Course Profile Canadian History in the
Twentieth Century, Grade 10, Academic, Public
Unit 2: 1929-1945 – Depression and the Horrors of War
Time: 19 hours
Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity 7
This unit deals with Canadian history from 1929 to 1945. Within this time period Canadians experienced two major traumatic events: The Great Depression and World War II. Students investigate aspects of these two events and consider how Canada became involved in these historical events, the impact and significance of these events on Canadians and on Canada. Students practise a variety of historical skills in the process.
Strand(s): all strands
CGV.02D - demonstrate an understanding of the ways in which outside forces and events have shaped Canada’s policies;
CGV.04D - demonstrate an understanding of Canada’s participation in war, peace, and security;
CCV.03D - explain how and why Canada's international status and foreign policy have changed since 1914;
CHV.01D - demonstrate an understanding of the contributions of various social and political movements to Canadian history during the twentieth century;
SPV.01D - evaluate how and why changing economic conditions and patterns have affected Canadians
MHV.01D - ask questions, identify problems and effectively use historical research methods to investigate topics and issues in history;
MHV.02D - use a variety of information sources effectively when researching historical topics or issues, accurately record relevant information, and then organize information in a meaningful way;
MHV.03D - analyse and evaluate information when researching historical topics or issues;
MHV.04D - communities, contributed at home and overseas to the war effort during World War I and World War II.
MH3.01D - identify different viewpoints and explicit biases when evaluating information for a research report or participating in a discussion;
MH3.02D - distinguish between primary and secondary sources of information, and demonstrate an understanding of how to use each appropriately in historical research;
MH3.04D - use relevant and adequate supporting evidence to draw conclusions;
MH4.04D - demonstrate, after participating in dramatizations of historical events, insights into historical figures situations and decisions;
MH4.02D - demonstrate competence in research and writing.
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Activity 1 |
Causes of the Great Depression |
150 minutes |
|
Activity 2 |
Impact of the Great Depression |
195 minutes |
|
Activity 3 |
Social and Political Responses to the Great Depression |
150 minutes |
|
Activity 4 |
Nazism and the Holocaust |
225 minutes |
|
Activity 5 |
Canada’s Military Role in World War II |
150 minutes |
|
Activity 6 |
Political Action and Social Life During World War II |
150 minutes |
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Activity 7 |
Culminating Activity: Writing from an Historical Perspective |
120 minutes |
The focus of this unit is on the specific experiences of Canadians during the Great Depression and World War II. These were dramatic and traumatic experiences for Canadians of that time. These experiences provide an exciting and personal element to the study of history. From these experiences students draw general conclusions about the experiences of people generally, and the impact upon social structures such as the family, education, government, and the economy. Teaching/Learning Strategies used in this unit focus upon using case studies to draw general conclusions about the time, an essential critical thinking skill in history.
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Activity |
Skills |
Assessment |
|
1 |
Pose questions, organize and record information, oral problem solving about the Depression Apply information about the stock market Defend a position in a written paragraph |
Formative teacher observation Formative completion check by teacher Formative teacher observation Formative teacher assessment of paragraph using rubric |
|
2 |
Speculate how 1930s Depression affected Canadians Organize information on the effects of the Depression Compare conditions of 1920s and 30s in an oral presentation |
Formative teacher observation Formative completion check by teacher Formative teacher observation |
|
3 |
Speculate how economic conditions could have been dealt with at this time Record and organize information Assess information and draw conclusions about the effectiveness of methods used to deal with Depression Compare historical conditions of the 1930s to today |
Formative teacher observation Formative teacher observation Summative teacher assessment of paragraph Formative teacher observation |
|
4 |
Organize and record information using co-operative group skills Record and organize information on Nazi methods and beliefs Organize events in chronological order and formulate questions on trends Critically assess the development and effects of racist beliefs Assess the factors that led to the Holocaust through a written paper |
Formative teacher observation Summative quiz by teacher Formative teacher check for completion Formative teacher observation. Summative teacher assessment |
|
5 |
Chart and draw conclusions about Nazi aggression 1936-1939 and present orally to the class Research the events of a battle and Canadian participation. Compare World Wars I and II in a written position paper |
Formative assessment by teacher Summative evaluation by teacher of presentation Summative evaluation by teacher of paper |
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6 |
Analyse the message and purpose of propaganda and make inferences on the role of government Organize, locate and record information and draw conclusions about the role of government and predict future trends in government involvement Draw conclusions in a written paragraph on the effects of the war on Canadians |
Formative teacher observation Formative self/teacher assessment Summative teacher assessment of paragraph |
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7. |
Write reflectively about historical facts and situations in letter form |
Summative evaluation of letter by teacher |
Students have studied World War I and know how Canada entered the war. This knowledge is used as a basis for comparing how Canada entered World War II. They also have a concept of the nature of war, in particular of 20th century total war and the ways in which civilians are involved in the war effort. Students also have studied the social and economic conditions of the 1920s. This knowledge is used to develop ideas about the causes of the Great Depression and support students in the task of comparing conditions of the 1920s and the 1930s.
Three major themes form the core of this unit: the impact of a major economic depression on the lives of Canadians; the reaction of Canada and the world to Nazi racism and the Holocaust; and the involvement of Canada in the Second World War. These three themes are also interconnected in important ways; for example, in that the Great Depression had an impact on the rise of Nazism and that Nazism led to the Second World War. A major historical inquiry skill to be developed within this unit is the ability to use historical information, such as primary documentary information, to draw conclusions and make inferences about the time period and conditions in general. In preparation for this unit, the teacher determines what text materials provide an overview of the themes. Case studies of life in the Great Depression and conditions in World War II including audio-visual resources can be gathered in advance.
Berton, Pierre. The Great Depression. Toronto: McClelland and Stewart, 1990.
Broadfoot, Barry. Six War Years 1939-1945. Toronto: Doubleday, 1974.
Broadfoot, Barry. Ten Lost Years: 1929-1939. Toronto: Doubleday Canada, 1973.
CRB Foundation Heritage Project. War, Peace and Security. Montreal: The CRB Foundation, 1997.
Cruxton, J. Bradley, et al. Spotlight Canada. Toronto: Oxford University Press, 1996.
Eaton, Diane, et al. Canada: A Nation Unfolding. Toronto: McGraw-Hill-Ryerson Limited, 1994.
Hundey, Ian, et al. Canada: Understanding Your Past. Toronto: Irwin Publishing, 1990.
Hux, Allan, et al. Canada: A Growing Concern. Toronto: Globe Modern Curriculum Press (Prentice-Hall), 1987.
Hux, Allan et al. My Country, Our History. Toronto: Pippin Publishing Limited, 1995.
McFadden, Fred, et al. Canada: The Twentieth Century. Toronto: Fitzhenry and Whiteside, 1990.
Mennill, Paul. The Depression Years: Canada in the 1930s. Scarborough: Prentice-Hall of Canada Limited, 1978.
Mowat, Farley. And No Birds Sang. Toronto: McClelland and Stewart Limited, 1979.
Regehr, Henry, et al. Canadians in the Twentieth Century. Toronto: McGraw-Hill-Ryerson Limited, 1987.
Santor, Donald. Canadians At War 1939-1945. Scarborough: Prentice-Hall of Canada Limited, 1979.
Veterans: contact local branch of Canadian legion
The Great Depression: A School Project
http://trincul.educ.stu.ca/pgm/depress.htl\ml
Time: 150 minutes
Students understand how conditions in Canada of the 1920s contributed to an unstable economic situation by 1929. They also see the stock market crash of that year both as a symptom of this unstable economy and as a short-term cause of the Great Depression. Students practise historical inquiry by asking what brought about the Great Depression, and use critical thinking skills to select, analyse and evaluate the information relevant to that question.
Strand(s): Communities: Local, National, and Global; Social, Economic, and Political Structures; Methods of Historical Inquiry
Overall Expectations
CGV.02D - demonstrate an understanding of the ways in which outside forces and events have shaped Canada’s policies;
SPV.01D - evaluate how and why changing economic conditions have affected Canadians;
MHV.01D - ask questions, identify problems, and use historical research methods to investigate topics and issues in history;
MHV.03D - analyse and evaluate information when researching historical topics or issues.
Specific Expectations
SP1.03D - compare economic conditions of the 1920s and 1930s, and describe the impact of those conditions on Canadians, individually and collectively;
MH1.01D - use terms related to historical organization and inquiry correctly;
MH1.03D - formulate a thesis statement and effectively use it to research an historical topic.
· Obtain textbook materials on economic conditions of the 1920s.
· Prepare a chart which shows (a) conditions (b) impact (c) general conclusion.
· Prepare materials for a simulation of the stock market crash of 1929.
· Develop a diagram that indicates how economic factors interact to create economic depression or prosperity (the "Boom or Bust" vicious circle).
Students have studied an overview of the economic conditions of the 1920s.
1. The teacher provides a visual image, or web, on the overhead or board that represents the three dominant themes of this unit: economic depression, racism and the Holocaust, and world war. Students indicate in discussion what they know about each of these themes and connect their responses to the appropriate theme. The teacher asks students why a study of Canadian history would be related to these themes. Again their responses are tied to the appropriate theme. Students generate a list of questions on what they would like to know about these topics.
2. The teacher outlines the culminating activity for this unit. Students know they should understand and be prepared to describe the experiences of Canadians during the Great Depression and World War II. They should keep careful notes, especially regarding historical individuals and their personal experiences.
3. Students review economic conditions of Canada during the 1920s. With teacher assistance, they organize their notes onto a chart labelled Economic Factors Leading to Depression – 1920s. The first column of the chart is labelled Factors. From their notes and the textbook they indicate such major factors as: dependence upon raw materials for export, the United States as the major trading partner, uneven distribution of wealth, failure to find ways to distribute growing industrial production to the consumer, stockpiling of industrial products, buying on credit, and speculation on the stock market.
4. Students discuss with each other in groups of four or five, then with the teacher in full class discussion, how each of these factors was potentially a serious problem. From these two discussion processes, students fill in the second column of the chart, labelled Potential Problems.
5. Students read in their textbook about the purposes and processes of the stock market. They discuss this topic with the whole class under teacher direction. Students make notes together summarizing such elements as: the importance to industrial growth of selling shares to the public, the ways in which stock shares can grow or decrease in value, the potential danger of buying on margin, and the consequences of a company no longer having access to new capital.
6. Students participate in a stock market simulation. See Stock Market Simulation – Appendix 2.1.1.
7. Students read what happened to the stock market in 1929. Whole class discussion indicates the nature of the Big Bull Market that led up to the crash, the catastrophic nature of the crash and the bear market that followed over the next three to four years. A "Boom or Bust" diagram can be used to illustrate the interaction of such factors as lack of capital, shrinking market, and increasing unemployment. The teacher helps students to understand the relationship between the stock market crash and the precarious economic conditions that preceded it. Students note how decreased investment leads to production cutbacks and how in the long term the stock market reflects success or failure to sell and make a profit.
8. The student writes two paragraphs of five to six sentences each in response to the following: Given the economic background conditions of the 1920s, explain two ways in which the 1929 stock market crash and economic depression in the United States affected Canada. The teacher refers students to the rubric Argumentative Paragraph/Essay – Appendix 1.1.2.
2,3. Students submit their chart with notes on the background economic causes of the Great Depression and how these posed potential problems for the economy in the long run for formative completion check.
3-7. Students write two paragraphs, of five to six sentences each, to be submitted for formative assessment using the rubric Argumentative Paragraph/Essay – Appendix 1.1.2.
· Provide a key visual, identifying major elements in a spatial setting that presents a cognitive framework for examining economic conditions and their impact of the 1920s.
· Encourage ESL students to use of first language to plan strategy in the stock market simulation.
· Use causative visual organizers, such as fishbone, to support student reasoning about cause and effect in history.
· Reinforce critical thinking skills, in this and subsequent lessons in the resource room period.
· Make alterations in length of format for students with writing difficulties. A writing scaffold may be necessary for some students to complete the paragraphs. A topic sentenced may be provided.
· ESL students may write in first language and then translate into the two paragraphs.
· Make teacher/peer tutor assistance in reading, and note-taking available.
A variety of texts
Non-print
Sunshine and Eclipse. NFB.
The Great Depression: Causes
http://www.sd83.bc.ca/stu/9605/w2cj1.html
Time: 195 minutes
In this activity students recognize the impact of the Great Depression on Canadians of various social, economic, and geographic walks of life. They investigate how individuals and groups coped with economic hardships and social changes. They use personal accounts to develop a general concept of the social and economic impact of the Great Depression.
Strand(s): Communities: Local, National, and Global; Social, Economic, and Political Structures; Methods of Historical Inquiry
Overall Expectations
CGV.02D - demonstrate an understanding of the ways in which outside forces and events have shaped Canada’s policies
SPV.01D - evaluate how and why changing economic conditions and patterns have affected Canadians;
MHV.02D - use a variety of information sources effectively when researching historical topics or issues, accurately record relevant information, and then organize this information in a meaningful way;
MHV.03D - analyse and evaluate information when researching historical topics or issues;
MHV.04D - communicate effectively the results of research in presentations, and demonstrate an ability to apply insights from history to other situations.
Specific Expectations
SP1.03D - compare economic conditions of the 1920s and 1930s, and describe the impact of those conditions on Canadians, individually and collectively;
MH2.03D - record and organize information effectively using notes, lists, concept webs, timelines, charts, maps, graphs, and mind maps;
MH4.01D - make reasoned generalizations or appropriate predictions based on research;
MH3.02D - understanding of how to use each appropriately in historical research;
MH3.03D - distinguish between fact and inference in primary and secondary sources;
MH3.04D - use relevant and adequate supporting evidence to draw conclusions.
· Teachers gather case studies that illustrate conditions faced by Canadians in various social and geographic situations during the Great Depression; for example, prairie farmers, urban workers, young people and others.
· Teachers may order documentaries on life in the 1930s.
Students have studied the economic conditions that preceded the Great Depression. They should know, for example, that Canadian products were largely resource based and that the major market was the United States. They should also know that factories and other industries began to lay people off as the Depression deepened from 1929 to 1933.
1. The teacher raises the question with the class as to how a major economic depression with high unemployment would affect Canadians, including their own family, today. Students think/pair/share their answers. The teacher asks students to suggest through brainstorming how they believe the worldwide and Canadian economic depression of the 1930s might have affected Canadians.
2. Students read selections from eyewitness accounts of life in the Great Depression (see Resources). Teacher asks students to identify the social circumstances of the people in these selections. For example students identify: prairie farmers, urban workers, youth, travellers (hobos), the unemployed, parents, and others. Categories such as these are listed in the first column of an analysis chart. Brief descriptions of their circumstances are noted in the second column.
3. Portions of a documentary of life during the 1930s can be shown to expand the insights gained from these case studies.
4. Students use primary and secondary resources and film documentary sources to develop answers to the questions: How did the Great Depression affect people in various economic, social, and geographic circumstances? How did people cope with these conditions? Two more columns of the chart note these ideas and conclusions.
5. Small groups of four or five discuss the question: In what major ways were conditions of life, especially economic, different in the 1930s from what they were in the 1920s? A variety of resources can be used to add information to what is already in the students' notes. Students look for such information as: unemployment rates, social attitudes of optimism or pessimism, stories of success or hardship, birth rates, appearance of cities, and appearance of people. Groups report their findings to the rest of the class.
1-5. Organizer, taught and created in class, showing social and economic conditions during the Great Depression is handed in for a formative completion check.
· Teach co-operative group skills in filling out the chart showing conditions in the 1920s and 1930s.
· Model through examples the skill of moving from specific case studies to making inferences and drawing conclusions about social conditions.
· Discuss with students how one can read about an individual in history and draw very tentative conclusions about how widespread this experience was.
· Provide a blank comparison grid chart to help groups compare conditions of the 1920s and 1930s. A sample comparison can be done together as a whole class before breaking into groups.
Berton, Pierre. The Great Depression. Toronto: McClelland and Stewart, 1990.
Broadfoot, Barry. Ten Lost Years. Toronto: Doubleday Canada Limited, 1973.
Mennill, Paul. The Depression Years: Canada in the 1930s. Scarborough: Prentice-Hall of Canada Ltd, 1978.
Non-print
Sunshine and Eclipse. NFB. 25 minutes.
Time: 150 minutes
Students investigate the responses that Canadian governments made to the Great Depression. Students develop generalizations about the nature of the responses and reasons for them. Students understand that, while governments responded in relatively minimal ways at that time, individuals and groups increasingly began to demand more active methods to deal with problems. The students move from reading about the attitudes and actions of specific people and groups to developing general concepts about the nature of, and reasons for, these actions and attitudes.
Strand(s): Communities: Local, National, and Global; Social, Economic, and Political Structures; Methods of Historical Inquiry
Overall Expectations
CHV.01D - demonstrate an understanding of the contributions of social and political movements to Canadian history during the twentieth century;
CGV.02D - demonstrate an understanding of the ways in which outside forces and events have shaped Canada’s policies;
SPV.01D - evaluate how and why changing economic conditions and patterns have affected Canadians;
MHV.01D - ask questions, identify problems and use historical research methods to investigate topics and issues in history;
MHV.02D - use a variety of information sources effectively when researching historical topics or issues, accurately record relevant information, and then organize this information in a meaningful way;
MHV.03D - analyse and evaluate information when researching historical topics or issues;
MHV.04D - communicate effectively the results of research in presentations, and demonstrate an ability to apply insights from history to other situations.
Specific Expectations
CH1.04D - evaluate the role of movements that resulted in the founding of political parties, such as Social Credit, Union Nationale, Co-operative Commonwealth Federation;
SP2.05D - produce an analysis of how Canadian governments, at various levels, reacted to the economic conditions of the Depression in the 1930s;
MH4.01D - make reasoned generalizations or appropriate predictions based on research.
· Teachers determine textbook selections that survey the Canadian government response to conditions of the Great Depression.
· Documentary audio-visual sources, used for describing conditions during the Depression, should be selected.
Students are familiar with conditions of hardship that existed during this time, and the reasons for these conditions. Students are practiced in using case studies to draw inferences and conclusions.
1. Having studied conditions that prevailed during the Great Depression in various social and geographic sectors of the Canadian population, students brainstorm how such conditions could be dealt with by governments, groups or individuals.
2. Students read case studies and descriptions of how governments, groups and individuals dealt with the hardships that existed in various regions of Canada during the Depression.
3. Students make notes on methods of dealing with Depression hardships, under the headings: The Canadian federal government, provincial government measures, municipal rules and laws, political movements such as Union Nationale, Social Credit, CCF, government relief camps, unions, soup kitchens, protests such as the On-To-Ottawa trek and individual responses such as writing letters or travelling across the country.
4. Students assess the strength of the methods used to deal with the Great Depression. They fill out a chart that describes the methods used, how these methods attempted to deal with problems and an assessment of the strengths and weaknesses of each method.
5. The teacher asks students to judge overall how effective were the methods used to deal with the Depression. Students speculate why these methods were chosen. The teacher asks students to consider the following factors: the effects of the apparent prosperity of the 1920s; attitudes toward government involvement in the economy; attitudes toward accepting help from government or other agencies; ideas as to who was responsible for an individual's economic well-being. Students write a paragraph in response to the question: How effective were government actions in dealing with the conditions of the Great Depression?
6. In full class discussion, students develop their own ideas about what could have been done during this time period to alleviate conditions. These ideas are put on the board and discussed. Students are asked: If a similar economic depression were to occur today, in what ways would people react differently? What different social and economic conditions and support systems exist today but not then?
1-6. Students write a paragraph assessing government responses to economic and social hardships. This is submitted for summative evaluation using rubric Argumentative Paragraph/Essay – Appendix 1.1.2.
· Use think/pair/share technique to reinforce main ideas about the methods governments used to deal with the Great Depression.
· Give instruction in, and provide time for, peer editing of paragraph.
a variety of texts
Non-print
Sunshine and Eclipse. NFB video.
The On to Ottawa trek
www.workingtv.com/oto/otohome.html
Richard Bennett
http:degaulle.hil.unb.ca/library/archives/bennett1/bennett.html
Time: 225 minutes
In this activity students understand reasons for the rise of Nazism; its nature; and, in particular, its racism. Students see how Nazi racism grew over time and its impact upon its victims. Students assess Canada's reactions to the Holocaust. Students use analytic skills to understand the elements of this period of history and produce a timeline to note progression.
Strand(s): Communities: Local, National, and Global; Methods of Historical Inquiry
Overall Expectations
CGV.02D - demonstrate an understanding of the ways in which outside forces and events have shaped Canada’s policies;
CGV.04D - ask questions, identify problems and effectively use historical research methods to investigate topics and issues in history;
MHV.02D - use a variety of information sources effectively when researching historical topics or issues, accurately record relevant information, and then organize this information in a meaningful way;
MHV.03D - analyse and evaluate information when researching historical topics or issues;
MHV.04D - communicate effectively the results of research in presentations, and demonstrate an ability to apply insights from history to other situations.
Specific Expectations
CG2.05D - produce a timeline that charts and identifies significant historical events related to the Holocaust and World War II;
CG2.06D - analyse Canada's response to the Holocaust and the subsequent policy dealing with hate crimes and Nazi war criminals in Canada;
MH2.03D - record and organize information effectively using notes, lists, concept webs, timelines, charts, maps, graphs, and mind maps.
· Teacher gathers information about: conditions in Germany that would lead to discontent during the 1920s and early 1930s; Hitler and the Nazis during this period, especially those beliefs and policies that would gain acceptance from the German population; and increasing Nazi racism during the early 1930s.
· Develop a timeline framework.
· Gather sources that indicate discriminatory acts and laws.
· Make available maps and timelines of Nazi aggression in Europe between 1936 and 1939 .
Students know that the Great Depression affected all countries of the Western world. They know that special circumstances, such as World War I reparations, made the Great Depression especially difficult for Germans. Students that have already completed their Grade 10 Civics credit may also know about the Holocaust and global reaction to these events.
1. The teacher raises the question: Why would people turn to a leader who stands for racist and dictatorial ideas and policies? Students brainstorm responses.
2. Through a jigsaw co-operative group strategy, students access information and discuss the political, economic and social conditions of 1920s Germany. They note the economic conditions that existed after World War I, and the reparations that Germany had to pay. They note the political nature of the Weimar Republic; the large number of political parties that existed with proportional representation and how that provided an opportunity for extreme political parties to have influence. They note how the Great Depression caused increasing support for fringe parties such as the Nazis.
3. Students think/pair/share effective methods of gaining and maintaining power. Using a variety of print, video, and visual material students develop an organizer on the methods Hitler and the Nazis used to take advantage of existing unrest and social problems. They note the use of force and threat; the use of promises to various groups; the ability of Hitler to use rhetoric, emotion, and panorama to influence crowds; and Hitler's use of the political structures to gain power legally at first. Teacher discusses with students the ethics of using such methods.
4. Students identify major elements of Nazi ideology: beliefs and policies. Specifically, they identify: extreme nationalism, authoritarian government, totalitarian social and cultural control, the use of force, propaganda and racism as a method of scapegoating.
5. The teacher focuses the attention of students on the effects of Nazi racism through a reading of the Diary of Anne Frank, a clip of the movie Schindler's List or another emotive piece. After a class debriefing on the material read or viewed, the specific policies and events leading to the Holocaust are examined. Using a timeline on the left-hand side of a sheet, students note laws that discriminated against Jews and other minorities. The teacher asks students to recognize trends appearing in these timelines. It becomes clear that from 1933 to 1945 increasing harshness and infringement of rights, safety, and life became a reality for Jews and other minorities in Nazi Germany. By 1941 the “final solution” was being implemented across occupied Europe, with the goal of destroying a people; genocide. Students speculate on the reasons for this increase in brutality.
6. The teacher shows the impact of Nazi racism on individuals and groups (Nazi racist practices in Poland, the Ukraine, and France should be mentioned) by using additional case studies and documentary films. On the right hand side of the timeline sheet, students match this new evidence with the timeline to see when it was implemented and the impact on human beings.
7. For homework and submission, students write a position paper of up to two pages that identifies and explains major factors that contributed to the Holocaust. This paper should include a discussion of Nazi beliefs and policies, authoritarian political structures in Nazi Germany and the responsibility of the German people for accepting Nazi policies. (See Argumentative Paragraph/Essay Rubric – Appendix 1.1.2.)
8. Students are provided with materials that indicate the reactions of other nations and Canada to increasing Nazi actions and racism. Case studies of people who escaped from Nazi Germany during the 1930s can be analysed. Canadian immigration policies of the time are provided as well. Students read about the reasons for Canada's policies toward Nazi racism before the war. Students make a judgement as to what could have been done and what was done. The Canadian treatment of Japanese and others during the war can be discussed, after watching a video, to compare this with other racist policies of the times.
9. Using readings or audio-visual materials, the teacher leads the students to analyse the post-war Nuremburg Trials as a major international response to the Holocaust. The teacher leads students in a discussion of the charges laid, defenses offered and the significance of the outcome for the future. Subsequent efforts to bring war criminals to justice, in Canada and elsewhere. Teacher uses recent court cases of war criminals in Canada to indicate the ongoing nature of the problem and subsequent efforts to bring war criminals to justice.
1,2. Students submit a web chart for formative evaluation indicating major elements of 1920s Germany that were a problem, and ways Hitler and the Nazis used these problems to gain power.
3,4. Students write a summative quiz to test knowledge of Nazi beliefs and policies.
4,5. Students submit the timeline with commentaries that indicate the impact upon people. This formative assessment is checked for completeness using The Civics rubric Graphic Timeline: An Holistic Rubric, Appendix 1.4.3.
7. Students write a position paper identifying and explaining major factors that contributed to the Holocaust. This can be assessed using rubric Argumentative Paragraph/Essay - Appendix 1.1.2.
8. Students write a position paper in response to the question: How effective has Canada's response to the Holocaust been? This can be assessed using rubric Argumentative Paragraph/Essay - Appendix 1.1.2.
· The teacher allows first language to be used to discuss concepts before translating into English.
· The teacher allows time and provides instruction in peer editing.
· The teacher reviews with students the processes of using information to draw conclusions. A sample can be provided in which the teacher lists a particular racist policy or action, and provides an example of the kinds of effects this might have on individuals.
· Extension activities can be provided for students who wish to research in more detail: (a) the ways in which Nazism affected various groups in Europe, (b) the groups that work to find and bring to trial individuals who participated in the Holocaust, (c) organization and laws that prohibit racism and protect human rights in Canada, such as: Canadian Human Rights Commission, the Charter of Rights, for example.
A variety of texts is used.
Broadfoot, Barry. Years of Sorrow, Years of Shame: The Story of the Japanese Canadians in World War II. General Publishing Company, 1979.
Hux, Allen D. and Frederick E Jarman. Experiencing History: Nazi Germany. Toronto: H.B.J. Canada, 1986.
Oiwa, Keibo. Stone Voices: Wartime Writings of Japanese Canadian Issei. Montreal: Vehicule Press, 1991.
Quinlan, Don, ed. World Affairs: Defining Canada's Role. Oxford U.P., 1998.
Non-print
Fukishima, Michael. Minoru: Memory of Exile. National Film Board of Canada, 1993.
Lerman, Jeanette (director), et al. Enemy Alien. National Film Board of Canada, 1975.
Holocaust Museum
www.ushmm.org/index.html
Holocaust Resources Online
www.lasalle-academy.org
The Nizkor Project: A Holocaust
Site
www.nizkor.org/fast-track.shtml
United States Holocaust Memorial
Museum
www.ushmm.org/links.html
The Simon Wiesenthal Center
www.wiesenthal.com/
The Anne Frank House
www.annefrank.nl
The Japanese Canadian Experience
www.crr.ca/English/whatsnew/ewhats_factsheet..html
The National Association of
Japanese Canadians
www.najc.ca
Canadian Race Relations Foundation
www.crr.ca
Canadian Concentration Camps
www.csuohio.edu/art photos/canada/canada.html
Time: 150 minutes
In this activity, students understand how Canada became involved in the struggle against the Axis powers. They understand the global nature of World War II and Canada’s role in the campaigns.
Strand(s): Communities: Local, National, and Global; Methods of Historical Inquiry
Overall Expectations
CGV.02D - demonstrate an understanding of the ways in which outside forces and events have shaped Canada’s policies
CGV.04D - demonstrate an understanding of Canada’s participation in war, peace, and security;
MHV.01D - ask questions, identify problems and use historical research methods;
MHV.02D - issues, accurately record relevant information, and then organize this information in a meaningful way;
MHV.03D - analyse and evaluate information when researching historical topics or issues;
MHV.04D - communicate effectively the results of research in presentations, and demonstrate an ability to apply insights to other situations.
Specific Expectations
CG4.01D - explain how Canada became involved in World War I and World War II, after researching the causes of the two world wars;
CG4.02D - demonstrate a knowledge of Canada’s military contributions in World War I and World War II;
CG4.03D - evaluate Canada’s role in the Allied victories of World War I and World War II;
MH4.03D - express ideas and arguments in a coherent manner during discussions and debates, or in graphic displays;
CG2.06D - analyse Canada’s response to the Holocaust and the subsequent policy development dealing with hate crimes and Nazi war criminals in Canada.
· Teachers gather world and regional outline maps that illustrate the geography of the war and the significance of various campaigns.
· Teachers order documentary movies or videos that deal with Canada’s role in various campaigns.
Students should have knowledge of the nature of warfare in World War I, the static nature of trench warfare, and the technological reasons for this. This enables them to make comparisons with the nature of warfare in World War II.
1. The teacher shows a video clip of a current armed conflict. Students brainstorm possible reasons why nations behave aggressively toward other nations.
2. Students read in their text or watch a documentary to determine the steps in increasing Nazi international aggression from 1936 to 1939. They note on a chart where it occurred, Nazi justifications or pretenses for the aggression, and the response or lack of response of other nations. At the bottom of the chart they draw general conclusions about the goals of Nazi aggression and the reasons for the responses made by the Western democracies.
3. Students choose a campaign or battle to work on with three to four other students. Choices include: Hong Kong and Singapore, Battle of Britain, Battle of the North Atlantic, Italian campaign, Dieppe, D-Day, European campaign or the bombing of German cities.
4. In each case, students research: (a) the main events of the battle or campaign, (b) the importance of this battle or campaign to the overall war effort, (c) the role of Canadians in the battle or campaign and the outcome.
5. Small groups report back to the class on these elements, using maps, visuals and/or drama to communicate their ideas. Other students make notes on the reports.
6. In full class discussion, students compare World Wars I and II in terms of purposes, technology, strategy and scope. As a result of their research and class discussion, students write a position paper that explains three ways that World Wars I and II were different.
1. Students submit charts for formative teacher assessment that indicate the nature of Nazi aggression, and the responses of the Western democracies. They are appended to, or include it as a legend on, a map that indicates the specific areas taken over by the Nazis between 1936 and 1939.
2,3,4. Students are summatively evaluated on their presentation of a battle or campaign.
5. Students write a five paragraph paper of up to two pages for formative teacher assessment in answer to the question: In what three important ways was World War II different from World War I? Consider weapons, strategies and scope. Assess using rubric Argumentative Paragraph/Essay – Appendix 1.1.2.
· Review co-operative group skills before working on campaign research.
· Provide opportunities and encouragement for peer editing of their papers.
a variety of texts
Quinlan, Don, ed. World Affairs: Defining Canada's Role. Toronto: Oxford University Press, 1998.
Santor, Donald. Canadians At War 1939-1945. Prentice-Hall of Canada, 1979.
Broadfoot, Barry. Years of Sorrow, Years of Shame. Toronto: Doubleday Canada, 1979.
Non-print
National Archives of Canada
http://www.archives
Veterans Affairs
www.vac-acc.gc.ca/
Canada Between Two Wars, Twilight of an Era., Canada in World War II, Blitzkrieg, The Clouded Dawn, Days of Infamy, Dusk, Ebbtide, The Norman Summer, Trial At Nuremberg, Enemy Alien. NFB.
Unwanted Soldiers. NFB. 1999
The Remembering Project: World
War II
www.remembering.org/
Canadians in Hong Kong during the
Second World War
www.dfait-maeci.gc.ca/china/76556-e.asp
Canada’s Hong Kong Veterans
www.waramps.ca/video/chkv.html
The Dieppe Raid
www.harrypalmergallery.ab.ca/galwardieppe/galwardieppe.htm.
Veterans Affairs
www.vac-acc.gc.ca)
Women in Canadian History
http://library.usask.ca/herstory/herstory.html
Time: 150 minutes
In this activity the scope of war in the mid-twentieth century is investigated. Students should understand that total war includes all people, including civilians, and all social structures and institutions. This is done by analysing the war on the home front in Canada from 1939 to 1945.
Strand(s): Communities: Local, National, and Global; Social, Economic, and Political Structures; Methods of Historical Inquiry
Overall Expectations
CGV.02D - demonstrate an understanding of the ways in which outside forces and events have shaped Canada’s policies;
CGV.04D - demonstrate an understanding of Canada's participation in war, peace, and security;
SPV.01D - evaluate how and why changing economic conditions have affected Canadians;
MHV.01D - ask questions, identify problems, and effectively use historical research methods to investigate topics and issues in history;
MHV.02D - use a variety of information sources effectively when researching historical topics or issues, accurately record relevant information, and then organize this information in a meaningful way;
MHV.03D - analyse and evaluate information when researching historical topics or issues;
MHV.04D - communicate effectively the results of research in presentations, and demonstrate an ability to apply insights from history to other situations.
Specific Expectations
CG3.02D - describe how the conscription crises of World Wars I and II created tensions between English Canada and Quebec;
CG4.04D - describe how Canadians of various ethnocultural backgrounds, individually and as communities, contributed to the war effort during World War I and World War II;
SP2.03D - demonstrate an understanding of the role of government in wartime and explain why the government acted as it did;
SP2.04D - explain how and why the Canadian government restricted certain rights and freedoms in wartime, and describe the impact, both short- and long-term, of these restrictions on the general population and on various groups within the Canadian population;
MH3.04D - use relevant and adequate supporting evidence to draw conclusions.
· Teacher determines sources that deal with war on the home front.
· Teacher prepares students to ask older Canadians about their experiences during the war, or any person's experiences during an armed conflict; what it was like and their feelings about it.
· Obtain propaganda and war effort posters.
Students should know the geographic, strategic and technological scope of the war so they are aware, in a general sense, of the massive cost in human and technological terms. They also have some knowledge of World War I and the impact it had on civilians and on political structures.
1. Students are asked to interview Canadians who lived through World War II; asking what were their experiences and how they felt about events at the time.
2. The teacher presents pictures or slides or a brief video clip on an armed conflict in which civilians were killed. Teacher raises questions with the class: Why are civilians involved in warfare in the twentieth century? Why is war not restricted only to military personnel?
3. In discussion, teacher leads students to identify and make notes about: the highly technological nature of modern warfare; the role civilians play in producing war materials in industrial society; how destruction of the society's ability to produce war material becomes a military goal in itself; and the terrible war goals that involve total destruction of a group of people.
4. The teacher uses examples of propaganda posters and war effort posters. Students identify the message and the purpose behind the message. From these, students infer the increasing role governments were playing in shaping people's lives during wartime.
5. Using a co-operative jigsaw, students identify from their text and from audio-visual sources the following areas where government increasingly shaped the lives of Canadians during World War II: the role of women, the restrictions on material goods such as consumer goods, the government use of industrial production, conscription, restrictions on the civil rights of groups such as Japanese-Canadians, propaganda and advertising, and rationing. Students organize this information in a chart.
6. On a second column on this chart, students describe how governments affected life in each of these areas. The teacher may wish to focus on one or more of the areas such as conscription, role of women, or restriction of freedoms.
7. On a third column, students, in their home groups, assess the possible long-term impact of government actions in each of these areas.
8. Students submit a one-paragraph description of the ways in which Canadians were affected by the war. Their sources would include their interviews with Canadians who lived through the war years (see rubric – Appendix 1.1.2).
1-6. Students submit a one-paragraph description of the ways that the lives of Canadians at home were affected by the war, for summative evaluation. Use the rubric Argumentative Paragraph/Essay – Appendix 1.1.2.
· Provide key visuals and a variety of poster visuals to illustrate and teach various areas of government involvement in society.
· Provide a completed chart for students that need extra assistance.
a variety of texts
Quinlan, Don, ed. World Affairs: Defining Canada's Role. Oxford: U.P., 1998.
Santor, Donald. Canadians at War: 1939-1945.
Non-print
Women in Canadian History
http://library.usask.ca/herstory/herstory.html
Enemy Alien. NFB, 1975. 25 minutes.
Rosies of the North. NFB. 1999.
Community
Interviews with people who lived through the war; at home or abroad.
Time: 120 minutes
This activity is designed to have students immerse themselves in a historical role of the Depression years and of World War II. They write a letter that indicates a knowledge of that time and the experiences of people who lived through it. The teacher may wish to have these presented to the class, perhaps grouping together similar experiences.
Strand(s): Communities: Local, National, and Global; Citizenship and Heritage, Social, Economic and Political Structures; Methods of Historical Inquiry
Overall Expectations
CGV.02D - demonstrate an understanding of the ways in which outside forces and events have shaped Canada’s policies;
CGV.04D - demonstrate an understanding of Canada's participation in war, peace, and security;
CHV.01D - demonstrate an understanding of the contributions of various social and political movements to Canadian history during the twentieth century;
SPV.01D - evaluate how and why changing economic conditions and patterns have affected Canadians;
MHV.01D - ask questions, identify problems and effectively use historical research methods to investigate topics and issues in history;
MHV.02D - use a variety of information sources effectively when researching historical topics or issues, accurately record relevant information, and then organize this information in a meaningful way;
MHV.03D - analyse and evaluate information when researching historical topics or issues;
MHV.04D - communicate effectively the results of research in presentations, demonstrate an ability to apply insights from history to other situations.
Specific Expectations
MH3.01D - identify different viewpoints and explicit biases when evaluating information for a research report or participating in a discussion;
MH3.02D - distinguish between primary and secondary sources of information, and demonstrate an understanding of how to use each appropriately in historical research;
MH3.04D - use relevant and adequate supporting evidence to draw conclusions;
MH4.04D - demonstrate, after participating in dramatizations of historical events, insights into historical figures’ situations and decisions;
MH4.02D - demonstrate competence in research and writing.
Students were informed of the culminating activity at the beginning of the unit. They were given a detailed description of what is expected and how to prepare for it.
Throughout this unit, students learn about the experiences of Canadians in various roles during the Great Depression and World War II. They draw upon this knowledge in order to develop their own description in letters.
1. Students are given instructions for the culminating activity well in advance of performing it:
Students are asked to assume the role of a Canadian from any region and write a five paragraph letter to Prime Minister Mackenzie King to explain why s/he will or will not vote for the Liberals or another political party in the 1945 election. Remind Mr. King of the experiences of Canadians and the record of politicians during the Great Depression and World War II and their hopes for the future.
Students construct a composite role based on their research of the period. They may use some of the following prompts and incorporate additional events and experiences from the era in consultation with the teacher: a prairie farmer of the Depression years; an unemployed city youth who decides to ride the rails and see Canada during the Depression (some of these were young women who disguised themselves as men), a soldier sent to Dieppe, a soldier in the Italian campaign (Farley Mowat’s And No Birds Sang is a good source), a soldier on the beaches of Normandy on D-Day; a woman managing a home and working in a wartime factory; a French Canadian in Quebec who has received a conscription notice. Requirements for the letter are as follows: it should accurately reflect the historical conditions of both time periods; the 1930s and the Great Depression and World War II; it should indicate familiarity with the primary sources available; it should be organized into appropriate subtopics using proper paragraphing; it should be correct in spelling and grammar. Students have one class period in which to write out their letter. They may bring rough notes and documents with them to class for reference.
Production of a letter written from the point of view of a historical person in several circumstances
Use the rubric Writing in Role – Appendix 1.2.1.
· Provide opportunity and time for peer editing.
· Peer tutor, education assistant or resource teacher may assist in this process, and with the editing of the assignment.
· Provide time and opportunity to write and edit in class, providing opportunity to develop several drafts
· Use the computer technology in the classroom or resource centre to practise writing and editing.
· ESL students may write in first language and then translate.
a variety of texts and resources
Canadiana Scrapbook: The Depression Years. Prentice Hall.
Canadiana Scrapbook: Canadians at War. Prentice Hall.
The teacher prepares stock certificates for several companies and industries, including automobile production, real estate, gold mining, banking, wheat, and radio manufacturing, each to be sold at $500 each. Students are issued paper money in denominations of $1000 for a total of $10 000.
· Round 1: Students may buy as many stocks as they wish, and can afford, from the market (a student who has volunteered to be a broker).
· Round 2: Stocks increase in value in different proportions; auto x2, real estate x3, gold x4, banking x2, wheat x2, and radio x3. Score is kept on the board as to how much each stock is now worth.
· Round 3: Students are allowed to buy more stocks, sell them back to the broker, or trade with each other.
· Round 4: Stocks continue to rise in price, according to the same formula as above.
· Round 5: Students can buy, sell or trade again.
· Round 6: Real estate, gold and wheat drop in value by dividing their current value by 5. The other stocks stay constant.
· Round 7: Trading, buying and selling again occur.
· Round 8: All stocks drop by dividing their value by 3.
· Round 9: If the teacher wishes to add a further edge of realism, students may wish to buy on margin (10% down payment). If they do so, their stocks will be marked to indicate that they owe 10 times the value of the stock.
The teacher continues the game, bringing success or failure, for as many rounds as seems appropriate. At the end of the game, students count up their winnings or losses.
In a debriefing teacher leads the students to discuss what happened to them in the simulation, why they invested as they did, how they felt during the process, and what they would do differently next time. Students who bought on margin should especially be asked how successful they were and how they felt about it.