Teachers’ Guide to Social Studies Lessons
Based on the Sir Sam Steele Collection

	These lessons are organized around a series of Before, During and After Activities that invite teachers to:

- introduce Sam Steele to their students prior to visiting the exhibit online or
 in person
- explore Sam Steele’s life and world with their students through the
exhibits and documents of the Sir Sam Steele Collection and other 
primary documents and secondary sources online and at the Enterprise Square Gallery, 10230 Jasper Ave., Edmonton
- engage students in additional investigation and reflection activities to 
	make connections between the curriculum outcomes, historical 
	thinking concepts, Sam Steele’s life and world, and the history of
Alberta, the prairies, the Northwest and all of Canada

A) Before Activities

1. Who are we and who was Sam Steele?

1.1 Ask students to consider who they are.  What are the different factors that help to shape who we are?  Have students brainstorm a response as a whole class or in groups using a web.  Another option is to ask students to do a think, pair, share to consider the different factors.  If you have already had this discussion with them earlier in the year, invite them to rank the different factors as to their importance.  Provide students with a blank template or after their preliminary discussion provide them with a template of the factors that you would like them to discuss.  

With older students, invite them to rank the factors from most to least important.  Ask them: how will you decide which are the most important?  
What criteria did they use in deciding which factors to put near the top of the list and which to place near the bottom?  

What factors shape who we are?

Factors	How does each shape you?

my family

my friends

where I live

my interests
& hobbies

games & sports

internet

television

language(s)

religion

school & education

	

1.2 Have students read Steele’s account of his upbringing from his memoir, Forty Years in Canada (included below).  With younger students, use a reading strategy such as echo, choral or buzz reading to help them read the passage provided.  Or with younger students, read the passage aloud and substitute appropriate vocabulary to make the story of his upbringing, education and training accessible to your students.  Consider starting a Word Wall.   Students may record these in the simple chart organizer.

What factors shaped Sam Steele when he was growing up?
Think about his family, education, interests and training, 

Rank in Importance	Factors	
his family	
	
friends	
	
where he lived		
interests
& hobbies	
	
games
& sports
		
language(s)

religion
		
school & education
		
training

		

Sam Steele’s Education and Training

Excerpts from: Sam Steele, Forty Years in Canada. (New York, 1915)  pp. 1-5, 49-51

    “I was the fourth son of Captain Elmes Steele of the Royal Navy by his second wife, Anne … MacIan Macdonald.  My father served in the navy during the days of Nelson and … for some years after Waterloo (1815). …  In 1832 my father and many other British officers … with a large number of soldiers and sailors [emigrated to Upper Canada} … and settle[d] on the vacant Crown lands. He… took up 1000 acres of land in the … county of Simcoe, cleared off the forest, built at his own expense the first Anglican Church in the township, … became the first Member of Parliament for the county, … became a magistrate and a colonel in the militia. …

   I was born on January 5, 1849 (or 1848?) at Purbrook, Medonte township, county of Simcoe, province of Ontario…. At the early age of 29 my mother died, leaving 6 children, the eldest myself, being only 11 years old, … Previous to our [ loss ] we had moved into [the town of] Orillia, … and there the older ones of the family were sent to school. My brother Dick and I went to one kept by a talented old English gentleman, Mr. Edwin Slee, whose wife taught French, but before I went there I had the benefit of my father's excellent teaching and a large stock of books, and was in … able to slip into the top class with the older boys. 

In those days every man and boy, and many girls and women, could shoot, swim, and find their way through the forests, which were then a trackless wilderness, and all men and boys could ride well. I had the benefit of all this, and in winter could skate, play any game, wrestle and box; our bouts at school were without gloves, as all boys could not afford to purchase any, and we had to do without. 	

My riding and shooting I learned (from…) my cousins in the township of Oro, Captain Hugh Clarke, then only a lad, … assisted by my cousins of the Maclan clan, who were kind comrades and teachers.  With my cousin, J. B. Clarke, now [a lawyer in] Toronto, I roamed the woods during the holidays, built boats and rafts, assisted Hugh to make gunpowder and ball, using the heavy rifle or fowling-piece as soon as we could carry them. There was nothing in the life of the backwoods pioneer that we did not know and desire to learn. 

   I was thirteen years old when my father moved into the country again, and in 1865 he died full of years, and I lived for a short time with my half-brother, John, who had a leading place in the country, and was thirty years or more my senior. An association with him was a great advantage to any lad, for he was kind and cultured, a true gentleman, admired by all who knew him. He was one of the best shots that I have known, and a good sportsman, who could shoot, run or ride, and he joined the young men and boys in their games. He used the heavy octagon barrelled rifles, with their weighty iron ramrod, and I have often known him shoot the heads off two partridges at once. On such an occasion his Highland Scotch companion used to suggest sagely to his neighbours that the Evil One must have loaded John Steele's rifle! In those days the fanners would assemble at some "corners" and shoot for geese, turkeys, and even horses and cows, at so much per shot… . 

   As a boy I shared in that sort of life, and when the Fenians began to threaten Canada, and made raids on our honest, loyal people, I joined the militia at about sixteen years of age. As I had been given a commission in Number 6 Company of the 35th Regiment, I had to qualify for the highest rank, and did so with the 2nd battalion Leicestershire Regiment, taking the best certificate going, and making one hundred per cent of marks on drills and discipline. 

   I did not remain long with that company, however, as circumstances compelled me to do better for myself, and I got employment as a clerk in the business of a Mr. Turnbull of Clarksburg, [County] Grey. While there I raised and trained the Clarksburg company of the 31st Regiment, and was asked by the leading people to take command, but I felt that I was too young and not prominent enough to take a company when there were fine men there to undertake it. I Ieft there after putting the company in good order and well organized, parting from them with much regret. I was still interested in the force, however, and made a close study of all military matters, at the same time looking well after the interests of my employers, until the disturbances of the Red River Metis under Louis Riel changed the course of my life. 

   [After serving in Manitoba in 1870 during the first Riel Rebellion with the Ontario Rifles, Sam Steele took training with the Canadian Permanent Force in artillery and gunnery in Ottawa and Kingston.] 

“I was next sent to Toronto with a strong party to be stationed in the New Fort …to put the artillery stores, guns and ammunition in order... . [T]he Toronto garrison battery came into barracks for their annual training, and I took charge of their instruction ….  The corps was excellent, and its training a great pleasure…. 		     

 We found Toronto very pleasant, but were kept busy during the spare hours.  After work I attended the Commercial College for a course in business, telegraphy, etc. and when that was concluded I returned to Kingston … [as an artillery] instructor.”  

1.3 Have students explore Continuity and Change by comparing Sam Steele’s childhood and teen years with their experiences and the experiences of older siblings, cousins, family friends or neighbours.  Use either of the 2 organizers provided below.  The first is simpler with just 2 columns; the second lists factors down the middle and asks students to identify common and different factors that influence their lives and Sam Steele’s life.

We know that electronic media and communications are very important to our students.  Students have an opportunity to explore the origin of long range communication by researching, telegraphy, the system that Sam Steele studied in college and relied on in his career.  Ask students to investigate:
a) What is telegraphy? 
b) How did it transform communications in the world and make it smaller?
c) How important was the telegraph in the building of the railway, defending
    the West and extending the power of companies and governments?
d) How does this compare with the invention of the internet in our time?

Research links:
http://www.thecanadianencyclopedia.com/articles/telegraph
http://en.wikipedia.org/wiki/Telegraphy#Electrical_telegraphs
The History of the Electric Telegraph and Telegraphy
The Beginning of Electronic Communications By Mary Bellis, About.com Guide:
inventors.about.com/od/tstartinventions/a/telegraph.htm  

Continuity and Change

Compare the factors that shape you and the ones that shaped Sam Steele

Factors that are Shaping You 	
Factors that Shaped Sam Steele 	

	

	

	

	

	

	

	

	

	

	

	

	

Continuity and Change

Compare the factors that shape you and the ones that shaped Sam Steele

Factors that are Shaping You 	
Common  and Different Factors	
Factors that Shaped 
Sam Steele 	

		

	

		

	

		

	

		

	

		

	

		

	

		

	

1.4 Explore with students how we know about the past and start the discussion of Evidence.  Ask them to brainstorm a list of sources that have survived from the past that can help us understand what had happened.  Ask them to consider the advantages and disadvantages of different sources such as letters, diaries, newspapers, photographs, and artefacts like clothes, tools, utensils, weapons, buildings, etc.  

Some Sources of Evidence from the Past in 19th Century Canada

						newspapers 
             letters
        										              diaries

paintings, pictures

Evidence from 
The Past
       Laws court cases

buildings														   tools, utensils
						clothes				weapons	  

Strengths and Weaknesses of Different 
Types of Primary Evidence

Strengths	
Types of Evidence	
Weaknesses
	
•	Depending on material of construction (e.g., brick or concrete), buildings can last a long time
•	Contain interesting symbols and markers, which can be “read” for information (e.g., “Boys” and “Girls” entrances on old school buildings, gargoyles, crests or dates above doors, etc.)	buildings &
structures	•	Depending on material of construction (e.g., wood), buildings can be easily destroyed (by fire, for example)
•	When a building’s use changes, it can be confusing or difficult to find out what its original use was, blurring the historical record.	
	
clothes		
	
diaries		
	laws and
court cases		
	
letters		
	
newspapers		
	
paintings  		
	
pictures		
	
tools		
	
utensils		
	
weapons		
	bones & skeletons		

Reflection

a) Which types of records would have survived best in Canada over the past 100 
       years? 

b) Which people would have the most records survive and who would have the
       fewest?  How could this affect their place in history?

1.5 Have students consider the problems of memory and recalling past
 events.  Ask them how well they can remember things after 
1 hour, 1 day, 1 week, 1 month, 1 year, 5 years, 10 years.

Recreating the Past

What can you remember after

1 hour ?

1 day ?

1 week ?

1 month ?

1 year ?

5 years?

Reflection

a) What things do you have or do you do to help you remember?

b) What do you think that you will be able to remember about this year in the 
	year 2060 ?

1.6 Explore what a memoir or autobiography is and consider the strengths and weaknesses of this document compared to diaries and letters. This is a significant issue in the story of Sam Steele.  When writing his memoir, Forty Years in Canada (New York, 1915; Toronto 2000) Steele did review his personal papers, pocket diaries, letters, annual reports, and other government documents. There are many letters from and to Sam Steele.  But frequently we do not have the letters sent by Steele except for some to his family members.  Of course his point of view is quite clear and he had his own biases that were common in his time.  Writing his memoir allowed Steele to put his own interpretation on events.  Hindsight did allow him to reflect on what was important and to note errors of omission and commission by different historical actors.  He appears to try and be fair with positive comments about Gabriel Dumont, Chief Crowfoot, a few criminals and many other characters from the west and north of Canada.  He did make very critical comments about some of  the gangsters, smugglers, fraudsters and murderers from all backgrounds.

Check these letters, reports & diaries from the Sir Sam Steele Collection website: - (EC 5) 2008.2.1.1.1.76 (courtship letter)
	     - EC Sam and Marie 4a) 2008.1.1.1.1.96 Marie letter to Sam 
     - (EC 6) 2008.1.2.1.3.9 Official Roll of “E” Division [Calgary 1884 ]	
    - http://steele.library.ualberta.ca/br/2008/1/1/2/5#page/4/mode/2up
       Sam Steele Pocket Diary 1890
and Sam Steele’s story of his upbringing 
from Forty Years in Canada. (New York, 1915)  

Documents	Strengths	Weaknesses
	
Letters
			
Reports
			
Diaries
			
Memoirs

1.7 Consider having students connect the 2 concepts, the factors that shape our lives and the different types of evidence, in a fun, speculative exercise that promotes historical, critical and creative thinking.

Prediction

Rank	Factors that shaped Sam Steele’s Life	How important do you think this factor was in Sam Steele becoming a Mounted Police Officer?
	
	Family’s military heritage		
	Having active older brothers & cousins		
	Learning to ride horses		
	Learning to box and wrestle		
	Learning to use & maintain a rifle		
	Receiving a good education in English & French		
	Teenage years in the militia & the Fenian scare		
	Organizing his 1st militia company		
	Joining the Red River expedition		

How could you test your predictions?  What evidence would you need and where might you find this evidence?

1.8 A more detailed way to explore Sam Steele’s background is to have students assume roles as members of Steele’s family.  Steele’s father emigrated from England to the Canadas in 1832.  He lost his 1st wife in Canada West and his 2nd wife was Sam Steele’s mother.  Her family was of Scottish background.  Relatives of both his father and mother had served in the British Army or the British Royal Navy.  Cut the list of Sam Steele’s relatives into strips and assign or have students draw for roles.  Invite students to create names for the relatives who are nameless and have all students make name tags for their character.  Have them pair up and discuss what they know about their character and create 2 questions they would like to ask Sam Steele about their character.  Have students introduce themselves or have their partner introduce them to the class.  Then have them create a line with Sam Steele in the middle with the older personalities all on 1 side and the younger personalities on the other side.  The 3 Steele children should be at the end of the line on the younger side.
If you have more than 25 students in your class, you may assign more than 1 person to the roles of Elmes, Sam, Marie, Gertrude, Flora and Harwood Steele.

This information is based on Sam Steele’s, Forty Years in Canada. (New York, 1915) and the documents in the Sir Sam Steele Collection.  Students may consult the Sir Sam Steele: The Journey of a Canadian Hero Exhibit
Timeline Text A on his life and Timeline Text B on events in general.

Ask students:
    What pattern do you notice about Sam Steele’s relatives?  

After this activity, have students respond to this question:

Reflection

How do you think that Sam Steele’s family tradition of serving in the military
may have influenced Sam Steele’s decision to serve in the North
West Mounted Police and the Canadian Army? How do you think this tradition may have influenced the decision of two of Steele’s children to serve in World War I?

Sam Steele and his Relatives

* Samuel Benfield Steele, born 5 January 1848 in Simcoe County, Canada
West, and died Putney, England, 30 January 1919

1. Father, Captain Elmes Steele, Royal Navy, emigrated to Simcoe County,
Canada West,1832; received 1000 acres became a magistrate, colonel in the militia an M.P. for Simcoe County, Canada West, born @ 1780 and died 1865

2. Great-grandfather, Captain Godfrey MacNeil, British Army

3. Great-uncle, Colonel Donald MacNeil, British Army

4. Grand-uncle, Colonel Samuel Steele, British Army

5. Uncle 1, Royal Navy		

6. Uncle 2, Royal Navy

7. Uncle 3, British Army	
8. Uncle 4, British Army		

9. Uncle 5, British Army

10. Cousin, Captain Hugh Clarke, Simcoe County	

11. Mother, Anne Macdonald Steele, married his father April 8, 1847 
      	and died in1859 at age 29 

12. Step-sister 1, Miss Steele, lived in Toronto   

13. Step-sister 2, Miss Steele, lived in Toronto

14. Oldest step-brother, Elmes Steele was a doctor who lived in England
and did not come to Canada with his father and mother in 1832-8133 

15. Older step-brother, John Steele, 30 years older than Sam, came to
Simcoe County, Ont. 1832 with their father

16. Younger brother, Richard (Dick) Steele, member of NWMP and			Steele’s Scouts 1885

19. Younger brother, Godfrey Steele, member of NWMP and Steele’s
 Scouts 1885

20. Younger brother, James Steele, member of Steele’s Scouts 1885

21. Wife, Maria Elizabeth Lotbiniere Harwood Steele, born 1851, 
married 15 January,1890, and died 1951

22. Father-in-law, Robert Harwood, M.P. and Seigneur of Lotbiniere,
Quebec, born 1826 and died in 1897

23. Daughter – Flora Macdonald Steele, born 7 December 1891 & died 1948, nurse in World War I

24. Daughter – Gertrude Alexandra Elizabeth Steele , born 2 August 1895
& died 1963

25. Son - Harwood Steele, born 5 May 1897 & died 1978, Captain in
Canadian Army in W. W. I and Colonel in British Army in W.W.II