World War One - Using Elements of Historical Thinking
Hook - we will learn battle tactics and ways wars were fought, then go on a trip to Safari Ridge Paintball. See videos below of our class in action.
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This page is currently under construction. It is a collaborative effort between Mrs. Fitton, Mr. Fitton and Mrs.Wilms.
We will have a worksheet with guiding questions + critical chapter questions organized by sections of our unit (Causes, War front, Home Front, Document based questions, End of the War)
We will have a worksheet with guiding questions + critical chapter questions organized by sections of our unit (Causes, War front, Home Front, Document based questions, End of the War)
WW1 Unit
This unit has been designed to particularly focus on the following elements of Historical Thinking
1. Evidence - We will focus on learning about Primary/Secondary Sources and Bias. This unit will help us explore these elements in World War One and Today (Fake News)
2. Continuity and Change - We will examine how Warfare, Opinions on Warfare, Canada's Status and Bitterness changed overtime.
Guiding Questions:
1. How did war change Canada (Socially, Politically, economically, in terms of independence and how ppl saw canada)
2. How did warfare evolve from 1776-Present
-Stay same
-Planes, tanks, gas, guerilla warfare, biological warfare
3. How do governments influence w/ propaganda
1. Evidence - We will focus on learning about Primary/Secondary Sources and Bias. This unit will help us explore these elements in World War One and Today (Fake News)
2. Continuity and Change - We will examine how Warfare, Opinions on Warfare, Canada's Status and Bitterness changed overtime.
Guiding Questions:
1. How did war change Canada (Socially, Politically, economically, in terms of independence and how ppl saw canada)
2. How did warfare evolve from 1776-Present
-Stay same
-Planes, tanks, gas, guerilla warfare, biological warfare
3. How do governments influence w/ propaganda
Lesson 1
1. Hook - Picture Set - To get students hooked, we have chosen 5 pictures that represent the major sections of the war that we will study. Follow the handout below in conjunction with the Powerpoint.
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2. Value line on opinions in war. Students will stand on the line if they agree with the statement.
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.
Afterwards, discuss how most of these statements were not challenged at all during this time period.
3. Teach MAIN (Create Handout) (Jeff) + Handout
4. Games that go over MAIN (Madi)
5. Relate back to Concept of Continuity and Change - Historical Understanding.
6. Intro to Trigger behind the war - Show the following video.
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.
Afterwards, discuss how most of these statements were not challenged at all during this time period.
3. Teach MAIN (Create Handout) (Jeff) + Handout
4. Games that go over MAIN (Madi)
5. Relate back to Concept of Continuity and Change - Historical Understanding.
6. Intro to Trigger behind the war - Show the following video.
Lesson 2
We will learn about the Schlieffen Plan and review causes of WW1
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Epic Rap battle to review causes (We will watch a clean version)
We will do a map where we label countries involved in WW1
| map_assignment.pdf |
Review picture of "The Chain of Friendship" - A Primary Source. Students will get a role and have to re-enact the Chain of Friendship.
| handout_-_hello_my_name_is.doc |
Lesson 3 - Weapons
We will watch a brief history of weapons and "is war over" to intro to our unit on weapons.
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We will start with a Brief PPT on Weapons to inspire students to choose.
| lesson_4_-_land_and_sea_weapons.ppt |
P. 20-21 Crossroads Source Book Answer Questions
Students choose a weapon/war technology
Machine Gun
Rifles
Tanks
Aircraft
Bayonet
Flamethrower
Gas
Blimp
Barbed Wire/ Razor Wire
First Nations Snipers - contributions
Field Medics
Learning Processing Piece:
Student take a piece and have to research online and then teach the class (20 mins to research) - then 20 mins to create a presentation.
-Ideas on how present -- Window writers, video, skit, chalkboard
A. Has this weapon been used before in history? How has it evolved
B. What is it?
C. How was it used in WW1
D. Is it still used - how/why/why not
E. Find a youtube video/multimedia clip to show class
Life in the Trenches
1. Exerpt from "All Quiet on the Western Front"
2. Mud, Rats, Death
3. Trench Food extravaganza
4. Powerpoint on Trench Life
2. Mud, Rats, Death
3. Trench Food extravaganza
4. Powerpoint on Trench Life
| lesson-__trench_warfare.ppt |
First world war from Above 0:00-8:50, Warhorse clips - trench and no man s land 0---- students have to watch and pick out things we talked about in the powerpoint. How are movies a great addition to the study of history.,
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http://calgaryherald.com/life/alberta-teen-sleeps-in-backyard-first-world-war-trench-for-school-social-studies-project
P. XIV of Counterpoints Source Book - Read letter and predict what life in the trenches would be like. (Mini Lesson on primary source, secondary source, bias)
Plickers quiz --- Primary Source/ Secondary Source Check for understanding
Plickers quiz --- Primary Source/ Secondary Source Check for understanding
Battle and War
Throughout the Unit, as we learn material, we will also watch 10-20 minutes per day of the film "The History of Us"
1. Is war over? Video Clip
Re-enact battlefield warfare - review napoleon
(Paper in class, outside/gym with balls)
-With new innovations, how do students think warfare will have changed (From 1815-1914)
-Major battles notes with a gallery walk (PPT - what is the info from textbook + our own info that they need to know)
Handout will have a picture of each major battle on the left side with a title, then on the right side an open section for notes)
* hammer home how this relates to guiding question of continuity and change
-Follow Erica's lesson
Paintball Field Trip
(Paper in class, outside/gym with balls)
-With new innovations, how do students think warfare will have changed (From 1815-1914)
-Major battles notes with a gallery walk (PPT - what is the info from textbook + our own info that they need to know)
Handout will have a picture of each major battle on the left side with a title, then on the right side an open section for notes)
* hammer home how this relates to guiding question of continuity and change
-Follow Erica's lesson
Paintball Field Trip
Critical Thinking Lesson
1. https://mrfitton.weebly.com/critical-thinking-competency-lesson.html do this lesson
2. Document Based Questions lesson find a Quote from First Nations source MAKE THIS HANDOUT
Dulce Decorum Es
Propaganda poster
Charge of the Light Brigade
(Sources that show change in attitude over time) - positives and negatives of war,
Gruesome WW1 Art
Counterpoints Quotes
2. Document Based Questions lesson find a Quote from First Nations source MAKE THIS HANDOUT
Dulce Decorum Es
Propaganda poster
Charge of the Light Brigade
(Sources that show change in attitude over time) - positives and negatives of war,
Gruesome WW1 Art
Counterpoints Quotes
Propaganda Lesson
PossGuiding Questions
government influence
Hook
Define
-Modern election videos
-Disney Propaganda Video
-Show some Dr Seuss Propaganda
-Handout and Powerpoint on Propaganda for students to do
Question: Does the history we've learned corroborate or disprove the propaganda posters you've seen. Discuss how this shows change over time.
government influence
Hook
Define
-Modern election videos
-Disney Propaganda Video
-Show some Dr Seuss Propaganda
-Handout and Powerpoint on Propaganda for students to do
Question: Does the history we've learned corroborate or disprove the propaganda posters you've seen. Discuss how this shows change over time.
| poster_analysis_worksheet.pdf |
| 4-a-4-all_e.pdf |
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Possible Assignment - students create own Propaganda Poster / Video / Etc --- Has to be WW1 content (pro Canada, Britain, Anti-German, Or Pro German)
-Or we will view and analyse
-Or we will view and analyse
Social and Home Front
Chapter questions, picture sets, home front, end of war
Women's role in war
-DBQs, Video, Canada a peoples history, + article
-Class 4 ways debate. Sit in one of four spots depending on your view and we will debate
1. Canadian Women had a very significant role in WW1
2. Canadian Women and men had equally signficant roles in WW1
3. Canadian Women had a role in WW1 but it was no way as significant as men
4. Canadian Women's had no significance in WW1
-DBQs, Video, Canada a peoples history, + article
-Class 4 ways debate. Sit in one of four spots depending on your view and we will debate
1. Canadian Women had a very significant role in WW1
2. Canadian Women and men had equally signficant roles in WW1
3. Canadian Women had a role in WW1 but it was no way as significant as men
4. Canadian Women's had no significance in WW1
Treaty of Versailles Simulation
Here is a screenshot of an activity from : https://media.curio.ca/filer_public/9d/7f/9d7f2b2c-2097-4f56-947c-bf5ac4780807/csouguide5.pdf
Let's respond to the questions as a class discussion.
Let's respond to the questions as a class discussion.
