WW1
Statement of Inquiry: Conflict can lead to a change in both identity and global perspectives.
Lesson 1: Canada at the Dawn of the Century
1. Powerpoint on Canada in the 1900s, review of course themes (how Canada went from a rural, racsist, British controlled society to an Americanized, urban, multicultural society with its own constitution. Terms to know: Chinese Head Tax, Komagata Muru, Alaskan Boundary Dispute
canada_in_1900.pptx | |
File Size: | 4193 kb |
File Type: | pptx |
2. Discuss our opinions of War by reading 8 general statements (War is Glorious, you should seek revenge if you are wronged, talking to a bully helps the situation, etc.) about war, discussed how these things were not even questioned until World War One watched a short video on how soldiers reacted to World War One
-Get kids to sit in a circle with one fewer chair than kids. Read statement - anyone who agrees has to change chairs and move.
-Or stand on a line or step forward if you agree with the statement.
3. Record the Causes of World War One (militarism, Imperialism, Nationalism, Alliance system). Find Definitions around the room and write them on their notes
4. Play 3 childhood games (musical Chairs, Red Rover, and Dodge Ball and chain tag), I want students to think about the definitions that they wrote down and decide which childhood game links to each cause of World War One. We will discuss them after we play the final game, chain tag.
5. link them to the causes of World War One
6. Discuss the trigger of World War One: The Assassination of the Archduke Francis Ferdinand. Watch video about the assassination (see below)
Important Handouts
World War One Chapter overview and testable vocabulary
-Get kids to sit in a circle with one fewer chair than kids. Read statement - anyone who agrees has to change chairs and move.
-Or stand on a line or step forward if you agree with the statement.
3. Record the Causes of World War One (militarism, Imperialism, Nationalism, Alliance system). Find Definitions around the room and write them on their notes
4. Play 3 childhood games (musical Chairs, Red Rover, and Dodge Ball and chain tag), I want students to think about the definitions that they wrote down and decide which childhood game links to each cause of World War One. We will discuss them after we play the final game, chain tag.
5. link them to the causes of World War One
6. Discuss the trigger of World War One: The Assassination of the Archduke Francis Ferdinand. Watch video about the assassination (see below)
Important Handouts
World War One Chapter overview and testable vocabulary
course_outline.docx | |
File Size: | 707 kb |
File Type: | docx |
chapter_1_overview.doc | |
File Size: | 50 kb |
File Type: | doc |
final_project_alternative_or_ww1.docx | |
File Size: | 155 kb |
File Type: | docx |
Lesson 2 - Start of WW1
This unit has been designed to particularly focus on the following elements of Historical Thinking
1. Evidence - We will focus on learning about Primary/Secondary Sources and Bias. This unit will help us explore these elements in World War One and Today (Fake News)
2. Continuity and Change - We will examine how Warfare, Opinions on Warfare, Canada's Status and Indentity changed overtime.
Guiding Questions:
1. How did war change Canada (Socially, Politically, economically, in terms of independence and how ppl saw canada)
2. How did warfare evolve from 1776-Present
-Stay same
-Planes, tanks, gas, guerilla warfare, biological warfare
3. How do governments influence w/ propaganda
1. Review Causes of the War by looking at the cartoon in the textbook where it compares the Alliance System to a school yard fight. Assign students country names and have them act out the alliance system.
1. Evidence - We will focus on learning about Primary/Secondary Sources and Bias. This unit will help us explore these elements in World War One and Today (Fake News)
2. Continuity and Change - We will examine how Warfare, Opinions on Warfare, Canada's Status and Indentity changed overtime.
Guiding Questions:
1. How did war change Canada (Socially, Politically, economically, in terms of independence and how ppl saw canada)
2. How did warfare evolve from 1776-Present
-Stay same
-Planes, tanks, gas, guerilla warfare, biological warfare
3. How do governments influence w/ propaganda
1. Review Causes of the War by looking at the cartoon in the textbook where it compares the Alliance System to a school yard fight. Assign students country names and have them act out the alliance system.
2. Valcartier Quebec activity: walk around the room finding out information about students they don't know, like the soldiers at Valcartier Quebec.
3. Fill out notes on Canada joins the war
3. Fill out notes on Canada joins the war
world_war_one_notes__1_.pdf | |
File Size: | 483 kb |
File Type: |
4. World War One Map Assignment. Due Friday
map_assignment.pdf | |
File Size: | 756 kb |
File Type: |
|
|
Lesson 3 -
1. Reviewed the Causes of World War One with a Horrible History video (see Below) and the powderkeg metaphor
|
|
2. Reviewed Canada joins the war. Read first paragraph of unit overview. Vocabulary on back of unit overview due the day of the test for bonus marks. (see assignment above under important handouts)
3. Mini lecture on the beginning of the War, the Schlieffen Plan and how its failure created the trench system. Walked through the schlieffen Plan with Student volunteers at the front to see it visually. Watch video on the Schlieffen Plan
3. Mini lecture on the beginning of the War, the Schlieffen Plan and how its failure created the trench system. Walked through the schlieffen Plan with Student volunteers at the front to see it visually. Watch video on the Schlieffen Plan
|
|
4. Work on map assignment (due Friday)
5.Begin World War One Chapter Questions.
Trench Warfare
1. Review the Schlieffen Plan
2. Read The Horrors of War (excerpt from All Quiet on the Western Front)
2. Read The Horrors of War (excerpt from All Quiet on the Western Front)
horrors_of_war_part_one.pdf | |
File Size: | 523 kb |
File Type: |
horrors_of_war_part_two.pdf | |
File Size: | 398 kb |
File Type: |
3. Powerpoint on the Trenches (see below)
lesson_3_-_trench_warfare.ppt | |
File Size: | 5162 kb |
File Type: | ppt |
4. Reviewed the Trenches. Watched War Horse Clips to show life in the trenches.
|
|
Additional Trench Videos
|
|
|
|
5. Tried four common trench foods: Maconochie, coffee, Canadian bread and jam and gum.
6. Work on map. Due tomorrow
6. Work on map. Due tomorrow
Lesson 5 - Review and Arms Auction
1. Review the trenches with videos (Below, first nine minutes)
2. Finish map and work on chapter questions
2. Finish map and work on chapter questions
|
|
Arms Auction Activity. Students enter class and colour photos of weapons for sale are on the wall. Also, put up around the room as advertisements for weapons.
ww1_auction_advertisements.pdf | |
File Size: | 974 kb |
File Type: |
Students then get into groups and choose a country (first come, first serve)
country_cards.docx | |
File Size: | 12 kb |
File Type: | docx |
Students then get an arms auction sheet and teacher shows an arms auction slideshow where students bid. At the end, students find out which weapons were most effective and why and who "wins" the war.
|
|
Battles of WW1
1. Work on Battles of World War One sheet. Completed Ypres together. All the rest are due at the end of class.
2. Work on Chapter questions
3. Go over as many battles as possible
2. Work on Chapter questions
3. Go over as many battles as possible
wwi_battles__student_template__1_.doc | |
File Size: | 70 kb |
File Type: | doc |
Canada the Story of Us "Service and Sacrifice" and a clip of the battle from the Canadian Film "Passchendaele."
|
|
|
|
1. Check and mark chapter questions
Review Ypres by Reading "Dulce et Decorum" How do we know this is about Ypres? What were the tactics and outcome of that battle?2. Review the Battle of The Somme. What did we learn from this battle?
-not to use outdated battlefield warfare tactics
-war of attrition
-we hate British generals, want our own commanders
2. Review Vimy Ridge, draw the tactics on the board. We will go outside tomorrow and walk through the battle.
3. Review Passchendaele Watch Clip from Passchendaele. Listen to Iron Maiden Song
4. Work on chapter question if time.
DULCE ET DECORUM EST
Bent double, like old beggars under sacks,
Knock-kneed, coughing like hags, we cursed through sludge,
Till on the haunting flares we turned our backs
And towards our distant rest began to trudge.
Men marched asleep. Many had lost their boots
But limped on, blood-shod. All went lame; all blind;
Drunk with fatigue; deaf even to the hoots
Of tired, outstripped Five-Nines that dropped behind.
Gas! Gas! Quick, boys! – An ecstasy of fumbling,
Fitting the clumsy helmets just in time;
But someone still was yelling out and stumbling,
And flound'ring like a man in fire or lime . . .
Dim, through the misty panes and thick green light,
As under a green sea, I saw him drowning.
In all my dreams, before my helpless sight,
He plunges at me, guttering, choking, drowning.
If in some smothering dreams you too could pace
Behind the wagon that we flung him in,
And watch the white eyes writhing in his face,
His hanging face, like a devil's sick of sin;
If you could hear, at every jolt, the blood
Come gargling from the froth-corrupted lungs,
Obscene as cancer, bitter as the cud
Of vile, incurable sores on innocent tongues,
My friend, you would not tell with such high zest
To children ardent for some desperate glory,
The old Lie; Dulce et Decorum est
Pro patria mori.
Wilfred Owen
8 October 1917 - March, 1918
Review Ypres by Reading "Dulce et Decorum" How do we know this is about Ypres? What were the tactics and outcome of that battle?2. Review the Battle of The Somme. What did we learn from this battle?
-not to use outdated battlefield warfare tactics
-war of attrition
-we hate British generals, want our own commanders
2. Review Vimy Ridge, draw the tactics on the board. We will go outside tomorrow and walk through the battle.
3. Review Passchendaele Watch Clip from Passchendaele. Listen to Iron Maiden Song
4. Work on chapter question if time.
DULCE ET DECORUM EST
Bent double, like old beggars under sacks,
Knock-kneed, coughing like hags, we cursed through sludge,
Till on the haunting flares we turned our backs
And towards our distant rest began to trudge.
Men marched asleep. Many had lost their boots
But limped on, blood-shod. All went lame; all blind;
Drunk with fatigue; deaf even to the hoots
Of tired, outstripped Five-Nines that dropped behind.
Gas! Gas! Quick, boys! – An ecstasy of fumbling,
Fitting the clumsy helmets just in time;
But someone still was yelling out and stumbling,
And flound'ring like a man in fire or lime . . .
Dim, through the misty panes and thick green light,
As under a green sea, I saw him drowning.
In all my dreams, before my helpless sight,
He plunges at me, guttering, choking, drowning.
If in some smothering dreams you too could pace
Behind the wagon that we flung him in,
And watch the white eyes writhing in his face,
His hanging face, like a devil's sick of sin;
If you could hear, at every jolt, the blood
Come gargling from the froth-corrupted lungs,
Obscene as cancer, bitter as the cud
Of vile, incurable sores on innocent tongues,
My friend, you would not tell with such high zest
To children ardent for some desperate glory,
The old Lie; Dulce et Decorum est
Pro patria mori.
Wilfred Owen
8 October 1917 - March, 1918
War in the Air and Sea
1. Review the four Canadian battles (Ypres, The Somme, Vimy Ridge and Passchendale) and why they were significant for Canada. Watch Canada A People's History on Vimy Ridge and Sam Hughes (33-35 and 39-43)
2. Go outside and walk through the tactics of Vimy Ridge. Review The Schlieffen Plan and Battlefield Warfare while we are out there
3. Mini Lecture on women at war and the War in the air and the sea
2. Go outside and walk through the tactics of Vimy Ridge. Review The Schlieffen Plan and Battlefield Warfare while we are out there
3. Mini Lecture on women at war and the War in the air and the sea
wwi_at_sea_and_in_the_air__2___1_.odp | |
File Size: | 5679 kb |
File Type: | odp |
|
|
|
4. Learn how to set up Cornell Notes.
5. Practice with pages 42 and 44 of Counterpoints (after doing the Women at War Section together). Due at the end of class or hand in tomorrow.
6. Explore https://map.forgottenwrecks.org/
6. Explore https://map.forgottenwrecks.org/
Primary, Secondary Sources and Bias Lesson
1. Record the definition of Primary and Secondary Sources, Bias and Corroborate. Watched videos to illustrate each point
PRIMARY SOURCE: Source created at the time of the event. Less reliable. Newspapers, speeches, art, newscast, eyewitness accounts are examples
SECONDARY SOURCE: Source created after the event. More reliable (analyzing multiple sources, so less bias) Movies, Books, Textbooks, Academic Articles, memoir are examples
BIAS: Leaning to one side of an issue, not considering both sides or letting feelings get in the way of the truth.
CORROBORATE: Agree With
PRIMARY SOURCE: Source created at the time of the event. Less reliable. Newspapers, speeches, art, newscast, eyewitness accounts are examples
SECONDARY SOURCE: Source created after the event. More reliable (analyzing multiple sources, so less bias) Movies, Books, Textbooks, Academic Articles, memoir are examples
BIAS: Leaning to one side of an issue, not considering both sides or letting feelings get in the way of the truth.
CORROBORATE: Agree With
|
|
2. Read "women in war" article. Underline three key ideas and share one.
3. Completed questions 1-5 on the back of the sheet
4. Go over questions together
3. Completed questions 1-5 on the back of the sheet
4. Go over questions together
document_based_questions_women_in_war.pdf | |
File Size: | 998 kb |
File Type: |
5. Read pg 34, 49 and 50 in the textbook. Draw a simple cartoon that explains the war measures, military service, wartime measures and military voters acts.