Lesson: Intro to World War 1
Canada in the 1900s vs Now | |
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1. Review Canada in 1900, put events on the road to independence; POWERPOINT (see above) - we compared Canada in 1900s to Canada now. Over the entire course we will look at how Canada moves from a racist, colonials backwards podunk to a respected, independent, multicultural nation.
2. Quote: Put up quote: The war to end all wars. See if students can guess what it means?
3. Activity: We all sat in a circle with our chairs. Mr. Fitton asked a question. If you agreed, you had to stand up and switch chairs with someone who agreed.
1. There are times when war is justified
2. Violence gets results
3. The best way to stop a bully is to talk to them.
4. 1 death is tragic, 1 million deaths is a statistic
5. The “bad” guy in war is the one that loses, the winners make history
6. If someone kills family member of yours, it is ok to sue them and their family.
7. If your friend is in a fight, you should you jump in
8. War is heroic.
These ideas were not even questioned until the “War to end all wars”
4. We watched video on Shellshock. What do you know about World War One? What caused these soldiers to react this way? https://www.youtube.com/watch?v=IWHbF5jGJY0
2. Quote: Put up quote: The war to end all wars. See if students can guess what it means?
3. Activity: We all sat in a circle with our chairs. Mr. Fitton asked a question. If you agreed, you had to stand up and switch chairs with someone who agreed.
1. There are times when war is justified
2. Violence gets results
3. The best way to stop a bully is to talk to them.
4. 1 death is tragic, 1 million deaths is a statistic
5. The “bad” guy in war is the one that loses, the winners make history
6. If someone kills family member of yours, it is ok to sue them and their family.
7. If your friend is in a fight, you should you jump in
8. War is heroic.
These ideas were not even questioned until the “War to end all wars”
4. We watched video on Shellshock. What do you know about World War One? What caused these soldiers to react this way? https://www.youtube.com/watch?v=IWHbF5jGJY0
5. We then read a Horrors of war article: Read the article cut from “All Quiet on the Western Front.” Explain that history tends to vilify the Germans in the war. Ask class why we shouldn’t do this in WW1. (Just because they lost the war… make sure they know people thought that they were fighting a just cause.) - This was a hard copy given out in class. Please find an electronic copy below.
horrors_of_war_-_all_quiet_exerpt.pdf | |
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6. Causes of WW1 Matrix. Distribute Causes of WW1 Matrix (on the rear is how to take Cornell notes.) Students must fill in the notes. Explain the difference between a trigger and a cause. This is a picture I drew in class. Please get it from me if you were away. We went over the basic causes of WW1 (militarism, imperialism, alliances etc). Students will look around the room to find notes placed on the wall.
7. Black Hand Video: History channel of assassination http://www.youtube.com/watch?v=BCTIaiiGB4o This video clip details the "Trigger" and not the causes of the war.
8. If you want to understand the start of the war, below is a video by John Green - Called "Crash Course in History - How World War 1 Started." We did not watch it in class since we have to keep moving forward. But if you want to watch at home, it is neat to view.
7. Black Hand Video: History channel of assassination http://www.youtube.com/watch?v=BCTIaiiGB4o This video clip details the "Trigger" and not the causes of the war.
8. If you want to understand the start of the war, below is a video by John Green - Called "Crash Course in History - How World War 1 Started." We did not watch it in class since we have to keep moving forward. But if you want to watch at home, it is neat to view.
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8. We looked at a comic called "The Chain of Friendship". Students got name tags associated to the countries and re-enacted the demonstration:
Students should be able to:
-look at the comic on pg. 31 of the textbook -compare to a school yard fight
-Explain who is who in the picture and how it relates to the alliance system
-assign students name tags and ask them to recreate the comic at the front of the class.
-who comes up first (Austria-Hungary, Serbia)
-Who gets involved next? (Russia, then Germany, then France, then Britain)
-Class tells them who is on each side in the war
Below is a picture of "The Chain of Friendship" - a comic which reveals how the system of alliances resulted in war.
9. I distributed a sheet on Cornell Method of note-taking (on back of WW1 causes sheet). I explained the concept behind it (helps trigger memories etc.)
10. As a class go over a section (read over The Beginning of World War One together and see what is important.) We read page 26-30 and started our first assignment: To take notes on pages 32, 33 and 34). Must be cornell style. 5 marks.
cornell_method__ww1_intro_notes.pdf | |
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Mr. Fitton's drawn notes.pdf | |
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cornellnotesgraphic.pdf | |
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Lesson - Finish up Causes of WW1.
1. Review: Trigger Vs Causes: and yesterday’s material (where did soldiers train, what was Canada’s force called, was war received very positively? Who was the assassin?)
TRIGGER VS CAUSE: To make the concepts of "trigger" and "cause" more clear, we discussed a modern example of Causes/Triggers in the form of the Los Angeles Riots of 1992. What was the trigger and what were the causes.
Show Rodney King incident and Sublime Video
-The class agreed that the Rodney King incident and trial afterwards was the trigger.
TRIGGER VS CAUSE: To make the concepts of "trigger" and "cause" more clear, we discussed a modern example of Causes/Triggers in the form of the Los Angeles Riots of 1992. What was the trigger and what were the causes.
Show Rodney King incident and Sublime Video
-The class agreed that the Rodney King incident and trial afterwards was the trigger.
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Another version of the music Video by the band "Sublime" and listened to the lyrics to try to determine the cause behind the riots: https://www.youtube.com/watch?v=FZ4q-wQ-w7I
2. Mr. Fitton then tried his best to draw a picture on board of powderkeg with “Franz Ferdinand” on it. -Draw militarism, nationalism, imperialism, alliances around the keg. -Then he discussed how the Balkans (a region in Europe right across the pond from Italy) was the powder keg of Europe due to nationalism. 3. Students then completed the notes that we had started the other day (on the overhead) and then their own version of the Cornell notes. These were handed in for five marks. Please ensure that if you have not handed them in yet, that you do. Remember: DO THE SUMMARY AT THE END. 4. Mr. Fitton Distributed a WW1 intro/study/outline sheet. Students must complete the vocabulary on the rear prior to the test. Students were informed that it is a great sheet to keep to study for the final exam and the unit test. Below is a copy of the Chapter Overview. A Handy study tool for the year. |
overview_of_chapter_1.doc | |
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Lesson: War Begins
1. Franz Ferdinand “Sophia” music Video (4 minutes)
Review with the song “Bang Bang” by Franz Ferdinand. https://www.youtube.com/watch?v=6zuHXbjlaJQ
-Listen to Lyrics
-Horrible Histories: https://www.youtube.com/watch?v=DpuOa6u6HX0 a review of the causes of the first world war.
Review with the song “Bang Bang” by Franz Ferdinand. https://www.youtube.com/watch?v=6zuHXbjlaJQ
-Listen to Lyrics
-Horrible Histories: https://www.youtube.com/watch?v=DpuOa6u6HX0 a review of the causes of the first world war.
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2. Oral Quiz
– what caused ww1 to start (5 minutes)
-Students grab a scrap piece of paper. Quiz them on material from last week.
-Who were allied with each other in WW1 (fr, br, rs + A-H, Grm, It)
-Who assassinated Franz Ferdinand (Gavrillo Princip)
-Which year did WW1 commence? (1914)
-Which country wanted to join Serbia (Bosnia)
-What are four causes of WW1 (Militarism, Alliances, Imperialism, nationalism)
3. Schlieffen Plan http://www.youtube.com/watch?v=lJXAcl8D51Y – Video – on Schlieffen Plan
– what caused ww1 to start (5 minutes)
-Students grab a scrap piece of paper. Quiz them on material from last week.
-Who were allied with each other in WW1 (fr, br, rs + A-H, Grm, It)
-Who assassinated Franz Ferdinand (Gavrillo Princip)
-Which year did WW1 commence? (1914)
-Which country wanted to join Serbia (Bosnia)
-What are four causes of WW1 (Militarism, Alliances, Imperialism, nationalism)
3. Schlieffen Plan http://www.youtube.com/watch?v=lJXAcl8D51Y – Video – on Schlieffen Plan
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-Schlieffen Plan Overheard
Students will receive Notes on Schlieffen plan: Militarism: 1905 – Schlieffen Plan = German plan to invade France and Russia (10) -Defeat France before Russia could mobilize army (so wouldn’t have to fight a two front war. (draw a picture) (a head being punched by two fists) (or stickmen) -August 2nd 1914 Germans Attack through Belgium (to get around French fortress towns) -They plan to defeat France in 39 days and then take on Russia. 91% of Army to France, 9% to Russia -Instead of surrounding Paris, they go to Marne, where the French meet them. (5-11 Sept). German advance is halted. -Right through Belgium (this causes Britain to enter war – protect Belgian Neutrality) -Russia Mobilizes in ten days and attacks Germany. -Dig in and create trenches in France and Belgium, causing the war to last four years. |
4. Chapter questions: Work on P. 24-27 (15 mins)
-Give students chapter questions to be completed throughout the week.
5. Watch Ordeal By Fire Part of “Canada A People’s History” (15 mins)
6. Show from 2:20-3:30 (do not play 3:30-4:30 as it is a title screen) Play from 4:38-14:30. Provides
a great display of archival footage. Shows horrors of war, war artists, gas attacks and describes the tragedy of the war. Fatalism. Begins with sign up and
shows a propaganda film. Youtube versions:
Ordeal By Fire Part 1: https://www.youtube.com/watch?v=fL756O4WM8I
Ordeal by Fire Part 2: https://www.youtube.com/watch?v=fWpGI57Gvq4
(http://www.dailymotion.com/video/x16cjnh_history-of-canada-episode-12-ordeal-by-fire-part-1_shortfilms (part 1 beginning of war)
http://www.dailymotion.com/video/x16ckar_history-of-canada-episode-12-ordeal-by-firepart-2_shortfilms (part 2 - conscription)
7. Students received their map project. Had to work on it. It is key that students understand that the map project is to help them understand the major players in the war and where they are located.
-Give students chapter questions to be completed throughout the week.
5. Watch Ordeal By Fire Part of “Canada A People’s History” (15 mins)
6. Show from 2:20-3:30 (do not play 3:30-4:30 as it is a title screen) Play from 4:38-14:30. Provides
a great display of archival footage. Shows horrors of war, war artists, gas attacks and describes the tragedy of the war. Fatalism. Begins with sign up and
shows a propaganda film. Youtube versions:
Ordeal By Fire Part 1: https://www.youtube.com/watch?v=fL756O4WM8I
Ordeal by Fire Part 2: https://www.youtube.com/watch?v=fWpGI57Gvq4
(http://www.dailymotion.com/video/x16cjnh_history-of-canada-episode-12-ordeal-by-fire-part-1_shortfilms (part 1 beginning of war)
http://www.dailymotion.com/video/x16ckar_history-of-canada-episode-12-ordeal-by-firepart-2_shortfilms (part 2 - conscription)
7. Students received their map project. Had to work on it. It is key that students understand that the map project is to help them understand the major players in the war and where they are located.
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schlieffen_plan_-_diagram.doc | |
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chapter_questions_-_the_great_war_questions.doc | |
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map_assignment.doc | |
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Lesson: Actively Participating in History and Mapping Assignment + Chapter Qs
1. Today we re-enacted the schlieffen plan in class. Then went outside and students showed their learning by literally walking through the Schlieffen plan with a sidewalk chalk drawing outside. This is to help students understand how and why trench warfare began.
2. As a class we read page 35-36 of the text.
3. We began our mapping assignment. It is below.
4. We worked on our chapter questions.
2. As a class we read page 35-36 of the text.
3. We began our mapping assignment. It is below.
4. We worked on our chapter questions.
map_assignment.pdf | |
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war_declared_by_all_-_onion.pdf | |
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Lesson: Trench Warfare and Weaponry
Today we examined life in the trenches that resulted due to the failure of the Schlieffen Plan. Then we moved on to Weapons of WW1.
1. We examined a Trench Warfare slideshow. (See below)
2. Students received a “Weapons of WW1 sheet.” -Have sheets for Tanks, poison gas, Machine gun, fighter jets, dirigible and U-boat –
must use textbook to write down main points.
3. Groups wrote answers on the chalkboard. When groups research, one person is to come up to board and write it out for the class to copy down.
-Each group will present their findings.
4. We then worked on chapter questions or unit vocabulary until end of class + Map (if not done)
5. If you are still having trouble understanding how WW1 started - the link below explains it in a quick and humorous fashion.
http://www.youtube.com/watch?v=_XPZQ0LAlR4 11 minute view of WW1. "Crash Course in History."
1. We examined a Trench Warfare slideshow. (See below)
2. Students received a “Weapons of WW1 sheet.” -Have sheets for Tanks, poison gas, Machine gun, fighter jets, dirigible and U-boat –
must use textbook to write down main points.
3. Groups wrote answers on the chalkboard. When groups research, one person is to come up to board and write it out for the class to copy down.
-Each group will present their findings.
4. We then worked on chapter questions or unit vocabulary until end of class + Map (if not done)
5. If you are still having trouble understanding how WW1 started - the link below explains it in a quick and humorous fashion.
http://www.youtube.com/watch?v=_XPZQ0LAlR4 11 minute view of WW1. "Crash Course in History."
lesson_4_-_land_and_sea_weapons.ppt | |
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lesson_5_-__trench_warfare.ppt | |
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weapons_of_ww1 handout for students_and_second_battle_of_ypres.pdf | |
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weaponry_articles.doc | |
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Lesson: Trenches and Major Battles of WW1
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Today was a busy day with lots accomplished!
1. Horrible histories: what trenches were like: https://www.youtube.com/watch?v=pJ7r-fmH6nM https://www.youtube.com/watch?v=qzzXPkAdQXQ 2. Review last class: What did we learn about? Machine gun, Dirigible, Gas (mustard and chlorine), tanks, planes, u-boats. Students wrote down any that were missing from their worksheets. If you are missing any, please see a friend and copy their answers. -As a class we had a discussion and determined that most people believed that the machine gun was the most important and revolutionary weapon of the war. 4. We Read: Mud, Rats and Death: Students do #1-4. Will use them for in class discussion next class. There is no online version of this. Need to get a copy from Mr. Fitton 5. Watched a couple of videos. HORRIBLE HISTORIES: Lice in ww1 http://www.youtube.com/watch?v=ugmU-hN1hxk Horrible histories: Splat the rat: http://www.youtube.com/watch?v=MZAoX3wIol8 6. Battles of WW1 – Notes for Students. Read Page 37-39 together and do Battle of Ypres on their battle sheets. Start to fill in battles of WW1. (ASSIGNMENT BELOW) 7. Went over the battle of Ypres on the rear of our weapons sheet. Looked at how during Ypres, the Canadians did not retreat in the face of a gas attack. It helped them create an identity as fierce warriors. |
wwi_battles__student_template.doc | |
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Lesson: Major Battles Continued
Today we did the following:
1. Review: Ypres Gas attack. Why significant? Canadians hold the line against the German Attack.
2. -Put the poem “Dulce Et Decorum Es” on the overhead; kids pictured as teacher read it.
3. Battles of WW1: P. 31: Somme – students read textbook by selves. (P.38)
Then, as a class we read the “Somme Handout” and use the questions at the end for discussion. –Explain how they should know that Somme = shows the need for Tanks and how Canadians became disgusted by their British Commanders.
4. Go over answers to Chapter questions done throughout the term thus far.
5. WW1 Facts: overhead to put on board.
6. Vimy Ridge: Discuss Vimy Ridge. Read P. 38
-Ask class why this battle is significant?
7. Video: Vimy Ridge from Ppls History.
Ppls History: Vol 8 – Ordeal By Fire – “Vimy Ridge” 40:03-46:50 - On DVD. You can also look on youtube.
https://www.youtube.com/watch?v=4VXxvuHMNeI (Play from 40:03-46:50)
-Play video clip and re-iterate how Vimy was planned, methodical, everyone had a map --- show students the copy of the map that I made
which is an original battle plan for Vimy.
-Vimy Glide (Rolling Barrage) - important to know what this is.
8. Show video clip of Christmas Day on WW1 Battlefields. http://rare.us/story/this-wwi-themed-christmas-ad-is-blowing-up-the-internet/
1. Review: Ypres Gas attack. Why significant? Canadians hold the line against the German Attack.
2. -Put the poem “Dulce Et Decorum Es” on the overhead; kids pictured as teacher read it.
3. Battles of WW1: P. 31: Somme – students read textbook by selves. (P.38)
Then, as a class we read the “Somme Handout” and use the questions at the end for discussion. –Explain how they should know that Somme = shows the need for Tanks and how Canadians became disgusted by their British Commanders.
4. Go over answers to Chapter questions done throughout the term thus far.
5. WW1 Facts: overhead to put on board.
6. Vimy Ridge: Discuss Vimy Ridge. Read P. 38
-Ask class why this battle is significant?
7. Video: Vimy Ridge from Ppls History.
Ppls History: Vol 8 – Ordeal By Fire – “Vimy Ridge” 40:03-46:50 - On DVD. You can also look on youtube.
https://www.youtube.com/watch?v=4VXxvuHMNeI (Play from 40:03-46:50)
-Play video clip and re-iterate how Vimy was planned, methodical, everyone had a map --- show students the copy of the map that I made
which is an original battle plan for Vimy.
-Vimy Glide (Rolling Barrage) - important to know what this is.
8. Show video clip of Christmas Day on WW1 Battlefields. http://rare.us/story/this-wwi-themed-christmas-ad-is-blowing-up-the-internet/
Lesson: Reviewing the battles.
1. Review last class: Somme and Vimy. Have student list the results of Vimy (planning + became a nation) and SOMME (Invent tanks, Canadians mad at commanders - want own units and commanders)
2. As a class we reviewed chapter questions: We corrected and reviewed about half of them.
3. Watch Ordeal By Fire Part of “Canada A People’s History” – to show them the profiteering on the home front. Show “spoils of war” section 6 minutes and 20 seconds long). See below. https://www.youtube.com/watch?v=4VXxvuHMNeI
4. Read P. 39? – Battle of Passchendael. Explain how it is the first time Canadians get a Canadian Commander – Sir Arthur Currie (who was also at Vimy Ridge, though not in Command.) Add to the chart for battles.
5. Brutal Battle. Battle of Passchendaele movie clip – http://www.youtube.com/watch?v=8k8Lj-cV7Ls
6. Iron maiden video: http://www.youtube.com/watch?v=c20-fm_WNew
Iron Maiden, the band was so disturbed by the battle of Passchendaele and how awful it was that they created a song about it. It contains old movie clips.
2. As a class we reviewed chapter questions: We corrected and reviewed about half of them.
3. Watch Ordeal By Fire Part of “Canada A People’s History” – to show them the profiteering on the home front. Show “spoils of war” section 6 minutes and 20 seconds long). See below. https://www.youtube.com/watch?v=4VXxvuHMNeI
4. Read P. 39? – Battle of Passchendael. Explain how it is the first time Canadians get a Canadian Commander – Sir Arthur Currie (who was also at Vimy Ridge, though not in Command.) Add to the chart for battles.
5. Brutal Battle. Battle of Passchendaele movie clip – http://www.youtube.com/watch?v=8k8Lj-cV7Ls
6. Iron maiden video: http://www.youtube.com/watch?v=c20-fm_WNew
Iron Maiden, the band was so disturbed by the battle of Passchendaele and how awful it was that they created a song about it. It contains old movie clips.
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Above is "Canada, A Peoples History" a great documentary on the history of Canada.
We will be watching the sections below:
A. For spoils of war on Profiteering:, Play 32:52 - 40:03
B. Vimy Ridge - Play from 40:03-46:50
C. City of Sorrow - Halifax Disaster" 46:54 - 53:33
D. A Broken Promise - 54:25 - 107:40.
We will be watching the sections below:
A. For spoils of war on Profiteering:, Play 32:52 - 40:03
B. Vimy Ridge - Play from 40:03-46:50
C. City of Sorrow - Halifax Disaster" 46:54 - 53:33
D. A Broken Promise - 54:25 - 107:40.
Lesson: Passchendaele.
Today in class, we accomplished a great deal.
1. Reviewed Battle of Passchendaele as a class.
-reviewed the term "Profiteering." Please acquaint yourself with this term if you don't know it.
2. We reviewed the Battle of Vimy Ridge and why it was significant to Canadian identity; compared it to the battle of the Somme and looked at what made it more of a success.
3. Re-Enactment: using water balloons or nerf balls, we reenacted the creeping barrage/vimy glide technique on the back field while middle schoolers looked on in horror. This was a fun way to ensure that students knew the strategy first hand.
4. Students also worked on their unit overview vocabulary. Part of the initial unit overview given out at the start of the unit.
1. Reviewed Battle of Passchendaele as a class.
-reviewed the term "Profiteering." Please acquaint yourself with this term if you don't know it.
2. We reviewed the Battle of Vimy Ridge and why it was significant to Canadian identity; compared it to the battle of the Somme and looked at what made it more of a success.
3. Re-Enactment: using water balloons or nerf balls, we reenacted the creeping barrage/vimy glide technique on the back field while middle schoolers looked on in horror. This was a fun way to ensure that students knew the strategy first hand.
4. Students also worked on their unit overview vocabulary. Part of the initial unit overview given out at the start of the unit.
Lesson: Women at War, War in the Air, War at Sea
1. Reminder: Quiz next day on all material up until the battle. All notes, maps, handouts up to pink sheet.
2. Read Chapter overview: Up to where class is in the readings.
3. Mini Lecture (put up main words on board) (A youtube video is listed below that goes over what we did.) Also, here is a link:
http://www.youtube.com/watch?v=Qeu9JJZAbtM&feature=youtu.be
Blue Birds Aerial Reconnaissance Billy Bishop Manfred Von Richtoven Ace Merchant Marine Convoy System
Women at war
2500 women join the war as nurses. Called Blue birds, because uniform was blue & white.
War in the air. Flying was an evolution. First Reconnaissance (what does the word mean in French?) -Enemy troops, trenches, supply lines
-Bricks, then guns Eventually machine guns are mounted on them. Shoot down five people = ace. Doesn’t seem like too much…. Why such a low number?
-Heroes – average life expectancy = 3 weeks.
-Royal Flying Corps, RAF, RCAF -Eventually shoot down the red baron.
War at Sea Britain has the biggest navy, in fact only once in the war is there a major naval battle, at the battle of Jutland… Germans limp back to port and stay for the rest of the war. May 31,-june 1 1916. Scuttle ships in 1919. -Convoy system to protect -Canada’s massive navy --- 2 ships, "Niobe"--- On West Coast; "Rainbow" East Coast
-What were we contributing to the war, other than men…. So what would our naval effort consist mainly of? -Merchant marine – Not part of navy ---
so if they get injured no pension/benefits.
-1915 – Germans Sink a British ship called "The Lusitania," 128 Americans onboard; Germany then says it won’t do unrestricted submarine warfare…. Then 1917 announce will do it again - Gets USA angry.
April 6, 1917. Zimmerman Telegram – USA is given an intercepted telegram where Germany says it would assist a Mexican attack on the USA. Another reason the USA Joins the war.
4. Went over notes in class. See attached notes above .
5. Watched "City of Sorrow" - a section of "Ppls History." This link is over an hour long, please just watch the section "City of Sorrow"
City of Sorrow - Halifax Disaster" 46:54 - 53:33 http://www.youtube.com/watch?v=_hXPA3qQy7U
6. Students worked on a Handout called "The Conscription Crisis." I do not have an electronic copy, so if you missed it, please come and get one from me if you missed class or have lost yours.
2. Read Chapter overview: Up to where class is in the readings.
3. Mini Lecture (put up main words on board) (A youtube video is listed below that goes over what we did.) Also, here is a link:
http://www.youtube.com/watch?v=Qeu9JJZAbtM&feature=youtu.be
Blue Birds Aerial Reconnaissance Billy Bishop Manfred Von Richtoven Ace Merchant Marine Convoy System
Women at war
2500 women join the war as nurses. Called Blue birds, because uniform was blue & white.
War in the air. Flying was an evolution. First Reconnaissance (what does the word mean in French?) -Enemy troops, trenches, supply lines
-Bricks, then guns Eventually machine guns are mounted on them. Shoot down five people = ace. Doesn’t seem like too much…. Why such a low number?
-Heroes – average life expectancy = 3 weeks.
-Royal Flying Corps, RAF, RCAF -Eventually shoot down the red baron.
War at Sea Britain has the biggest navy, in fact only once in the war is there a major naval battle, at the battle of Jutland… Germans limp back to port and stay for the rest of the war. May 31,-june 1 1916. Scuttle ships in 1919. -Convoy system to protect -Canada’s massive navy --- 2 ships, "Niobe"--- On West Coast; "Rainbow" East Coast
-What were we contributing to the war, other than men…. So what would our naval effort consist mainly of? -Merchant marine – Not part of navy ---
so if they get injured no pension/benefits.
-1915 – Germans Sink a British ship called "The Lusitania," 128 Americans onboard; Germany then says it won’t do unrestricted submarine warfare…. Then 1917 announce will do it again - Gets USA angry.
April 6, 1917. Zimmerman Telegram – USA is given an intercepted telegram where Germany says it would assist a Mexican attack on the USA. Another reason the USA Joins the war.
4. Went over notes in class. See attached notes above .
5. Watched "City of Sorrow" - a section of "Ppls History." This link is over an hour long, please just watch the section "City of Sorrow"
City of Sorrow - Halifax Disaster" 46:54 - 53:33 http://www.youtube.com/watch?v=_hXPA3qQy7U
6. Students worked on a Handout called "The Conscription Crisis." I do not have an electronic copy, so if you missed it, please come and get one from me if you missed class or have lost yours.
Lesson: Notes Scavenger Hunt
1. We watched a section of "Lethal Weapon" to review the flammernwerfer (Flame Thrower) from our weapons of war unit.
2. We engaged in a QR code Scavenger hunt. Students were given a note sheet and had to tour the school to find answers to questions. Each time they found an answer sheet, it had a QR code on it, which, when scanned gave them some historical information. See the handout below with notes and fill in the blank answers.
Youtube videos are listed below
Youtube videos are listed below
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notes_handout_-_the_great_war_and_explosion_of_social_impacts.doc | |
File Size: | 2343 kb |
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Lesson: End of War on Battle Front + Home Front
1. Today we reviewed the final push of the war with a slideshow. - See PPT below
2. We reviewed War Bonds and what they were. - See PPT below
3. We read a document on Women and the War Measures act - See below.
4. We went over the definitions of Primary Source, Secondary Source, Bias, and corroborate. They were part of a document called "Women in War" - see assignment below. If you were away, please complete it so you are aware of what it means.
Primary Source: A document/source created at the time of an event. Less reliable because relies on eyewitness accounts. Examples include: News stories, pictures, newspapers, eyewitness accounts, etc.
Secondary Source: A document/source that takes several primary sources and synthesizes them. Often, more reliable since it take account of multiple viewpoints. The hallmark of a secondary source is that it takes place after an event. Examples: Textbooks, journal articles, biographies, etc.
Bias: A preference for a certain point of view. (The lense through which a person views the world.). Example: Sexist, Racist, Liberal, Conservative, Left wing, right wing.
Corroborate: To agree with / support.
5. To complement a discussion on whether or not witness accounts are reliable, we watched a youtube video that proved that what we see with our own eyes is not always reliable. Watch the following and see how you do....
Awareness Test: See below.
2. We reviewed War Bonds and what they were. - See PPT below
3. We read a document on Women and the War Measures act - See below.
4. We went over the definitions of Primary Source, Secondary Source, Bias, and corroborate. They were part of a document called "Women in War" - see assignment below. If you were away, please complete it so you are aware of what it means.
Primary Source: A document/source created at the time of an event. Less reliable because relies on eyewitness accounts. Examples include: News stories, pictures, newspapers, eyewitness accounts, etc.
Secondary Source: A document/source that takes several primary sources and synthesizes them. Often, more reliable since it take account of multiple viewpoints. The hallmark of a secondary source is that it takes place after an event. Examples: Textbooks, journal articles, biographies, etc.
Bias: A preference for a certain point of view. (The lense through which a person views the world.). Example: Sexist, Racist, Liberal, Conservative, Left wing, right wing.
Corroborate: To agree with / support.
5. To complement a discussion on whether or not witness accounts are reliable, we watched a youtube video that proved that what we see with our own eyes is not always reliable. Watch the following and see how you do....
Awareness Test: See below.
lesson_11_-_victory_bonds_posters.ppt | |
File Size: | 758 kb |
File Type: | ppt |
lesson_12_-_the_great_war_ends__versailles.ppt | |
File Size: | 1550 kb |
File Type: | ppt |
Women in War and homefront.pdf | |
File Size: | 1549 kb |
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ASSIGNMENT women_in_war_document_based_questions.pdf | |
File Size: | 743 kb |
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primary_sources.pdf | |
File Size: | 743 kb |
File Type: |
Lesson: Treaty of Versailles and the End of the War
1. Today Mr. Fitton reminded us of the upcoming Unit Test
2. Students learned that we are going to be re-enacting the Treaty of Versailles simulation activity.
3. We reviewed 4 acts (laws that were in use during the war.)
War Measures Act: Gave Federal Government emergency powers to ensure the security of Canada. Included the suspension of Habeas Corpus and censoring mail. Enemy aliens could be detained, arrested or deported.
Military Service Act: Compulsory enlistment
Military Voters Act: Men and women overseas can vote,
Wartime Election Act: Gave the vote to widows, wives, mothers, adult daughters and sisters of Canadian men serving overseas. At the same time, conscientious objectors cannot vote or “enemy aliens” who immigrated less than 15 years before.
4. We read the rest of the Unit Overview as a class. Then students had 20 minutes to work on the unit overview vocabulary on the rear of the sheet.
5. We watched a 30 minute episode of Black Adder: Goodbyeeee. A section of the TV show that dealt with WW1 and trench life. It is not available online, but here is a small excerpt.
http://www.youtube.com/watch?v=G2DCExerOsA
6. Students were introduced to their upcoming paragraph assignment. See below for paragraph assignment, rubric and student examples.
7. Students worked on their active study reviews for the upcoming chapter test
8. Review of WW1 - via "History Bomb" https://www.youtube.com/watch?v=Nj43X-VBEPE see below
2. Students learned that we are going to be re-enacting the Treaty of Versailles simulation activity.
3. We reviewed 4 acts (laws that were in use during the war.)
War Measures Act: Gave Federal Government emergency powers to ensure the security of Canada. Included the suspension of Habeas Corpus and censoring mail. Enemy aliens could be detained, arrested or deported.
Military Service Act: Compulsory enlistment
Military Voters Act: Men and women overseas can vote,
Wartime Election Act: Gave the vote to widows, wives, mothers, adult daughters and sisters of Canadian men serving overseas. At the same time, conscientious objectors cannot vote or “enemy aliens” who immigrated less than 15 years before.
4. We read the rest of the Unit Overview as a class. Then students had 20 minutes to work on the unit overview vocabulary on the rear of the sheet.
5. We watched a 30 minute episode of Black Adder: Goodbyeeee. A section of the TV show that dealt with WW1 and trench life. It is not available online, but here is a small excerpt.
http://www.youtube.com/watch?v=G2DCExerOsA
6. Students were introduced to their upcoming paragraph assignment. See below for paragraph assignment, rubric and student examples.
7. Students worked on their active study reviews for the upcoming chapter test
8. Review of WW1 - via "History Bomb" https://www.youtube.com/watch?v=Nj43X-VBEPE see below
wwi_active_study_review.doc | |
File Size: | 44 kb |
File Type: | doc |
paragraph_assignment.doc | |
File Size: | 62 kb |
File Type: | doc |
Student example_essays.pdf | |
File Size: | 2594 kb |
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Lesson: Treaty of Versailles
1. We reviewed the PPT on the end of the war (see above a few days ago)
2. We did a simulation exercise wherein students re-enacted the treaty of Versailles
-Divide Class into three groups of 10. – Make one Person in each group, the leader. Can Be Georges Clemenceau, Lloyd George or Woodrow Wilson.
-Get into small group circles; to hammer out the treaty. Then make a huge, round circle to meet as a group.
–Students made little cards to put on their desks to show which nations they come front.
-Groups meet with their country and then meet with bigger group to hammer out the main points.
-Simulation was concluded by revealing to the class what actually happened.
–Students copied downfrom the option chart placed on the overhear or the LCD that shoes what actually happened.
3. We compare Map of Europe on Page 42 and then Page 22 (may not be accurate - as these are numbers from an old text)
4. Students began to work on their paragraph assignment; they researched by sifting through textbook and searching for evidence and direct quotes.
2. We did a simulation exercise wherein students re-enacted the treaty of Versailles
-Divide Class into three groups of 10. – Make one Person in each group, the leader. Can Be Georges Clemenceau, Lloyd George or Woodrow Wilson.
-Get into small group circles; to hammer out the treaty. Then make a huge, round circle to meet as a group.
–Students made little cards to put on their desks to show which nations they come front.
-Groups meet with their country and then meet with bigger group to hammer out the main points.
-Simulation was concluded by revealing to the class what actually happened.
–Students copied downfrom the option chart placed on the overhear or the LCD that shoes what actually happened.
3. We compare Map of Europe on Page 42 and then Page 22 (may not be accurate - as these are numbers from an old text)
4. Students began to work on their paragraph assignment; they researched by sifting through textbook and searching for evidence and direct quotes.
treaty_of_versailles_handout_packages.doc | |
File Size: | 669 kb |
File Type: | doc |
Lesson: World War 1 Essay Assignment
Today in class we worked on our essay assignment. Students had to have their outline complete to depart. Tomorrow, we will write the good copy and begin on our Active Study Reviews. Mr. Fitton distributed the Active study reviews for students to try tonight. 3 bonus marks on test day if the entire assignment is submitted.
-Test moved to Monday (no longer on Friday.)
-Test moved to Monday (no longer on Friday.)
Lesson: Continuing the Essay
Today we:
1. Went over the fact that the test was moved to Monday.
2. Paragraph also due Monday. If handed in today, then it would be marked easier (as a draft), if handed in later, marked as a polished copy.
3. Went over how multiple choice questions are designed and the terminology behind test-making. Also, got to try out a few possible test questions. Sheet is attached.
4. Worked on completing the essay. Due Monday. No more class time.
5. See below for student samples of work from Essays completed in Semester 1 of 2014
1. Went over the fact that the test was moved to Monday.
2. Paragraph also due Monday. If handed in today, then it would be marked easier (as a draft), if handed in later, marked as a polished copy.
3. Went over how multiple choice questions are designed and the terminology behind test-making. Also, got to try out a few possible test questions. Sheet is attached.
4. Worked on completing the essay. Due Monday. No more class time.
5. See below for student samples of work from Essays completed in Semester 1 of 2014
student_ww1_essay_examples_2014.pdf | |
File Size: | 1459 kb |
File Type: |
multiple_choice_questions_-_how_to_do_them_sheet.doc | |
File Size: | 29 kb |
File Type: | doc |
Lesson: Study for Unit Test
1.Today we worked on the Active Study Review (ASR) and then played a game of Jeopardy. See the Jeopardy game below if you wish to try your luck! Some of the questions herein were not covered fully in class and will not be on the exam. Just meant for fun.
2. We also looked how to study for multiple choice questions on a test.
2. We also looked how to study for multiple choice questions on a test.
wwi_jeopardy.ppt | |
File Size: | 2624 kb |
File Type: | ppt |
multiple_choice_-_how_to_write_them.doc | |
File Size: | 30 kb |
File Type: | doc |
Lesson: End of WW1 Unit
1. Today, students were given 10 minutes to study for the test.
2. Students handed in their Active Study Review packages if they wanted bonus marks.
3. Students handed in their WW1 unit paragraph.
4. Students wrote their WW1 Unit Test.
2. Students handed in their Active Study Review packages if they wanted bonus marks.
3. Students handed in their WW1 unit paragraph.
4. Students wrote their WW1 Unit Test.