Picturing the Past
Teacher Section
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Activity, printable version

Short Answer Questions

'Stop' 6: Montreal to Toronto

Short-Answer Questions

(See printable PDF Version to hand-out to students)

1. What does an army nurse do?

2. What does Anne say was scary?

3. What types of places did army nurses work?


1. Have students read the Women at War section of the “Learn More” link found on this site.

  • Ask them to write a paragraph discussing the many activities women were involved in during the Second World War, and what types of changes in following decades were the result of these activities

'Stop' 7: Toronto

Short-Answer Questions

(See printable PDF Version to hand-out to students)

1. Where did Mrs. MacTavish take Anne and George?

2. What was Anne’s favourite ride? George’s?

3. What new foods did George eat?

4. Why couldn’t Anne and George swim in lakes or the ocean when they lived in England?


1. Have students write a journal entry about their own experiences in amusement parks, exhibitions, national parks or any other vacation-type spot. Ask them to compare Anne and George’s experience to their own, based on pictures of the park and the children’s conversation.

'Stop' 8: Toronto to Winnipeg

Event A

Short-Answer Questions

(See printable PDF Version to hand-out to students)

1. What part of Canada does Anne tell George about?

2. What is the secret the porter tells the children?

During the Second World War, England sent German prisoners of war to Canada, where they lived in camps and preformed farm work, other jobs and cut wood until the end of the war. German soldiers were not, however, the only prisoners at these camps. Japanese and German nationals living in Canada were also detained, along with Jewish refugees from Germany whom the government thought might be a threat. Canadian citizens of Japanese origin living in British Columbia were also sent to camps far from the coastal areas.


1. For a child’s view perspective on the Japanese internment, read the book A child in prison camp by Takashima (New York, Morrow, 1974) as a class.

  • Discuss some of the parallels between the treatment of the Japanese people and the treatment of other races today.
  • Talk about racism and its detrimental impact on society as a whole.

Additional Resources

Japanese-Canadian Internment


CBC – Canada’s Forgotten PoW Camps


Event B

Short-Answer Questions

(See printable PDF Version to hand-out to students)

1. Where is Joe Cook from?

2. Why is he in Winnipeg?

3. How long was his trip?

4. What does he tell George to be careful about?

Aboriginal people in Canada joined the Canadian Armed Forces during both the First and Second World Wars and played a vital role in the military. They were denied citizenship and land rights, yet still fought for the country in its time of need. Discuss with students the contribution made by Aboriginal people to the war effort (more information is available in the “Learn More” section of the site).


1. As a class, watch the NFB film “Forgotten Warriors” (written/directed by Loretta Todd, 51 mins); following the film, have each student write a response to the information they have seen in the film and on this site.

Questions to Consider:

  • What would it have been like to be an Aboriginal soldier?
  • What would it be like to come home again?
  • What difficulties would an Aboriginal soldier face?

Additional Information

Veterans Affairs - “Native Soldiers, Foreign Battlefields”


CBC: Native veteran gets no benefits, loses status Indian designation, 1993


Senate to investigate discrimination against Native veterans, 1994


Continuing the Fight: Canada's Veterans, 2002


War Amps