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Eric Walters’s The Bully Boys (2000) is a work of historical fiction for young adults. It follows Tom Roberts, a young farm boy who aids and observes Lieutenant James FitzGibbon and his mercenary soldiers during the War of 1812.

Emilien Dufresne was a solider with the Royal 22e Régiment during the Second World War. He was one of 14,000 Canadian soldiers who stormed Juno Beach on 6 June 1944. Learn Dufresne’s story of being taken prisoner by the Germans, forcefully put to work in a sugar factory, and how he was liberated.

Please be advised that Memory Project primary sources may deal with personal testimony that reflect the speaker’s recollections and interpretations of events. Individual testimony does not necessarily reflect the views of the Memory Project and Historica Canada.

Lillian Elias (whose Inuvialuktun name is Panigavluk) is a teacher, language activist and a residential school Survivor (born 1943 in the Mackenzie Delta, NT). Influenced by her time at residential school, where administrators attempted to forcefully strip her of her language and culture, Elias has spent much of her life promoting and preserving her first language, Inuvialuktun (see Inuvialuit).

Roland “Rolly” Gravel served as a gunner with The Fusiliers Mont-Royal regiment during the Second World War. He was among the 6,000 troops who landed at the coastal port of Dieppe, France, on 19 August 1942. The attack was a disaster, and Gravel was taken prisoner. Learn all about the hardships Gravel faced as prisoner of war.

Please be advised that Memory Project primary sources may deal with personal testimony that reflect the speaker’s recollections and interpretations of events. Individual testimony does not necessarily reflect the views of the Memory Project and Historica Canada.

Morris Pearlman was a captain in the Royal Canadian Dental Corps during the Second World War. He served in various prisoner of war camps in Canada. Learn how Pearlman, a Jewish dental officer, set aside resentment and hostility as he treated German POWs.

Please be advised that Memory Project primary sources may deal with personal testimony that reflect the speaker’s recollections and interpretations of events. Individual testimony does not necessarily reflect the views of the Memory Project and Historica Canada.

Francis William Godon was only 19 years old when he first served with the Royal Winnipeg Rifles during the Second World War. As an anti-tank gunner, the young Métis soldier was one of 14,000 Canadians who invaded Normandy on 6 June 1944. Read and listen to Godon’s first-hand account of the horrors of that day and the important role the Allies’ victory played.

Please be advised that Memory Project primary sources may deal with personal testimony that reflect the speaker’s recollections and interpretations of events. Individual testimony does not necessarily reflect the views of the Memory Project and Historica Canada.

Although the first residential schools in Canada were established with the intention of assimilating First Nations children into Euro-Canadian culture, Métis and Inuit children were also institutionalized in such facilities. Métis children experienced similar day-to-day conditions to those of other students in residential schools, but they were often considered “outsiders” by their peers and administrators. This perception affected their experiences within these institutions in particular ways.

Murray Hyman Kirsh served in the Canadian Army during the Second World War. After his grandparents were killed by Nazis in Europe, Kirsh felt it was his duty to enlist to serve in the war. From 1942 to 1944, Kirsh served on the home front as a military officer guarding Allied prisoners of war. Listen to his story of German POWs trying to escape during his watch.

Please be advised that Memory Project primary sources may deal with personal testimony that reflect the speaker’s recollections and interpretations of events. Individual testimony does not necessarily reflect the views of the Memory Project and Historica Canada.

Historical trauma occurs when trauma caused by historical oppression is passed down through generations. For more than 100 years, the Canadian government supported residential school programs that isolated Indigenous children from their families and communities (see Residential Schools in Canada). Under the guise of educating and preparing Indigenous children for their participation in Canadian society, the federal government and other administrators of the residential school system committed what has since been described as an act of cultural genocide. As generations of students left these institutions, they returned to their home communities without the knowledge, skills or tools to cope in either world. The impacts of their institutionalization in residential school continue to be felt by subsequent generations. This is called intergenerational trauma.