This article reflects on the importance of teaching students how to interpret different historical voices from the specific historical period of an event. The associated “5 Steps” teaching tool summarizes and outlines the process that students should undertake when examining a historical source through a critical lens. A worked example using this teaching tool is demonstrated in the article, which features David Gamble’s Indigenous perspective on WWII. This unique and individual account on a world event highlights the interactions between different communities in Canada during 1929 to 1945, which corresponds to the Ontario Grade 10 Academic Canadian History curriculum and its Overall Expectation Strand C2: Communities, Conflict, and Cooperation (1929-1945).
