built in St. Pierre-Jolys in The Sisters of the Holy Names of Jesus and Mary had arrived in 1874 at the request of Archbishop Taché to help the Grey Nuns teach and tend the growing population in the Red River Settlement. They first assumed responsibility of St. Mary s Academy but soon branched out to other communities, like St. Pierre- Jolys, that were established along tributaries of the Red. Convent, St. Pierre-Jolys: Archives of Manitoba throw from the river, the grand Canadian Pacific Railway Station was built. With its great columns and ornate design, the station was built to impress. It was through the CPR station that the second and third waves of immigrants arrived, no longer by river but by rail. As the city at the junction of the Red and Assiniboine continued to grow, it was called the Chicago of the North. Some thought it might become the capital of Canada. The town was booming. The Exchange District was the hub of commerce. Within 20 blocks west from the banks of the Red River and north from Canadian Pacific Railway Station with immigrants: Archives of Manitoba Exchange District, c Electric Railway Chambers: Archives of Manitoba Page 8 HISTORIC PLACES OF THE RED RIVER VOLUME II 1 Introduction

16 Portage Avenue, a series of banks, warehouses and Canada s first skyscrapers demonstrated Winnipeg s prosperity. Many of the great buildings were designed by leading North American architects. Such a grand town would need entertainment the latest plays, ballets, operas and musicals. Corliss Powers Walker owned a number of theatres south of the border and one in Winnipeg. In 1907 he opened the Walker Theatre at Smith and Notre Dame in the Exchange District. It had been designed by a Montreal architect and had a huge vaulted ceiling, loges and two balconies. Some of the top entertainers from the continent graced the stage at the Walker, but so did great political and social leaders from Nellie McClung and the renowned Mock Parliament to the leaders of the Winnipeg Strike. The growing affluence at the junction of the Red and Assiniboine rivers was seen in its changing architecture. The simple, practical Red River frame buildings were torn down St. Boniface Cathedral: Archives of Manitoba and replaced with impressive stone structures designed by the best architects. In 1818 the first Catholic missionaries arrived in the settlement and built a small log chapel dedicated to Saint Boniface, a missionary monk from the eighth century. Over time the log chapel was replaced six times; the fifth was a magnificent cathedral. The St. Boniface Cathedral was built between 1905 and 1908 and was the best example of French Romanesque architecture in Manitoba. In its cemetery are many prominent people from Manitoba s history, including Louis Riel. Beside the cathedral the Red River frame Grey Nuns Convent still stands, a witness to earlier times. The Red River s role as the major transportation route in and out of the province was diminished with the coming of the railway, but not altogether lost. The Red was the connection between southern manufacturing and central and northern Manitoba resources and communities, via Lake Winnipeg. The least expensive way to transport goods to and from the north was by water the Red River and Lake Winnipeg. There was a major obstacle along this route that was sure death and loss of cargo to any that tried to pass the rapids. On this stretch in the river there was a 4.5-metre drop over 16 kilometres that caused a torrent of impassable rapids. The St. Andrews Lock and Dam was built at the north end of the rapids to raise the water level and allow boats to pass. It was completed in 1910 and opened by Prime Minister Sir Wilfrid Laurier. We have lost our oldest history along the Red River, but are preserving more recent stories at our historic sites. It is important to visit and preserve our historic places so their stories are not lost in time. There is so much to experience at each they bring our history to life, teach us lessons from the past and let us feel the depth of our roots in the muddy clay along the Red River. The Red River stands as witness to our history and the historic places along its length. These special places tell us many stories of who we are, where we have been and what our future may hold. St. Andrews Dam and Lock: Archives of Manitoba 1 Introduction HISTORIC PLACES OF THE RED RIVER VOLUME II Page 9

17 1.1 Historic Places: Volume I and Volume II Volume I of the Historic Places of the Red River Social Studies Guide covers the time period up to 1870 and the birth of the province. Volume II covers 1870 to 1910, an exciting time in the province when our population exploded, great changes occurred and we built many impressive historic buildings. The Historic Places included in Volume I, precontact to 1870, are: The Forks Kenosewun Seven Oaks Museum and the Battle of Seven Oaks Lagimodière Gaboury Park and Fort Gibraltar Lower Fort Garry St. Andrew s Anglican Church St. Peter, Dynevor Old Stone Church and Rectory Grey Nuns Convent Captain Kennedy House The Historic Places included in Volume II, 1870 to 1910, are: Lower Fort Garry Fort Dufferin Neubergthal Riel House St. Norbert Provincial Park Convent of the Sisters of the Holy Names of Jesus and Mary Winnipeg Canadian Pacific Railway Station The Exchange District Walker Theatre St. Boniface Cathedral St. Andrews Lock and Dam Lower Fort Garry is included in both guides because several important events occurred there before and after Manitoba became a province. A. Melnyk ~ Grade 6 Page 10 HISTORIC PLACES OF THE RED RIVER VOLUME II 1 Introduction

18 1.2 How to Use This Guide Historic Places of the Red River is a two-volume set. You will find activities for Grades 4, 5 and 6 in both volumes. The Manitoba Social Studies curriculum for these grades is related to the timeline of history, so you may find more Grade 5 activities matched to outcomes in Volume I and more Grade 6 activities matched to outcomes in Volume II. At the end of each volume you will find a matrix that matches historic places and field trips to curriculum outcomes. The matrix will help you plan your field trips to best cover the outcomes you are teaching. If you are reviewing the curriculum guides on CD, you will notice the website links are hot. This means you can check out the website by clicking on the link. Teachers have told us this is a very convenient way to use the guides. Before your field trip you will want to introduce your students to the concept of historic places and why they are important. You can find activities in section 3.1 to help you do this. On the CD you will also find three PowerPoint presentations. The first is simply called Historic Places of the Red River and is a primer for the students, covering What are historic places? and Why are they important?. The second is called Field Trips and it explores each of the historic places covered in that particular volume, looking at what is special about each place. Colourful pictures and graphics help students identify the historic places and why they are significant. The third PowerPoint presentation can be used with the students but is primarily a background piece for you, the teacher. It is called Architectural Styles & Traditions in Manitoba. It will help you better understand how our buildings have been influenced by our cultural history. The Introduction provides you an overview of our history along the Red River. It weaves the story of each historic place into a flowing history of the Red, linking places and people through time. Section 2.0 explores the individual historic sites. For each historic place we have provided you with a brief background on the site and why it is important. There are also hot links to websites that can provide you more information on that site and in some cases additional activities for the site. Many of the activities in the guide are crosscurricular. We have tried to provide a range of activities that can be adapted to suit all learners. Teacher s keys are provided for activities as needed. Blackline masters are found in section 4.0. Additional resource information is provided in section 5.0, including hot links to websites, print resources and contact information for field trips. Your students can use the field trips and activities as a starting point for developing a project for the Red River Regional Heritage Fair. To find out more information about the heritage fair see Rivers West would appreciate feedback on this or any of their other curriculum guides. If you have any suggestions for improvements please send us your comments on the evaluation form found in section 7.0. Our funders appreciate hearing if you find these free guides helpful. Please take a few minutes to let us know what you think of them. Finally, we suggest that teachers and students explore a new and exciting website that features more than 6,000 of Canada s most important heritage sites. Searching the website for Canada s Historic Places ( ca/) can add a whole other dimension to students appreciation of many of the sites in this guide. Searching the website is fun and easy. First you ll need to go to the Explore Historic Places section and click on Canadian Register of Historic Places. Options that follow include Search or Search the Register, 1 Introduction HISTORIC PLACES OF THE RED RIVER VOLUME II Page 11

19 which are the best places to start. Drop-down menus for three options ( Province/Territory, Field of Interest and Type of Building ) will take you to any number of interesting places. For example, if you start with Province/ Territory of Manitoba, then Field of Interest of Education, then Type of Building as Oneroom School, you will find a fascinating range of designated buildings throughout Manitoba. You can even search other provinces and territories and compare Manitoba s one-room schools with buildings in far-away places. The Canadian Register of Historic Places is a work in progress, and promises to continue adding even more sites over the years. Rivers West has produced four curriculum guides. All are available free of charge and can be downloaded from the website www. riverswest.ca. They are made in Manitoba for the Manitoba curriculum and are an excellent example of a 100-mile curriculum resource. S. Schimnowski, Grade 7 Page 12 HISTORIC PLACES OF THE RED RIVER VOLUME II 1 Introduction

20 2.0 Historic Places Field Trips: 1870 to 1910 Manitoba has many significant historic places that many of us are not aware of. The following field trips will increase our awareness of these sites, some familiar, others little known. Each field trip location includes two pre-trip activities, two activities to participate in at the site and two post-trip activities. Activities are based on curriculum outcomes. In addition, for each location you will find a brief overview of the site, where you can find additional resource information as well as contact information to book a school program for your field trip. Blackline master copies for the activity sheets are found in section 4.0. Teacher s keys are found with the activity description. Before you begin these activities, review 3.0 Before Your Field Trip: Additional Activities, where you will find a series of activities that help familiarize your students with the importance of historic places. If you are planning to visit a number of historic places you might want to have the students keep a journal about the historic places they visit and the activities associated with them. They could design their journal to look like something from the time period. It could be similar to an explorer s journal, reporting on each historic site. Winnipeg c. 1885: Archives of Manitoba 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 13

21 2.1 Lower Fort Garry In 1831, Governor George Simpson of the Hudson s Bay Company (HBC) wrote that he had determined last fall on abandoning the Establishment [of Fort Garry at the Forks] altogether, and, instead of wasting time, labour and money in temporary repairs of tottering wooden buildings to set about erecting a good solid comfortable Establishment at once of stone and lime, in such a situation as to be entirely out of the reach of high water and would facilitate any extensive operations connected with craft and transport which may hereafter be entered into. Downriver from Fort Garry, it was named Lower Fort Garry (LFG). The HBC began construction of LFG later that year near present-day Selkirk. The first buildings were constructed of locally quarried limestone, included the Big House, home to Simpson and his wife for a short while, the fur loft and warehouse. LFG was supposed to be the HBC administrative centre for much of its western Canadian fur trade. However by 1838, Upper Fort Garry had been rebuilt and key administrative, supply and retail roles returned to the hub of the Red River Settlement. LFG assumed a new role as a transshipment and provisioning centre, an assembly point for the fur trade brigades that travelled the Red River Portage La Loche York Factory boat route. Over the years, LFG had a number of other historically important roles. In 1870, some of the Red River Expeditionary Force sent from eastern Canada to quell the Red River Rebellion wintered there. In 1871, LFG was where Treaty Number One, the first of the numbered treaties in Canada, was made between the Saulteaux (Ojibwa), Swampy Cree First Nations and the Crown. In the fall of 1873 to spring of 1874, it was the first base for the newly established North-West Mounted Police. For six years part of LFG was used as a temporary penitentiary until Stony Mountain was built in 1877, and for a time in the 1880s, part of it was the Manitoba Lunatic Asylum. Signing Treaty 1, LFG: Glenbow Museum The demise of LFG began in the 1880s when the railway replaced water transportation. The HBC closed LFG in Many of the original stone buildings and the walls of LFG have survived, and archaeological remains of the industrial and agricultural areas outside the walls are evident. More about Lower Fort Garry To find out more about Lower Fort Garry check the following resources. Canada s Historic Places: do a general search there are several buildings listed plus the fort itself on the website www. historicplaces.ca Parks Canada: fortgarry/index_e.asp Rivers West Routes on the Red: www. routesonthered.ca/pdf/fur_trade_drive.pdf Histor!ca the Canadian Encyclopedia: gnm=tce&params=a1arta Page 14 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

22 2.1.1 Contact Information Lower Fort Garry National Historic Site of Canada 5925 Highway 9, St. Andrews, Manitoba R1A 4A8 Phone: (204) Toll-Free: TTY: Fax: (204) Lower Fort Garry: Manitoba Historic Resources School programs Discover the past first-hand, through one of the Manitoba curriculum-based programs and activities. An experienced interpreter will lead your group as they explore one of the finest collections of early stone buildings in western Canada. Younger students will be enchanted by games, interactive stories, and treasure hunts, while older students will receive an introduction to some of the social and racial tensions brought about by the birth of the fur trade in Red River. You can book by phone, fax or . Request service in English, French or a mixture of both official languages; and for ESL students: beginner, intermediate or advanced. The admission (2007) for elementary and secondary school students is $2.95 per person, and each activity or program added on is $1.00 per person. Therefore, a group wishing to book one program and one activity would expect to be charged a total of $4.95 per person ($ $ $1.00). One teacher or parent chaperone per 15 students is free. A. Beaver on the Coin (Grades 3 4) Working in groups and led by an interpreter, students go on a treasure hunt to locate symbols throughout Lower Fort Garry with the use of a map and a worksheet. The interpreter tells a story about each symbol, relating it to our province s and country s history. By the end of the treasure hunt, students will appreciate the symbols we see around us, and understand how symbols represent our past. Available from May 15 to June 30; and September 5 to 30. Length is two hours in spring or 1.5 hours in fall. B. Each Played a Part (Grades 5 6) Costumed interpreters will play The Liar s Game with your students, as a unique way of introducing them to some fur trade legacies. Each character tries to give credit to his or her people for the invention of the item, and students have to figure out who is telling the truth. After the activity, students will have a chance to visit the fort with one of the Liar s Game interpreters, who will introduce them to other innovations of the fur trade era. Available from May 15 to June 30. Length is two hours. Lower Fort Garry interpreters at work: Parks Canada 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 15

23 Teacher s Guide The Lower Fort Garry website includes a number of teacher s resources and activities you can download at fortgarry/edu/edu7_e.asp Curriculum Connections Grade 4: Grade 5: Grade 6: See Volume I See Volume I 6-KI-007 Give reasons for the establishment of treaties and reserves and describe their impact on individuals, families, and communities. 6-KH-027 Identify individuals and events connected with Manitoba s entry into Confederation. 6-KH-029 Describe the role of the North West Mounted Police. A. Nolden, Grade 1 6-KH-032 Identify contributions of Aboriginal leaders from 1867 to 1914 A. Ponzilius, Grade 3-6 Page 16 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

24 2.1.3 Lower Fort Gary Activities Grade 6: Pre-Trip Activities 1. Moment in History Using a variety of websites, find pictures that show treaty signing in Canada. A good place to start is by doing an image search on Google using treaty signing. Try to find as many as you can about Treaty One, which was signed at Lower Fort Garry also called the Stone Fort. Create a collage of the pictures that shows the people who attended, where they were and any ceremonies that took place. What stories do the pictures tell you about the treaty signing? To see a medal awarded the chiefs at the signing of Treaty One go to: canadian-west/052920/ _e.html 2. Understanding Treaty One (Copy Pages Gr6) The Indian and Northern Affairs Canada website, site/maindex_e.html, might be useful in this activity. Treaty Number One was signed at Lower Fort Garry. Treaty One was the first post- Confederation treaty. It was concluded in August 1871 and covers Manitoba as it existed then. Treaty Two was concluded a few weeks later and covers areas needed for expansion and settlement in the west and north of the province. The following is a copy of the treaty found on the Indian and Northern Affairs website: www. ainc-inac.gc.ca/pr/trts/trty1-2_e.html. Split the treaty into sections and have the students work in groups of three to summarize what the assigned treaty paragraphs say. There is one long paragraph that you may want to subdivide. Students can provide a point form summary. Because the language is difficult, as an alternative you can work through key paragraphs with your students. In order of paragraphs, have students report their summary to the class. Then discuss with class the following: What is the treaty about? Is it hard to understand? Do you think people who did not speak English as a first language and did not use written language would have a fair understanding of the treaty? Why would the Canadian government want the treaty? Why would the First Nations want the treaty? What did the Canadian government get as a result of the treaty? What did the First Nations that signed the treaty get? Does it seem like a fair exchange? What are the lasting impacts of Treaty One? After your discussion, have students trace the land covered by Treaty One on a map. Map of Treaty One area: The Atlas of Canada, Natural Resources Canada website: indiantreaties/historicaltreaties/p31.gif/image_view) 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 17

25 TREATY 1 BETWEEN HER MAJESTY THE QUEEN AND THE CHIPPEWA AND CREE INDIANS OF MANITOBA AND COUNTRY ADJACENT WITH ADHESIONS TRANSCRIBED FROM: EDMOND CLOUTIER, C.M.G., O.A., D.S.P. QUEENS PRINTER AND CONTROLLER OF STATIONERY OTTAWA, Treaty No. 1 ARTICLES OF A TREATY made and concluded this third day of August in the year of Our Lord one thousand eight hundred and seventy-one, between Her Most Gracious Majesty the Queen of Great Britain and Ireland by Her Commissioner, Wemyss M. Simpson, Esquire, of the one part, and the Chippewa and Swampy Cree Tribes of Indians, inhabitants of the country within the limits hereinafter defined and described, by their Chiefs chosen and named as hereinafter mentioned, of the other part. Whereas all the Indians inhabiting the said country have pursuant to an appointment made by the said Commissioner, been convened at a meeting at the Stone Fort, otherwise called Lower Fort Garry, to deliberate upon certain matters of interest to Her Most Gracious Majesty, of the one part, and to the said Indians of the other, and whereas the said Indians have been notified and informed by Her Majesty s said Commissioner that it is the desire of Her Majesty to open up to settlement and immigration a tract of country bounded and described as hereinafter mentioned, and to obtain the consent thereto of her Indian subjects inhabiting the said tract, and to make a treaty and arrangements with them so that there may be peace and good will between them and Her Majesty, and that they may know and be assured of what allowance they are to count upon and receive year by year from Her Majesty s bounty and benevolence. And whereas the Indians of the said tract, duly convened in council as aforesaid, and being requested by Her Majesty s said Commissioner to name certain Chiefs and Headmen who should be authorized on their behalf to conduct such negotiations and sign any treaty to be founded thereon, and to become responsible to Her Majesty for the faithful performance by their respective bands of such obligations as should be assumed by them, the said Indians have thereupon named the following persons for that purpose, that is to say: Mis-koo-kenew or Red Eagle (Henry Prince), Ka-ke-ka-penais, or Bird for ever, Na-sha-kepenais, or Flying down bird, Na-na-wa-nanaw, or Centre of Bird s Tail, Ke-we-tayash, or Flying round, Wa-ko-wush, or Whip-poorwill, Oo-za-we-kwun, or Yellow Quill, - and thereupon in open council the different bands have presented their respective Chiefs to His Excellency the Lieutenant Governor of the Province of Manitoba and of the North-West Territory being present at such council, and to the said Commissioner, as the Chiefs and Headman for the purposes aforesaid of the respective bands of Indians inhabiting the said district hereinafter described; and whereas the said Lieutenant Governor and the said Commissioner then and there received and acknowledged the persons so presented as Page 18 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

26 Chiefs and Headmen for the purpose aforesaid; and whereas the said Commissioner has proceeded to negotiate a treaty with the said Indians, and the same has finally been agreed upon and concluded as follows, that is to say: The Chippewa and Swampy Cree Tribes of Indians and all other the Indians inhabiting the district hereinafter described and defined do hereby cede, release, surrender and yield up to Her Majesty the Queen and successors forever all the lands included within the following limits, that is to say: Beginning at the international boundary line near its junction with the Lake of the Woods, at a point due north from the centre of Roseau Lake; thence to run due north to the centre of Roseau Lake; thence northward to the centre of White Mouth Lake, otherwise called White Mud Lake; thence by the middle of the lake and the middle of the river issuing therefrom to the mouth thereof in Winnipeg River; thence by the Winnipeg River to its mouth; thence westwardly, including all the islands near the south end of the lake, across the lake to the mouth of Drunken River; thence westwardly to a point on Lake Manitoba half way between Oak Point and the mouth of Swan Creek; thence across Lake Manitoba in a line due west to its western shore; thence in a straight line to the crossing of the rapids on the Assiniboine; thence due south to the international boundary line; and thence eastwardly by the said line to the place of beginning. To have and to hold the same to Her said Majesty the Queen and Her successors for ever; and Her Majesty the Queen hereby agrees and undertakes to lay aside and reserve for the sole and exclusive use of the Indians the following tracts of land, that is to say: For the use of the Indians belonging to the band of which Henry Prince, otherwise called Miskoo-ke-new is the Chief, so much of land on both sides of the Red River, beginning at the south line of St. Peter s Parish, as will furnish one hundred and sixty acres for each family of five, or in that proportion for larger or smaller families; and for the use of the Indians of whom Na-sha-ke-penais, Na-na-wa-nanaw, Ke-wetayash and Wa-ko-wush are the Chiefs, so much land on the Roseau River as will furnish one hundred and sixty acres for each family of five, or in that proportion for larger or smaller families, beginning from the mouth of the river; and for the use of the Indians of which Ka-keka-penais is the Chief, so much land on the Winnipeg River above Fort Alexander as will furnish one hundred and sixty acres for each family of five, or in that proportion for larger or smaller families, beginning at a distance of a mile or thereabout above the Fort; and for the use of the Indians of whom Oo-za-we-kwun is Chief, so much land on the south and east side of the Assiniboine, about twenty miles above the Portage, as will furnish one hundred and sixty acres for each family of five, or in that proportion for larger or smaller families, reserving also a further tract enclosing said reserve to comprise an equivalent to twenty-five square miles of equal breadth, to be laid out round the reserve, it being understood, however, that if, at the date of the execution of this treaty, there are any settlers within the bounds of any lands reserved by any band, Her Majesty reserves the right to deal with such settlers as She shall deem just, so as not to diminish the extent of land allotted to the Indians. And with a view to show the satisfaction of Her Majesty with the behaviour and good conduct of Her Indians parties to this treaty, She hereby, through Her Commissioner, makes them a present of three dollars for each Indian man, woman and child belonging to the bands here represented. And further, Her Majesty agrees to maintain a school on each reserve hereby made whenever the Indians of the reserve should desire it. Within the boundary of Indian reserves, until otherwise enacted by the proper legislative 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 19

27 authority, no intoxicating liquor shall be allowed to be introduced or sold, and all laws now in force or hereafter to be enacted to preserve Her Majesty s Indian subjects inhabiting the reserves or living elsewhere from the evil influence of the use of intoxicating liquors shall be strictly enforced. Her Majesty s Commissioner shall, as soon as possible after the execution of this treaty, cause to be taken an accurate census of all the Indians inhabiting the district above described, distributing them in families, and shall in every year ensuing the date hereof, at some period during the month of July in each year, to be duly notified to the Indians and at or near their respective reserves, pay to each Indian family of five persons the sum of fifteen dollars Canadian currency, or in like proportion for a larger or smaller family, such payment to be made in such articles as the Indians shall require of blankets, clothing, prints (assorted colours), twine or traps, at the current cost price in Montreal, or otherwise, if Her Majesty shall deem the same desirable in the interests of Her Indian people, in cash. And the undersigned Chiefs do hereby bind and pledge themselves and their people strictly to observe this treaty and to maintain perpetual peace between themselves and Her Majesty s white subjects, and not to interfere with the property or in any way molest the persons of Her Majesty s white or other subjects. IN WITNESS WHEREOF, Her Majesty s said Commissioner and the said Indian Chiefs have hereunto subscribed and set their hand and seal at Lower Fort Garry, this day and year herein first above named. Signed, sealed and delivered in the presence of, the same having been first read and explained: ADAMS G. ARCHIBALD, Lieut.-Gov. of Man. and N.W. Territories. JAMES McKAY, P.L.C. A. G. IRVINE, Major ABRAHAM COWLEY, DONALD GUNN, M.L.C. THOMAS HOWARD, P.S. HENRY COCHRANE, JAMES McARRISTER, HUGH McARRISTER, E. ALICE ARCHIBALD, HENRI BOUTHILLIER. WEMYSS M. SIMPSON, [L.S.] Indian Commissioner MIS-KOO-KEE-NEW, or RED EAGLE (HENRY PRINCE) KA-KE-KA-PENAIS (or BIRD FOR EVER), WILLIAM PENNEFATHER NA-SHA-KE-PENNAIS, or FLYING DOWN BIRD NA-HA-WA-NANAN, or CENTRE OF BIRD S TAIL KE-WE-TAY-ASH, or FLYINGROUND WA-KO-WUSH, or WHIP-POOR-WILL OO-ZA-WE-KWUN, or YELLOW QUILL Page 20 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

28 Memorandum of things outside of the Treaty, which were promised at the Treaty at the Lower Fort, signed the third day of August, A.D For each Chief who signed the treaty, a dress distinguishing him as Chief. For braves and for councillors of each Chief a dress; it being supposed that the braves and councillors will be two for each Chief. For each Chief, except Yellow Quill, a buggy. For the braves and councillors of each Chief, except Yellow Quill, a buggy. In lieu of a yoke of oxen for each reserve, a bull for each, and a cow for each Chief; a boar for each reserve and a sow for each Chief, and a male and female of each kind of animal raised by farmers, these when the Indians are prepared to receive them. A plough and a harrow for each settler cultivating the ground. These animals and their issue to be Government property, but to be allowed for the use of the Indians, under the superintendence and control of the Indian Commissioner. The buggies to be the property of the Indians to whom they are given. The above contains an inventory of the terms concluded with the Indians. Signing Treaty One: Archives of Manitoba, Events 243, Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 21

29 3. NWMP Peacekeepers (Copy Page Gr6) Using the Royal Canadian Mounted Police ( or North West Mounted Police Museum ( or Lower Fort Garry ( asp?id=43) websites or other sources, have students answer the following questions. Teacher s Key NWMP Peacekeepers Which Prime Minister of Canada created the North West Mounted Police? When did he create the police force by passing an Act of Parliament? Why did he create the NWMP? What event occurred at Cypress Hills that hurried up the formation of the NWMP? What were the NWMP s first objectives? How much were the NWMP paid? How many NWMP arrived at Lower Fort Garry, also called the Stone Fort, in October 1873? What did they do while at Lower Fort Garry? When did they leave Lower Fort Garry and where did they go? Sir John A. Macdonald May 3, 1873 To bring order to the frontier, encourage settlement, and establish Canadian authority in the North West Territories A group of American traders and hunters massacred a band of Assiniboin men, women and children June 1, 1873 (See Histor!ca website search Cypress Hills Massacre: Its immediate objectives: to stop liquor trafficking in the northwest; to gain the respect and confidence of the natives; to collect customs dues; and to perform all the duties of a police force 75 cents per day for sub-constables, $1.00 for constables 150 men Trained while waiting for an additional 150 men to join them in spring of 1874 They left in the summer of 1874 to meet the rest of the NWMP at Fort Dufferin, from where they would begin their famous March West. Page 22 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

30 Grade 6: Field Trip Activities 1. Each Played a Part (Grades 5 6) Contact Lower Fort Garry to book the Each Played a Part program for your field trip. In this program costumed interpreters will play The Liar s Game with your students, as a unique way of introducing them to some fur trade legacies. Each character tries to give credit to his or her people for the invention of the item, and students have to figure out who is telling the truth. 2. Search for the Treaty (Copy Pages Gr6) While on your field trip to Lower Fort Garry see what evidence you can find of the signing of Treaty One. If possible, take a photograph of any evidence you find and include it in your report. Be sure to look for plaques, signs, exhibits and artifacts, or people who tell you about the Treaty. Search for the Treaty Evidence I found: What it tells me about Treaty One: A. Bairos, Grade 5 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 23

31 3. NWMP at the Stone Fort Find a large grassy area outside the fort and have students sit down. Ask them to imagine the young police force camped out on this site October 1873 to spring Based on their research before the field trip, ask them to imagine and describe the following. How many NWMP men were camped here? (150) They were staying in tents; what would the tents have looked like? (see picture of a NWMP camp in 1874 the tents were canvas, either round or house shaped, no floor, home to several men, not particularly warm for the coming winter) What would the young recruits be doing during the day? (practising drills, learning to ride horses, taking care of their equipment cleaning guns and gear) What would they have done to take care of their daily needs food, washing, laundry, etc.? (think about having to pump water or get it from the river, cooking over a fire, etc.) What would they have done for fun? (there was not a lot of leisure time but if they had some they might play cards or games, write letters home, write in a journal) W ould you have liked to have been a NWMP recruit? Why or why not? What would it have been like to camp in these tents over the winter? The tents would have been arranged in an orderly fashion look around how much area would they have taken up? NWMP Sunday divine services in camp: Archives of Manitoba B. Thevenot, Grade 6 Page 24 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

32 Read to the students, or have a student read the following poem about life as a recruit in a somewhat later time period. The Recruit Poem This is the story they tell us And here is the reason it s true That there isn t a Force the world over Like the Scarlet, the Gold, and the Blue. I m one in the ranks of the recruits We are still a bit clumsy and green (In the words of the sergeant who drills us: The WORST that I ever have seen! ) He told me I needed a hair cut. I said, But I got one today! He yelled in my face, Get Another! Back talk to that sergeant won t pay! So I hastened away to the barber And he trimmed close down to the roots So then I got three days of night guard Because I had dirt on my boots. But I can count myself lucky My punishment just doesn t rate With the lad who got two weeks of duty For parading just one minute late. You ve got to keep everything polished And spotlessly neat in your room. The unfortunate laddie who doesn t Is good for a week with a broom. The O.C. has weekly inspection And let the recruits beware On a service revolver or rifle He can see dust that s not even there. Then yesterday on the parade square I turned left, when ordered Right turn! But I ll find left from right on night guard I ve been given a week more to learn. But it s fun when they take us for swimming Then next we re to shoot on the range So its back to the breeks, boots and stetson, With all of five minutes to change. We take lots of physical torture And often go out for a run. The Corporal in charge says a mile I ll bet you its five if its one. Let s see you do 25 push-ups! Come on! Are you babies or men? Till we re heartsick, bone-tired and weary Then we do it all over again. And then there s the stable and horses, In such comfort and luxury they dwell! And we d all like the riding instructor If he used us a quarter as well. You re bound to get one that is skittish (If you ve never been on one before.) And I pity the one I ve been riding If his poor back is just half as sore. There s some of the lads just can t take it. They ve been granted their discharge and quit. But I think I ll be one to stay with it Though I might get discouraged a bit. For I ve got a hunch that they re trying To see just how much we can take So I ve made up my mind that I ll show them I ve the kind of heart they can t break. And when I get through with my training I ll be one with that legion of old, And I ll take my proud place with the members Of the Scarlet, the Blue, and the Gold. Written by Bertram Graham Boutilier, RegNo14670, engaged in the RCMP at Halifax, N.S. on 1945/12/28. (From: marchwest_jul_e.htm) Extension: Ask the students to draw a picture or write a story or poem of what it would have been like to be a NWMP recruit here at Lower Fort Garry in Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 25

33 Grade 6: Post-Trip Activities 1. First Nation Leaders The First Nation leaders who signed Treaty One are: MIS-KOO-KEE-NEW or Red Eagle (Henry Prince) KA-KE-KA-PENAIS (or Bird For Ever), William Pennefather NA-SHA-KE-PENAIS, or Flying Down Bird NA-HA-WA-NANAN, or Centre Of Bird s Tail KE-WE-TAY-ASH, or Flyinground WA-KO-WUSH, or Whip-Poor-Will OO-ZA-WE-KWUN, or Yellow Quill Write a paragraph on each of these leaders. Include who they were, what community or band they were chief of, what was their tribe (Cree, Assiniboin, Ojibwa, etc.) and what they are best known for. Include any quotes you can find from the chiefs. Was anything named after them that we know about today, like a school or a street? Include pictures of as many of the chiefs as you can find. 2. Reporting from the Signing Write a newspaper article as though you were a First Nations reporter in 1871 covering the signing of Treaty One. Be sure to include a description of the event, who was there, how they were dressed, who made speeches and what they said. A good reporter covers who, what, when, where and why. You can also include a commentary on if you think that Treaty One is a good thing for the First Nation people or not. 3. Nation to Nation Enrichment Activity Ask students to write a paper that explains why Treaty One was an agreement between nations. They should include an introduction, conclusion and information on: Who legally owned the land that was negotiated for in Treaty One? How was the land governed before the Europeans arrived? How many nations lived in what is now Manitoba before Europeans came here? How did these nations settle agreements about land use? Why do we call the Assiniboin, Cree, Ojibwa, Saulteaux, Sioux and others First Nations? How was the idea of land ownership different between First Nations and Europeans? What would be the impact of these different ideas when negotiating the treaty? What treaty rights do the First Nations have as a result of Treaty One? Why was the Queen of England involved in the negotiation of Treaty One? Who represents the Queen or the Crown today? Students can present their paper to the class. This activity can form the base of a Heritage Fair presentation. E. Kynman, Grade 1 Page 26 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

34 4. A Long March West Have students work in teams to search the many websites related to the North West Mounted Police to establish the route the new police force took from eastern Canada to Lower Fort Garry, also called the Stone Fort, then to Fort Dufferin and on to Alberta. Mark the route on a map of Canada. Then create a poster that includes the map, a description of the route with key stopping places and the difficulties they faced along the way. The poster can also include illustrations of places such as Lower Fort Garry and Fort Dufferin. Check the Historic Places website ca to see if there is a photo of the locations you find. You can also find images from a Google image search online. North West Mounted Police recruitment D. Raymundo, Grade 6 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 27

35 2.2 Fort Dufferin Fort Dufferin was not what most people think of as a fort. It had no walls, no means of defence. Yet, Fort Dufferin played an important role in protecting Canada s sovereignty in the late 19th century. In the 1860s and 1870s there were land and trade disputes along the border between the USA and Canada, particularly in the Red River Valley. No one knew exactly where the border was across the Prairies and it was not marked in any way. In 1872, the survey of the 49th parallel was undertaken by Canada and Britain and the USA to mark the shared border. Canada was still a young country under Great Britain s guidance. In September of that year, some 270 men of the British-Canadian contingent of the North American Boundary Commission arrived on the west bank of Red River just north of present-day Emerson. The Boundary Commission bought property for its base camp from Métis owners, Marie and François Renville. Named Fort Dufferin, in honour of Canada s Governor-General, more than 25 buildings were constructed to house men, livestock, shops and supplies. This would be their base camp for the next two years as they travelled back and forth along the 49th parallel measuring and marking the international boundary. Without GPS or modern methods of determining the exact location of the 49th parallel, it fell to the British Royal Astronomers to use the stars to measure their location on the earth. In the dead of night they set up a zenith telescope and took their readings. The very first reading was taken at Fort Dufferin it was the fundamental reference point from which this leg of the boundary survey began. Finding stars with the zenith telescope: Archives of Manitoba, Boundary Commission N14063 Captain Anderson, Chief Astronomer, recorded his adventure in letters home. That first winter of 1872 Anderson wrote: We waited patiently for clear nights to see the stars, but as long as the mild open weather lasted the sky continued overcast, and I longed for the frost to set in. At last on the night of the 11 th Nov the thermometer fell to zero [F] and every trace of a cloud disappeared, and from 6 p.m. til 6 a.m. we worked hard at the stars and got half the observations that night Summer also had its challenges: I was nearly eaten up by mosquitoes when taking the observations at night, as they swarmed to where the lanterns were burning, and it was necessary to nerve ones self up to stand a certain number of minutes torment without moving. After the fatigues of a long march in the heat of the day these were minutes of great misery. The work was hard and the men faced many difficulties charting the boundary across the wild prairie grasslands. It was difficult to keep the men supplied with food, water, wood and appropriate clothing over the thousand kilometres of wilderness. They faced scorching sun and bitter cold, summer storms and winter blizzards, lack of wood and water on Page 28 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

36 the parched grasslands, hordes of mosquitoes, grass fires too wide to outrun, and at times, starvation. Only one life was lost an axeman killed by a falling tree when he was clearing the vista through some woods. There were many different members of the team, each with their own duties. The Astronomical Crews used stars and telescopes to determine the precise location of the 49th parallel, within three metres! Survey Crews used chains (66 feet long) and transits to locate the line on the ground and mark it with monuments every few kilometres. Topographical Crews surveyed a strip five to ten kilometres wide on either side of the line and mapped streams, valleys, ridges, swamps and other landforms. The Auxiliary Crews included teamsters, axemen, labourers and the 49th Rangers. The teamsters drove the ox carts that carried food, water and equipment. Axemen and labourers cleared the vista and built the trail for the oxen and horses. The 49th Rangers were 30 Métis scouts who travelled in advance of the rest to negotiate with the First Nations and establish storage depots. the Prairies as far as the Rocky Mountains. On August 18, 1874, the men completed their mission. Their march back to Fort Dufferin took 43 days. In two years the Boundary Commission completed mapping the border from Lake of the Woods to the Rocky Mountains, a distance of 1,384 kilometres. With its work done, the Boundary Commission sold its base camp to the Canadian government in May But while the Boundary Commission still had use of Fort Dufferin, it was needed for another, urgent purpose. When Ottawa received news of the June 1873 Cypress Hills Massacre, the Canadian government decided that Whoop- Up Country needed law and order. The North- West Mounted Police (NWMP) was established and three divisions went to Lower Fort Garry in the fall of Another three divisions left Toronto in early June All six divisions mustered for the first time at Fort Dufferin, where they camped and trained for two weeks. On July 8, 1874, the NWMP 22 officers, 287 men and 310 horses, with wagons and supplies embarked on its famous March West along the Boundary Commission Trail. Thereafter, the force maintained a permanent presence on the Canadian Prairies, eventually as the RCMP. Building boundary markers: Archives of Manitoba, Boundary Commission N11937 It was the men of the Boundary Commission who created the trail west later used by the North West Mounted Police, and tens of thousands of pioneers who followed, across NWMP ready to depart Fort Dufferin: Archives of Manitoba, NWMP #2 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 29

37 The Canadian government purchased Fort Dufferin in May 1875 to receive, accommodate and process increasing number of immigrants coming into Manitoba by the Red River as part of Canada s National Policy. The former Boundary Commission buildings were opened to house the new province s first large group migration the six to eight thousand Mennonites from Russia who arrived and settled in Manitoba between 1874 and The Manitoba Free Press reported on July 15, 1875: The International [steamboat] is expected to land 500 Mennonites today at the Dufferin barracks, which are now in charge of the Emigration Department. No emigrant sheds in the north-west surpass these barracks in accommodations. In total, 18,655 people were processed and sometimes accommodated in the five years Fort Dufferin was an immigration station. Fort Dufferin ceased to be an immigration station in 1884 when new immigration facilities were completed at Emerson to process newcomers arriving by railway. It was used for a time as a federal livestock quarantine station, then as a private farm. Today, Fort Dufferin is a National Historic Site of Canada on provincial Crown land. An interpretive trail with brochure and signs tell the history of the site and identify several buildings and numerous archaeological features of Fort Dufferin. More about Fort Dufferin To find out more about Fort Dufferin check the following resources. Canada s Historic Places: do a general search for Fort Dufferin on the website MMHS: page4.htm Manitoba Heritage Council Commemorative Plaques, Boundary Commission Trail: hrb/plaques/plaq0128.html Virtual Museum of Canada: www. virtualmuseum.ca/exhibitions/police/eng_ flash/4.2_historyofmajor_dufferin.html and Police/eng_flash/3.2_leaving_ft_dufferin. html Histor!ca: studentproject.do?id=11467 The International Boundary Commission: org/ibcpg2.htm Our Heritage: pages/ftdufferin.html Natural Resources Canada: nrcan.gc.ca/ibc Royal Canadian Mounted Police: www. rcmp-grc.gc.ca/history/origins2_e.htm Letters from the 49 th Parallel , by C. Ian Jackson, editor, Toronto, The Champlain Society 2000 West on the 49 th Parallel, by John E. Parsons, New York, William Morrow, 1963 Page 30 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

38 2.2.1 Contact Information Fort Dufferin has no staff but you are welcome to visit the site and use the interpretive trails, picnic area and washrooms. There is a short self-guiding interpretive trail called Points West that includes a brochure and a series of signs that guide you around the site, pointing out significant locations and telling the story of the Boundary Commission, NWMP and immigration. If you would like to contact someone regarding the site, you can contact the Recreation Director for the area: Marlyn Empson Recreation Director Red River Recreation Commission Box 340 Emerson, MB R0A 0L0 Phone: (204) Fax: (204) redriverrec@hotmail.com Or you can contact the town hall at Emerson: emerson@mts.net Curriculum Connections Grade 4: 4-KL-025 Describe places of historic, cultural, or environmental significance in Manitoba 4-KG-039 Identify ways in which the people of Manitoba are connected to other people in the world 4-KH-033 Relate stories of people and events that shaped Manitoba Grade 6: 6-KI-009 Describe ways in which immigration was encouraged by and important to the Canadian government from KI-010 Describe various challenges faced by new immigrants to Canada. 6-KH-029 Describe the role of the North West Mounted Police. 6-KI-088 Identify various groups that immigrated to Canada in the late 19 th and early 20 th centuries and give reasons for their emigration. Map of Fort Dufferin Trail System: GeoMap Manitoba 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 31

39 2.2.3 Fort Dufferin Activities Grade 4 Grade 4: Pre-Trip Activities 1. Fort Dufferin Shaping Manitoba (Copy Pages Gr4) Tell or read the students the story of Fort Dufferin and all the important events that occurred there. Using a variety of resources, students should research the different events and how they have shaped Manitoba. Use the W-5 chart to record answers. Then choose one of the events to share with classmates. Fort Dufferin Shaping Manitoba Who? What? Where? When? Why? How? International Boundary Commission North West Mounted Police Immigration Sheds Other Page 32 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

40 2. Fort Dufferin Timeline Using the information you found in Fort Dufferin Shaping Manitoba, create a timeline for Fort Dufferin and the major events that occurred there. Teacher s Key 1870: Manitoba becomes a province of Canada September 18, 1872: British Royal Engineers and Canadian civilians arrive at Fort Dufferin and begin construction of the fort September 22, 1872: blizzard strikes at Fort Dufferin, delaying construction November 1872: most buildings completed November 10, 1872: Captain Anderson, Chief Astronomer, takes first reading from zenith telescope at Fort Dufferin the fundamental reference point to begin the boundary survey from Lake of the Woods to the Rocky Mountains June 1873: Ottawa received news of the Cypress Hills Massacre Fall of 1873: three divisions of North West Mounted Police (NWMP) arrive at Lower Fort Garry June 1874: another three divisions of NWMP leave Toronto to meet at Fort Dufferin June 19, 1874: all six divisions of NWMP muster for the first time at Fort Dufferin, where they camp and train for two weeks June 20, 1874: large thunderstorm rolls over Fort Dufferin in the night causing havoc with the NWMP s large herd of horses which stampede and scatter across the land; drawings of this event were made by Henri Julien, an artist sent on the expedition by the Canadian Illustrated News to capture the March West with pen and ink July 8, 1874: NWMP 22 officers, 287 men and 310 horses, with wagons and supplies, leave Fort Dufferin on its famous March West along the Boundary Commission Trail August 18, 1874: the Boundary Commission men completed their mission and begin their long march back to Fort Dufferin, which takes 43 days October 1874: Boundary Commission men arrive back at Fort Dufferin and leave shortly after to return to Britain and Ottawa May 1875: the NABC sells its base camp to the Canadian government July 15, 1875: The Manitoba Free Press reports a group of 500 Mennonite immigrants are to arrive by steamboat at Fort Dufferin; they stay at the fort for six weeks before leaving for their new homes on the West Reserve 1884: Fort Dufferin transferred to the Department of Agriculture to become a cattle quarantine station 1907: the land is sold to a private landowner and becomes a farmstead 1974: the provincial government purchases the land to preserve its historic value 3. Fort Dufferin Journey s End (Copy Pages Gr4) On a globe or map of the world, trace the route the Mennonites took from Russia to Fort Dufferin. They went from Russia to England where they boarded a boat in Liverpool to cross the Atlantic. Remember in those days there was not yet a train that could take immigrants across Canada, so many people had to come through the United States, then get on a steamboat that took them down the Red River where they docked at Fort Dufferin or Winnipeg. 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 33

41 Read the students the following excerpt from the Manitoba Historical Society article by Lawrence Klippenstein, which describes part of the journey: Sources date the coming of the earliest Mennonite villagers to the West Reserve in July, 1875, when nearly 1000 immigrants disembarked at the docks of Fort Dufferin, a few miles north of Emerson and West Lynn at the Canada-US border. Diary entries of one group leader, Rev. Johann Wiebe, describe the last portion of the journey, after landing at Quebec. After we thanked and praised God, we had breakfast. Hence, we had floated on the ocean from 5.00 pm. June 19 to the early morning of July 1, or a total of twelve days. We entrained at 7 p.m., July 1, and arrived in Montreal at 6 a.m. the next morning. Here we had a breakfast of cold tea, fried potatoes, and beef. At a.m. we departed for Toronto where we arrived at 6.00 a.m. the following morning, and remained until a.m. Friday, July 4. Then we departed for Berlin (Kitchener, Ontario) and Aexanis (Sarnia?), where we em-barked at 9 p.m. Teacher s Key Fort Dufferin Journey s End From here we were told it was a distance of 818 miles by boat to Duluth. Now the weather was very nice. At 7 p.m. Tuesday night, July 8, we disembarked at Duluth and after spending the night were entrained and continued our journey at 2 p.m., Wednesday, July 9. We were advised that 253 miles to the west lay Moorhead, Minnesota, where we arrived at 4 a.m., Thursday morning, and 10 p.m. we boarded a steamer which was to take us another 150 miles north on the Red River to Manitoba. However, praise God, early Monday morning (July 14) we reached the immigration sheds at Dufferin a few miles north of the International Boundary. Here we already met many of our brethren and sisters in Christ who came to greet us and who had departed from Russia one week and two weeks before we left.... After you have traced their route, use print or websites to answer the following questions. The Mennonite Historical Society of Canada website is a good source of information and the Manitoba Historical Society mb.ca/docs/pageant/21/mennonitewestreserve. shtml and journalnarrative.shtml. How many countries did the Mennonites travel through to get to Fort Dufferin? What types of transportation did they use on their long journey? What language did the Mennonites speak and why? Why did the Mennonites come to Canada? Russia, Germany, England, United States, Canada Horse, cart, foot, train in Europe and USA, ship across the Atlantic, boat along the Great Lakes, steamboat down the Red River, foot and cart out to the West Reserve The German language. They had lived in northern Germany in the 17 th and 18 th centuries, before moving to Russia. Because they lived in their own communities and children attended school in their community they retained the German language. The Canadian government recruited them to come and farm the Prairies because they were very good farmers. The Mennonites wanted to come to Canada because the Russians did not honour their promise of religious freedom and not to have to serve in the military. Page 34 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

42 Grade 4: Field Trip Activities 1. Fort Dufferin Picturing the Past At Fort Dufferin look for the Points West trailhead sign. Pick up a copy of the trail guide and walk the students around the trail, reading the brochure and interpretive signs as you move from stop to stop. Map of Fort Dufferin Points West Trail: GeoMap Manitoba After the tour of the site, students can either draw a picture or write a story about what Fort Dufferin would have looked like in 1872 to They can focus on any of the significant events that happened here the Boundary Commission men building the fort, the Royal Astronomers using their telescope at night to measure the stars, the NWMP training for their March West, the stampede of the NWMP horses during the thunderstorm, the immigrants arriving by steamboat, the Mennonite children playing at the fort while waiting to travel out to the West Reserve. Grade 4: Post-Trip Activities 1. Fort Dufferin Is Important Because Back in the classroom have the students consider the importance of Fort Dufferin in shaping Manitoba. Ask the students to choose which of the events there they think was the most important in shaping Manitoba. Then have them write one page about why, outlining the key points that make it important and the lasting impact. Students can present their choice and reasons to the rest of the class. 2. Significant Historic Places Either individually or collectively, write a letter to the Premier of Manitoba about Fort Dufferin. In your letter tell the Premier about your field trip to Fort Dufferin and what you learned about why it is a significant historic place in Manitoba. You can include some of your papers from the exercise Fort Dufferin Is Important Because You can also include pictures that you drew of Fort Dufferin. Send the letters to: Premier of Manitoba Legislative Building 450 Broadway Winnipeg, MB R3C 0V8 Teacher s Note: The Premier s office will respond with a letter back to the students. 3. Connections The Canadian government purchased Fort Dufferin in May 1875 to receive, accommodate and process increasing number of immigrants coming into Manitoba by the Red River. The former Boundary Commission buildings were opened to house the new province s first large group migration the six to eight thousand Mennonites from Russia who arrived and settled in Manitoba between 1874 and In total, 18,655 people were processed and sometimes accommodated while Fort Dufferin was an immigration station. Fort Dufferin ceased to be an immigration station in 1884 when new immigration facilities were completed at Emerson to process newcomers arriving by railway. Many of the new immigrants came from across Europe to settle in southwestern Manitoba during the period from 1875 to 1884 when Fort Dufferin was an immigration station. Using a map of the world, stick pins and use coloured string to connect locations in Europe to Fort Dufferin. The locations in Europe 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 35

43 Grade 6 Grade 6: Pre-Trip Activities Canadian immigration office in London, England you choose can be based on web research or students family history, or you can use the Canadian Genealogy and History Links page for Manitoba cghl/manitoba.html to find places in Europe that immigrants came from. 1. Come to Canada! (Copy Pages Gr6) Fort Dufferin was used as an immigration station from 1875 to Some 18,655 people were processed through Fort Dufferin as an entry point to western Canada. It was similar to Pier 21 in Halifax but on a smaller scale. At Fort Dufferin they received their papers before moving out onto the Prairies to become farmers, merchants, and any number of other useful occupations. The Canadian government was particularly interested in recruiting farmers to develop the West as the breadbasket for eastern industry. List the various strategies the government used to recruit farmers to western Canada from Europe. Teacher s Key Come to Canada! Strategy 1 Offering free, or virtually free, land to farmers, providing they farmed it Strategy 2 Strategy 3 Strategy 4 Strategy 5 Recruitment posters distributed throughout Europe in various languages Sending recruiters to Europe to encourage farmers to come to Canada. Recruiters would visit towns and talk to people about the wonderful opportunities there were in western Canada. Targeting specific groups such as the Mennonites and Icelandic people to farm the land in return for a land reserve grant Taking ads out in European papers encouraging emigration to the Canadian West land of milk and honey Page 36 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

44 2. Manitoba s Mennonites (Copy Pages Gr6) The Canadian government purchased Fort Dufferin in May 1875 to receive, accommodate and process increasing number of immigrants coming into Manitoba by the Red River. The former North American Boundary Commission buildings were opened to house the new province s first large group migration the six to eight thousand Mennonites from Russia who arrived and settled in Manitoba between 1874 and The Manitoba Free Press reported on July 15, 1875: The International [steamboat] is expected to land 500 Mennonites today at the Dufferin barracks, which are now in charge of the Emigration Department. No emigrant sheds in the north-west surpass these barracks in accommodations. Using a variety of print and web sources find the answer to the following questions. Teacher s Key Manitoba s Mennonites Why did the Mennonites emigrate from Russia to Manitoba? Was the journey to Manitoba difficult? Where did they stay when they first arrived? Where did the Mennonites settle in Manitoba? What challenges did the Mennonite face when arriving in Manitoba? The Canadian government recruited them to come farm the Prairies because they were experienced, hardworking farmers. The Mennonites wanted to come to Canada because the Russians did not honour their promise of religious freedom and exemption from military service. They had a very long journey from Russia to England then crossed the Atlantic by boat, which took 12 days or more. They landed in Montreal, then took a train to Kitchener, boat to Duluth, train to Moorhead where they boarded a paddlewheel boat that took them to Fort Dufferin. The trip was particularly hard on the children. One account of the trip by Jacob Fehr, 16 years old when he arrived at Fort Dufferin, stated: There were many sick children who had not recovered from sea-sickness and one after the other they passed into eternity. There was a funeral every day at Fort Dufferin. The second wave of Mennonites, that would take up farming on the West Reserve were first housed at the immigration barracks at Fort Dufferin. The first group stayed at Fort Dufferin for six weeks while the land for the West Reserve was surveyed. The Canadian government provided two reserves of land to the Mennonites the East Reserve in the Steinbach area and the West Reserve in the Altona area. These lands were set aside specifically for the use of the Mennonites. There were a number of challenges any new immigrant faced language barriers, new customs, weather, unfamiliar surroundings, having to break the prairie grassland sod, isolation, little to no transportation infrastructure, new laws and regulations. Some specific to the Mennonites were the desire to maintain their religious customs, and poor farmland in the Steinbach area. 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 37

45 3. Preparing to March West The North West Mounted Police was formed in 1873, after Ottawa received news of the June 1873 Cypress Hills Massacre. A group of American hunters and traders had killed more than 200 Assiniboin men, women and children, camped at Cypress Hills. The Canadian government decided that Whoop- Up Country needed law and order. The North West Mounted Police (NWMP) was established as three divisions that went to Lower Fort Garry in the fall of In early June 1874 another three divisions left Toronto en route to Fort Dufferin. All six divisions mustered for the first time at Fort Dufferin, where they camped and trained for two weeks. On July 8, 1874, the NWMP 22 officers, 287 men and 310 horses, with wagons and supplies embarked on its famous March West along the Boundary Commission Trail. Thereafter, the force maintained a permanent presence on the Canadian Prairies, eventually as the RCMP. NWMP Lancer: Archives of Manitoba, NWMP #11 Using a variety of sources, write a paper on the importance of the NWMP to western Canada. Include an introduction and conclusion that summarizes the paper. Points to include are: Why was the NWMP formed? Who formed the NWMP? Why were they given that name? What was their role to be in western Canada? Were there any qualifications required to be a member of the NWMP? What were they paid? Describe their uniform. What were they doing at Fort Dufferin? How long and to where was the March West? Grade 6: Field Trip Activities 1. Take the Trail At Fort Dufferin take the self-guiding trail Points West. There are trail guide brochures in the box at the trailhead sign. Have a student read to the other students the brochure and interpretive signs at the stops along the trail, giving each student the opportunity. Ask them to project their voice to the entire group, as though they were drill sergeants with the NWMP. The brochure will tell you the history of Fort Dufferin and why it is an important place. It touches on the significance of the Boundary Commission, the NWMP and the fort as an immigration station. 2. Welcome to Fort Dufferin (Copy Pages Gr6) At Stop 8 along the Points West Trail you will learn a bit about what it was like to be a pioneer coming to a new land. On the way back to the picnic area have the students think about what it would have been like here in the late 1870s. What would they have seen? What would they have done for fun? Where would they have played? Would they have had any chores to do and what would they have been? Page 38 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

46 Back at the picnic site, break the students into groups of three. Ask each group to think about the following and report back to the group with their ideas in 20 minutes. If you were immigrating to Canada with your family in 1875 what would you bring with you? You have to carry it yourself in a suitcase about the size of a backpack. What would be the hardest thing about leaving home to come here? What would be the best thing about coming to Manitoba? What would you like the most about your journey here? What part of the journey here would you not like? What would you do for fun at Fort Dufferin while you waited for your parents to get their papers and you could leave for your new farm? Teacher s Note: If you are focusing on immigration during your field trip, you might consider spending the morning at Fort Dufferin then taking the students to Neubergthal in the afternoon. See section 2.3 Neubergthal for field trip information and activities. 3. Stampede!! The day after the NWMP arrived at Fort Dufferin a great prairie thunderstorm came crashing down on them just before midnight. The lightning and thunder flashed and cracked around them. The rain came down in torrents. The herd of some 300 horses, terrified by the storm, broke loose from their tethers and began to stampede through the camp. Sub-Constable Willie Parker described it: all the horses broke loose and ran right through our tents, there were about two hundred and fifty of them, directly I heard the noise I leapt outside of the tent and when the lightning lit up the place the sight was grand, it seemed one mass of horses gone mad, charging right down at us after they had skedaddled the officers made all of us fall in, amidst a dreadful storm of rain and go and hunt for them Sergeant-Major Sam Steele wrote: The maddened beasts overturned the huge wagons, dashed through a row of tents, scattered everything. In their mad efforts to pass, they climbed over one another to a height of many feet. After reading the students the description of the stampede, have the students consider their surroundings and what Fort Dufferin would have looked like with 22 officers, 287 men, 310 horses, numerous wagons full of supplies and hundreds of tents set up here. Then ask the students to either draw a picture of the event or write a story about going out in the dark to find the horses. Grade 6: Post-Trip Activities 1. Recruitment Posters Have students do a Google image search for immigration posters Canada. Print out a collection of the different posters or advertisements from the 1800s encouraging immigration to western Canada. In groups of three ask the students to analyze the posters: What messages do the posters give? How do the posters make you feel? What images are used on the posters? Look at the overall image and any little details. Would the images and text have been truthful in that time period? 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 39

47 How do these posters compare to advertisements today? Now take what you have learned about the recruitment posters of the past and create one of your own. Groups report their findings to the class and show their poster, explaining what elements they have included and why. Series of recruitment posters found online on their famous March West. You can read an account of Commissioner George Arthur French s day-by-day account of the treacherous journey at marchwest_e.htm, which includes a description of the route. Map the March West route on your map of western Canada. Be sure to include Fort Dufferin and the site of the Cypress Hills Massacre on your map. See also: 3. Historic Significance Students prepare a report on why Fort Dufferin is a significant historic place to both Manitoba and Canada. Include its role in protecting our sovereignty and opening the West. Use the Historic Places website and other sources to help determine its significance. 2. Map the March West Create a base map of western Canada, including the three Prairie provinces. To create it use a current map of western Canada but trace only the natural landforms such as rivers, hills, woods, swamps, etc. Do not include any provincial borders, towns, cities, highways or humanmade features. You can include any forts that would have existed in the mid- to late 1800s. Using a variety of sources determine the route the North West Mounted Police took from Fort Dufferin Map of Boundary Commission Trail: Manitoba Historic Resources Page 40 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

48 2.3 Neubergthal In the mid-1870s, more than 6,000 Mennonites immigrated to Manitoba from Europe and Russia. Actively recruited, they were part of the Canadian government s plan to settle the Prairies. Settlement and the dream of a national railway were considered fundamental components of creating a country that spanned from sea to sea. Neubergthal, founded in 1876, is one of over 100 Mennonite villages established in southern Manitoba at the end of the 19th century. The Mennonite farmers, the first of the large group migrations from Europe and Russia recruited by the Canadian government, were the first to successfully settle the Prairies. Considered harsh and uninviting, this land was a challenge. The Mennonites wished to settle here because of its similarities to the grassland Steppes of Russia. Rather than taking private ownership of individual homesteads, the Mennonites were allowed to build street villages on two blocks of land reserved for them in southern Manitoba. One reserve was east of the Red River and one was west. The street villages were typically founded by a group of interconnected friends and families. They planned their villages according to the traditions established over several hundred years in northern Europe and Russia. The villages featured a single central road, lined on each side by housebarns and surrounded by fields, with trees planted in rows to provide shelter from the weather. The villagers originally owned the land cooperatively and shared much of the work. This type of settlement, the special architectural forms like housebarns and the cultural landscape they developed through organized tree planting and fence building, was well adapted to the challenging environment of the Prairies. This settlement pattern contributed to the Mennonite newcomers ability to survive and flourish there. The success of the Mennonites encouraged further settlement. Trade and supply centres sprang up to serve the expanding communities. Mennonite housebarn: Town of Altona website Mennonite West and East reserves: Manitoba Historic Resources 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 41

49 The village of Neubergthal, located south of Winnipeg in the West Reserve, survives as an excellent example of a distinctive type of early settlement on the Prairies known as the Street Village. Today the town is designated as a National Historic Site. Ideally a field trip to Neubergthal should be combined with a field trip to Fort Dufferin first. You can then imagine the Mennonite settlers leaving Fort Dufferin, walking to their new home at Neubergthal as you drive there. More about Neubergthal To find out more about Neubergthal check the following resources. Canada s Historic Places, Hamm Housebarn: Canada s Historic Places, Herdsman s House: affichage-display.aspx?id=3369 Canada s Historic Places, Johann Hamm Mennonite House: visit-visite/affichage-display.aspx?id=4501 Manitoba Municipal Heritage Site No. 227, Herdsman s House (Klippenstein House), Neubergthal: mun/m227.html Manitoba Municipal Heritage Site No. 226, Hamm Housebarn, Neubergthal: mb.ca/chc/hrb/mun/m226.html Manitoba Mennonite Historical Society: Mennonite Heritage Centre Winnipeg: archives/holdings/schroeder_maps/ Contact Information Neubergthal Heritage Foundation: Margruite Krahn Phone: (204) or Karen Martens Phone: (204) The Neubergthal Heritage Foundation can provide a variety of school programs on site. They also have an Interpretive Centre you can visit. Select your choice of school programs, depending on time and the nature of your group. Tour options can be combined or shortened. A. Walking Tour of the Village The tour includes: 1) Interpretive Centre (housebarn) 2) Housebarn (private home) 3) Herdsman House (only one remaining in Canada) 4) Cemetery 5) Art studio 6) Community Centre (homemade cookies and beverage) Tour time: approximately 1 1/2 to 2 hours; cost: $6.00 per person B. Treasure Hunt Tour Students are given a map of the village and clues at each site. The purpose of the game is to find and identify historic resources and learn through a visual and hands-on approach. It covers architectural history, plant identification and map reading. At the end of the game a beverage and cookies from the bake oven are served. Tour time: approximately 1 ½ to 2 hours; cost: $8.00 per person Page 42 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

50 C. Walking Tour and Cookie Bake Students are given a guided tour of the buildings. While they are at the interpretive centre they will make cookies and bake them in the Russian Bake Oven, then tour through the housebarn. There are no amenities in the housebarn, so students will wash their hands in a basin of water and bake the cookies in a fireheated brick oven. Tour time: approximately 2 hours; cost: $8.00 per person D. Walking Tour or Treasure Hunt and Art Project Tour of the buildings combined with a student art project related to what they are studying. Art projects would take place in a studio or the community centre depending on the number of students. Cost and time will depend on the art project. Please call to discuss the options. Additional teacher s resource information recommended by the Heritage Foundation: Street Smart, Monique Roy-Sole, Canadian Geographic, 2001 Walking Tour Guide, Neubergthal Heritage Foundation Neubergthal National Historic Site Conservation and Presentation Plan, Parks Canada Neubergthal: Russian Bake Oven, Richard Dickie Cultural Landscape History: Neubergthal National Historic Site: A Mennonite Street Village on the Canadian Prairie, Frieda Klippenstein, Parks Canada, 1997 (books are available through Neubergthal Heritage Foundation at a cost of $40.00) Back Roads of Manitoba Neubergthal 2003, Video by Dragonfly Productions Curriculum Connections: Grade 4: 4-KI-005 Identify cultural communities in Manitoba 4-KL-025 Describe places of historic, cultural or environmental significance in Manitoba 4-KG-039 Identify ways in which the people of Manitoba are connected to other people in the world 4-KI-010 Give examples of the contributions of diverse ethnic and cultural communities to the history of Manitoba 4-KH-033 Related stories of people and events that shaped Manitoba Grade 6: 6-KI-008 Identify various groups that immigrated to Canada in the late 19 th and early 20 th centuries and give reasons for their emigration. 6-KI-009 Describe ways in which immigration was encouraged by and important to the Canadian government from 867 to KI KI-011 Describe various challenges faced by new immigrants to Canada. Describe daily life on a Prairie homestead between 1890 and KE-055 Explain the importance of agriculture in the development of Canada from 1867 to Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 43

51 2.3.3 Neubergthal Activities Grade 4 Grade 4: Pre-Trip Activities 1. Who are the Mennonites? Students prepare a report on the Mennonites of Manitoba. The report should include: Where did the Mennonites come from before they immigrated to Manitoba? Why did they come to Manitoba? When did they begin to come here? How many Mennonites immigrated here in the 1800s? Where did they first settle in Manitoba? Include a map. What language did they speak? What are some of their traditional foods? What are some of their traditions? Who are some of their heroes or wellknown historical figures and why? What are some of the significant Mennonites contributions to Manitoba and the world? S. Lee, Grade 12 Page 44 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

52 2. The West Reserve (Copy Page Gr4) The West Reserve was the second grant of land given to the Mennonites who immigrated to Manitoba. Use the West Reserve map, created in the late 1800s, and compare it to a current highway map of the area in south-central Manitoba. How many of the towns on the original map are still on the highway map of Manitoba? Check those still found on today s map. Altbergthal Altona Blumenfeld Blumenhof Blumengart Blumenort Blumstein Burwalde Chortitz Ebenfeld Edenberg Eichenfeld Friedensruh Gnadenfeld Gnadenthal Gretna Grunfeld Grunthal Halbstadt Haskett Heuboden Hochfeld Hochstadt Hoffnungsfeld Horndean Kleefeld Kronsthal Lichtfeld Morden Mountain City Neubergthal Neueinlage Neuenburg Neuendorf Neuhoffnung Neuhorst Neureinland Osterwick Plum Coulee Reinfeld Reinland Reinthal Rosenfeld Rosengart Rosenort Rosenthal Rudnerweide Schanzenfeld Schondorf Schonfeld Schonhorst Schonthal Schonwiese Silberfeld Sommerfeld Waldheim Winkler Why do you think some of these villages no longer exist? Are you curious about the names of the villages? If your library has a copy of Geographical Names 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 45

53 Rhineland Village: John Lehr of Manitoba (Manitoba Conservation) you can see the translations for many of the names. For example, Blumenfeld means flower field, Blumengart means flower garden, Blumenhof means flower town, and Blumenort means flower place. 3. Search for Street Villages Go to Google Maps and search for Altona, Manitoba. Switch the view to Satellite and zoom out until you can see an area that is covering the same area as the West Reserve map above. Altona should be on the right (east) side of the map, Morden on the left (west) side and the Canada-USA border on the bottom (south) side. Print this map for a quick reference. Look for some of the towns on the West Reserve map. Now zoom in on the map, keeping the Canada- USA border on the bottom of the map. Scroll left along the border moving west. When you come to a town zoom in until you can see the houses. Are they lined up along one street like in the photo? The first street village you will come to, just west of Gretna, is called Blumenort, on road 524. Now see how many more street villages you can find. Scroll back and forth along the map, moving north as you come to the edge of the West Reserve. Can you tell which village it is? For those street villages you find that match the villages on the West Reserve map, put a star beside their name on the list in the previous activity. D. Slivinski, Grade 4 Page 46 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

54 Grade 4: Field Trip Activities 1. Tour Neubergthal Arrange a school program or tour of the town of Neubergthal and a visit to the interpretive centre with the Neubergthal Heritage Foundation. 2. Street Villages Take I While on your field trip to Neubergthal, assign student teams a role in capturing the details of this historic place. The information will be used to build a diorama back in the classroom (see Post-Field Trip activity 1 Street Villages Take II). Information gathered should include the following: A sketch of the town layout Photographs or sketches of the outside of the historic buildings Photographs or sketches of the details of the historic buildings any decorations such as carving on buildings, fancy doors, anything special or unusual Photographs or sketches of the outside of the interpretive centre Photographs or sketches of gardens what colour are the flowers, etc. Photographs or sketches of plaques at historic buildings 3. Interview at Neubergthal (Copy Page Gr4) While visiting Neubergthal and its interpretive centre ask one or two students to interview staff at the centre or people they meet while there, then report back to the class about the interview. The students can ask the following questions or make up their own questions that are approved by the teacher. Questions should include who, what, when, where, why. Interview at Neubergthal What is your name? Do you live in Neubergthal? If yes, for how long? If not, where do you live? What do you do here? Are you part of the first families that settled here? Where did your ancestors come from? What is it like to live in a National Historic Site? Why is this an important historic place? What is your favourite Mennonite food? Why? What should students like me remember about Neubergthal? 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 47

55 Grade 4: Post-Trip Activities 1. Street Villages Take II As a class, students create a diorama of the Neubergthal street village. Groups of three can create different components of the village. Some groups can build the base the street, driveways, trees and fields use a Google map and the students town plan sketch to help create the base. Others can build the housebarns and homes. Assign one team to mark the location of the historic buildings. Google Earth map of Neubergthal Village There are many helpful websites the take you step by step through building a diorama. Here are a few: jsp?id= articles/07makediorama.html As an alternative activity, students can build a single housebarn at a larger scale. If you have had a tour of a housebarn on your field trip, you could create the interior of the housebarn, something like a dollhouse where you lift the roof off and see the interior. Or keep it simple and just do the exterior. 2. Report on an Interview at Neubergthal Ask the students who conducted the interviews at Neubergthal to report what they found out to the class. Ask the class to give their reasons why it is important to have historic places like Neubergthal for them to visit. Ask them to give reasons for why our cultural diversity is good for Manitoba. 3. Enrichment Exercise The Mennonite Contribution The Mennonite community in Manitoba is known for helping people around the world. You can see some of the projects they are involved in at Mennonite Central Committee and Mennonite Disaster Service Write one page outlining how the Mennonite community is connected to people around the world and some of the projects in which they are involved. How does this work impact on Manitoba? Grade 6 Teacher s Note: You may want to consider doing some of the activities for the Grade 4 students outlined above the West Reserve mapping or diorama activities particularly. Because of the similarities in the curriculum between Grades 4 and 6 some of the Grade 4 activities may be appropriate for special needs students. Grade 6: Pre-Trip Activities 1. Manitoba s Mennonites (Copy Pages Gr6) If the students did not do the activity under Fort Dufferin Manitoba s Mennonites, Copy Pages Gr6, have them do that activity now. 2. Courting the Mennonites Using a variety of print and electronic sources prepare a point form report on how the Page 48 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

56 Canadian government specifically recruited the Mennonites to come to Manitoba. Why did the Canadian government want people to come and farm the Prairies? How did the Canadian government contact the Mennonites in Russia? What did they offer the Mennonites in return for settling here? Did they bring a delegation of Mennonite leaders to see Manitoba before the people immigrated en masse? What did the Mennonites want most in return for settling in Manitoba? What evidence of those original agreements can you see in Manitoba today? 3. Communal Villages The Mennonites brought with them Strassendorf street village pattern houses aligned on either side of a central street. The street village settlement pattern is common throughout the West Reserve. Working in teams, research and compare the Mennonite street village pattern to the typical settlement pattern on the Township- Range grid. Answer the following questions and then report to the class what you found Where did the street village pattern originate? Why did the Mennonites use this style of town layout? What advantages are there to this town layout? What are the disadvantages? How would this town layout be helpful on the Canadian Prairies? Draw or provide a photograph or map of the street village layout in what was once the West Reserve. (Hint: You can use Google Maps to find towns in the West Reserve and print a copy.) Grade 6: Field Trip Activities 1. Tour of Neubergthal Arrange for school program and tour of Neubergthal through the Neubergthal Heritage Foundation. 2. Life in 1876 Different layouts for a Mennonite street village, one along a river and the other where no river is present: Manitoba Historic Resources The village of Neubergthal was established in After your tour of the town and interpretive centre, take some time to imagine what life would have been like then. Find a quiet place to sit and either draw a picture or write a story or poem about life in the town of Neubergthal in Be sure to include examples of activities of daily life. 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 49

57 3. The Housebarn (Copy Pages Gr6) After your tour of the housebarn, complete the following: Teacher s Key see ca/visit-visite/com-ful_e.aspx?id=3367 The Housebarn Describe a housebarn. Why were the house and barn constructed together? What are the advantages of combining the two buildings? What are the disadvantages of combining the two buildings? List some of the unique architectural features of the house, e.g. carved posts. List some of the unique architectural features of the barn, e.g. ribbon windows. What is your favourite thing about the housebarn? On the back on this page sketch the housebarn. Mennonite housebarn and barn door detail: Manitoba Historic Resources Page 50 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

58 Grade 6: Post-Trip Activities 1. Building a Strong Canada Using a variety of print and electronic sources research the Mennonites contribution to Manitoba and Canada. How have they contributed to the following areas: agricultural development business the arts education community social activism other Ask students to present one component of their research to the class. After several students have presented, discuss with the class the overall impact the Mennonite community has had on Manitoba and Canada. 2. Changes Over Time Create a poster that depicts how the Mennonite community has changed in Manitoba from the time they first arrived in the 1870s to today. The poster can be a starting point for a Heritage Fair project. A. Ponzilius, Grade 4 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 51

59 2.4 Riel House Who was Louis Riel? To many Manitobans he was a hero, fighting to defend the political and land rights of the people of the Red River Settlement, a visionary working to bring Manitoba into Confederation. To others who wanted the land, he was a troublemaker. At Riel House, the legacy of Riel and the history of the Métis are told. The story of Louis Riel is interesting and complicated. Philippe Mailhot, historian and Director of Le Musée de Saint-Boniface Museum, writes: Louis Riel is likely the most famous name in Canadian history. A complex man, he is regarded as a martyred hero by some and a justly executed rebel by others. Moved by his loyalty to his Métis ancestry and a strong sense of justice, Riel led the Métis and others, on two separate occasions, against what they regarded as insensitive actions on the part of the Canadian government. The first led to the creation of Manitoba as Louis Riel Founder of Manitoba: Stan Milosevic Canada s fifth province in The second, fifteen years later, led to armed conflict in what is now Saskatchewan. To his foes, both events were acts of armed rebellion against constituted authority. To his supporters, Riel was merely defending the rights of the people of the Red River Settlement in the face of an uncaring Canadian government bent on accommodating new settlers at the expense of the Métis and others already established in the former territories administered by the Hudson s Bay Company. Riel was also a visionary who eventually described himself as the Prophet of the New World and envisaged the creation of a new Catholic Church to be based in the Canadian West. Prior to recanting these beliefs before his execution, the Catholic authorities had excommunicated him and his lawyers argued, against his wishes, that they were evidence of insanity, which would preclude his being found guilty of treason. Over a hundred years after his death, he remains a controversial figure and the subject of much study by historians and students alike. Most Canadians today agree that Riel was largely justified in his actions. He and the people of the Red River Settlement were caught in the middle of eastern Canada s desire to expand west onto the Prairies with no regard for those who currently lived there. At the time, much negative media came out with falsehoods about Riel that have since been shown to be false. For example Riel did not shoot Thomas Scott. Scott was tried, convicted and executed by a firing squad. Today Riel is considered to be one of the nation s founding fathers the founder of Manitoba and a Father of Confederation. He was voted one of the top fifteen Greatest Canadians as part of the CBC series in 2004, in which Canadians cast over 1.2 million votes ( greatcanadians/). Page 52 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

60 Riel House, on River Road in south St. Vital, was constructed for Louis Riel s mother, Julie Lagimodière Riel, and her family. (Find out more about Julie Lagimodière and her parents in Volume I Lagimodière Gaboury Park.) Although Riel House is a national historic site because of Louis Riel, a person of national historic significance, he never lived there. Rather, his body lay in state in the house for two days in 1885 following his execution for leading the 1885 Northwest Rebellion Métis Resistance. It is also in this house that his young wife Marguerite died in May 1886 and where their young children, Jean and Angelique, were raised. Louis s brother Joseph and family continued to live in the house, operating it for a time as a post office. The Union Nationale Métisse St. Joseph du Manitoba, founded in 1887 to keep alive Métis culture and the memory of Louis Riel, met in the Riel home until the 1920s. The house remained in the Riel family until Riel House is oriented towards the river in a style typical of the Métis river lot pattern. The house is a 1½ storey rectangular Red River frame construction with a gabled roof. Its exterior and interior have been restored by Parks Canada to what the home would have looked like in 1886, based on historical and architectural evidence. Costumed staff and interpretive displays tell the story of Louis Riel and the Lagimodière Riel family. Riel House: Parks Canada More about Riel and Riel House To find out more about Riel House check the following resources. Canada s Historic Places: www. historicplaces.ca/visit-visite/affichagedisplay.aspx?id=7762 Parks Canada: riel/index_e.asp Société historique de Saint-Boniface (English text): rielhouse.htm Le Musée de Saint-Boniface Museum: www. msbm.mb.ca/english/home.html CBC Archives: IDD /politics_economy/louis_riel/ includes many video clips and teaching resources about Riel Teachers your students might enjoy reading a graphic novel of the history of Louis Riel Louis Riel: A Comic-Strip Biography, by Chester Brown, Drawn & Quarterly, September ISBN Distributed in Canada by Raincoast Books Contact Information Riel House National Historic Site 330 River Road (St. Vital) Box 73 Winnipeg, Manitoba R2N 3X9 Phone: (204) FORKSNHS.INFO@pc.gc.ca TTY: Fax: (204) Open from mid-may to Labour Day in September, Riel House National Historic Site offers a variety of interpretive programming for visitors. All interpretive activities are available in English and French. Please contact Riel House National Historic Site at (204) for information about fees, schedules and advanced bookings. 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 53

61 Riel House National Historic Site is partially accessible for wheelchairs and there is a visitor parking lot located on site. Parking is free of charge for visitors. Bring your lunch to Riel House and enjoy eating outdoors in the picnic area. Learning Experiences: Education Programs Offered from mid-may to the end of June, Riel House National Historic Site s school programming is suitable for students from kindergarten through Grade 12. The school program consists of two parts: A guided tour through the Riel family home and period garden, which gives students a sense of the daily life of a Métis family living on a traditional river lot in St. Vital in the 1880s; An educational heritage activity selected by the teacher in advance. Activities offered in previous years include churning butter and frying bannock; fléché, the art of finger weaving; period games; and Métis beadwork Curriculum Connections Grade 4: 4-KL-024 Give examples of Aboriginal people s traditional relationships with the land 4-KL-025 Describe places of historic, cultural, or environmental significance in Manitoba 4-KI-010 Give examples of the contributions of diverse ethnic and cultural communities in the history of Manitoba 4-KI-012 Give examples of Francophone contributions to the history of Manitoba 4-KL-027 Relate stories of interactions between the Selkirk Settlers and Aboriginal peoples 4-KH-033 Relate stories of people and events that shaped Manitoba 4-KH-035 Describe ways in which life in Manitoba has changed over time Grade 5: 5-LK-020 Locate on a map of Canada places and regions of historical significance to the fur trade and the Métis Nation 5-KE-052 Describe how the fur trade was dependent on the men and women of the First Nations and Métis Nation. 5-KH-035 Describe events related to the origins and rise of the Métis Nation. Grade 6: 6-KH-027 Identify individuals and events connected with Manitoba s entry into Confederation 6-KH-028 Identify causes, events, individuals, and consequences of the 1885 Resistance 6-KH-033 Identify factors leading to the entry into Confederation of Manitoba, (Northwest Territories, British Columbia, Prince Edward Island, Yukon, Saskatchewan, Alberta, Newfoundland and Labrador, and Nunavut), and specify the year of entry Page 54 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

62 2.4.3 Riel House Activities Grade 4 Grade 4: Pre-Trip Activities 1. Métis of Manitoba (Copy Page Gr4) Using a variety of print or online sources answer the following questions about the Métis. You can use the Virtual Museum of Métis History and Culture website as one resource. Teacher s Key Métis of Manitoba What great cultures, joined in marriage, resulted in the creation of the Métis? What unique language do the Métis speak? What is the unique belt Métis wear called? Is there any other clothing unique to Métis? What are some of the foods the Métis eat? Who were some of the early Métis leaders? What was one of the great accomplishments of the Métis? European and First Nations (some of those include English, Scottish, French, Ojibwa, Assiniboin, Cree) Their unique language is Michif, but they often spoke many languages those of their parents families French, English, Ojibwa, Assiniboin, Cree etc. The sash or in French ceinture fléchée which translates to arrow belt Bannock, pemmican, bison Louis Riel Sr. [ ] Gabriel Dumont [ ] Alexander Kennedy Isbister [ ] Cuthbert Grant [ ] Louis Riel [ ] Pierre Falcon [ ] Father Noel-Joseph Ritchot [ ] Ambroise-Didyme Lépine [ ] Under the leadership of Louis Riel they brought Manitoba into Confederation as a full province with all rights, instead of a mere territory governed by Ottawa. All Manitobans have benefited from this accomplishment. 2. Cycle of the Land The Métis lived in the Red River Settlement on long river lots. Each lot gave families a strip of land along the river, which was the highway of the time. They farmed their river lots to produce a little grain and vegetables, the basics to survive. The Métis, like others who lived in the Red River Settlement, also relied on hunting and trapping to make a living and feed the family. Twice a year they would go out for the bison hunt, a great event where hundreds of families loaded up ox carts and went out in 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 55

63 a well-organized group to hunt bison. Some of the bison was used to make pemmican and some was used for meat. The entire animal was put to use, not just the meat; this was a very sustainable way of hunting and survival. Using a variety of print and online sources, write a report on the Métis lifestyle and how they used the land to survive. Be sure to include an introduction, conclusion and a paragraph on the following: Describe the river lots in the Red River Settlement how big were they, what shape were they, what was the back portion used for, where was the house located, what other buildings might be on it. Why was the river lot system a good way to divide up the land? Are the river lots still used today? Where they are not, what has replaced them? Describe the Métis bison hunt. How was the bison hunt organized? What were some of the things created from the bison food, clothing, tools, materials? When were the two bison hunts held each year and why? Month by month, create a calendar of the cycle on the land what where the Métis doing in January, February, March, etc? 3. Riel s Contribution (Copy Page Gr4) Using a variety of sources answer the following questions about Louis Riel s contribution to Manitoba. Riel s Contribution Who? Louis Riel [ ] What? Where? When? Why? How? Page 56 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

64 Grade 4: Field Trip Activities 1. Riel House Field Trip Contact Parks Canada and arrange for a field trip to Riel House; see contact information above. You can arrange for a variety of activities depending on the time available, including: A guided tour through the Riel family home and period garden, which gives students a sense of the daily life of a Métis family living on a traditional river lot in St. Vital in the 1880s. An educational heritage activity. Activities offered might include: churning butter and frying bannock; fléché, the art of finger weaving; period games; and Métis beadwork. 2. A Place of Historic Significance After your program with the staff of Riel House, find a quiet place to sit. Imagine what this place was like for Riel s children, Jean and Angelique, in What would it have looked like, what would they have done for fun, what were their chores, what animals would have been here, what noises would they have heard, where would they have played. Write a page about a day in your life here in 1886 if you were Jean or Angelique what did you do from the time you got up to the time you went to bed? 3. Riel House Then and Now Take one piece of paper and turn it sideways, then fold it in half. Open the page and on the top left side write THEN, on the top right side write NOW. On the THEN side draw a picture of Riel House on the river lot as it would have looked in To do this pretend you are a bird looking down on the long river lot from above. Include the river, the house, gardens and fields and any other things you think would have been here. On the NOW side do the same thing, from a bird s view above, what the land from the river to the road looks like now, including any houses, roads, etc. that are there today. Show how the role of the Red River has changed between THEN and NOW. Grade 4: Post-Trip Activities 1. Métis Shaping Manitoba (Copy Page Gr4) Using information gathered on your field trip along with print or electronic resources, research the Métis people to find their contributions to Manitoba. Record their contributions on the chart. Métis Shaping Manitoba Métis Community Time period: Contributions: Significance: Evidence in today s society: 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 57

65 2. Riel House Is Important Because (Copy Page Gr4) After your field trip complete the following. Use point form to answer the questions. What I learned at Riel House: Why is Riel House important? Historic places are important because: Why should we save historic places? What I would tell my parents about Riel House: Riel House Is Important Because 3. Celebrating Riel Day Manitoba celebrates Louis Riel Day on the third Monday in February. On the week leading up to Riel Day plan a celebration to commemorate Manitoba s founding father. Your celebration might include preparing a Métis feast, wearing Métis clothing, displaying your projects for this unit or creating a play about Louis Riel. Riel House: Parks Canada Throughout the province there will be many events that celebrate Louis Riel Day. Encourage students to participate in the events and report back to the class on how they celebrated Riel Day. Page 58 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

66 Grade 5 Grade 5: Pre-Trip Activities 1. Mapping the Red River Settlement Using the Métis Culture and Heritage Resource Centre website metisresourcecentre.mb.ca/maps/ rrsettlement1870.htm, print the map of the Red River Settlement. Now using a current map of Winnipeg, find Riel House and mark it on the historic map, both the larger map and the small inset. (Teacher if this website is no longer available do a Google search for: map Red River Settlement.) Now create a poster with the map and add a paragraph about why dividing the land into long river lots was important in the 1800s, and describe the river lots. 2. Métis and the Fur Trade Create a PowerPoint presentation (or write a paper) on the role the Métis had in the fur trade. Be sure to include a range of activities they did: translation, negotiations, hunting and trapping, pemmican production, guiding, and transportation of furs and supplies from the Red River Settlement to York Factory by York boat. End with how the Métis from across the Northwest were given grants of land in the Red River Settlement by the Hudson s Bay Company when they were laid off from the fur trade after the merger of the North West Company and the Hudson s Bay Company in Census of the Red River Settlement As a class, research the census for the Red River Settlement to see who was living along the Red, Assiniboine and Seine rivers over different time periods. This research could include a trip to Manitoba Archives or your local library. Look at the following time periods: 1820s to 1830s s Post-1870, after Manitoba became a province Early 1900s For each of the time periods, record the number of people, their identified ethnic origin, where they came from if available, their occupation and any other interesting facts you come across. Discuss with the students how the population changed over time and what historic events occurred to cause some of those changes the merger of NWCo and HBC resulting in many fur traders given grants of land in the Red River Settlement, the settlement just prior to Canadian annexation, the settlement after Canadian annexation and the influx of settlers from Ontario along with the land-hungry militia of the Wolseley Expedition, and the movement of the Métis out of the Red River Settlement after Manitoba became a province. 4. Riel House as Historic Place Search the Canada s Historic Places website for Riel House in Manitoba. Ask students to make notes on why Riel House is an important historic site and any details about the place. Students should also make notes on what information they would like to find out about the site on their field trip. They can prepare a list of questions to ask the interpreters at Riel House. 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 59

67 Grade 5: Field Trip Activities 1. Riel House Field Trip Contact Parks Canada and arrange for a field trip to Riel House; see contact information above. You can arrange for a variety of activities depending on the time available. They can include: A guided tour through the Riel family home and period garden, which gives students a sense of the daily life of a Métis family living on a traditional river lot in St. Vital in the 1880s. An educational heritage activity. Activities offered might include churning butter and frying bannock; fléchée, the art of finger weaving; period games; and Métis beadwork. Riel House, school program: Parks Canada 2. Mapping Riel House and the River Lot Working in groups of four, have the students draw a map of the river lot that Riel House sits on, as it would have existed in the 1880s. Include the Red River and any boats that might have been on it then, as well as fields, gardens, buildings, etc. Have one or two students in each group pace off the width and length of the property today. The river lot was three times as long as it is today. Calculate how many paces long the original length of the river lot would have been. Include the results of their measurements and calculations on the map. Grade 5: Post-Trip Activities 1. Keeping Métis Culture Alive Riel House is a national historic site because of Louis Riel, but he never lived there. Rather, his body lay in state in the house for two days following his execution in Regina in 1885 for leading the Northwest Rebellion Métis 1885 Resistance at Batoche. It is also in this house that his young wife Marguerite died in May 1886 and where their young children, Jean and Angelique, were raised. Louis s brother Joseph and his family continued to live in the house, operating it for a time as a post office. The Union Nationale Métisse St. Joseph du Manitoba, founded in 1887 to keep alive the Métis culture and the memory of Louis Riel, met in the Riel home until the 1920s. The house remained in the Riel family until After your field trip write one page about how you think Riel House is keeping the memory of Louis Riel and the Métis culture alive today. 2. Culture Collage After your field trip to Riel House and with the assistance of an online search, create a collage about Métis culture. Be sure to include the many aspects of culture language, clothing, music, dance, food, artwork, heroes, poetry, lifestyle, entertainment, etc. 3. Celebrating Riel Day Manitoba celebrates Louis Riel Day on the third Monday in February. On the week leading up to Riel Day plan a celebration to commemorate Manitoba s founding father. Your celebration might include preparing a Métis feast, wearing Métis clothing, displaying your projects for this unit or creating a play about Louis Riel. Throughout the province there will be many events that celebrate Louis Riel Day. Encourage students to participate in the events and report back to the class on how they celebrated Riel Day. Page 60 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

68 Grade 6 Grade 6: Pre-Trip Activities 1. Fight for Rights: Two Events Two Results (Copy Page Gr6) Using a variety of resources, both print and online, create a point form summary of the events of in the Red River Settlement and 1885 in Batoche. Fight for Rights: Two Events Two Results in the Red River Settlement 1885 in Batoche What events took place leading up to Riel and the Métis taking over Fort Garry? What events took place leading up to Riel and the Métis fighting at Batoche? Was anyone hurt and if so who? Was anyone hurt and if so who? What was the outcome? What was the outcome? Did the Métis benefit how or how not? Did the Métis benefit how or how not? 2. The Trial of Louis Riel After researching the history of the Red River Resistance and events at Batoche, examine both sides of the trial of Louis Riel. First, pretend you are the lawyer defending Riel prepare a summary of why Riel is innocent of the charge of treason. Your summary should be one page long. Second, pretend you are the prosecutor representing the Canadian government prepare a one-page summary of why Riel is guilty of treason. Write one final paragraph about today s understanding of the importance of Riel as a founding father of Manitoba. 3. Interview with the Past Take I As a class, prepare a series of questions to ask the interpreters on your field trip to Riel House. Questions should focus on Louis Riel, his role in Manitoba s entry into Confederation, why he was charged with treason, why he was executed and returned to his mother s house. Assign students to ask the questions and record the answers. 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 61

69 Grade 6: Field Trip Activities 1. Riel House Field Trip Contact Parks Canada and arrange for a field trip to Riel House; see contact information above. You can arrange for a variety of activities depending on the time available. They can include: A guided tour through the Riel family home and period garden, which gives students a sense of the daily life of a Métis family living on a traditional river lot in St. Vital in the 1880s. An educational heritage activity. Activities offered might include churning butter and frying bannock; fléchée, the art of finger weaving; period games; and Métis beadwork. 2. Interview with the Past Take II Ask the interpreters at Riel House to take some time and sit with you so you can ask the questions you prepared before the field trip. Have the assigned students ask and record the answers. Interpreters may be acting and answering the questions as though they are in the time period of 1886 one year after Riel s death as that is the time period they are portraying at Riel House. 3. Quiet Reflection Each student should take some time to quietly reflect on the man Louis Riel and write in their journal while at Riel House. They should reflect on what they think of Riel, what they think he did for Manitoba, what story Riel House tells them, the importance of remembering the history of people like Louis Riel. Grade 6: Post-Trip Activities 1. Riel: Manitoba Becomes a Province (Copy Page Gr6) Complete the following after your visit to Riel House with regard to the role Louis Riel played in Manitoba becoming a full province and entry into Confederation. Riel: Manitoba Becomes a Province Name: Louis Riel Background Information Values and Beliefs Decisions Made Actions Taken Results Importance of Louis Riel Personal Comments or Impressions Sources Consulted (3) Page 62 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

70 2. Real Riel Reel There are a number of short films about Louis Riel on YouTube. Some include inaccurate information about Riel and the circumstances of Some students are using these films as sources for research on Riel. [Language warning if you choose to show these to your students be aware that some comments in response to the videos on the site include profanities, but not necessarily the films. Be sure to preview them before showing them to the students.] Have the class create their own short video of Louis Riel and post it on YouTube to provide a more accurate portrayal of Manitoba s founding father. You might use Riel House, the Manitoba Legislature Building and the statue of Riel behind the Legislature to do some of the filming. The class can collaborate on the script, acting and production. 3. Celebrating Riel Day Manitoba celebrates Louis Riel Day on the third Monday in February. On the week leading up to Riel Day, plan a celebration to commemorate Manitoba s founding father. Your celebration might include preparing a Métis feast, wearing Métis clothing, displaying your projects for this unit or creating of a play about Louis Riel. Throughout the province many events will celebrate Louis Riel Day. Encourage students to participate in the events and report back to the class on how they celebrated Riel Day. Riel House: Archives of Manitoba, Riel Land Claims #2 G. Merlin, Grade 10 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 63

71 2.5 St. Norbert Provincial Heritage Park Just south of Winnipeg is the junction of the Red and La Salle rivers. Long before the first European paddled up the Red, this location was used as a campsite by First Nations people hunting and fishing in the area. Much later the predominantly Métis community of St. Norbert developed. It was well situated on the busy Pembina Trail trade route and adjacent to water transportation routes. Fur trader Alexander Henry the Younger saw St. Norbert, at the junction of the LaSalle and Red rivers, in the summer of He described it as a thickly wooded countryside overgrown with poplars and spotted with small meadows; to the south lay open prairies. St. Norbert is a community rich in Métis and Franco- Manitoban heritage. Historically, St. Norbert was a trading and transportation hub and the starting point for annual buffalo hunts of the Métis. A very important event in Manitoba s history occurred there in October Louis Riel s provisional government blockaded the Pembina Trail crossing at the La Salle River to prevent the Canadian government representatives from entering the Red River Settlement. The location is known as La Barrière. This peaceful standoff was a significant moment in history that led to negotiations between the two governments, resulting in Manitoba becoming a province of Canada. Today, St. Norbert is part of the growing urban landscape of Winnipeg. In 1985, St. Norbert Provincial Heritage Park was established to interpret the cultural and St. Norbert Park: Manitoba Historic Resources natural history of the area. A number of historic buildings threatened by demolition due to urban growth and development were moved to this park. The Delorme House, Turenne House and Bohémier House provide a snapshot of the rich story of the St. Norbert area. Delorme House, a 1½ storey rectangular Red River frame construction, stood on River Lot 21 at Pointe Coupée (present-day St. Adolphe, south of St. Norbert). Although outside of the Parish of St. Norbert, it was built in the mid- 1850s by Pierre Delorme ( ), a leader within the Red River Settlement and a close ally of Louis Riel. In the Red River Resistance of , he was a member of Riel s provisional government. In the first Manitoba provincial elections of1870, Delorme was elected as the member for St. Norbert South. Delorme also served as the first Member of Parliament for the federal riding of Provencher, making him one of the first Métis to hold political office at both the provincial and federal level in Canada. Turenne House is a modest two-bedroom structure built in 1871 by Joseph Turenne, a Quebec professional who came to Manitoba to pursue public office in the new province. Why he came is part of a larger story. After 1870, many Métis left Manitoba. With the influx of Anglo-Protestant settlers from eastern Canada, Roman Catholic parishes were concerned that with the declining French-speaking population, it would be difficult to sustain the language and educational rights they had fought so hard to retain. To help bolster the French and Métis communities, the Roman Catholic clergy recruited people to come from Quebec to Manitoba. Joseph Turenne was one such person. Page 64 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

72 Manitoba Historical Society: www. mhs.mb.ca/docs/mb_history/29/ redriverresistance.shtml Rivers West - Routes on the Red: www. routesonthered.ca/pdf/st_norbert.pdf St. Norbert, by Manitoba Culture, Heritage, Tourism and Sport, booklet available by calling Bohémier House: Manitoba Historic Resources The Bohémier House, an attractive farmhouse, was built by Benjamin Bohémier, a former lumber merchant from Quebec who came west in During that time many French Canadians, chose to pursue new opportunities on the Prairies. St. Norbert was often the preferred destination. It offered fertile land, well placed near water and land transportation routes, and was close to the established French community of St. Boniface. St. Norbert Provincial Park is open year round. Although the buildings are only open from the May long weekend until Labour Day, an interpretive trail along the La Salle to its junction with the Red River describes the flora and fauna of the area and more of the First Nations and Métis use of this place. More about St. Norbert Provincial Heritage Park To find out more about St. Norbert Provincial Heritage Park check the following resources. Canada s Historic Places: do a general search for St. Norbert Park on the website www. historicplaces.ca Manitoba Provincial Parks & Natural Areas: popular_parks/st_norbert/info.html Manitoba Culture, Heritage, Tourism and Sport: plaq0640.html, plaques/plaq1158.html Contact Information St. Norbert Provincial Heritage Park Park Interpreters (mid-may to September long weekend) Phone: (204) or Parks & Natural Areas during off-season Phone: (204) St. Norbert Park is located at 40 Turnbull Drive, 3.0 km/1.9 miles south of the Winnipeg Perimeter off PTH 75/Pembina Highway. www. gov.mb.ca/conservation/parks/popular_parks/ st_norbert/index.html St. Norbert Provincial Heritage Park, located at the junction of the Red and La Salle rivers, illustrates the natural landscape that has been used for centuries by many different cultural groups. The area has been used as hunting, fishing and camping grounds by First Nations peoples and as an agricultural settlement by Francophone peoples in the years leading up School group at St. Norbert: Fort Garry Historical Society 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 65

73 to the First World War. Take a guided tour of the restored and fully furnished, Turenne and Bohémier houses. Curriculum-based programming is available from mid-may to June in both French and English. St. Norbert Provincial Heritage Park is located at 40 Turnbull Drive at the junction with Highway 75, in St. Norbert Curriculum Connections Grade 4 4-KI-008 Identify Francophone communities in Manitoba 4-KI-009 Describe the influence of various actors on their identities. 4-KI-011 Give examples of Aboriginal contributions to the history of Manitoba 4-KI-012 Give examples of Francophone contributions to the history of Manitoba 4-KL-025 Describe places of historic, cultural, or environmental significance in Manitoba 4-KH-033 Relate stories of people and events that shaped Manitoba Grade 5 5-KH-035 Describe events related to the origins and rise of the Métis Nation. 5-KP-049 Give examples of conflicting priorities between the demands of the fur trade and agricultural settlement. 5-KI-010 Grade 6 6-S KI-011 Describe the cultural diversity of pre-confederation Canada. Treat places and objects of historical significance with respect Describe daily life on a prairie homestead between 1890 and KH-027 Identify individuals and events connected with Manitoba s entry into Confederation. 6-KH-033 Identify factors leading to the entry into Confederation of Manitoba, Northwest Territories, British Columbia, Prince Edward Island, Yukon, Saskatchewan, Alberta, Newfoundland and Labrador, and Nunavut, and specify the year of entry. 4-KH-035 Describe ways in which life in Manitoba has changed over time Page 66 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

74 2.5.3 St. Norbert Provincial Heritage Park Activities Grade 4 Grade 4: Pre-Trip Activities 1. Family Home Students research one of the families whose restored homes are now located in St. Norbert Provincial Heritage Park Turenne or Bohémier. They can use the Manitoba Parks website (St. Norbert Park) or other sources such as They should provide a report to the class that includes: A picture of the house A description of the family who was the mother, father and children with a picture if available; what was their native language; how did they make a living Where the family came from Quebec, St. Boniface, etc. Why they moved to St. Norbert What role they played in shaping Manitoba How they contributed to the history of Manitoba Bohémier House (Stan Milosevic) Turenne House (Manitoba Historic Resources) Delorme House (Manitoba Historic Resources) 2. Pierre Delorme Pierre Delorme ( ) was born at St. Boniface, Manitoba. His father was Québecois and his mother, Métis. Pierre Delorme s education, relative wealth and family connections made him a natural leader among the Métis of St. Norbert. During the Red River Resistance of , he was a close ally of Louis Riel. Using a variety of sources, students research Pierre Delorme: His life where he was born, his parents, job, where he lived, his cultural background Who influenced him His contribution to the history of Manitoba and how he shaped it Students can provide their findings in a number of ways, either as an oral report, poster, PowerPoint presentation or written report. Grade 4: Field Trip Activities 1. Trip to St. Norbert Provincial Heritage Park Arrange for a tour of the park with the park interpreters. The interpreters can provide a variety of activities for the students, but be sure to have a tour of the homes on site. You may wish to take a lunch and spend the day at the park. There are picnic facilities. 2. Favourite Artifact (Copy Page Gr4) On your tour of the houses, ask the students to watch for an artifact or historic object that they think is interesting. When they find something they like, they should ask the guide what it is and what it was used for. If they have a digital camera they should take a picture of it. 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 67

75 After the tour, students should complete the following. Describe your favourite historic object (artifact). Attach a picture if you have one or sketch one. Favourite Artifact at St. Norbert Provincial Park Why do you like this artifact? What was it used for? Is something else used for that purpose today, and if so what? What does it tell you about how things have changed over time? Grade 4: Post Trip Activities 1. Historic Homes After your field trip to St. Norbert Provincial Heritage Park, students prepare a report on the importance of the park and how it contributes to the history of Manitoba. The report can take many formats written, oral, PowerPoint presentation or poster. It should include: A description of the community of St. Norbert, including a map A description of the park and its location, including a map A description of the three homes found at the park, including pictures of each Who lived in each home Why each home is significant to Manitoba history A description of how life in Manitoba has changed since then Why it is important to save these homes for people to visit What they learned on their visit to St. Norbert Provincial Heritage Park 2. Journal Back in the Day In their journals students write about what it would have been like to live at the time portrayed at the park. Describe their life and what they would like about living then and what they would not have liked. Give examples of some of the things they would have been doing in a day. Page 68 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

76 Grade 5 Grade 5: Pre-Trip Activities 1. Who was Pierre Delorme? Pierre Delorme ( ) was born at St. Boniface, Manitoba. His father was Québecois and his mother, Métis. Pierre Delorme s education, relative wealth and family connections made him a natural leader among the Métis of St. Norbert. During the Red River Resistance of , he was a close ally of Louis Riel. Using a variety of sources, students research Pierre Delorme: His life where he was born, his parents, employment, where he lived, his cultural background Events that led up to the Red River Resistance and his role in it His contribution to shaping Manitoba Students can provide their findings in a number of ways, either as an oral report, poster, PowerPoint presentation or written report. 2. Three Houses (Copy Page Gr5) Students research the three houses located at St. Norbert Provincial Heritage Park Delorme, Turenne or Bohémier. They can use the Manitoba Parks website (St. Norbert Park) or other sources. Then answer the following questions. Three Houses at St. Norbert For each of the three houses at St. Norbert Park, identify where the owners came from before they lived in St. Norbert. Delorme: Turenne: Bohémier: What does this tell us about the cultural diversity of St. Norbert? Why did the Roman Catholic Church recruit French-speaking people to live in St. Norbert? For each of the families, were they involved in the fur trade/bison hunt, agriculture or both? Delorme: Turenne: Bohémier: Bohémier House (Stan Milosevic) Turenne House (Manitoba Historic Resources) Delorme House (Manitoba Historic Resources) 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 69

77 Grade 5: Field Trip Activities 1. Field Trip to St. Norbert Provincial Heritage Park Arrange for a tour of the park with the park interpreters. The interpreters can provide a variety of activities for the students, but be sure to have a tour of the homes on site. You may wish to take a lunch and spend the day at the park. There are picnic facilities. There is also an interpretive trail along the La Salle River with signs that tell you about the flora and fauna of the area and more of the First Nations and Métis use of this place. 2. At Home in St. Norbert After your tour of the park and the historic buildings, have students find a quiet place to sit and imagine life here in The economy was changing from fur trading and bison hunting to agriculture but neither was particularly successful. People had to make do by doing a bit of everything. It was also a time of political unrest. Ottawa was trying to open the West with promises of land to Easterners and the residents of the area felt their ownership of their farms was threatened. Ask the students to imagine living here on the farm; it would have been a long river lot. Have them write a story, do a journal entry or draw a picture of what life would have been like for them if they had lived here in St. Norbert Park: Fort Garry Historical Society Grade 5: Post-Trip Activities 1. Meeting for the Hunt The Métis were famous as bison hunters. The hunts took place twice a year, in spring and fall. St. Norbert was a meeting place for a large group that regularly went out on the bison hunt. Men, women and children, Red River carts loaded with supplies, and horses met at St. Norbert to be organized before heading out on the prairie in search of bison. Using a variety of sources, students prepare a report that describes how the Métis bison hunt was organized and undertaken. What role did the men have? What was the role of the women and children? How did they organize themselves? How did they find the bison, how did they get there, what took place once they found the bison? What were the bison used for? Here are a few websites to help with the research: html rivers/tr_rivers_rrbisonhunters.asp 2. Meeting for Political Rights St. Norbert was an important community in the Red River Resistance of A number of the political leaders of the time had roots in St. Norbert. Have students research one of the leaders from St. Norbert and prepare either a poster report or PowerPoint presentation on that leader. The report should include a biography of the leader and his role in the Red River Resistance. Some of the leaders they could choose from are: Father Noel-Joseph Ritchot, parish priest of St. Norbert Pierre Delorme J oseph Lemay Page 70 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

78 Jean-Baptiste Tourond Jean-Baptiste Lépine André Nault An alternative topic is a report on La Barrière and the events that occurred there that gave rise to the Métis Nation. Grade 6 Grade 6: Pre-Trip Activities 1. La Barrière La Barrière, just a stone s throw north of St. Norbert Provincial Heritage Park, played an important role in the events leading up to Manitoba s entry into Confederation. Working in two teams, students prepare reports on La Barrière and what occurred there in The teams represent two groups the Manitobans and the Canadians. Each group prepares an account of the events that happened at La Barrière, from their perspective. Their report should include: A timeline of events in 1869 Who were the significant participants in their group and what was their role Who was involved at different points along the timeline What was their group trying to accomplish Were they successful A map of significant locations, e.g. where meetings took place, places people stayed, where they travelled to and from, etc. When the reports are ready, each group chooses a couple of students to present their report to the class. After the reports are finished, ask students to discuss the event was there a winner or loser, was this an effective way to protest or protect their rights, how did it impact on Manitoba. Extension: Reenact the events at La Barrière, have students prepare costumes and props for the reenactment. H. Banting, Grade 6 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 71

79 Map of proposed survey, 1869 showing location of La Barrière in circle: Manitoba Historic Resources Page 72 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

80 2. Bohémier House Take I Benjamin Bohémier ( ) and his wife, Marie-Louise, came from Ste-Anne-des- Plaines, Quebec, to farm in the new province of Manitoba in They established their home in St. Norbert, which was continuously occupied by their descendants for 84 years. Using a variety of sources, research the Bohémiers and homesteads of the area after Manitoba became a province. In your journal, describe life on their homestead in St. Norbert in the early days. Be sure to include a description of the family and their daily activities. Bohémier House: Stan Milosevic Grade 6: Field Trip Activities 1. Field Trip to St. Norbert Provincial Heritage Park Arrange for a tour of the park with the park interpreters. The interpreters can provide a variety of activities for the students, but be sure to have a tour of the homes on site. You may wish to take a lunch and spend the day at the park. There are picnic facilities. There is also an interpretive trail along the La Salle River with signs that tell you about the flora and fauna of the area and more of the First Nations and Métis use of this place. 2. Bohémier House Take II (Copy Page Gr6) The Bohémiers distinctive farmhouse was moved a few kilometres south to St. Norbert Provincial Park, where it was restored and furnished largely with items obtained from family members. It was opened to the public in Bohémier House recreates the lifestyle of the family from 1906 to Your tour of the park will include a tour of the Bohémier family home. Bohémier House before move and restoration: Manitoba Historic Resources 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 73

81 After your tour of Bohémier House, answer the following questions. Bohémier House Take II What did you like the most about the house? What was your favourite thing or historic object/ artifact in the house? What did you learn on your tour of the house and looking at the historic objects/artifacts? If that were your house, how would you feel about people going through it on tours? How would you want them to treat your house and things? Why is it important to have a chance to visit historic places on school field trips? How can we show respect to historic places and objects? Grade 6: Post-Trip Activities 1. Historic Places of St. Norbert After your field trip to St. Norbert Provincial Park do a computer search to find as many historic places in St. Norbert as you can. Make a list of each historic place and provide a short description of why it was, or is, important. 2. St. Norbert s Role in Confederation From your list of historic places of St. Norbert and your other activities in this unit, in your journal write a description of why St. Norbert was an important place and the role it played in Manitoba becoming a province. Extension: Students can use the activities of this unit to develop a display for the Red River Regional Heritage Fair. To find out more information about the heritage fair see www. redriverheritage.ca. Page 74 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

82 2.6 Convent of the Sisters of the Holy Names of Jesus and Mary In the 1840s Bishop Provencher had requested the Grey Nuns to come to the Red River Settlement and assist with health care and education (see Historic Places of the Red River Volume I: Grey Nuns Convent St. Boniface Museum). By the 1870s, the population in the region had grown significantly. In order to fully address the needs of the community, Archbishop Taché requested support from another female order, the Sisters of the Holy Names of Jesus and Mary, a teaching congregation founded in Montreal in 1844 by Sister Marie Rose. The first nuns belonging to the order of the Sisters of the Holy Names of Jesus and Mary arrived in They assumed responsibilities for St. Mary s Academy, a girls school that had been run on a short-term basis by the Grey Nuns. By the late 1890s, the Sisters of the Holy Names of Jesus and Mary had branched out to other parts of Manitoba. St. Pierre-Jolys convent: Archives of Manitoba The convent at St. Pierre-Jolys was built in 1900 and is the third oldest convent still in existence in the province. It was designed by prominent St. Boniface architect Joseph Azarie Sénécal. It is a good example of Second Empire style architecture, used extensively by the French Catholic religious community in Manitoba. The mansard roof is crowned on the front with a small central bell tower and wrought iron cresting. On the second floor you will find the chapel, with two original stained-glass windows in the south wall and a wood plank ceiling arranged in a radiating pattern. As in many Francophone communities within Manitoba, the convent at St. Pierre-Jolys was the principal educational facility for youth in the area. It included public school classrooms for Grades 1 to 10 and a girls boarding school. The attic on the top level is the former boarders residence area, which includes a central open area surrounded by small rooms around the perimeter, original round wood columns and doors, and closets/storage cubbies. It served as a school for 60 years. Along with the local Catholic Church, the convent played an important social role through which the French language and culture flourished. The Convent of the Sisters of the Holy Names of Jesus and Mary has been the focus of community life since its construction. The building now houses a museum that helps tell the story of the important role these women played in terms of education, health care and social services. Today, the grounds include many large old trees, open expanses of grass and the Joubert Creek to the west. The Cabane a Sucre and the Maison Goulet are also part of the museum site. Moïse Goulet was a freighter who transported merchandise by Red River cart from St. Paul, Minnesota, to Fort Garry. His house was situated along the cart trail, near the Rat River south of St. Pierre-Jolys, but was moved to the museum grounds in In its day, Maison Goulet was a resting place for the freighters. Dating from the late 1800s, this 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 75

83 house was built of hand-cut logs in a typical Red River frame style and has been designated a historical building at the municipal level. Maison Goulet: Manitoba Historic Resources More about The Convent of the Sisters of the Holy Names of Jesus and Mary To find out more about The Convent of the Sisters of the Holy Names of Jesus and Mary check the following resources. Canada s Historic Places: www. historicplaces.ca/visit-visite/affichagedisplay.aspx?id=3857 Musée Saint-Pierre-Jolys Museum: www. museestpierre.mb.ca Manitoba Provincial Heritage Site No. 35: St. Mary s Academy, a history: www. stmaryspdx.org/about/history.htm Association of Manitoba Museums: www. museumsmanitoba.com/dir/eastern/41. html Profile of the region: com/galerie/region_e.htm Contact Information Musée Saint-Pierre-Jolys Museum 432 Joubert Street, St. Pierre-Jolys R0A 1V0 Phone: (204) or For tours of the museum and grounds contact Denise at (204) Regular hours July and August, Wednesday to Sunday; for other times call for bookings. Admission required, group tours by appointment, guided tours, archives, free parking. While at the museum be sure to visit Goulet House and Cabane a Sucre, both on the museum grounds. In April, a Sugaring-off school program is held at Cabane a Sucre Curriculum Connections Grade 4: 4-KI-008 Identify Francophone communities in Manitoba 4-KL-025 Describe places of historic, cultural, or environmental significance in Manitoba 4-KI-10 Give examples of the contributions of diverse ethnic and cultural communities to the history of Manitoba 4-KI-012 Give examples of Francophone contributions to the history of Manitoba 4-KH-033 Relate stories of people and events that shaped Manitoba 4-KH-035 Describe ways in which life in Manitoba has changed over time Page 76 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

84 2.6.3 Convent of the Sisters of the Holy Names of Jesus and Mary Activities Grade 4 Grade 4: Pre-Trip Activities 1. Mapping St. Pierre-Jolys On a map of Manitoba have the students locate St. Pierre-Jolys. Using a variety of sources, have the class develop a profile of the community of St. Pierre-Jolys what is its population, cultural background, languages spoken, history, what festivals are held there and when, are there museums and art galleries, etc. Using photographs and a map from the Internet, create a map-poster of the town of St. Pierre- Jolys. Be sure to include the convent/museum and the Trans Canada Trail (see mb.ca) that runs through the town. 2. Mural of The Sisters Archbishop Taché asked the Sisters of the Holy Names of Jesus and Mary to come from Montreal in 1874 to help provide schooling for the children living in the Red River Settlement. In those days there were no public schools like today; if there were schools they were provided by the church. As a class project create a mural about the sisters. Students should research where the Sisters of the Holy Names of Jesus and Mary came from and where they established convents and schools in Manitoba. Map the location of the Portrait of a sister: SHNJM website convents and schools. Include an inset map of the sisters trip from Montreal to the Red River Settlement in Include on the mural drawings or photographs of the convent schools for each location you find. Include the story of the sisters and what their role was in the community. If you can find biographical information about any of the sisters include it as well. Add the profile and map you created of St. Pierre-Jolys. On your field trip to St. Pierre-Jolys you can gather more information and pictures to add to the mural when you return. Grade 4: Field Trip Activities 1. Field Trip to the Convent Contact the Musée Saint-Pierre-Jolys Museum and arrange for a tour of the convent and grounds for your students. If possible, arrange for the tour in April when the Sugaring-off school program is held at Cabane a Sucre so you can combine the two programs. 2. Life at the Convent School On your tour of the convent be sure to have the guide show you the classrooms and the attic on the top level that was the former boarders residence. The boarding school was for girls only. Boys attended school in the classrooms as a day program. Split the class into two girls go to the boarders residence and boys to the classroom. With the girls in the residence (or outside if this is not possible) discuss the following and ask one student to record some of the students thoughts. What would it have been like to live here in the convent and go to school? What would you have liked about it? What would you not have liked about it? 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 77

85 If you were not here going to school, what do you think you would have been doing? Would it have been important for girls to go to school in those days? Why or why not? How has school changed from then until now? What do you think it would be like to be one of the sisters who came to Manitoba from Montreal in the 1870s to teach school in the small Francophone communities? How do you think the sisters contributed to the development of Manitoba? With the boys in the classroom (or outside if this is not possible) discuss the following and ask one student to record some of the students thoughts. What would it have been like to come to the convent and go to school? What would you have liked about it? What would you not have liked about it? If you were not here going to school, what do you think you would have been doing? Would it have been important for boys to go to school in those days? Why or why not? How has school changed from then until now? What do you think it would be like to be one of the sisters who came to Manitoba from Montreal in the 1870s to teach school in the small Francophone communities? How do you think the sisters contributed to the development of Manitoba? interesting. These photographs can then be printed and used to enhance to mural when you return to the classroom. Grade 4: Post-Trip Activities 1. Mural of The Sisters Take II After your field trip to the museum at St. Pierre-Jolys, add to your mural photographs and drawings of the convent school and any new information you found out about the sisters and their contribution to Manitoba. 2. Manitoba Day Celebration Manitoba Day is May 12. As one of your celebrations of Manitoba Day, use the mural you created about the Sisters of the Holy Names of Jesus and Mary to show your school the contribution the sisters made to the development of Manitoba. A selection of students can be chosen to provide a brief presentation summarizing the sisters contribution to the education of generations of students and Manitoba in general. 3. Photo Op Encourage students to bring digital cameras on the field trip if they have them. While touring the museum have them take photographs of aspects of the building they like or find Page 78 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

86 2.7 Winnipeg Canadian Pacific Railway Station In 1905, Winnipeg was booming. It was the fastest growing city in North America and had established itself as the Gateway to the West. Thousands of people were arriving in the city daily at the Canadian Pacific Railway Station. All were hoping to take advantage of the opportunities the Canadian West had to offer. There were fortunes to be made and new homesteads to settle. The Canadian Pacific Railway was crucial to the development of the West. It connected the country from coast to coast, and provided a fast, reliable means of transportation for moving goods, food and people. The Canadian economy was strengthened and in concert with the federal government s immigration strategy, the West was being settled. The CPR station, located at the corner of Higgins and Main streets, was designed by renowned Montreal architects Edward and W.S. Maxwell. It is one of the earliest examples of the Beaux-Arts Classical style architecture in Canada. (See PowerPoint on Architectural Styles in Manitoba) ornate design was also intended to highlight the prosperity of Winnipeg. The luxurious ornamentation and design is carried from the exterior through to the grand floor of the station. Immigrants used separate doors that led to the basement of the depot, which was less spacious and more plainly finished. This was the fourth railway station constructed by Canadian Pacific Railway in Winnipeg. It was built as part of a monumental threepart complex, which included the luxurious Royal Alexandra Hotel, the station and an administrative wing, arranged in a U-shaped configuration. The station was expanded in 1915 to include six additional rail lines, elevation of the line bed, a larger second-class waiting room and baggage handling facilities. This building continued to operate as a railway station until The Royal Alexandra Hotel, a city landmark, was demolished in For many years the Countess of Dufferin, the first locomotive on the Prairies, sat in front of the station but has since been moved to the Winnipeg Rail Museum in the Via Station at 123 Main Street ( com/loco-countess.html). The Canadian Pacific Railway vacated the train station in CPR Station: Parks Canada Built in , during the most dramatic period of growth in the history of the CPR, the station was intended to be a monument to its corporate success and to impress those who walked through its doors. The imposing, Royal Alexandra Hotel 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 79

87 Postcard of CPR Station: Stan Milosevic, Designated a municipal, provincial and national historic site for its architectural and historical importance, the CPR station now houses the Aboriginal Centre of Winnipeg. More about Winnipeg Canadian Pacific Railway Station To find out more about the Winnipeg Canadian Pacific Railway Station check the following resources. Canada s Historic Places: www. historicplaces.ca/visit-visite/affichagedisplay.aspx?id=7402 Manitoba Provincial Heritage Site No. 76, Winnipeg Canadian Pacific Railway Station: p076.html Aboriginal Centre of Winnipeg: www. abcentre.org/history.html Library and Archives Canada: www. collectionscanada.gc.ca/trains/kids/ Library and Archives Canada, Opening the West: kids/h e.html Info on trains and building the railway: canadapacific.htm, pageant/04/ladyoftherails.shtml Page 80 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

88 2.7.1 Contact Information The Aboriginal Centre of Winnipeg Inc.: 181 Higgins Avenue Winnipeg, Manitoba R3B 3G1 Canada For general information regarding the Centre please contact (204) , or by at At the time of production the Aboriginal Centre was considering the option of providing school tours. Please contact them to see if they are able to provide you with a tour, or you are welcome to take your students to the centre for a self-guided tour Curriculum Connections Grade 6: 6-KI-009 Describe ways in which immigration was encouraged by and important to the Canadian government from 1867 to KI-010 Describe various challenges faced by new immigrants to Canada. 6-KH-031 Identify events and issues related to the construction of the Canadian Pacific Railway. Library and Archives Canada/Rare Books collection, public domain, nlc-4856 Poster advertising train rates for immigrants travelling west, To travel the 1,078 miles from Toronto to Fort Garry, travellers had to take a train, steamer, wagon, open boat, and finally cart or wagon. 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 81

89 2.7.3 Winnipeg Canadian Pacific Railway Station Activities Grade 6 Grade 6: Pre-Trip Activities 1. Long Route As a class, use a variety of sources to find the route European immigrants had to take to reach Manitoba between 1870 and To do this you might look at some of the earlier group immigrations, such as the Mennonites or the Icelanders. Their trip often involved first getting to a port in Europe such as Liverpool. How long did it take to cross the ocean and where did they land? Once in North America, usually New York or Montreal, how did they reach Manitoba? Create a map and timeline of the long route to Manitoba before the railway was built this far. Teachers for a quick reference see the poster on previous page. Now research and create another map and timeline for the year 1885, after the Canadian Pacific Railway had built the rail line across Manitoba. Use your two maps and timelines to create a poster for the classroom. Add to the bottom of the poster a paragraph on how the railway across Canada would be able to bring more immigrants to the Prairies. 2. Bugs and Bogs The first train to cross Canada was a Canadian Pacific Railway (CPR) train that departed from Montréal s Dalhousie Station on the evening of June 28, It had taken 12,000 men, 5,000 horses, and 300 dog-sled teams to build the railway. One of the most difficult places to build the railway across Canada was in the Boreal Shield country of northwest Ontario and what is now the Whiteshell of eastern Manitoba. Using the Library and Archives Canada website Railway under construction, Ontario or Manitoba, around 1909 (Library and Archives Canada/PA Public Domain. Credit: C.S. Whitney. nlc-4758) 2000-e.html and others, find out more about building the railway across northwest Ontario and the Whiteshell and the difficulties they faced building it. From the bugs to whole trains disappearing in bogs, it was a difficult job. After your research, write a story about what it would have been like to build the railway across the Canadian Shield in the early 1880s. Include one of your favourite stories of the difficulties was it the bugs, or the bears eating your dinner, or the train that sank into the bog? Grade 6: Field Trip Activities 1. CPR Station Aboriginal Centre of Winnipeg Contact the Aboriginal Centre and arrange for a tour of the historic building. If tours are not available please feel free to arrange with the events coordinator to take your students for a self-guided tour of this magnificent building it is open to the public. Self-guided Tour If you would like to take the students on a self-guided tour of the building here is a possible route. 1) Start at the outside entrance and look at how grand the building is. Touch the bricks they were laid here more than 100 years ago. Ask the students what makes the building look so impressive. Page 82 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

90 Aboriginal Centre: Manitoba Historic Resources 2) Take the students into the entry hall as pictured here. This would have been the waiting room area full of long wooden benches, like pews in a church. Ask them to look at the fancy detail decorating the hall. See how many students it takes to put their arms around the pillars. Now look up at the details of the decorations around the ceiling it is so close you can have a much better look. What do you think the decoration is made of carved wood? It is made of plaster because it would have been too expensive and would have taken too long to carve it of wood. This type of decoration is a lost art few people still know how to do it today. You won t see it anywhere but in a historic building and this building lets you have a close look at it. 3) When you have finished exploring the hall, take the stairs to the left of the front doors as you are coming in, up to the second floor. At the top of the stairs turn right and stop on the balcony to look down on the hall. Imagine what the hall would have looked like 100 years ago. People would have been rushing to catch their train or patiently waiting for a train to arrive. Vendors were selling peanuts, a shoeshine boy would be cleaning dirty boots, women in long dresses would be shepherding boys in short pants. It would have been a busy place. Some of the details to look for are the squares that form a border around the roof it is called dentil can you guess why? It looks like a row of teeth. Can you see any decoration that looks like an egg and dart or how a egg carton would look when cut into pieces. 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 83

91 Look for the decorations above the front doors. Can your students see anything special in it? (There is a beaver the symbol for the Canadian Pacific Railway.) being made to the train and great carts full of luggage. How many sets of tracks can you count? What kinds of smells do you think there might have been? What kinds of sounds would you have heard? Now look beyond the tracks. Do you see any old warehouses? Why would they be so close to the railway? Can you read any names on the warehouses? What else can you see of old Winnipeg? (There are old and new churches, historic Point Douglas area, etc.) Have the students pick their favourite fancy details and sketch them. They will use the sketches in an activity back in the classroom. 4) After you have finished your sketching, take the stairs to the third floor and turn left. Go down the long hall to the back of the building where you will see a series of large windows. Position the students so all of them can look out the windows. What can they see? You are looking on Winnipeg of the past. The old railway lines are here. The platform beside the tracks would have been full of life with people getting on or off the trains, deliveries 5) Return with the students to the hall on the main floor. This is a good opportunity to talk to the students about how the building is being used in a new way - as the Aboriginal Centre. The Aboriginal Centre is a place for aboriginal enterprise and initiative. There are all kinds of business and services here, including a daycare. The children from the daycare often use the hall for a playground; it is a great place for games. The Aboriginal Centre gives new meaning to an old building it is bringing it back to life and preserving it. Now do the next activity Imagining Immigrating below. 2. Imagining Immigrating After your tour of the building, take the students to the hall on the main floor. Tell them about the area in the basement (no longer there) that would have been the second-class Page 84 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

92 waiting room where the poor immigrants from Europe arrived in the early 1900s. Remind them of the long and difficult journey they had to reach Western Canada (from Long Route activity). Tell the students the story of Ludwig and his arrival in Canada in 1919 Ludwig arrived in Canada after a long voyage from Prussia in Europe. Ludwig was 21 years old. He was looking for a new life. He had heard there were opportunities on the Prairies so that was where he was headed, and the only way to get there was by train. As the train steamed west, rocking him gently, Ludwig considered his options. Ludwig thought he would try Saskatchewan because someone had told him there was lots of land and work there. Maybe he could get a job harvesting the great fields of wheat he had seen on the posters. Ludwig was trained at the university in the old country but he could not speak the language here so knew he couldn t get a job in that line of work. When going to university he had worked at a bakery back home, maybe he could find work in a bakery in Canada. He wanted to earn lots of money to bring his liebchen (sweetheart) here to Canada. It might take a while but he was prepared to work as long and as hard as needed. As Ludwig sat on the train chugging across the vast forests of Ontario, he struck up a conversation with another man coming to seek his fortune in the new land. His new friend was not from the same country but they spoke the same language. He told Ludwig he planned to get off in Winnipeg it is a good place that is growing fast and needed lots of workers. So Ludwig, with only his satchel in hand, got off the train in Winnipeg. He did not speak the language. He had no map and no idea where to go. He had no friends here, except his new friend from the train, but he didn t know where to go either. Stepping off the train, they were devoured in a crowd of hustling and bustling people. Ludwig tried to speak a bit of English Where is bakery?. A man pointed down Main Street. They walked half a block up Higgins to Main Street as streetcars and horse and buggies whizzed by. There Ludwig said goodbye to his only friend in the city, and walked into his future. Ludwig was a hardworking young man so he knew the first thing he needed to do was find a job. He inquired at the bakery and was to start work the next day. Next he had to find a place to sleep. The city was packed, especially around the train station few rooms could be found. He managed to get a mattress on the floor of a hotel on Main Street. He used his satchel for a pillow. At least it was close to work. Ludwig, Maria and daughter, 1931: Kriese Family Archives He started work at the bakery the next day. He worked hard. In two years he was married to his liebchen, Maria, and had started his own bakery Star Bakery on Sutherland Avenue just a half block from the train station. Being close to the train station was great he could get goods from the train and ship his bread on the train. He was shipping bread all the way to Saskatchewan. Ludwig loved the train it brought him to Winnipeg, helped him build his business and it brought him his liebchen. After reading the story ask the students to imagine they are 12-year-old immigrants (or their current age) in the early 1900s who do not speak English and have just arrived here with 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 85

93 their parents after the long journey. Ask them to sit quietly, thinking about how they would feel. Then write a journal entry as though they were keeping a journal of their trip. They should write about their impressions of the building what do they think of it, what is most impressive, how does it make them feel, etc. Then write about what they are excited about and what they might be nervous about as a new immigrant arriving in a strange country. What challenges do they have ahead of them? Grade 6: Post-Trip Activities 1. Railway Recruiting (Copy Page Gr6) Students should do image searches online to find a variety of immigration recruitment posters created by the Canadian Pacific Railway, from the late 1800s and early 1900s. They should choose their favourite poster and use it to analyze the poster for content, answering the following questions. Have a few students read their journal entries to the class. Railway Recruiting Attach an immigration recruitment poster created by the Canadian Pacific Railway, from the late 1800s and early 1900s, to the back of this page. Describe the poster: What is the main message of the poster? What is in the foreground of the poster? What is in the background of the poster? Who is the target of this poster? Who is it designed to recruit to Canada? If you were a poor farmer looking for a new life, would this poster appeal to you? Why? What do you like about this poster? What questions do you have about the poster? Is the information on the poster accurate? What don t you like about this poster? Why did the CPR want to recruit immigrants to Western Canada? 2. Canadian Pacific Railway Station, Winnipeg (Copy Page Gr6) In 1905, Winnipeg was booming. It was the fastest growing city in North America and was called the Gateway to the West. Thousands of people were arriving daily at the Canadian Pacific Railway Station, coming mostly from eastern Canada and faraway Europe. All were hoping to take advantage of the opportunities Page 86 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

94 the Canadian West had to offer. There were fortunes to be made and new homesteads to settle. The Canadian Pacific Railway (CPR) was important to the development of the West. It connected the country from coast to coast, and provided a fast, reliable form of transportation for moving goods, food and people. The railway opened the West by bringing immigrants in and the food and goods they produced, on the farms and in the factories, out to the east. The CPR station in Winnipeg was built in , during the greatest period of growth in the history of the CPR. The station was intended to be a monument to the company s success and to impress those who walked through its doors. The impressive, ornate design was also intended to highlight the prosperity of Winnipeg. The luxurious ornamentation and design is carried from the exterior through to the grand floor of the station. Immigrants used separate doors that led to the basement of the depot, which was less spacious and more plainly finished. This was the fourth railway station constructed by the Canadian Pacific Railway in Winnipeg. It was built as part of a huge three-part complex, which included the luxurious Royal Alexandra Hotel, the station and an administrative wing, arranged in a U-shaped configuration. The station was expanded in 1915 to include six additional railway lines, elevation of the rail line bed, a larger secondclass waiting room and baggage handling facilities. This building continued to operate as a railway station until After your visit to the CPR station, write a description of the building. You can also use the Historic Places website as a resource (www. historicplaces.ca). You may want to include the small sketches of different parts of the building you made on your tour to illustrate your points. Be sure to include the following in your description: Describe the outside of the entrance to the station and what makes it impressive. How big is the building? Is it bigger than your school? What is it made out of? (Wisconsin red brick and Manitoba Tyndall limestone) What do some of the stone decorations on the front of the building look like? What does the front of the building remind you of? Now describe the inside of the building what does it look like, what materials were used to build it? How does the inside of the building make you feel? Why would they make it like that? What is your favourite part of the inside of the CPR station? This historic building is an example of something called Beaux-Arts ( BO-zart ) design? What does that mean? How long did it take to build the station and was it expensive? What was the reason for building an impressive railway station like the CPR station in Winnipeg? CPR Station postcard: Stan Milosevic 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 87

95 2.8 The Exchange District Winnipeg, Chicago, and the Panama Canal: What s the connection? It s told in the richesto-rags-to-rebirth story of the Exchange District, where more than 100 heritage buildings have survived many on remarkably intact historic streetscapes. From about 1880 to 1913, Winnipeg was Canada s fastest growing city. In 1905, the volume of construction in Winnipeg was greater than any other city in North America. Winnipeg s rise as a major city was tied to two things. One was the provisioning of the growing population of immigrants settling in Manitoba. They needed everything from clothing to ploughs. The second was the transition on the Prairies from modest subsistence farming to commercial agriculture based on exporting wheat. Winnipeg came to be known as the Chicago of the North and Chicago of the Prairies because the two cities shared similarities in their growth, prosperity and architecture. Both were major commercial, financial, manufacturing and transportation centres. skyscrapers. The buildings tell the story of the city s dominance in the fields of finance, manufacturing, wholesale distribution and international grain trade. Most of the buildings date to the pre-1913 economic boom. They were designed by well-known North American architects of the time, using architectural approaches and styles that were innovative, stylish and functional. The bank buildings in particular exhibit the wealth of Winnipeg and the West. The Union Bank and Confederation buildings are the first skyscrapers built in Canada. But the economic boom did not last. A sharp drop in wheat prices and the end of mass immigration in the West led to significant slowdowns in Winnipeg s retail and wholesale activity by Mail order catalogue sales out of eastern Canada also affected Winnipeg s commerce. But it was changes in freight rates and the opening of the Panama Canal that ended Winnipeg s role as a transportation and shipment centre and its fortunes as a gateway and metropolis. Union Bank, one of first skyscrapers: Stan Milosevic The Exchange District was the hub of Winnipeg s commerce. Within an area of some twenty blocks west from the banks of the Red River and north from Portage Avenue were banks, warehouses and Canada s first Exchange District Map: City of Winnipeg After 1920 there was little economic demand to redevelop and replace properties in the Exchange District, so the historic area has remained largely intact. As a result the legacy of Winnipeg s early history and architecture has survived for the benefit and enjoyment of its Page 88 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

96 citizens and visitors, including a thriving film industry. More about the Exchange District To find out more about the Exchange District check the following resources. Canada s Historic Places: www. historicplaces.ca/visit-visite/affichagedisplay.aspx?id=1208 Plus the following specific sites on Canada s Historic Places: Former Union Bank Building / Annex National Historic Site of Canada Peck Building Telegram Building Lake of the Woods Building Stovel Block Sparling Sales Ltd. Building Union Tower Building Bank of Commerce Confederation Life Building Grange Building Bank of Hamilton Exchange District: org Manitoba Historical Society: mb.ca/docs/features/walkingtours/ exchange/index.shtml Heritage Winnipeg: com City of Winnipeg: historic/historic_exchange.stm CBC Radio: features/urbanmyths/exchange.html For photographs see postcards on Stan Milosevic s website: com Contact Information Exchange District BIZ provides walking tours of the area. For more information: Exchange District BIZ 2nd Floor Albert Street Old Market Square Winnipeg, MB R3B 1G6 Phone: Fax: info@exchangedistrict.org Exchange District Historic Walking Tours depart from Old Market Square, which is located in the heart of the Exchange at the corner of King and Bannatyne. Look for the Historic Walking Tour signs between Market Stage and the Glass Onion Cafe. See map at: School Programs: Bring your class on a tour of the Exchange District, a living museum of Winnipeg s boom days! Designed to fit directly with provincial Social Studies curricula for Grade 6 and Senior 1 through 4, school tours explore the subjects of immigration and resulting hardships, the entry of Manitoba into Confederation, the Winnipeg General Strike, the growth and development of Winnipeg, Winnipeg as the Gateway to the West, industrialization, urbanization, the importance of rail travel, unions, trade and prosperity at the turn of the 20 th century. The tours allow students to see the buildings where so much of Winnipeg s rich history took place. Tour guides take students beyond the buildings and their present state, back into the lives of the people who called Winnipeg home. Hear stories of immigrants who came to Winnipeg full of dreams but would encounter numerous obstacles, many of them living in ghettos that lacked even the most basic of services. The tours also look at the Winnipeg General Strike, the greatest labour event in 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 89

97 Canadian history. Students visit real-life locations where history took place as guides describe the details of this significant event. The cost is $4 per person with a minimum booking of ten students required. Tours run approximately 1½ hours. For information or to book your tour, call or walkingtours@exchangedistrict.org Curriculum Connections Grade 4: 4-KL-025 Describe places of historic, cultural, or environmental significance in Manitoba 4-KG-039 Identify ways in which the people of Manitoba are connected to other people in the world Grade 6: 6-KI-009 Describe ways in which immigration was encouraged by and important to the Canadian government from 1867 to KE-055 Explain the importance of agriculture in the development of Canada from 1867 to KH-035 Describe the causes, main events, and results of the 1919 Winnipeg General Strike. Main Street: Stan Milosevic Page 90 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

98 2.8.3 The Exchange District Activities Grade 4 Grade 4: Pre-Trip Activities 1. The Exchange District What I Know (Copy Page Gr4) Students answer the first two questions before their field trip to the Exchange District and the last question after the field trip. What I know about the Exchange District The Exchange District What I want to know What I learned about the Exchange District 2. Significance of the Exchange District Using a variety of sources (see websites above), students research why the Exchange District is a National Historic Site. They should create a portfolio about the Exchange District. In the portfolio they should include: A map of the Exchange District area Photographs, labelled, of the historic buildings in the Exchange District A brief description of each of the historic buildings and what they were built for A description of why the Exchange District is important A description of the architectural style of the area A description of what the Exchange District is used for today Grade 4: Field Trip Activities 1. Walking Tour of the Exchange District Arrange for a walking tour of the Exchange District with the Exchange District BIZ. They have programs designed specifically for students. Be sure to arrange for the tour guide to answer any of the students questions What I Want to Know in the pre-trip activity that have not been answered in the tour. 2. Drawing the District After your walking tour of the Exchange District, take the students to Old Market Square. You might plan a picnic with the students there. While at the Old Market Square have the students choose one of the buildings they can see from the square and sketch it. Be sure to include the name of the building and 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 91

99 the street address it is on. Students should guess what that building might have been used for back in the early 1900s. Back in the classroom they can research the details of the building when it was built, what it was used for, who might have worked there, etc. Market Square postcard: Stan Milosevic As an alternative, students can take photographs of the building and its architectural details. The disadvantage to photography is that students might want to get closer to the building to take pictures so it will be more difficult to keep them together as a group. Grade 4: Post-Trip Activities 1. Field Trip Follow-Up Back in the classroom have the students complete their What I learned about the Exchange District. Ask the students to share their The Exchange District What I Know with their classmates. Also as a follow-up to the field trip, have students research the building they drew (or photographed) when at Old Market Square. They should add the description of the building when it was built, what it was used for, who might have worked there, etc., to their sketch of the building to create a poster. The posters should be put on display and each student given the opportunity to tell their classmates about their building. 2. People Profile After the Exchange District field trip students should choose three people from three time periods that are associated with the Exchange District. The time periods are: 1880 to to to today For each time period find one person, from anywhere in the world who is associated with the Exchange District during that time. It might be an architect who built one of the first skyscrapers in Canada, an immigrant who started a business in the area, or a movie star who made a film there. For each person they should provide a brief biography, where they lived, where they came from, what they did, how they had an impact on the Exchange District or people of Manitoba, etc. If possible they should include a picture of each person. The class should share the biographies and follow-up with a discussion of the ways in which the people of Manitoba are connected to other people in the world. Grade 6 Grade 6: Pre-Trip Activities 1. Agriculture at the Exchange District Students research Winnipeg s Exchange District and what role agriculture played in its development. To do so they should research and answer the following questions and write a report. Grain Exchange Building: Stan Milosevic Page 92 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

100 What was the importance of agriculture in the development of Canada from 1867 to 1914? What role did the Exchange District play in the development of agriculture in the West? What historic buildings in the Exchange District are associated with the agricultural industry and what occurred in those buildings? Student reports should be presented to the class. Reports can take a variety of formats written, oral or PowerPoint presentation. 2. Immigration and the Exchange District Create a PowerPoint presentation, largely a pictorial history, of the role immigrants played in development of the Exchange District. Some roles to consider are: Who homesteaded the land to grow the crops that were exported, which created the agricultural industry with their head offices in the Exchange District? Where did the craftsmen who built the beautiful buildings in the Exchange District learn their trade? Who worked in the factories of the city to create the goods that were exported across the country? Who built the railway that transported the goods, making the Exchange District a centre of economic development in the West? Students present their presentations to the class. Grade 6: Field Trip Activities 1. Walking Tour of the Exchange District Arrange for a walking tour of the Exchange District with the Exchange District BIZ. They have programs designed specifically for Grade 6 students. 2. Visions of the Early Days After your walking tour of the Exchange District, take the students to Old Market Square. You might plan a picnic with the students there. While at the Old Market Square Market Square: Stan Milosevic 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 93

101 have the students look around and drink in the atmosphere try to imagine what this place might have been like 100 years ago in the early 1900s. Have them imagine the market selling all kinds of produce, horses and buggies on the street, electric streetcars running on tracks, the smells and sounds of the horses and street. You can print the photograph on the previous page to show them what the area would have looked like then. The ornate building in the background with the clock tower is the original City Hall. See the photograph of the Winnipeg General Strike below that also shows this area. Now have the students pick one of the topics and then either draw a picture or write a description about it, as it would have been at the time. The topics are: As a new immigrant from Europe, what would it have been like to work in this area? Were you working in a factory or maybe the market selling vegetables or were you a craftsman constructing buildings? Describe what you are doing and what your outlook is for the future. It is 1919 and you are a striking streetcar worker participating in the Winnipeg General Strike. What is going on around you? You are a businessperson working in the Grain Exchange who has come out of your tall office building, one of the first skyscrapers in Canada, to pick up a few things from the market. Describe what you see and your thoughts. Crowd gathered outside old City Hall, at Main Street and William Avenue Market Square, during the Winnipeg General Strike. Visible on the left are the Union Bank of Canada building and Leland Hotel, on the right is the old City Hall, June 21, 1919 Winnipeg, Manitoba Library and Archives Canada: PA Page 94 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

102 Give the students time to prepare their description, then ask a few students to present them to the class. Grade 6: Post-Trip Activities 1. Winnipeg General Strike Students research and prepare a poster presentation about the Winnipeg General Strike. The poster should include: Photographs with descriptions about the location or people and what is happening A sample of a newspaper cartoon about the strike, with a description of what the cartoon is about A timeline of the events around the strike A description of why the strike occurred and its outcome Students present their posters to the class and put them up for display. Teacher s note: A Google image search should provide photographs and cartoons the students can use for their posters. 2. Mapping the Exchange District Students use a base map of Winnipeg to map the Exchange District. The map should include: An outline of the border of the district in a contrasting colour Label the historic buildings in the area see Historic Places website In another contrasting colour mark the route of your tour of the area and the buildings you stopped at Teacher s note: Students can use a base map from one of the many online mapping programs such as Google maps. Using the satellite or hybrid maps will include buildings on site. They also allow students to zoom into an area such as the Exchange District. The City of Winnipeg website ( ca/ppd/historic/historic_exchange.stm) provides a map outline of the Exchange District for you. 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 95

103 2.9 Walker Theatre On February 18, 1907, the lights dimmed, the crowd settled and the curtain rose on the first of many live performances at the newly built Walker Theatre. Named after owner Corliss Powers Walker, the theatre was perhaps the finest of the many establishments that sprang up to provide entertainment to the growing population in Winnipeg. With his New York connections, Walker was able to bring a dazzling array of top entertainers, plays, ballets, operas and musicals to Winnipeg. But Walker also allowed the theatre s use for some of the most important political meetings of the early 20 th century. While the New York entertainment was memorable, it was the social and political events held here that had lasting impact. On January 28, 1914, Nellie McClung and others, including Walker s wife and daughter, mounted the Mock Parliament, a key event in women winning the right to vote. The Mock Parliament satirized the anti-suffragist views of male politicians. Two years later in 1916, Manitoba was the first province to grant women the right to vote. On Sunday, December 22, 1918, a political meeting of the Winnipeg Trade Council and the fledgling Socialist Party of Canada took place at the Walker Theatre. This was one of the mass meetings of Winnipeg workers leading up the 1919 Winnipeg General Strike. An interior view of the Walker Theatre, 1907: Archives of Manitoba, N13272 The Walker Theatre was designed by Montreal architect Howard C. Stone. Fashioned after theatres in Chicago, the auditorium features a magnificent vaulted ceiling, a huge stage framed by an impressive proscenium arch, side loges and two balconies (see the Architectural Styles PowerPoint on this CD for terms). The top balcony, reached by a separate exterior side entrance, is steeply raked and furnished with wooden benches. The Gods, as they were commonly referred to, provided inexpensive seating a policy of Corliss Walker to make cultural performances available to all levels of society. Postcard of the Walker on Princess Street: Stan Milosevic With the advent of motion pictures and a depressed economy, the Walker Theatre closed in It reopened in 1945 as a movie theatre and operated until Since 1991 the Walker has again been used for live performances. Now known, as the Burton Cummings Theatre, it has been recognized as a municipal, provincial and federal heritage site. Page 96 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

104 More About the Walker Theatre To find out more about the Walker Theatre check the following resources. Canada s Historic Places: www. historicplaces.ca/visit-visite/affichagedisplay.aspx?id=5265 and www. historicplaces.ca/visit-visite/affichagedisplay.aspx?id=5261 and www. historicplaces.ca/visit-visite/affichagedisplay.aspx?id=7747 Manitoba Provincial Heritage Site No 61, Walker Theatre: prov/p061.html Heritage Winnipeg: com/historic_buildingstheatres.htm and vignettes/vignettes_129w.htm The Canadian Encyclopedia: www. canadianencyclopedia.ca/index.cfm?pgn m=tce&params=a1arta and cfm?pgnm=tce&params=a1arta and com/index.cfm?pgnm=tce&params=u1 ARTU Parks Canada: fcdv-wwv/itm2-/index_e.asp and www. pc.gc.ca/canada/proj/fcdv-wwv/itm3-/ index_e.asp and Manitoba Historical Society: mb.ca/docs/mb_history/43/theatrehistory. shtml CBC: story/2006/12/07/burt-100.html Contact Information Burton Cummings Theatre: 364 Smith Street Winnipeg MB, R3B 2H2 Phone: (204) Fax: (204) Unfortunately the theatre does not provide tours but if you are on a field trip to the Exchange District you might phone that day and see if they can accommodate your students by allowing them into the main theatre area. If they are putting up or taking down a show they will not be able to let you inside. Also, because it is a public theatre you might encourage your students to think about the history of the place when they are at the theatre for an event. As an alternative under field trip activities we have proposed a virtual tour activity for the students Curriculum Connections Grade 4: 4-KL-025 Describe places of historic, cultural, or environmental significance in Manitoba 4-KH-033 Relate stories of people and events that shaped Manitoba 4-KH-035 Describe ways in which life in Manitoba has changed over time Grade 6: 6-KH-037 Describe changing roles for women in Canada from 1914 to KP-046 Describe the struggle for and identify individuals involved in women s suffrage in Manitoba and Canada. 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 97

105 2.9.3 Walker Theatre Activities Grade 4 Grade 4: Pre-Trip Activities 1. Walker to Cummings (Copy Page Gr4) Have you ever been to the Burton Cummings Theatre? Is yes, please describe it. When was the Walker Theatre built? 1906 Teacher s Key Walker to Cummings The Walker Theatre is now called the Burton Cummings Theatre. At one time it was also called the Odeon Theatre. Answer the following questions about the theatre located in downtown Winnipeg. Who was the Walker Theatre named after? Who was that person and what did he do to shape Manitoba? What historic events happened at the Walker Theatre? When did the theatre change its name to the Burton Cummings Theatre? Why did it become the Burton Cummings Theatre? Who is Burton Cummings and why is he famous? How has the theatre changed over time? Owner Corliss Powers Walker See listed above Mock Parliament, meeting to organize the Winnipeg General Strike, many outstanding top entertainers on the continent at the time 2002 In 2002, it was renamed the Burton Cummings Theatre for the Performing Arts, in exchange for an agreement that Cummings would perform for free at five benefit concerts to raise funds for the theatre s restoration Burton Cummings. Singer, pianist, songwriter, born Winnipeg, December 31, He studied piano as a boy and sang tenor roles in Gilbert and Sullivan productions at high school. He joined the Guess Who, serving as its leader, singer and pianist Cummings wrote or co-wrote with Randy Bachman most of the band s biggest hits e.g., These Eyes, Laughing, and American Woman. The Guess Who are credited with laying the foundation for Canadian successes in the music industry. After serving for nearly 30 years as a centre for cultural activity and political debates, the Walker Theatre was used as a cinema from 1945 to It reopened in 1991 as a home for performing arts. There was a significant change in a desegregation of the theatre where seating is no longer based on class. Page 98 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

106 2. Place of Significance In small groups, students research and give a class presentation on one of the following topics as it relates to the Walker/Burton Cummings Theatre: Owner Corliss Powers Walker Nellie McClung and the Mock Parliament Winnipeg General Strike Burton Cummings Vaudeville Silent films The Exchange District Students should give an overview of the topic and then tell their classmates how it relates to the theatre. Teacher s Note: This information will begin the research for the Virtual Tour. Grade 4: Field Trip Activities 1. Virtual Tour of the Theatre As a class project, have the students recreate the Walker Theatre then provide a tour of it. To recreate the theatre, start with a web search for photographs of the theatre. You might also contact the theatre and see if it is possible for you and a few students to go and take photographs of it. You can recreate the theatre on a variety of scales. It can be a small tabletop model or several large murals of the outside, entrance and main theatre area. You can use the photographs found online to draw the murals. Or you can print them to a consistent scale and use them to create your tabletop model. Another alternative is to use the photos to create a slide show backdrop, then have students walk in and out of the slides to provide the tour. The slide show allows you to Loge: Manitoba Historic Resources focus in on details you might want to point out in your tour, such as architectural details. Once the model or murals or slide show have been created, you can create the guided tour. A few students could be responsible for delivering the tour but the entire class can be responsible for researching and writing the tour commentary. Your tour should start on the outside of the building, where they provide a brief introduction to the history of the theatre. Then move inside to the foyer. Here you can cover any number of topics, the architecture, who might have attended here and what shows they might have come to see. Then move into the theatre itself. Again, here you can focus on any number of things, the architecture, shows, historic events that took place here, people who attended, etc. You can find out details about the architecture on the Historic Places website. 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 99

107 Your tour might even involve characters from the past making an appearance during the tour: Owner Corliss Powers Walker Montreal architect, Howard C. Stone Nellie McClung and others, including Walker s wife and daughter, who mounted the Mock Parliament The Winnipeg Trade Council and Winnipeg workers meeting as a lead up the 1919 Winnipeg General Strike Burton Cummings If you find this activity to be successful you might provide a tour for the entire school or parents. Grade 4: Post-Trip Activities 1. What I Like About the Walker Either write a story or poem, or draw a picture of what you like the most about the Walker Theatre. Present your story, poem or picture to the class. 2. If I Owned the Theatre (Copy Page Gr4) Imagine if you owned the Walker/Burton Cummings Theatre, then answer the following questions. If I Owned the Theatre I would name it I would bring in these shows I would tell people about its history by I would protect its historic architecture by I would invite my friends here to I would also Page 100 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

108 Grade 6 Grade 6: Pre-Trip Activities 1. Suffragist In groups, research and prepare a PowerPoint presentation on the Suffragists. Include in your presentation: Who were the suffragists and during what time were they active? What does the word suffrage mean? What were the suffragists trying to do? Why were they doing this? Who were some of the famous Manitoban and Canadian suffragists? Include pictures and a brief biography for each. How did women s roles change in Canada between 1914 and 1945? Include political cartoons of the time relating to women getting the vote. Groups present their presentations to the class. 2. Mock Parliament (Copy Page Gr6) January 27, 1914, a delegation of women and men approached the Manitoba premier, Sir Rodmond Roblin, with their demand for women s suffrage the right to vote in a political election. Roblin scolded them and sent them away. The next day, January 28, 1914, the members of the Political Equality League staged a satirical play called A Women s Parliament at the Walker Theatre. It played to a sold-out audience. The play reversed the roles of men and women in a hilarious parody of the previous day s event with the premier. Nellie McClung plays the part of Premier R. Roblin. Flaws in the premier s arguments were made fun of, as a delegation of men approached an all-women s parliament lobbying for votes for men. On January 28, 1916, some Manitoba women won the right to vote and run in provincial elections. This right did not extend to include First Nations and many immigrant women. It took much longer for all First Nations women to receive those rights that did not occur until the 1960s. Banner celebrating the 1914 Mock Parliament at the Walker: Parks Canada 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 101

109 Use a variety of sources to research the Mock Parliament and answer the following questions. Describe the Mock Parliament held in Winnipeg January 28, Where was it held? Who participated in the Mock Parliament? Mock Parliament What were the participants trying to do? Was the use of humour a good way to address a social problem? Where the participants successful in their goal? To what extent? What other social leaders have used creative, peaceful methods to address social injustice? Grade 6: Field Trip Activities 1. Virtual Tour of the Theatre As a class project, have the students recreate the Walker Theatre, then provide a tour of it. To recreate the theatre, start with a web search for photographs of the theatre. You might also contact the theatre and see if it is possible for you and a few students to go and take photographs of it. You can recreate the theatre on a variety of scales. It can be a small tabletop model or several large murals of the outside, entrance and main theatre area. You can use the photographs found online to draw the murals. Or you can print them to a consistent scale and use them to create your tabletop model. Another alternative is to use the photos to create a slide show backdrop, then have students come in and out the slides to provide the tour. The slide show allows you to focus in on details you might want to show in your tour, such as architectural details. Once the model or murals or slide show have been created, you can create the guided tour. A few students could be responsible for delivering the tour but the entire class can be responsible for researching and writing the tour commentary. Walker stage: City of Winnipeg Your tour should start on the outside of the building, where they provide a brief introduction to the history of the theatre. Then move inside to the foyer. Here you can cover any number of topics, the architecture, who might have attended and what shows they might have come to see. Then move into the theatre itself. Again, here you can focus on any number of things the architecture, shows, historic events that took place here, people who Page 102 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

110 attended, etc. You can find out details about the architecture on the Historic Places website. Your tour might even involve characters from the past making an appearance during the tour: Nellie McClung and others who mounted the Mock Parliament Manitoba Premier Sir Rodmond Roblin Owner Corliss Powers Walker Montreal architect Howard C. Stone The Winnipeg Trade Council and Winnipeg workers meeting as a lead-up to the 1919 Winnipeg General Strike Burton Cummings If you find this activity to be successful you might provide a tour for the entire school or parents. Grade 6: Post-Trip Activities 1. My Favourite Suffragist Create a poster of your favourite Manitoban suffragist who participated in the Mock Parliament. On your poster include the following: A picture of her A biography where and when she was born, what she did for employment, did she have children, where did she live, when did she die What did she do in the suffragist movement? What was her role in the Mock Parliament? What were some of her accomplishments in life? Cora Hind, well known suffragist: Archives of Manitoba Students display their posters and provide the class with a brief talk on their favourite Manitoban suffragist. Try the Canadian Encyclopedia website below. 2. Harriet Walker Using a variety of sources and the website www. thecanadianencyclopedia.com/index.cfm?pg Nm=TCE&Params=A1ARTA , write a brief biography of Harriet Walker, the wife of the owner of the Walker Theatre. Along with your biography, reflect on why Harriet might have participated in the Mock Parliament and what skills she would have brought to that event. 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 103

111 2.10 St. Boniface Cathedral During the early years of the Red River Settlement, life was anything but settled. Disputes between the Hudson s Bay Company and the North West Company escalated and in 1816, at the Battle of Seven Oaks, 21 settlers and Governor Semple were killed. Needing to diffuse the tension, Lord Selkirk requested the Bishop of Quebec send a missionary to the settlement. Selkirk hoped the clergy would have a calming and stabilizing influence within the tense settlement. In July 1818, the first of the Catholic missionaries, Fathers Joseph-Norbert Provencher, Sévère Dumoulin and Guillaume Edge, arrived to establish the first permanent mission west of the Great Lakes. In 1817, in anticipation of developing a Catholic Mission, Lord Selkirk set aside land on the east side of the Red River between the Seine and Red rivers. It was on these lands near the banks of the Red River that Father Provencher built the first church. It was a small log chapel that he dedicated to Saint Boniface, the English missionary monk who spread the Catholic faith among the Germanic tribes in the eighth century. This was the first of six churches to be built in this location. While all of the churches were important to the community, it is the fifth, a magnificent cathedral, which stands out as truly significant. Designed by the Montreal architectural firm of Marchand and Haskell the cathedral built in was the best example of French Romanesque architecture in Manitoba. Unfortunately, it was destroyed by fire on July 22, The present cathedral, designed by renowned Franco-Manitoban architect Etienne Gaboury, was built in 1972 within the ruins of the 1908 cathedral, incorporating the surviving sacristy, front façade and walls. The tombs of six bishops, including Provencher and Taché, St. Boniface Cathedral today: Stan Milosevic lie within the crypt of St. Boniface Cathedral. Louis Riel and many other prominent members of the French and Métis community are buried in the cemetery. The Saint Boniface mission served the Red River Settlement but also became the heart of Roman Catholic missionary activity in Western and Northern Canada. St. Boniface Cathedral continues to serve the Parish of St. Boniface. The site has been recognized for its historic and architectural significance and remains an important landmark within Winnipeg. St. Boniface R.C. cathedral - Red River Settlement. Drawn by W. Napier It was built by the Right Revd Joseph-Norbert Provencher, 1st R.C. Bishop of Red River, burnt down in 1860: Library and Archives Canada, Acc. No More about St. Boniface Cathedral To find out more about the St. Boniface Cathedral check the following resources. Canada s Historic Places: do a general search for the St. Boniface Cathedral on the website Manitoba Provincial Heritage Site No 80, St. Boniface Cathedral: chc/hrb/prov/p080.html Venite: Page 104 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

112 Heritage Winnipeg: heritagewinnipeg.com/vignettes/ vignettes_134b.htm Archiseek: architects/g/gaboury_etienne.html Contact Information Basilica of St. Boniface Archdiocese of Saint-Boniface 190, avenue de la Cathédrale Saint-Boniface, MB Canada R2H 0H7 Phone: (204) Fax: (204) The St. Boniface Cathedral is a summer time stage and the cemetery headstones a backdrop for performances of Historical Theatre in the Cemetery. A joint project of the St. Boniface Cathedral Parish and the Riel Tourism Bureau, In Riel s Footsteps is an educational and dramatic look at the history of Manitoba and Western Canada. The performances, available in both English and French, bring to life the historical figures buried on the site including Louis Riel, Father Joseph-Norbert Provencher and James McKay. Presented by actors in period costumes, the 45-minute guided tour focuses on the experiences of the province s Francophone and Métis settlers. The St. Boniface Cathedral and cemetery is a provincial heritage site in the heart of Winnipeg s French Quarter. There are 6,000 graves in the cemetery, but only a few hundred headstones. Through programming such as the Historical Theatre in the Cemetery, visitors are able to learn more about the historical significance of this landmark, and those who rest here. School Program: St. Boniface Cathedral and the Cemetery Le Musée de Saint-Boniface Museum 494 Taché Avenue Saint-Boniface, Manitoba R2H 2B2 Phone: (204) Fax: (204) Length: 1½ hours Cost: adults $6.00 students $5.00 seniors $5.00 children under 6, accompanied by an adult free Additional donations are always welcome. The tour begins in the Museum, with the exhibit A Beacon on the Red which tells the story of the cathedrals in St. Boniface. Your guide will then lead you to the ruins of the cathedral that burned down in In walking around the cemetery, visitors will see the graves of early St. Boniface residents and those of Louis Riel and other famous people - let your imaginations bring them to life! For further information, please contact Le Musée de Saint-Boniface Museum at (204) or at info@ msbm.mb.ca. Cemetery Tours: Venite website 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 105

113 Curriculum Connections Grade 4: 4-KL KI KI-012 Describe places of historic, cultural or environmental significance in Manitoba Give examples of the contributions of diverse ethnic and cultural communities to the history of Manitoba Give examples of francophone contributions to the history of Manitoba Grade 6: 6-KH-027 Identify individuals and events connected with Manitoba s entry into Confederation. 6-KH-027F Identify the roles of Father Noël-Joseph Ritchot and Archbishop Alexandre-Antonin Taché in Manitoba s entry into Confederation. 6-KH-028 Identify causes, events, individuals, and consequences of the 1885 Resistance 4-KH KH-035 Relate stories of people and events that shaped Manitoba Give examples of the impact of interactions between First Peoples and European traders and settlers J. Patacz, Grade 4 Page 106 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

114 St. Boniface Cathedral Activities Grade 4 Grade 4: Pre-Trip Activities 1. The St. Boniface Churches Using a variety of sources, create a timeline for the various churches that sat on the site of today s St. Boniface Cathedral. In your timeline include the date of construction and what happened to it. If possible include a picture of each of the churches. 2. Rising from the Ashes (Copy Page Gr4) The present St. Boniface cathedral was built in 1972 within the ruins of the 1908 cathedral. Find the answers to the following questions. St. Boniface Cathedral c. 1909: Archives of Manitoba Teacher s Key Rising from the Ashes Who build the St. Boniface Cathedral in 1908? What happened to that cathedral and when? Who designed the present cathedral in 1972 that replaced the one built in 1908? What other buildings and structures has this architect designed? How has he contributed to the history of Manitoba? Montreal architectural firm of Marchand and Haskell It was destroyed by fire on July 22, 1968 Franco-Manitoban architect Etienne Gaboury He has completed more than 300 projects in Canada and around the world. The Canadian embassy in Mexico, the technical college in Abidjan, the Nelson House school in northern Manitoba, as well as several prominent buildings in Winnipeg: the Mint, St. Boniface Cathedral, Église du Précieux-Sang, the Esplanade Riel and Provencher Bridge are among his most important works. Others are the Norway House School and the St. Boniface University College Student Centre. Gaboury is a world-renowned architect. 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 107

115 Grade 4: Field Trip Activities Teachers ideally you can combine a field trip to St. Boniface Cathedral with one to Le Musée de Saint-Boniface Museum. See Historic Places Volume I for activities associated with the museum. which tells the story of the cathedrals in St. Boniface. The guide will then lead you to the ruins of the cathedral, then a walk around the cemetery where you will see the graves of early St. Boniface residents and those of Louis Riel and other famous Manitobans. 1. St. Boniface Cathedral and the Cemetery Arrange for a tour of St. Boniface Cathedral and Cemetery with Le Musée de Saint- Boniface Museum. The tour begins in the Museum, with the exhibit A Beacon on the Red St. Boniface Cathedral Cemetery tombstone: Venite website 2. At the Graveside Take I (Copy Page Gr4) While on your tour of the St. Boniface Cathedral Cemetery, students should keep a record of some of the many famous people buried in the cemetery. Note any information about the person on the sheet you will find out more about them later. If time allows have the students make one or two gravestone rubbings of those people they would like to find out more about. For this activity you will need several lightweight sheets of paper and pieces of graphite or charcoal. At the Graveside Name of person Why were they special? Page 108 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

116 Grade 4: Post-Trip Activities 1. At the Graveside Take II After your field trip, choose two of the people whose graves you saw at the St. Boniface Cathedral Cemetery that you would like to find out more about. See how much information you can find out about them and create a poster for both of them. You should include: Their name, date of birth and death Their cultural background Where they lived What they did that might have been special A picture if you can find one The gravestone rubbing if you made one Students should hang their posters about the classroom, each taking a few minutes to tell the story about the people they chose to remember. 2. Calming the Waters During the early years of the Red River Settlement, life was anything but settled. Disputes between the Hudson s Bay Company and the North West Company escalated and in 1816, at the Battle of Seven Oaks, 21 settlers and Governor Semple were killed. Needing to diffuse the tension, Lord Selkirk requested the Bishop of Quebec send a missionary to the settlement. Selkirk hoped the clergy would have a calming and stabilizing influence within the tense settlement. In July 1818, the first of the Catholic missionaries, Fathers Joseph-Norbert Provencher, Sévère Dumoulin and Guillaume Edge, arrived to establish the first permanent mission west of the Great Lakes. Have a class discussion about the calming effects the church might have had on the tense situation in the Red River Settlement after the Battle of Seven Oaks, which pitted the Métis against Scottish Selkirk Settlers (see Volume I Battle of Seven Oaks). Ask the students what roles (education, belief system, peacekeeping, teaching values such as tolerance and charity, etc.) a church, synagogue or mosque might play in a community and how it can influence its members. Some questions might be: Why do people go to church, synagogue or mosque? What can we learn there? Why kind of values are taught there? Does the church, synagogue or mosque play a role in guiding the community? Did the Catholic missionaries, Fathers Joseph-Norbert Provencher, Sévère Dumoulin and Guillaume Edge, help the Red River Settlement? How? 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 109

117 Grade 6 Grade 6: Pre-Trip Activities 1. Who s the Man (Copy Page Gr6) Students choose to research either Father Noël- Joseph Ritchot or Archbishop Alexandre-Antonin Taché, and then answer the following questions. Who s the Man Father Noël-Joseph Ritchot or Archbishop Alexandre-Antonin Taché Who was he? (When did he live, what did he do, where did he come from?) What was he doing in Manitoba? What was his tie to the St. Boniface Catholic Church? Why was he important what did he accomplish? What role did he play in Manitoba s entry into Confederation? Where is he buried? Why should we remember him? 2. Father Provencher During the early years of the Red River Settlement, life was anything but settled. Disputes between the Hudson s Bay Company and the North West Company escalated and in 1816, at the Battle of Seven Oaks, 21 settlers and Governor Semple were killed. Needing to diffuse the tension, Lord Selkirk requested the Bishop of Quebec send a missionary to the settlement. Selkirk hoped the clergy would have a calming and stabilizing influence within the tense settlement. In July 1818, the first of the Catholic missionaries, Fathers Joseph-Norbert Provencher, Sévère Dumoulin and Guillaume Edge, arrived to establish the first permanent mission west of the Great Lakes. In 1817, in anticipation of developing a Catholic Mission, Lord Selkirk set aside land on the east side of the Red River between the Seine and Red rivers. It was on these lands near the banks of the Red River that Father Provencher built the first church. It was a small log chapel. Bishop Provencher: public domain Have students create a timeline of the life of Father/Bishop Provencher with the significant events in his life. Page 110 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

118 Grade 6: Field Trip Activities 1. St. Boniface Cathedral and the Cemetery Arrange for a tour of St. Boniface Cathedral and Cemetery with Le Musée de Saint-Boniface Museum. The tour begins in the Museum, with the exhibit A Beacon on the Red which tells the story of the cathedrals in St. Boniface. The guide will then lead you to the ruins of the cathedral, then a walk around the cemetery where you will see the graves of early St. Boniface residents and those of Louis Riel and other famous Manitobans. 2. Who Is Buried Here? Some of those buried in the St. Boniface Cathedral and Cemetery played an important role in Manitoba s entry into Confederation and later the 1885 Resistance at Batoche, in what would become Saskatchewan. Listen to the guide on your tour and see how many leaders of these events you can identify who are buried here. Keep a list of their names. If you have a camera take a photograph of their gravesites. Back in the classroom students can use the Venite website to learn more about those buried in the cemetery. 3. Poem of the Bells After your tour of the cathedral and cemetery, find a quiet place to sit with the students. Have them imagine what life might have been like here on the edge of the Red River in the mid- 1800s while you read them the poem written by John Greenleaf Whittier in the summer of 1859 called The Red River Voyageur. Whittier ( ) Early St. Boniface Cathedral: Glenbow Archives NA was an American Quaker and poet. In his poem he writes of the bells of the first stone cathedral build by Provencher in The Red River Voyageur Out and in the river is winding The links of its long, red chain, Through belts of dusky pine-land And gusty leagues of plain. Only, at times, a smoke-wreath With the drifting cloud-rack joins, The smoke of the hunting-lodges Of the wild Assiniboines. Drearily blows the north-wind From the land of ice and snow; The eyes that look are weary, And heavy the hands that row. And with one foot on the water, And one upon the shore, The Angel of Shadow gives warning That day shall be no more. Is it the clang of wild-geese? Is it the Indian s yell, That lends to the voice of the north-wind The tones of a far-off bell? The voyageur smiles as he listens To the sound that grows apace; Well he knows the vesper ringing Of the bells of St. Boniface. The bells of the Roman Mission, That call from their turrets twain, To the boatman on the river, To the hunter on the plain! Even so in our mortal journey The bitter north-winds blow, And thus upon life s Red River Our hearts, as oarsmen, row. And when the Angel of Shadow Rests his feet on wave and shore, And our eyes grow dim with watching And our hearts faint at the oar, Happy is he who heareth The signal of his release In the bells of the Holy City, The chimes of eternal peace! John Greenleaf Whittier - Summer of Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 111

119 Grade 6: Post-Trip Activities 1. The Story in Pictures Using the Venite website create a pictorial timeline of the St. Boniface Catholic Church. Students should include major events of the church, including the dates of the buildings and their destruction and illustrations of its various forms. Be sure to include proper credit for use of the illustrations. The timeline should also include who was responsible for the building. 2. Role of the Church Have a class discussion about the effects the church might have had on the Red River Settlement during the turbulent times of 1869 to 1871 when Manitoba was entering Confederation. Ask the students what roles (education, belief system, teaching values such as tolerance, etc.) a church, synagogue or mosque might play in a community and how it can influence its members. Some questions might be: Why do people go to church, synagogue or mosque? What can we learn there? Why kind of values are taught there? Does the church, synagogue or mosque play a role in guiding the community? Did the Catholic Church play an important role in the Red River Settlement as Manitoba was entering Confederation, during the turbulent times of ? How? What role would the church have played when Louis Riel s body was returned here after his execution in Regina? K. Concalve, Grade 6 Page 112 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

120 2.11 St. Andrews Lock and Dam The Lister Rapids, once located on the Red River near Lockport, had always been an obstacle to water travel. The rapids were not navigable by canoe, York boat or the big steamboats. All cargo being shipped between Lake Winnipeg and Winnipeg had to be offloaded at one end of the rapids, portaged to the other end by backbreaking work or later by ox cart, and then loaded onto another boat. To attempt the rapids meant sure loss of cargo, boat and life. In 1896 attempts were made to dredge the rapids so that deep draught boats would be able to travel between Lake Winnipeg and Winnipeg during normal summer water levels. After these attempts failed consideration was given to building a lock and dam system. The result was the construction of the St. Andrews Lock and Dam, formally known as St. Andrews Caméré Dam and Lock. It was not a simple solution. The destructive and unpredictable spring thaw of the Red River made the type of dam design critical it had to allow for ice floes. The potential for causing an ice jam during the spring thaw and serious flooding upstream was too great a threat with conventional designs. Canadian engineer H.E. Vautelet successfully adapted a dam style originally designed by the French engineer M. Caméré. It is called a curtain dam because rolling wooden curtains (like window blinds) drop down the 15 movable steel frames between each set of concrete piers. Electrically St. Andrews curtain dam: Public Works Canada powered, this style of dam could be rolled up or down to adjust water levels for safe navigation and to control river levels during the spring thaw. The dam could raise the water in the river as much as 6.6 metres to flood the rapids for safe navigation. The Canadian government constructed the dam, lock and associated mechanical buildings, completing it in It was hard work to construct the dam. Men with picks, shovels, wheelbarrows and teams of horses did the work and were paid 15 to 25 cents an hour. It was dangerous work too; several men lost their lives building the dam. Sir Wilfrid Laurier officially declared the dam and lock open on July 14, It cost 3.5 million dollars to build. The bridge for traffic on top of the dam was completed in Construction of lock and dam: Public Works Canada The St. Andrews Caméré Dam and Lock is an amazing engineering achievement. It is the largest curtain dam ever constructed and possibly the last surviving example in the world. It is an example of engineering designed to work with nature and accommodate natural processes. The significance of this engineering work has been formally recognized by the Canadian Society for Civil Engineering and by the federal government as a National Historic Site. 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 113

121 More about St. Andrews Caméré Curtain Dam To find out more about St. Andrews Caméré Curtain Dam check the following resources. Canada s Historic Places: do a general search for St. Andrews Lock and Dam on the website Public Works and Government Services Canada: RM of St. Clements: com/history_damn.htm Manitoba Parks and Natural Areas: mb.ca/conservation/parks/popular_parks/ lockport/index.html Contact Information St. Andrews Lock and Dam Superintendent Public Works and Government Services Canada Phone: (204) If you call Public Works the superintendent at the lock and dam maybe able to talk to the class from the fenced area on the west side, if the schedule allows for it, but they do not provide organized tours of the dam. The park interpreters at Lockport Provincial Heritage Park on the northeast side of the dam can also provide a presentation on the dam. There is no charge to enter this park or for the program. For a self-guided visit to the lock and dam: You can start your visit to St. Andrews Lock and Dam at either side. On the southwest side, across from the original Skinners restaurant, is a large park where you can look at the upstream end of the dam and see the curtains. Then from the park you can walk north to the other side of the dam and take the stairs down to see the lock as well as have a close look at the dam. On the northeast side of the dam is the little Lockport Provincial Heritage Park and Kenosewun Museum and Interpretive Centre (see Historic Places Volume I). From the grounds of this park you can see the downstream side of the dam, along with pelicans and fishing boats. Inside the museum are archival photographs of the dam. Lockport Provincial Park is located 20 kilometres north of Winnipeg on PTH 44. For more information, contact the park interpreters at (204) (May-September). Visit in spring to see the dam fully open and the spring waters pounding through the gates. In June you might see the tugboat and crane barge removing debris from the south side of the dam. To get the full effect of the size of this dam you can walk over the top from one side to the other Curriculum Connections Grade 4: 4-KL-025 Describe places of historic, cultural or environmental significance in Manitoba Fishing at Lockport: Travel Manitoba Kenosewun Visitor Centre and Museum Park interpreters (May-September) Phone: (204) Grade 6: 6-KE-057 Give examples of the impact of technological development on life in Canada from 1914 to 1945 Page 114 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

122 St. Andrews Caméré Curtain Dam Activities Grade 4 Grade 4: Pre-Trip Activities 1. What I Know About St. Andrews Lock and Dam (Copy Page Gr4) Prior to beginning the activities for the St. Andrews Lock and Dam, have the students complete the first two questions now, then the last question after their field trip. St. Andrews Lock postcard: Manitoba Historic Resources What I know about St. Andrews Lock and Dam St. Andrews Lock and Dam What I want to know What I learned about St. Andrews Lock and Dam on the field trip 2. SALD is a National Historic Site St. Andrews Lock and Dam (SALD) is a National Historic Site. Working in groups, have the students prepare presentations about SALD and why it is a National Historic Site. They should include photographs in their presentations. Grade 4: Field Trip Activities 1. Visit the Dam Arrange to visit St. Andrews Lock and Dam with a presentation by either the superintendent of the site or the park interpreters at Kenosewun. Be sure to have the students ask the superintendent or interpreter the questions they had prepared for What I want to know. Or as an alternative you can lead the students on your own tour of the area from either park as discussed above under Contact Information. 2. What a Vision On your field trip bring sketching materials for students to create pictures of the lock and dam. From either the park on the southwest corner or Lockport Provincial Heritage Park on the northeast corner of the dam, students can recreate their vision of the dam. The picture can be of the past when men and horses were building it, Sir Wilfrid Laurier opening it in 1910, or it can be a picture of what the dam looks like today. Back in the classroom have the students share their pictures with a classmate and tell them what it is about and why they chose that vision to draw. If students have brought cameras they can take photographs of the site that can be used to create the postcards when they return to the classroom. 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 115

123 Grade 4: Post-Trip Activities 1. Wishing You Were Here Have the students create a postcard (15 cm by 11 cm) for the St. Andrews Lock and Dam. On one side there should be a photograph or illustration. (The websites listed at the beginning of this unit have some good photographs the students can use.) On the other side there should be a brief explanation of the picture and space for a mailing address on one half and room to write a message on the other half. Students display their postcards around the classroom and tell their classmates about their cards. Afterwards they should mail their postcards to a friend or as a thank you to the people at St. Andrews Lock and Dam or Kenosewun if they provided a presentation to the class. You can put all the postcards in one envelope or mail them individually. The mailing addresses are: St. Andrews Lock and Dam Public Works and Government Services 628 Main Street, Box 386 Selkirk, MB R1A 2B3 Or Kenosewun Interpretive Centre Manitoba Conservation #1 Keystone Drive Selkirk, MB R1A 2H5 2. What I Learned Have students complete the last question of What I Know About St. Andrews Lock and Dam answering the question about what they learned about the lock and dam on their field trip. They can share their results with the class. Grade 6 Grade 6: Pre-Trip Activities 1. State of Construction The Canadian government completed construction of the St. Andrews Lock and Dam and associated mechanical buildings in It was hard work to construct the dam. Men with picks, shovels, wheelbarrows and teams of horses did the work and were paid 15 to 25 cents an hour. It was dangerous work too; several men lost their lives building the dam. Sir Wilfrid Laurier officially declared the dam and lock open on July 14, It cost $3.5 million to build. The bridge for traffic on top of the dam was completed in Construction of St. Andrews dam: Public Works Canada St. Andrews Lock postcard: Manitoba Historic Resources In groups, have students research construction techniques at the turn of the last century. They should prepare a report on the state of construction in the early 1900s, including building of the St. Andrews Lock and Dam. In their report they should include: Page 116 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

124 What type of machinery was in use How were materials transported How was heavy material moved and put into place Where did materials like steel and concrete come from and what was their cost compared to today s cost Where did the expertise to build large structures like the dam come from What was the wage of the typical labourer at the time What were the working conditions like Compare the cost of building the St. Andrews Lock and Dam to building a dam today. (Be sure students understand that this is not an electricity-producing dam, but one that controls water level only. The cost was $3.5 million in 1910 dollars; have them convert that to today s dollar.) Students might use pictures and diagrams to explain their information. Teacher s Note: A good source of information is the RM of St. Clements website www. rmofstclements.com/history_damn.htm. Construction crew: Public Works Canada M.G. Leyson, Grade 6 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 117

125 2. Why Build It (Copy Page Gr6) Students use a variety of sources to answer the following questions. Teacher s Key Why Build It What existed along the Red River in the area of Lockport, before the St. Andrews Lock and Dam was built, that prevented navigation? Who wanted the dam built and why? How would the dam help? Who opened the dam and when? How is the dam structure unique? Explain how the curtains work. What was built on the east side of the dam to help fish and why? In 1992 Public Works and Government Services Canada rehabilitated the structure. What did they do? Why is this a National Historic Site? A very treacherous set of rapids from here upstream, south to St. Andrews Church In the late 1880s Winnipeg lobbied to improve navigation on the Red River. The Red to Lake Winnipeg was a very important transportation route at the time and navigation was prevented because of the rapids. It was built to flood Lister Rapids to a depth of 2.74 m (9 feet) to allow passage of deep draught vessels. It was officially opened by Prime Minister Sir Wilfrid Laurier in It is a unique style dam using movable curtains consisting of narrow horizontal strips of wood hinged together, which are raised or lowered to control water flows. Invented by French engineer M. Caméré, this type of dam was popular in western Europe in the late 19 th century. Each of the 89 curtains is 4 m long and 2.1 m wide and consists of 50 individually sized Douglas fir laths held together with brass hinges and pins. They work like window blinds. During the navigation season the curtains are individually rolled up to increase flow, or rolled down to restrict flow, depending on daily water flow rates in the river. A fish ladder, incorporated into the east side of the dam, allows fish to migrate around the structure. Major work was completed on the bridge, piers, fixed and movable sections: The lift span over the lock was replaced with a new thru-truss fixed span. The roadway over the dam was reconstructed and a new sidewalk poured. Steel frames were rebuilt and a metallic coating was applied to all the structural steel components. New lighting was installed. The dam has been designated a National Historic Site by the federal government and a National Engineering Historic Site by the Canadian Society of Civil Engineering because of its unique and impressive engineering. Page 118 HISTORIC PLACES OF THE RED RIVER VOLUME II 2 Historic Places Field Trips

126 Grade 6: Field Trip Activities 1. Visit the Dam Arrange to visit St. Andrews Lock and Dam with a presentation by either the superintendent of the site or the park interpreters at Kenosewun. Or as an alternative you can lead the students on your own tour of the area from either park as discussed above under Contact Information. 2. Drawing the Curtains Ask students to bring binoculars on the field trip so they can get a close look at the unique structure of the dam. Working from the upstream or south side is preferable as you get a better look at the curtains if they are in use. In groups, students make sketches of the different components of the dam and how they operate. Each sketch can be done individually; the purpose is to have a close look at the individual parts and how they work or were constructed. Look at: concrete piers steel frames that hold the curtains hung from the steel trusses curtains lock bridge over the top of the dam any machinery that is working around the dam if you are on the northeast side, include the fish ladder An alternative to providing the sketches of the different components is to take photographs if students have a camera with a zoom lens. Grade 6: Post-Trip Activities 1. Working with Nature The St. Andrews curtain dam was designed to work with nature and accommodate the nature of the Red River. Write a report on how Rolling down curtains: Public Works Canada it does this and provide explanations of the process. Use diagrams and/or illustrations to help explain. Teacher s note: The students should include: The dam allows for ice floes to pass through in spring preventing ice jams that would cause upstream flooding. The water levels can be adjusted the dam allows for natural flow when natural flow is necessary, during summer high water events or during spring freshet. The fish ladder helps migrating fish move upstream past the dam. Water going over the dam churns and aerates the water as would the original set of rapids. Fish like the oxygenated water and are therefore attracted to it, and they attract pelicans and other fish-feeding birds and animals. 2. Impact of Change In groups, students prepare a presentation on the impact of the development of the St. Andrews Lock and Dam. What were its benefits and what were its drawbacks, both then and now? Their analysis should include social, economic and environmental perspectives. After group presentations, have a discussion with students about the impact of technological development in Canada overall, in the early 1900s. 2 Historic Places Field Trips HISTORIC PLACES OF THE RED RIVER VOLUME II Page 119

127 3.0 Before Your Field Trips: Additional Activities 3.1 Historic Places Students, regardless of grade, can use the Historic Places website to search for historic places in Manitoba and across Canada. Searches can be done by province, topic such as fur trade, or building type such as churches. Encourage your students to use the site to find out about topics they are studying in both Manitoba and in other provinces. For example, what fur trade forts are located in Saskatchewan, and how are they similar or different from the ones here? Canada s Historic Places website can be found at www. historicplaces.ca. Searching the website for Canada s Historic Places ( can add a whole other dimension to students appreciation of this site. Searching the website is fun and easy. First you ll need to go to the Explore Historic Places section and click on Canadian Register of Historic Places. Options that follow include Search or Search the Register, which are the best places to start. Drop-down menus for three options ( Province/Territory, Field of Interest and Type of Building ) will take you to any number of interesting places. For example, if you start with Province/Territory of Manitoba, then Field of Interest of Education, then Type of Building as Oneroom School, you will find a fascinating range of designated buildings throughout Manitoba. You can even search other provinces and territories and compare Manitoba s one-room schools with buildings in far away places. 1. Why Protect Historic Places On the Historic Places website you will find a section called Why Protect Historic Places. There are six reasons provided with explanations for each. Have your students chose one of the six headings and summarize it in their own words then present it to the class. This activity would be valuable at the beginning of the term as it will give them a good understanding of Historic Places before they begin to study and visit them. 2. How Do We Protect Historic Places? Using the Historic Places website, explore the section on Standards and Guidelines. There you will find information on the principles. Read about the four principles and create a poster that describes them. Page 120 HISTORIC PLACES OF THE RED RIVER VOLUME II 3 Before Your Field Trip

128 3. It s All in the Standards (Copy Pages 3.1) Using the Historic Places website, answer the following questions from the Standards section. Teacher s Key Historic Places: It s All in the Standards Standards are the fundamental principles of conservation applicable to all types of heritage resources, including what four types? To conserve the heritage value of a historic place, you should not remove, replace or substantially alter what? To conserve heritage value you adopt an approach called what? Each historic place is a physical record of what? How should we maintain character-defining elements on an ongoing basis? How should we create any new additions? How should we replace missing features when restoring a historic place? Archaeological sites, landscapes, buildings or engineering works Character-defining elements Minimal intervention Its time, place and use Repair character-defining elements by reinforcing their materials using recognized conservation methods Maintain the essential form and integrity of a historic place Restore with new features whose forms, materials and detailing are based on sufficient physical, documentary and/or oral evidence about what the original was like 3.2 A Trip Down River Road For a full day outing with the students that combines physical exercise with a tour of historic sites we recommend a field trip along River Road, by bike. River Road has a wealth of historic places in a 13-km stretch, starting at the south end across from Larters at St. Andrews Golf Course and Country Club and ending at Lower Fort Garry. In between you can stop at seven other sites, making the bike trip a leisurely ride between stops, complete with washrooms and picnic grounds. 3 Before Your Field Trip HISTORIC PLACES OF THE RED RIVER VOLUME II Page 121

129 Newly created interpretive signs are found at each of the nine stops. The signs tell the story of a Métis family walking from their home beside the Red River to the Stone Fort (Lower Fort Garry) in the year Along the way you experience the life and times of the family as they stop in to visit friends or watch the York boats race on the river. In addition to the family story, you will find signs that talk about the historic Red River types of transportation, the river lot system, people who lived beside it and lots more. The nine stops are: The Entrance Park across from the golf course (Lot 39) The fishing and picnic site (Lot 165) wheelchair accessible Scott House (Lot 266) a Provincial Heritage Site Twin Oaks (Lot 292) a National Historic Site, but currently a private residence St. Andrew s Church and Rectory a National Historic Site Captain Kennedy House (Lot 411) a Provincial Heritage Site The Quarry Marsh Site St. Andrews Lock and Dam picnic area (across from the original Skinner s) a National Historic Site Lower Fort Garry a National Historic Site There is a large turn-off for buses at the first stop where you can be dropped off. You can arrange for the bus to pick you up at Lower Fort Garry where there is another large parking area that can accommodate buses. Or you might choose to end the trip at Lockport, saving Lower Fort Garry for another day. On the southwest side of the dam is a park across from the original Skinner s restaurant, where there is a large parking area that can accommodate buses. Most of the other sites can accommodate a bus, including the halfway point at St. Andrew s Church and Rectory. The speed limit on River Road is only 50 km/h and traffic is minimal. If you would prefer to use a bus instead of biking, parking areas for most locations can accommodate a school bus. The field trip along River Road will immerse your students in the history of the Manitoba that is so richly provided along this 13 kilometre stretch of the Red River. Page 122 HISTORIC PLACES OF THE RED RIVER VOLUME II 3 Before Your Field Trip

130 3.3 More Activities (Copy Pages 3.1) Try these websites for related activities: Do you know a historic place that is important to your community? On the Historic Places website you will find a step-by-step process to nominate your local historic place. Go to Get a Place Recognized then Manitoba on the website or click here ca/protect-proteger/rec-mb_e.aspx and just follow the steps. This is a great class project for students who would like to nominate a historic place in their community. Exploration: The Fur Trade & Hudson s Bay Company Teachers Resources www. canadiana.org/hbc/education/intro_e.html Observing Historical Images: Go to the Time Links website at timelinks.merlin.mb.ca/imageref/imageref. htm and do a search for immigration photographs. Choose one image that shows immigrants to Manitoba print it and then answer the following questions. The Time Links website has many archival photographs on a variety of topics so this activity could be adopted to fur trade, immigration, transportation, etc. Photo source, Date (insert photo here) Describe the people in the photograph and what they appear to be doing. Describe the background of the picture. What buildings or construction can you see? What is the focal point or main point of interest in this photograph? Invent a new title for the photograph. What questions do you have about this photo? What does this photograph tell you about life at this time? What do you think the people are thinking about? 3 Before Your Field Trip HISTORIC PLACES OF THE RED RIVER VOLUME II Page 123

131 4.0 Copy Pages: Blackline Masters Page 124 HISTORIC PLACES OF THE RED RIVER VOLUME II 4 Copy Pages: Blackline Masters

132 2. Understanding Treaty One (Copy Pages Gr6) TREATY 1 BETWEEN HER MAJESTY THE QUEEN AND THE CHIPPEWA AND CREE INDIANS OF MANITOBA AND COUNTRY ADJACENT WITH ADHESIONS TRANSCRIBED FROM: EDMOND CLOUTIER, C.M.G., O.A., D.S.P. QUEEN S PRINTER AND CONTROLLER OF STATIONERY OTTAWA, Treaty No. 1 ARTICLES OF A TREATY made and concluded this third day of August in the year of Our Lord one thousand eight hundred and seventy-one, between Her Most Gracious Majesty the Queen of Great Britain and Ireland by Her Commissioner, Wemyss M. Simpson, Esquire, of the one part, and the Chippewa and Swampy Cree Tribes of Indians, inhabitants of the country within the limits hereinafter defined and described, by their Chiefs chosen and named as hereinafter mentioned, of the other part. Whereas all the Indians inhabiting the said country have pursuant to an appointment made by the said Commissioner, been convened at a meeting at the Stone Fort, otherwise called Lower Fort Garry, to deliberate upon certain matters of interest to Her Most Gracious Majesty, of the one part, and to the said Indians of the other, and whereas the said Indians have been notified and informed by Her Majesty s said Commissioner that it is the desire of Her Majesty to open up to settlement and immigration a tract of country bounded and described as hereinafter mentioned, and to obtain the consent thereto of her Indian subjects inhabiting the said tract, and to make a treaty and arrangements with them so that there may be peace and good will between them and Her Majesty, and that they may know and be assured of what allowance they are to count upon and receive year by year from Her Majesty s bounty and benevolence. And whereas the Indians of the said tract, duly convened in council as aforesaid, and being requested by Her Majesty s said Commissioner to name certain Chiefs and Headmen who should be authorized on their behalf to conduct such negotiations and sign any treaty to be founded thereon, and to become responsible to Her Majesty for the faithful performance by their respective bands of such obligations as should be assumed by them, the said Indians have thereupon named the following persons for that purpose, that is to say: Mis-koo-kenew or Red Eagle (Henry Prince), Ka-ke-ka-penais, or Bird for ever, Na-sha-kepenais, or Flying down bird, Na-na-wa-nanaw, or Centre of Bird s Tail, Ke-we-tayash, or Flying round, Wa-ko-wush, or Whip-poorwill, Oo-za-we-kwun, or Yellow Quill, - and thereupon in open council the different bands have presented their respective Chiefs to His Excellency the Lieutenant Governor of the Province of Manitoba and of the North-West 4 Copy Pages: Blackline Masters HISTORIC PLACES OF THE RED RIVER VOLUME II Page 125

133 Territory being present at such council, and to the said Commissioner, as the Chiefs and Headman for the purposes aforesaid of the respective bands of Indians inhabiting the said district hereinafter described; and whereas the said Lieutenant Governor and the said Commissioner then and there received and acknowledged the persons so presented as Chiefs and Headmen for the purpose aforesaid; and whereas the said Commissioner has proceeded to negotiate a treaty with the said Indians, and the same has finally been agreed upon and concluded as follows, that is to say: The Chippewa and Swampy Cree Tribes of Indians and all other the Indians inhabiting the district hereinafter described and defined do hereby cede, release, surrender and yield up to Her Majesty the Queen and successors forever all the lands included within the following limits, that is to say: Beginning at the international boundary line near its junction with the Lake of the Woods, at a point due north from the centre of Roseau Lake; thence to run due north to the centre of Roseau Lake; thence northward to the centre of White Mouth Lake, otherwise called White Mud Lake; thence by the middle of the lake and the middle of the river issuing therefrom to the mouth thereof in Winnipeg River; thence by the Winnipeg River to its mouth; thence westwardly, including all the islands near the south end of the lake, across the lake to the mouth of Drunken River; thence westwardly to a point on Lake Manitoba half way between Oak Point and the mouth of Swan Creek; thence across Lake Manitoba in a line due west to its western shore; thence in a straight line to the crossing of the rapids on the Assiniboine; thence due south to the international boundary line; and thence eastwardly by the said line to the place of beginning. To have and to hold the same to Her said Majesty the Queen and Her successors for ever; and Her Majesty the Queen hereby agrees and undertakes to lay aside and reserve for the sole and exclusive use of the Indians the following tracts of land, that is to say: For the use of the Indians belonging to the band of which Henry Prince, otherwise called Mis-koo-ke-new is the Chief, so much of land on both sides of the Red River, beginning at the south line of St. Peter s Parish, as will furnish one hundred and sixty acres for each family of five, or in that proportion for larger or smaller families; and for the use of the Indians of whom Na-sha-ke-penais, Na-nawa-nanaw, Ke-we-tayash and Wa-ko-wush are the Chiefs, so much land on the Roseau River as will furnish one hundred and sixty acres for each family of five, or in that proportion for larger or smaller families, beginning from the mouth of the river; and for the use of the Indians of which Ka-ke-ka-penais is the Chief, so much land on the Winnipeg River above Fort Alexander as will furnish one hundred and sixty acres for each family of five, or in that proportion for larger or smaller families, beginning at a distance of a mile or thereabout above the Fort; and for the use of the Indians of whom Oo-za-we-kwun is Chief, so much land on the south and east side of the Assiniboine, about twenty miles above the Portage, as will furnish one hundred and sixty acres for each family of five, or in that proportion for larger or smaller families, reserving also a further tract enclosing said reserve to comprise an equivalent to twenty-five square miles of equal breadth, to be laid out round the reserve, it being understood, however, that if, at the date of the execution of this treaty, there are any settlers within the bounds of any lands reserved by any band, Her Majesty reserves the right to deal with such settlers as She shall deem just, so as not to diminish the extent of land allotted to the Indians. And with a view to show the satisfaction of Her Majesty with the behaviour and good conduct of Her Indians parties to this treaty, She hereby, through Her Commissioner, makes them a Page 126 HISTORIC PLACES OF THE RED RIVER VOLUME II 4 Copy Pages: Blackline Masters

134 present of three dollars for each Indian man, woman and child belonging to the bands here represented. And further, Her Majesty agrees to maintain a school on each reserve hereby made whenever the Indians of the reserve should desire it. Within the boundary of Indian reserves, until otherwise enacted by the proper legislative authority, no intoxicating liquor shall be allowed to be introduced or sold, and all laws now in force or hereafter to be enacted to preserve Her Majesty s Indian subjects inhabiting the reserves or living elsewhere from the evil influence of the use of intoxicating liquors shall be strictly enforced. Her Majesty s Commissioner shall, as soon as possible after the execution of this treaty, cause to be taken an accurate census of all the Indians inhabiting the district above described, distributing them in families, and shall in every year ensuing the date hereof, at some period during the month of July in each year, to be duly notified to the Indians and at or near their respective reserves, pay to each Indian family of five persons the sum of fifteen dollars Canadian currency, or in like proportion for a larger or smaller family, such payment to be made in such articles as the Indians shall require of blankets, clothing, prints (assorted colours), twine or traps, at the current cost price in Montreal, or otherwise, if Her Majesty shall deem the same desirable in the interests of Her Indian people, in cash. And the undersigned Chiefs do hereby bind and pledge themselves and their people strictly to observe this treaty and to maintain perpetual peace between themselves and Her Majesty s white subjects, and not to interfere with the property or in any way molest the persons of Her Majesty s white or other subjects. IN WITNESS WHEREOF, Her Majesty s said Commissioner and the said Indian Chiefs have hereunto subscribed and set their hand and seal at Lower Fort Garry, this day and year herein first above named. Signed, sealed and delivered in the presence of, the same having been first read and explained: ADAMS G. ARCHIBALD, Lieut.-Gov. of Man. and N.W. Territories. JAMES McKAY, P.L.C. A. G. IRVINE, Major ABRAHAM COWLEY, DONALD GUNN, M.L.C. THOMAS HOWARD, P.S. HENRY COCHRANE, JAMES McARRISTER, HUGH McARRISTER, E. ALICE ARCHIBALD, HENRI BOUTHILLIER. WEMYSS M. SIMPSON, [L.S.] Indian Commissioner MIS-KOO-KEE-NEW, or RED EAGLE (HENRY PRINCE) KA-KE-KA-PENAIS (or BIRD FOR EVER), WILLIAM PENNEFATHER NA-SHA-KE-PENNAIS, or FLYING DOWN BIRD NA-HA-WA-NANAN, or CENTRE OF BIRD S TAIL KE-WE-TAY-ASH, or FLYINGROUND WA-KO-WUSH, or WHIP-POOR-WILL OO-ZA-WE-KWUN, or YELLOW QUILL 4 Copy Pages: Blackline Masters HISTORIC PLACES OF THE RED RIVER VOLUME II Page 127

135 Memorandum of things outside of the Treaty, which were promised at the Treaty at the Lower Fort, signed the third day of August, A.D For each Chief who signed the treaty, a dress distinguishing him as Chief. For braves and for councillors of each Chief a dress; it being supposed that the braves and councillors will be two for each Chief. For each Chief, except Yellow Quill, a buggy. For the braves and councillors of each Chief, except Yellow Quill, a buggy. In lieu of a yoke of oxen for each reserve, a bull for each, and a cow for each Chief; a boar for each reserve and a sow for each Chief, and a male and female of each kind of animal raised by farmers, these when the Indians are prepared to receive them. A plough and a harrow for each settler cultivating the ground. These animals and their issue to be for the use of the Indians, under the superintendence and control of the Indian Commissioner. The buggies to be the property of the Indians to whom they are given. The above contains an inventory of the terms concluded with the Indians. government property, but to be allowed Signing Treaty 1: Archives of Manitoba, Events 243, 1871 Page 128 HISTORIC PLACES OF THE RED RIVER VOLUME II 4 Copy Pages: Blackline Masters

136 2. Search for the Treaty (Copy Pages Gr6) While on your field trip to Lower Fort Garry see what evidence you can find of the signing of Treaty One. If possible, take a photograph of all the evidence you find and include it in your report. Be sure to look for plaques, signs, exhibits and artifacts, or characters that tell you about the Treaty. Search for the Treaty Evidence I found: What it tells me about Treaty One: 4 Copy Pages: Blackline Masters HISTORIC PLACES OF THE RED RIVER VOLUME II Page 129

137 3. NWMP Peacekeepers (Copy Page Gr6) Using the Royal Canadian Mounted Police ( or North West Mounted Police Museum ( websites or other sources, answer the following questions. NWMP Peacekeepers Which Prime Minister of Canada created the North West Mounted Police? What year did he create the police force by passing an Act of Parliament? Why did he create the NWMP? What event occurred at Cypress Hills that hurried up the formation of the NWMP? What were the NWMP s first objectives? How much were the NWMP paid? How many NWMP arrived at Lower Fort Garry, also called the Stone Fort, in October 1873? What did they do while at Lower Fort Garry? When did they leave Lower Fort Garry and where did they go? Page 130 HISTORIC PLACES OF THE RED RIVER VOLUME II 4 Copy Pages: Blackline Masters

138 1. Fort Dufferin Shaping Manitoba (Copy Pages Gr4) Using a variety of resources, research the different events and how they have shaped Manitoba. Use the W-5 chart to record your answers. Then choose one of the events to share with your classmates. Fort Dufferin Shaping Manitoba Who? What? Where? When? Why? How? International Boundary Commission North West Mounted Police Immigration Sheds Fort Dufferin: Archives of Manitoba, Fort Dufferin Tent with telescope to measure location of stars to mark international boundary: North West Mounted Police at Ft Dufferin: Archives of Manitoba, North West Mounted Police #2 4 Copy Pages: Blackline Masters HISTORIC PLACES OF THE RED RIVER VOLUME II Page 131

139 3. Fort Dufferin Journey s End (Copy Pages Gr4) Fort Dufferin Journey s End How many countries did the Mennonites travel through to get to Fort Dufferin? What types of transportation did they use on their long journey? What language did the Mennonites speak and why? Why did the Mennonites come to Canada? Mennonites village along the Post Road: Archives of Manitoba, Mennonites 65 2 Page 132 HISTORIC PLACES OF THE RED RIVER VOLUME II 4 Copy Pages: Blackline Masters

140 1. Come to Canada! (Copy Pages Gr6) Fort Dufferin was used as an immigration station from 1875 to Some 18,655 people were processed through Fort Dufferin as an entry point to Western Canada. It was similar to Pier 21 in Halifax but on a smaller scale. At Fort Dufferin they received their papers before moving out onto the Prairies to become farmers, merchants, and any number of other useful occupations. The Canadian government was particularly interested in recruiting farmers to develop the West as the breadbasket for eastern industry. List the various strategies the government used to recruit farmers to Western Canada from Europe. Come to Canada! Strategy 1 Strategy 2 Strategy 3 Strategy 4 Strategy 5 4 Copy Pages: Blackline Masters HISTORIC PLACES OF THE RED RIVER VOLUME II Page 133

141 2. Manitoba s Mennonites (Copy Pages Gr6) The Canadian government purchased Fort Dufferin in May 1875 to receive, accommodate and process increasing number of immigrants coming into Manitoba by the Red River. The former North American Boundary Commission buildings were opened to house the new province s first large group migration the six to eight thousand Mennonites from Russia who arrived and settled in Manitoba between 1874 and The Manitoba Free Press reported on July 15, 1875: The International [steamboat] is expected to land 500 Mennonites today at the Dufferin barracks, which are now in charge of the Emigration Department. No emigrant sheds in the north-west surpass these barracks in accommodations. Using a variety of print and web sources find the answer to the following questions. Manitoba s Mennonites Why did the Mennonites emigrate from Russia to Manitoba? Was the journey to Manitoba difficult? Where did they stay when they first arrived? Where did the Mennonites settle in Manitoba? What challenges did the Mennonite face when arriving in Manitoba? Page 134 HISTORIC PLACES OF THE RED RIVER VOLUME II 4 Copy Pages: Blackline Masters

142 2. Welcome to Fort Dufferin (Copy Pages Gr6) At Stop 8 along the Points West Trail you will learn a bit about what it was like to be a pioneer coming to a new land. On the way back to the picnic area think about what it would have been like here in the late 1870s. What would you have seen? What would you have done for fun? Where would you have played? Would you have had any chores to do and what would they have been? Back at the picnic site break into groups of three. Each group should think about the following and report back to the class with your ideas in 20 minutes. Welcome to Fort Dufferin If you were immigrating to Canada with your family in 1875 what would you bring with you? You have to carry it yourself in a suitcase about the size of a backpack. What would be the hardest thing about leaving home to come here? What would be the best thing about coming to Manitoba? What would you like the most about your journey here? What part of the journey here would you not like? What would you do for fun at Fort Dufferin while you waited for your parents to get their papers and you could leave for your new farm? 4 Copy Pages: Blackline Masters HISTORIC PLACES OF THE RED RIVER VOLUME II Page 135

143 2. The West Reserve (Copy Page Gr4) The West Reserve was the second grant of land given to the Mennonites who immigrated to Manitoba. Use the West Reserve map, created in the late 1800s, and compare it to a current highway map of the area in south-central Manitoba. How many of the towns on the original map are still on the highway map of Manitoba? Check those still found on today s map. Why do you think some of these villages no longer exist? Altbergthal Altona Blumenfeld Blumenhof Blumengart Blumenort Blumstein Burwalde Chortitz Ebenfeld Edenberg Eichenfeld Friedensruh Gnadenfeld Gnadenthal Gretna Grunfeld Grunthal Halbstadt Haskett Heuboden Hochfeld Hochstadt Hoffnungsfeld Horndean Kleefeld Kronsthal Lichtfeld Morden Mountain City Neubergthal Neueinlage Neuenburg Neuendorf Neuhoffnung Neuhorst Neureinland Osterwick Plum Coulee Reinfeld Reinland Reinthal Rosenfeld Rosengart Rosenort Rosenthal Rudnerweide Schanzenfeld Schondorf Schonfeld Schonhorst Schonthal Schonwiese Silberfeld Sommerfeld Waldheim Winkler Page 136 HISTORIC PLACES OF THE RED RIVER VOLUME II 4 Copy Pages: Blackline Masters

144 3. Interview at Neubergthal (Copy Page Gr4) While visiting Neubergthal and its interpretive centre, ask to interview a staff person at the centre or a person you meet while there, then report back to the class about the interview. You can ask the following questions or make up your own questions that can be approved by the teacher. Questions should include who, what, when, where, why. Interview at Neubergthal What is your name? Do you live in Neubergthal? If yes, for how long? If not, where do you live? What do you do here? Are you part of the first families that settled here? Where did your ancestors come from? What is it like to live in a National Historic Site? Why is this an important historic place? What is your favourite Mennonite food? Why? What should students like me remember about Neubergthal? 4 Copy Pages: Blackline Masters HISTORIC PLACES OF THE RED RIVER VOLUME II Page 137

145 3. The Housebarn (Copy Pages Gr6) After your tour of the housebarn, complete the following: The Housebarn Describe a housebarn. Why were the house and barn constructed together? What are the advantages of combining the two buildings? What are the disadvantages of combining the two buildings? List some of the unique architectural features of the house, e.g. carved posts. List some of the unique architectural features of the barn, e.g. ribbon windows. What is your favourite thing about the housebarn? On the back on this page sketch the housebarn. Page 138 HISTORIC PLACES OF THE RED RIVER VOLUME II 4 Copy Pages: Blackline Masters

146 1. Métis of Manitoba (Copy Page Gr4) Using a variety of print or online sources answer the following questions about the Métis. You can use the Virtual Museum of Métis History and Culture website as one resource. Métis of Manitoba What great cultures, joined in marriage, resulted in the creation of the Métis? What unique language do the Métis speak? What is the unique belt Métis wear called? Is there any other clothing unique to Métis? What are some of the foods the Métis eat? Who were some of the early Métis leaders? What was one of the great accomplishments of the Métis? 4 Copy Pages: Blackline Masters HISTORIC PLACES OF THE RED RIVER VOLUME II Page 139

147 3. Riel s Contribution (Copy Page Gr4) Using a variety of sources complete the following about Louis Riel s contribution to Manitoba. Riel s Contribution Who? Louis Riel [ ] What? Where? When? Why? How? Page 140 HISTORIC PLACES OF THE RED RIVER VOLUME II 4 Copy Pages: Blackline Masters

148 1. Métis Shaping Manitoba (Copy Page Gr4) Using information gathered on your field trip along with print or electronic resources, research the Métis people to find their contributions to Manitoba. Record their contributions on the chart. Métis Shaping Manitoba Métis Community Time period: Contributions: Significance: Evidence in today s society: 4 Copy Pages: Blackline Masters HISTORIC PLACES OF THE RED RIVER VOLUME II Page 141

149 2. Riel House is Important Because (Copy Page Gr4) After your field trip complete the following. Use point form to answer the questions Riel House is Important Because What I learned at Riel House: Why is Riel House important? Historic Places are important because: Why should we save historic places? What I would tell my parents about Riel House: Page 142 HISTORIC PLACES OF THE RED RIVER VOLUME II 4 Copy Pages: Blackline Masters

150 1. Fight for Rights (Copy Page Gr6) Using a variety of resources, both print and online, create a point form summary of the events of in the Red River Settlement and 1885 in Batoche. Fight for Rights: Two Events Two Results in the Red River Settlement 1885 in Batoche What events took place leading up to Riel and the Métis taking over Fort Garry? What events took place leading up to Riel and the Métis fighting at Batoche? Was anyone hurt and if so who? Was anyone hurt and if so who? What was the outcome? What was the outcome? Did the Métis benefit how or how not? Did the Métis benefit how or how not? 4 Copy Pages: Blackline Masters HISTORIC PLACES OF THE RED RIVER VOLUME II Page 143

151 1. Riel: Manitoba Becomes a Province (Copy Page Gr6) Complete the following after your visit to Riel House. What role did Louis Riel play in Manitoba becoming a full province and entry into Confederation? Riel: Manitoba Becomes a Province Name: Louis Riel Background Information Values and Beliefs Decisions Made Actions Taken Results Importance of Louis Riel Personal Comments or Impressions Sources Consulted (3) Page 144 HISTORIC PLACES OF THE RED RIVER VOLUME II 4 Copy Pages: Blackline Masters

152 2. Favourite Artifact (Copy Page Gr4) On your tour of the houses at St. Norbert Provincial Heritage Park, watch for an artifact or historic object that they think is interesting. When you find something you like, ask the guide what it is and what it was used for. If you have a digital camera take a picture of it or make a quick sketch. After the tour, complete the following. Favourite Artifact at St. Norbert Provincial Heritage Park Describe your favourite historic object (artifact) and attach a picture if you have one or sketch it Why do you like this artifact? What was it used for? Is something else used for that purpose today? If so, what? What does it tell you about how things have changed over time? 4 Copy Pages: Blackline Masters HISTORIC PLACES OF THE RED RIVER VOLUME II Page 145

153 2. Three Houses (Copy Page Gr5) Research the three houses located at St. Norbert Provincial Heritage Park Delorme, Turenne or Bohémier. Use the Manitoba Parks website (St. Norbert Park) or other sources. Then answer the following questions. Three Houses at St. Norbert For each of the three houses at St. Norbert Park, identify where the owners came from before they lived in St. Norbert. Delorme: Turenne: Bohémier: What does this tell us about the cultural diversity of St. Norbert? Why did the Roman Catholic Church recruit Frenchspeaking people to live in St. Norbert? For each of the families, were they involved in the fur trade or bison hunt, agriculture or both? Delorme: Turenne: Bohémier: Bohémier House (Stan Milosevic) Turenne House (Manitoba Historic Resources) Delorme House (Manitoba Historic Resources) Page 146 HISTORIC PLACES OF THE RED RIVER VOLUME II 4 Copy Pages: Blackline Masters

154 2. Bohémier House Take II (Copy Page Gr6) Bohémier s farmhouse was moved south a few kilometres to St. Norbert Provincial Heritage Park in the 1970s. Here it was restored and refurnished with items obtained from family members. It was opened to the public in Bohémier House recreates the lifestyle of the family from 1906 to Your tour of the park will include a tour of the Bohémier family home. After your tour of Bohémier House, answer the following questions. What did you like the most about the house? Bohémier House Take II What was your favourite thing or historic object/artifact in the house? What did you learn on your tour of the house and looking at the historic objects/artifacts? If that were your house, how would you feel about people going through it on tours? How would you want them to treat your house and things? Why is it important to have a chance to visit historic places on school field trips? How can we show respect to historic places and objects? 4 Copy Pages: Blackline Masters HISTORIC PLACES OF THE RED RIVER VOLUME II Page 147

155 1. Railway Recruiting (Copy Page Gr6) Do an image search online to find a variety of immigration recruitment posters created by the Canadian Pacific Railway, from the late 1800s and early 1900s. Choose your favourite poster and analyze it for content, answering the following questions. Railway Recruiting Attach an immigration recruitment posters created by the Canadian Pacific Railway, from the late 1800s and early 1900s, to the back of this page. Describe the poster: What is the main message of the poster? What is in the foreground of the poster? What is in the background of the poster? Who is the target of this poster? Who is it designed to recruit to Canada? What questions do you have about the poster? If you were a poor farmer looking for a new life would this poster appeal to you? Why? Is the information on the poster accurate? What do you like about this poster? What don t you like about this poster? Why did the CPR want to recruit immigrants to Western Canada? Page 148 HISTORIC PLACES OF THE RED RIVER VOLUME II 4 Copy Pages: Blackline Masters

156 2. Canadian Pacific Railway Station (Copy Page Gr6) In 1905, Winnipeg was booming. It was the fastest growing city in North America and was called the Gateway to the West. Thousands of people were arriving in the city daily at the Canadian Pacific Railway station, coming mostly from eastern Canada and far away Europe. All were hoping to take advantage of the opportunities the Canadian West had to offer. There were fortunes to be made and new homesteads to settle. The Canadian Pacific Railway (CPR) was important to the development of the West. It connected the country from coast to coast, and provided a fast, reliable form of transportation for moving goods, food and people. The railway opened the West by bringing immigrants in and the food and goods they produced, on the farms and in the factories, out to the east. The CPR station in Winnipeg was built in , during the greatest period of growth in the history of the CPR. The station was intended to be a monument to the company s success and to impress those who walked through its doors. The impressive, ornate design was also intended to highlight the prosperity of Winnipeg. The luxurious ornamentation and design is carried from the exterior through to the grand floor of the station. Immigrants used separate doors that led to the basement of the depot, which was less spacious and more plainly finished. This was the fourth railway station constructed by Canadian Pacific Railway in Winnipeg. It was built as part of a huge three-part complex, which included the luxurious Royal Alexandra Hotel, the station and an administrative wing arranged in a U-shaped configuration. The station was expanded in 1915 to include six additional main railway lines, elevation of the rail line bed, a larger second-class waiting room and baggage handling facilities. This building continued to operate as a railway station until After your visit to the CPR station, write a description of the building. You can also use the Historic Places website as a resource (www. historicplaces.ca). You may want to include small sketches of different parts of the building you made on your tour to illustrate your points. Be sure to include the following in your description: Describe the outside of the entrance to the station and what makes it impressive. How big is the building? Is it bigger than your school? How many storeys tall is it? What is it made out of? What do some of the stone decorations on the front of the building look like? What does the front of the building remind you of? Now describe the inside of the building what does it look like, what materials were used to build it? How does the inside of the building make you feel? Why would they make it like that? What is your favourite part of the inside of the CPR station? This historic building is an example of something called Beaux-Arts design. What does that mean? How long did it take to build the station and was it expensive? What was the reason for building an impressive railway station like the CPR station in Winnipeg? 4 Copy Pages: Blackline Masters HISTORIC PLACES OF THE RED RIVER VOLUME II Page 149

157 1. The Exchange District What I Know (Copy Page Gr4) Answer the first two questions before your field trip to the Exchange District and the last question after the field trip. What I know about the Exchange District The Exchange District What I want to know What I learned about the Exchange District Page 150 HISTORIC PLACES OF THE RED RIVER VOLUME II 4 Copy Pages: Blackline Masters

158 1. Walker to Cummings (Copy Page Gr4) The Walker Theatre is now called the Burton Cummings Theatre. At one time it was also called the Odeon Theatre. Answer the following questions about the theatre located in downtown Winnipeg. Walker to Cummings Have you ever been to the Burton Cummings Theatre? Is yes, please describe it. When was the Walker Theatre built? Who was the Walker Theatre named after? Who was that person and what did he do to shape Manitoba? What historic events happened at the Walker Theatre? When did the theatre change its name to the Burton Cummings Theatre? Why did it become the Burton Cummings Theatre? Who is Burton Cummings and why is he famous? How has the theatre changed over time? 4 Copy Pages: Blackline Masters HISTORIC PLACES OF THE RED RIVER VOLUME II Page 151

159 2. If I Owned the Theatre (Copy Page Gr4) Imagine if you owned the Walker/Burton Cummings Theatre, then answer the following questions. If I Owned the Theatre I would name it I would bring in these shows I would tell people about its history by I would protect its historic architecture by I would invite my friends here to I would also Page 152 HISTORIC PLACES OF THE RED RIVER VOLUME II 4 Copy Pages: Blackline Masters

160 2. Mock Parliament (Copy Page Gr6) Use a variety of sources to research the Mock Parliament and answer the following questions. Describe the Mock Parliament held in Winnipeg January 28, Mock Parliament Where was it held? Who participated in the Mock Parliament? What were the participants trying to do? Was the use of humour a good way to address a social problem? Were the participants successful in their goal? To what extent? What other social leaders have used creative, peaceful methods to address social injustice? 4 Copy Pages: Blackline Masters HISTORIC PLACES OF THE RED RIVER VOLUME II Page 153

161 2. Rising from the Ashes (Copy Page Gr4) The present St. Boniface cathedral was built in 1972 within the ruins of the 1908 cathedral. Find the answers to the following questions. Who build the St. Boniface Cathedral in 1908? Rising from the Ashes What happened to that cathedral and when? Who designed the present cathedral in 1972 that replaced the one built in 1908? What other buildings and structures has this architect designed? How has he contributed to the history of Manitoba? Page 154 HISTORIC PLACES OF THE RED RIVER VOLUME II 4 Copy Pages: Blackline Masters

162 2. At the Graveside (Copy Page Gr4) While on your tour of the St. Boniface Cathedral Cemetery, keep a record of the many famous people buried in the cemetery. Note any information about the person on the sheet you will find out more about them later. Try to remember where their graves are so you can go back later and make a gravestone rubbing of one or two of your favourites. At the Graveside Name of person Why were they special? Two headstones found at St. Boniface Cathedral Cemetery: Venite websit 4 Copy Pages: Blackline Masters HISTORIC PLACES OF THE RED RIVER VOLUME II Page 155