Tuesday May 30
Statement of Inquiry: Conflict can lead to a change in identity and global perspectives.
opinion_of_war_questions.docx | |
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1. Powerpoint on Canada in the 1900s, review of course themes (how Canada went from a rural, racsist, British controlled society to an Americanized, urban, multicultural society with its own constitution. Terms to know: Chinese Head Tax, Komagata Muru, Alaskan Boundary Dispute
Notes:
1900 Canada is:
1. A British colony
-own government, but can’t resolve foreign disputes (Ie. Alaska Boundary Dispute)
-English proud British subjects, French want own country, don’t support Boer War, want language rights
2. Victorian values
-religious, women had few rights, literature has happy ending, harsh laws, enjoy sports, little concern for the environment
3. Racist (Chinese Head Tax, Komagata Maru), build West with Ukrainians etc, but don’t like them, Aboriginals forced onto reserves supposed to farm, but not given resources, residential schools force assimilation (Indian Act)
4. Rural
-most people live on farms, but cities and factories are growing
-Cities are unsanitary
5. Technology/Economy
-phones, radio, cars, airplanes, x-ray, sanitation in hospitals
-gold rush, mining, Panama Canal makes shipping easier, developing unions
Canada in 2000
1. Autonomous of British Government (own charter, constitution)
2. Canadian Values
-Polite, environmentally conscious, celebrates diversity, peacekeepers
3. Multi-cultural Society (open immigration laws)
4.Urban
5. Technology/Economy
-Computers, internet, Ipods, GPS, satellites
- Tourism, resources, technology
In 100 years Canada completely changed their identity and values. World War One was the beginning of that change.
2. Discuss our opinions of War by reading 8 general statements (War is Glorious, you should seek revenge if you are wronged, talking to a bully helps the situation, etc.) about war, discussed how these things were not even questioned until World War One watched a short video on how soldiers reacted to World War One
3. Record the Causes of World War One (militarism, Imperialism, Nationalism, Alliance system). Find Definitions around the room and write them on their notes
4. Play 3 childhood games (musical Chairs, Red Rover, and Dodge Ball and chain tag), I want students to think about the definitions that they wrote down and decide which childhood game links to each cause of World War One. We will discuss them after we play the final game, chain tag.
5. link them to the causes of World War One
6. Discuss the trigger of World War One: The Assassination of the Archduke Francis Ferdinand. Watch video about the assassination (see below)
Important Handouts
World War One Chapter overview and testable vocabulary
Notes:
1900 Canada is:
1. A British colony
-own government, but can’t resolve foreign disputes (Ie. Alaska Boundary Dispute)
-English proud British subjects, French want own country, don’t support Boer War, want language rights
2. Victorian values
-religious, women had few rights, literature has happy ending, harsh laws, enjoy sports, little concern for the environment
3. Racist (Chinese Head Tax, Komagata Maru), build West with Ukrainians etc, but don’t like them, Aboriginals forced onto reserves supposed to farm, but not given resources, residential schools force assimilation (Indian Act)
4. Rural
-most people live on farms, but cities and factories are growing
-Cities are unsanitary
5. Technology/Economy
-phones, radio, cars, airplanes, x-ray, sanitation in hospitals
-gold rush, mining, Panama Canal makes shipping easier, developing unions
Canada in 2000
1. Autonomous of British Government (own charter, constitution)
2. Canadian Values
-Polite, environmentally conscious, celebrates diversity, peacekeepers
3. Multi-cultural Society (open immigration laws)
4.Urban
5. Technology/Economy
-Computers, internet, Ipods, GPS, satellites
- Tourism, resources, technology
In 100 years Canada completely changed their identity and values. World War One was the beginning of that change.
2. Discuss our opinions of War by reading 8 general statements (War is Glorious, you should seek revenge if you are wronged, talking to a bully helps the situation, etc.) about war, discussed how these things were not even questioned until World War One watched a short video on how soldiers reacted to World War One
3. Record the Causes of World War One (militarism, Imperialism, Nationalism, Alliance system). Find Definitions around the room and write them on their notes
4. Play 3 childhood games (musical Chairs, Red Rover, and Dodge Ball and chain tag), I want students to think about the definitions that they wrote down and decide which childhood game links to each cause of World War One. We will discuss them after we play the final game, chain tag.
5. link them to the causes of World War One
6. Discuss the trigger of World War One: The Assassination of the Archduke Francis Ferdinand. Watch video about the assassination (see below)
Important Handouts
World War One Chapter overview and testable vocabulary
overview_of_chapter_1.doc | |
File Size: | 50 kb |
File Type: | doc |
Course Outline for History Section
history_overview.docx | |
File Size: | 836 kb |
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Test Alternative Assignment, Outline and Marking Rubric
test_alternative_ss11.docx | |
File Size: | 155 kb |
File Type: | docx |
Thursday June 1
1. Museum trip
Wednesday May 31
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WW1 Unit
This unit has been designed to particularly focus on the following elements of Historical Thinking
1. Evidence - We will focus on learning about Primary/Secondary Sources and Bias. This unit will help us explore these elements in World War One and Today (Fake News)
2. Continuity and Change - We will examine how Warfare, Opinions on Warfare, Canada's Status and Indentity changed overtime.
Guiding Questions:
1. How did war change Canada (Socially, Politically, economically, in terms of independence and how ppl saw canada)
2. How did warfare evolve from 1776-Present
-Stay same
-Planes, tanks, gas, guerilla warfare, biological warfare
3. How do governments influence w/ propaganda
1. Review Causes of the War by looking at the cartoon in the textbook where it compares the Alliance System to a school yard fight. Assign students country names and have them act out the alliance system.
2. Valcartier Quebec activity: walk around the room finding out information about students they don't know, like the soldiers at Valcartier Quebec
3. Fill out notes on Canada joins the war
4. World War One Map Assignment. Due Friday
This unit has been designed to particularly focus on the following elements of Historical Thinking
1. Evidence - We will focus on learning about Primary/Secondary Sources and Bias. This unit will help us explore these elements in World War One and Today (Fake News)
2. Continuity and Change - We will examine how Warfare, Opinions on Warfare, Canada's Status and Indentity changed overtime.
Guiding Questions:
1. How did war change Canada (Socially, Politically, economically, in terms of independence and how ppl saw canada)
2. How did warfare evolve from 1776-Present
-Stay same
-Planes, tanks, gas, guerilla warfare, biological warfare
3. How do governments influence w/ propaganda
1. Review Causes of the War by looking at the cartoon in the textbook where it compares the Alliance System to a school yard fight. Assign students country names and have them act out the alliance system.
2. Valcartier Quebec activity: walk around the room finding out information about students they don't know, like the soldiers at Valcartier Quebec
3. Fill out notes on Canada joins the war
4. World War One Map Assignment. Due Friday
Friday June 2
1. Reviewed the Causes of World War One with a Horrible History video (see Below) and the powderkeg metaphor
2. Reviewed Canada joins the war.
3. Mini lecture on the beginning of the War, the Schlieffen Plan and how its failure created the trench system. Walked through the schlieffen Plan with Student volunters at the front to see it visually. Watch video on the Schlieffen Plan
4. Work on map assignment (due Friday)
5.Begin World War One Chapter Questions.
2. Reviewed Canada joins the war.
3. Mini lecture on the beginning of the War, the Schlieffen Plan and how its failure created the trench system. Walked through the schlieffen Plan with Student volunters at the front to see it visually. Watch video on the Schlieffen Plan
4. Work on map assignment (due Friday)
5.Begin World War One Chapter Questions.
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Monday June 5
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1. Review the Schlieffen Plan
2. Read The Horrors of War (excerpt from All Quiet on the Western Front)
3. Powerpoint on the Trenches (see below)
4. Reviewed the Trenches. Watched War Horse Clips to show life in the trenches. Finished Horrible History clips from yesterday
5. Tried four common trench foods: Maconochie, coffee, Canadian bread and jam and gum.
6. Work on map. Due tomorrow
2. Read The Horrors of War (excerpt from All Quiet on the Western Front)
3. Powerpoint on the Trenches (see below)
4. Reviewed the Trenches. Watched War Horse Clips to show life in the trenches. Finished Horrible History clips from yesterday
5. Tried four common trench foods: Maconochie, coffee, Canadian bread and jam and gum.
6. Work on map. Due tomorrow
Wednesday June 7
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1. Arms Auction activity:
2. First Students are put into countries:
Italy
Austria-Hungary
Germany
Britain
France
Russia
3. All groups receive $100 000. We will go through all weapons and they can bid on weapons using their money. On the board we will keep track of which country purchases each weapon.
4. Go through each weapon and give them a point value for their usefulness. Explain the pros and cons of each weapon as we go through the powerpoint. Add up the points each country receives. The country with the most points is the winner
2. First Students are put into countries:
Italy
Austria-Hungary
Germany
Britain
France
Russia
3. All groups receive $100 000. We will go through all weapons and they can bid on weapons using their money. On the board we will keep track of which country purchases each weapon.
4. Go through each weapon and give them a point value for their usefulness. Explain the pros and cons of each weapon as we go through the powerpoint. Add up the points each country receives. The country with the most points is the winner
Thursday June 8-Friday June 9
wwi_battles__student_template.doc | |
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1. Review videos
3. Work on Battles of World War One. Complete as a jigsaw
4. Review Battles
5. Act out outside
6. Complete backside of chapter questions
3. Work on Battles of World War One. Complete as a jigsaw
4. Review Battles
5. Act out outside
6. Complete backside of chapter questions
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1. Check and mark chapter questions
Review Ypres by Reading "Dulce et Decorum" How do we know this is about Ypres? What were the tactics and outcome of that battle?2. Review the Battle of The Somme. What did we learn from this battle?
-not to use outdated battlefield warfare tactics
-war of attrition
-we hate British generals, want our own commanders
2. Review Vimy Ridge, draw the tactics on the board. We will go outside tomorrow and walk through the battle.
3. Review Passchendaele Watch Clip from Passchendaele. Listen to Iron Maiden Song
4. Work on chapter question if time.
DULCE ET DECORUM EST
Bent double, like old beggars under sacks,
Knock-kneed, coughing like hags, we cursed through sludge,
Till on the haunting flares(2) we turned our backs
And towards our distant rest(3) began to trudge.
Men marched asleep. Many had lost their boots
But limped on, blood-shod. All went lame; all blind;
Drunk with fatigue; deaf even to the hoots(4)
Of tired, outstripped(5) Five-Nines(6) that dropped behind.
Gas!(7) Gas! Quick, boys! – An ecstasy of fumbling,
Fitting the clumsy helmets(8) just in time;
But someone still was yelling out and stumbling,
And flound'ring like a man in fire or lime(9) . . .
Dim, through the misty panes(10) and thick green light,
As under a green sea, I saw him drowning.
In all my dreams, before my helpless sight,
He plunges at me, guttering,(11) choking, drowning.
If in some smothering dreams you too could pace
Behind the wagon that we flung him in,
And watch the white eyes writhing in his face,
His hanging face, like a devil's sick of sin;
If you could hear, at every jolt, the blood
Come gargling from the froth-corrupted lungs,
Obscene as cancer, bitter as the cud(12)
Of vile, incurable sores on innocent tongues,
My friend, you would not tell with such high zest(13)
To children ardent(14) for some desperate glory,
The old Lie; Dulce et Decorum est
Pro patria mori.(15)
Wilfred Owen
8 October 1917 - March, 1918
Review Ypres by Reading "Dulce et Decorum" How do we know this is about Ypres? What were the tactics and outcome of that battle?2. Review the Battle of The Somme. What did we learn from this battle?
-not to use outdated battlefield warfare tactics
-war of attrition
-we hate British generals, want our own commanders
2. Review Vimy Ridge, draw the tactics on the board. We will go outside tomorrow and walk through the battle.
3. Review Passchendaele Watch Clip from Passchendaele. Listen to Iron Maiden Song
4. Work on chapter question if time.
DULCE ET DECORUM EST
Bent double, like old beggars under sacks,
Knock-kneed, coughing like hags, we cursed through sludge,
Till on the haunting flares(2) we turned our backs
And towards our distant rest(3) began to trudge.
Men marched asleep. Many had lost their boots
But limped on, blood-shod. All went lame; all blind;
Drunk with fatigue; deaf even to the hoots(4)
Of tired, outstripped(5) Five-Nines(6) that dropped behind.
Gas!(7) Gas! Quick, boys! – An ecstasy of fumbling,
Fitting the clumsy helmets(8) just in time;
But someone still was yelling out and stumbling,
And flound'ring like a man in fire or lime(9) . . .
Dim, through the misty panes(10) and thick green light,
As under a green sea, I saw him drowning.
In all my dreams, before my helpless sight,
He plunges at me, guttering,(11) choking, drowning.
If in some smothering dreams you too could pace
Behind the wagon that we flung him in,
And watch the white eyes writhing in his face,
His hanging face, like a devil's sick of sin;
If you could hear, at every jolt, the blood
Come gargling from the froth-corrupted lungs,
Obscene as cancer, bitter as the cud(12)
Of vile, incurable sores on innocent tongues,
My friend, you would not tell with such high zest(13)
To children ardent(14) for some desperate glory,
The old Lie; Dulce et Decorum est
Pro patria mori.(15)
Wilfred Owen
8 October 1917 - March, 1918
Monday June 12
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1. Review the four Canadian battles (Ypres, The Somme, Vimy Ridge and Passchendale) and why they were significant for Canada. Watch Canada A People's History on Vimy Ridge and Sam Hughes (33-35 and 39-43)
2. Go outside and walk through the tactics of Vimy Ridge. Review The Schlieffen Plan and Battlefield Warfare while we are out there
3. Mini Lecture on women at war and the War in the air and the sea
4. Learn how to set up Cornell Notes.
5. Practice with pages 42 and 44 (after doing the Women at War Section together). Due at the end of class or hand in tomorrow.
6. Explore https://map.forgottenwrecks.org/
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Tuesday June 13
1. Finish Notes
2. Air/Sea videos
3. Finish chapter questions
2. Air/Sea videos
3. Finish chapter questions
Wednesday June 14
document_based_questions.pdf | |
File Size: | 998 kb |
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1. Go over Homefront powerpoint
2. Watch video clips on the Halifax Explosion and The 1917 Election (Canada a Peoples History)City of Sorrow and Broken Promises clip from Canada a People’s History (54-min-1 hour 7 min)
3. Record the definition of Primary and Secondary Sources, Bias and Corroborate. Watched videos to illustrate each point
PRIMARY SOURCE" source created at the time of the event. Less reliable. Newspapers, speeches, art, newscast, eyewitness accounts are examples
SECONDARY SOURCE: source created after the event. More reliable (analyzing multiple sources, so less bias) Movies, Books, Textbooks, Academic Articles, memoir are examples
BIAS: Leaning to one side of an issue, not considering both sides or letting feelings get in the way of the truth.
CORROBORATE: Agree With
4. Read "women in war" article. Underline three key ideas and share one.
5. Completed questions 1-5 on the back of the sheet
6. Go over questions together
2. Watch video clips on the Halifax Explosion and The 1917 Election (Canada a Peoples History)City of Sorrow and Broken Promises clip from Canada a People’s History (54-min-1 hour 7 min)
3. Record the definition of Primary and Secondary Sources, Bias and Corroborate. Watched videos to illustrate each point
PRIMARY SOURCE" source created at the time of the event. Less reliable. Newspapers, speeches, art, newscast, eyewitness accounts are examples
SECONDARY SOURCE: source created after the event. More reliable (analyzing multiple sources, so less bias) Movies, Books, Textbooks, Academic Articles, memoir are examples
BIAS: Leaning to one side of an issue, not considering both sides or letting feelings get in the way of the truth.
CORROBORATE: Agree With
4. Read "women in war" article. Underline three key ideas and share one.
5. Completed questions 1-5 on the back of the sheet
6. Go over questions together
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Thursday June 16
1. Review
2. The End of the War Powerpoint
3. Watch Crash Course in History: World War One and History Bomb
2. The End of the War Powerpoint
3. Watch Crash Course in History: World War One and History Bomb
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ww1_musuem_reflection.docx | |
File Size: | 14 kb |
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lesson_13_-_war_ends_and_treaty_of_versailles.doc | |
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1. Introduce the Treaty of Versailles Simulations. Treaty was important to Canada because we got our own seat (first time we were involved with an international treaty without Britain being in charge, Got a seat at the League of Nations, first time other countries see us as an international player.
2. Chose countries and a leader
3. Decide in groups what will happen to Germany
4. Debate as a class what will happen to Germany.
5. See what really happened to Germany
2. Chose countries and a leader
3. Decide in groups what will happen to Germany
4. Debate as a class what will happen to Germany.
5. See what really happened to Germany
Art Gallery Trip (November trip)
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Art Gallery, World War One exhibit visit
June 16-June 20
canadianletters_project_edited__1_.docx | |
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Examples
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1. Now that we've come to the end of the war, it's time to take a closer look at some of the brave Canadians who fought in the Great War and earned Canada's place on the world stage. Choose one soldier from the database https://canadianletters.ca/ and complete either a poem, a graphic novel/comic strip, or write them a letter in response to one of their own.
2. To break up the project days, we will also be watching the movie 1917. Students will identify 5 terms in the movie that we learned in class and explain how they were used.
2. To break up the project days, we will also be watching the movie 1917. Students will identify 5 terms in the movie that we learned in class and explain how they were used.
Website to help identify rank
Use the websites below to help you identify rank of your World War One Soldier
Wednesday June 21
1917 movie Terms sheet
1917_terms_sheet.docx | |
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War Horse Movie and reflection
war_horse_sheet.docx | |
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1. Watch War Horse and complete assignment
World War One Essay
1. Review the Treaty of Versailles and its outcome. Discuss how It was important to Canada because it was the first time they were asked to participate in an international treaty.Look at page 42 and 28 in the textbook and compare the map in 1914 vs. 1918.
2. Introduce the essay. Have students take notes:
Hints for writing the history essay:
1. Include social, political and economies reasons, unless the question is on a timeline (i.e. 1914-2000), then break it up into sections (like 1914-1939, 1939-1960 and 1960-2000).
2. Have a specific and detailed thesis statement (argument). For example, instead of saying "World War one was positive and negative," say "While politically and socially World War One was positive for Canada; economically it was negative."
3. Say "Canada," not "we"
4.Use as many details as you can. Impress the markers with how much you know about the subject and fill all three pages as much as you can
5. Use the SEX Formula
Statement (For example, Politically World War One was positive for Canada)
Example (The treaty of Versailles)
eXplanation (it was the first time Canada participated in an international treaty, which meant Canada was becoming more independent from the British).
How do you know if something is political, social or economic?
Political: Anything to do with government, treaties, war or relationships with other countries
Economic: Anything to do with money
Social: Anything to do with how people feel/attitude towards and issue
6. Introduce the three essay topics (see handout below) and complete the essay outline. Watch the documentary above and take notes for their essay topic
2. Introduce the essay. Have students take notes:
Hints for writing the history essay:
1. Include social, political and economies reasons, unless the question is on a timeline (i.e. 1914-2000), then break it up into sections (like 1914-1939, 1939-1960 and 1960-2000).
2. Have a specific and detailed thesis statement (argument). For example, instead of saying "World War one was positive and negative," say "While politically and socially World War One was positive for Canada; economically it was negative."
3. Say "Canada," not "we"
4.Use as many details as you can. Impress the markers with how much you know about the subject and fill all three pages as much as you can
5. Use the SEX Formula
Statement (For example, Politically World War One was positive for Canada)
Example (The treaty of Versailles)
eXplanation (it was the first time Canada participated in an international treaty, which meant Canada was becoming more independent from the British).
How do you know if something is political, social or economic?
Political: Anything to do with government, treaties, war or relationships with other countries
Economic: Anything to do with money
Social: Anything to do with how people feel/attitude towards and issue
6. Introduce the three essay topics (see handout below) and complete the essay outline. Watch the documentary above and take notes for their essay topic
paragraph_assignment.doc | |
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