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Statement of Inquiry: Conflict can lead to a change in identity and global perspectives.
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 Identity 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
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 Identity 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. Look at overhead 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_1900s__~_.pptx | |
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If students are interested in looking at what the punishments were for kids of their age and younger in the Victorian era, check this link. Can look at it as a class or on their own time. Victorian children in trouble with the law - The National Archives
In 100 years Canada completely changed their identity and values. World War One was the beginning of that change.
In 100 years Canada completely changed their identity and values. World War One was the beginning of that change.
Lesson 2
1. Take students to the common area and have a line taped to the floor, have all the students in a line and read the statements one by one. If the student agrees with the statement they will step forward onto the line, we will then have a brief discussion on why they agree. (War is Glorious, you should seek revenge if you are wronged, talking to a bully helps the situation, If your friend jumps into a fight is it okay to join them, if someone puts violence on you is it okay to return the violence on them etc.) about war, discuss how these things were not even questioned until World War One.
Watch a short video on how soldiers reacted to World War One
Watch a short video on how soldiers reacted to World War One
opinion_of_war_questions.docx | |
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2. Record the Causes of World War One (militarism, Imperialism, Nationalism, Alliance system). Find Definitions around the room and write them on their notes put these around the room.
ww1_definitions_for_around_the_room.docx | |
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3. Play 3 childhood games (musical Chairs- do in two groups, Red Rover, 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.
4. Link them to the causes of World War One
4. Link them to the causes of World War One
Lesson 3
1. Discuss the trigger of World War One: The Assassination of the Archduke Francis Ferdinand. Watch video about the assassination (see below)
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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.
Lesson 4
1. Fill out notes on Canada joins the war via powerpoint after definition search on Militarism, Nationalism, Alliance system Imperialism.
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2. Valcartier Quebec activity: walk around the room finding out information about students they don't know, like the soldiers at Valcartier Quebec
get_to_know_you_challenge.docx | |
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3. Mini lecture on the beginning of the War, the Schlieffen Plan and how its failure created the trench system. Walk through the Schlieffen Plan with Student volunteers at the front to see it visually. Watch video on the Schlieffen Plan
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4. World War One Map Assignment, Due date to be determined in class.
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Lesson 4 Trench Warfare
1. Review the Causes of World War One with a Horrible History video (see Below) and the powderkeg metaphor
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2. Review Canada joins the war.
3. Read first paragraph of unit overview. Vocabulary on back of unit overview due the day of the quiz for bonus marks.
3. Read first paragraph of unit overview. Vocabulary on back of unit overview due the day of the quiz for bonus marks.
overview_of_chapter_1.doc | |
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Lesson 5
1. Have students read the horror of wars text and answer the questions on the second page
horrors_of_war_part_one.pdf | |
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horrors_of_war_part_two.pdf | |
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ACTIVITY on War tactics and trench warfare: Students will be split into two groups and build barricades using their desks, chairs etc.. they will crunch up paper into balls to use as bullets and throw them at one another. Once hit they will be out (friendly fire counts as in war) for round two the students have the time to make adaptations to their paper weapons and their barricades for protection.
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Lesson 6
1. Review the Trenches. Watch War Horse Clips to show life in the trenches. Finish Horrible History clips from yesterday
2. Explore VR Trench videos below
2. Explore VR Trench videos below
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Additional Trench Videos
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3. Try four common trench foods: Maconochie, coffee, Canadian bread with jam and gum.
4. Work on map-Due Monday
If done, work on chapter Questions, using the duo tangs or text. IF done that play the trench game below.
4. Work on map-Due Monday
If done, work on chapter Questions, using the duo tangs or text. IF done that play the trench game below.
world_war_one_chapter_questionss.pdf | |
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Lesson 7 Work Block
Have students working on their maps and chapter questions.
Have slide show playing as students walk in as a review of yesterday and to see what the trenches look like today.
Lesson 8 Weapons
1. Review the trenches with videos (Below, first nine minutes)
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weapons_of_world_war_one.pdf | |
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2. Go over chapter questions with the class, asking for volunteers to share out.
3. Break students up into groups and assign each group a weapon to share with the class. Each group will be given a white board to draw their weapon and then briefly describe to the class what it does and how effective it was in the war.
4. Hint for next day about things being posted on the wall that when they come in, they should wonder around the room and read the information on that walls as it would be helpful to them for tomorrows activity.
3. Break students up into groups and assign each group a weapon to share with the class. Each group will be given a white board to draw their weapon and then briefly describe to the class what it does and how effective it was in the war.
4. Hint for next day about things being posted on the wall that when they come in, they should wonder around the room and read the information on that walls as it would be helpful to them for tomorrows activity.
Lesson 9 Arms Auction
1. Arms Auction activity: Students enter class and pictures of weapons for sale are on the wall. Also around the room are advertisements for weapons.
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2. First Students are put into countries:
Italy
Austria-Hungary
Germany
Britain
France
Russia
Italy
Austria-Hungary
Germany
Britain
France
Russia
country_cards.docx | |
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3. All groups receive $100. We will go through all weapons and they can bid on weapons using their money. On the board we will keep track of which country purchases each weapon.
4. Go through each weapon and give them a point value for their usefulness. Explain the pros and cons of each weapon as we go through the powerpoint. Add up the points each country receives. The country with the most points is the winner.
4. Go through each weapon and give them a point value for their usefulness. Explain the pros and cons of each weapon as we go through the powerpoint. Add up the points each country receives. The country with the most points is the winner.
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Lesson 10 - Canadian Battles
1. Work on Battles of World War One sheet. Complete Ypres together. All the rest are due at the end of class.
2. Go over as many battles as possible
2. Go over as many battles as possible
wwi_battles__student_template.doc | |
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Canada the Story of Us "Service and Sacrifice" and a clip of the battle from the Canadian film "Passchendaele." (language and graphic warning)
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Lesson 11
1. Check and mark chapter questions Review Ypres by Reading "Dulce et Decorum"
DULCE ET DECORUM EST
Bent double, like old beggars under sacks,
Knock-kneed, coughing like hags, we cursed through sludge,
Till on the haunting flares(2) we turned our backs
And towards our distant rest(3) began to trudge.
Men marched asleep. Many had lost their boots
But limped on, blood-shod. All went lame; all blind;
Drunk with fatigue; deaf even to the hoots(4)
Of tired, outstripped(5) Five-Nines(6) that dropped behind.
Gas!(7) Gas! Quick, boys! – An ecstasy of fumbling,
Fitting the clumsy helmets(8) just in time;
But someone still was yelling out and stumbling,
And flound'ring like a man in fire or lime(9) . . .
Dim, through the misty panes(10) and thick green light,
As under a green sea, I saw him drowning.
In all my dreams, before my helpless sight,
He plunges at me, guttering,(11) choking, drowning.
If in some smothering dreams you too could pace
Behind the wagon that we flung him in,
And watch the white eyes writhing in his face,
His hanging face, like a devil's sick of sin;
If you could hear, at every jolt, the blood
Come gargling from the froth-corrupted lungs,
Obscene as cancer, bitter as the cud(12)
Of vile, incurable sores on innocent tongues,
My friend, you would not tell with such high zest(13)
To children ardent(14) for some desperate glory,
The old Lie; Dulce et Decorum est
Pro patria mori.(15)
Wilfred Owen
8 October 1917 - March, 19181.
How do we know this is about Ypres? What were the tactics and outcome of that battle?
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
DULCE ET DECORUM EST
Bent double, like old beggars under sacks,
Knock-kneed, coughing like hags, we cursed through sludge,
Till on the haunting flares(2) we turned our backs
And towards our distant rest(3) began to trudge.
Men marched asleep. Many had lost their boots
But limped on, blood-shod. All went lame; all blind;
Drunk with fatigue; deaf even to the hoots(4)
Of tired, outstripped(5) Five-Nines(6) that dropped behind.
Gas!(7) Gas! Quick, boys! – An ecstasy of fumbling,
Fitting the clumsy helmets(8) just in time;
But someone still was yelling out and stumbling,
And flound'ring like a man in fire or lime(9) . . .
Dim, through the misty panes(10) and thick green light,
As under a green sea, I saw him drowning.
In all my dreams, before my helpless sight,
He plunges at me, guttering,(11) choking, drowning.
If in some smothering dreams you too could pace
Behind the wagon that we flung him in,
And watch the white eyes writhing in his face,
His hanging face, like a devil's sick of sin;
If you could hear, at every jolt, the blood
Come gargling from the froth-corrupted lungs,
Obscene as cancer, bitter as the cud(12)
Of vile, incurable sores on innocent tongues,
My friend, you would not tell with such high zest(13)
To children ardent(14) for some desperate glory,
The old Lie; Dulce et Decorum est
Pro patria mori.(15)
Wilfred Owen
8 October 1917 - March, 19181.
How do we know this is about Ypres? What were the tactics and outcome of that battle?
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
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Field trip to Museum
1. Field trip to the museum to check out artifacts and to see how Penticton was involved in WW1.
ww1_musuem_reflection.docx | |
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Lesson 12
Have slideshow playing while students walk into the room as a review on the battles, showing what each battlefield looked like and how they look today, see if they can guess which one is which.
1. Review the four Canadian battles (Ypres, The Somme, Vimy Ridge and Passchendale) and why they were significant for Canada.
2. Kahoot quiz for review- https://create.kahoot.it/details/canada-ww1-battles-and-review/546ff3c8-07a6-4a68-8b18-c170d347b6a5
Watch Canada A People's History on Vimy Ridge and Sam Hughes 33-43 unless no DVD use (31-45:50) History of Canada - Episode 12_ Ordeal By Fire Part 1 - video Dailymotion
3. Mini Lecture War in the air and the sea
2. Kahoot quiz for review- https://create.kahoot.it/details/canada-ww1-battles-and-review/546ff3c8-07a6-4a68-8b18-c170d347b6a5
Watch Canada A People's History on Vimy Ridge and Sam Hughes 33-43 unless no DVD use (31-45:50) History of Canada - Episode 12_ Ordeal By Fire Part 1 - video Dailymotion
3. Mini Lecture War in the air and the sea
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4. Explore https://map.forgottenwrecks.org/
5. Hand out the sheet below and have students explore some of the shipwrecks and answer questions.
5. Hand out the sheet below and have students explore some of the shipwrecks and answer questions.
shipwrecks_of_ww1.pdf | |
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5. Learn how to set up Cornell Notes.
6. Practice with pages 42 and 44 (after doing the Women at War Section together). Due at the end of class or hand in tomorrow.
7. Mini Lecture on Women at War
7. Mini Lecture on Women at War
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Lesson 13
1. Record the definition of Primary and Secondary Sources, Bias and Corroborate. Watch 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
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2. Read "women in war" article. Underline three key ideas and share one.
women_on_the_homefront_and_the_war_measures_act.pdf | |
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3. Completed questions 1-5 on the back of the sheet
document_based_questions.pdf | |
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4. Go over questions together
5. Read pg 34, 49 and 50 in the textbook and build Cornell notes (for a mark). On another piece of paper draw a simple cartoon that explains the war measures, military service, wartime measures and military voters acts.
5. Read pg 34, 49 and 50 in the textbook and build Cornell notes (for a mark). On another piece of paper draw a simple cartoon that explains the war measures, military service, wartime measures and military voters acts.
Lesson 14
1. Play review Kahoot or oral quiz
2. Go over the homefront powerpoint to discuss life in Canada during the war.
wwi_on_the_homefront_1__1___1_.odp | |
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3. Watch clips on the Halifax Explosion, 1917 election on Canada a peoples history video
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2. Read and discuss key point for War Measure Act
3.Recap the Four Acts of the War on the board:
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.
Get them to write on back of their social outcomes sheet.
4. Show Broken Promises clip from Canada a People’s History (54-min-1 hour 7 min)
3.Recap the Four Acts of the War on the board:
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.
Get them to write on back of their social outcomes sheet.
4. Show Broken Promises clip from Canada a People’s History (54-min-1 hour 7 min)
Lesson 15
1. Review Halifax Explosion and watch City of Sorrow from Canada a People's History (link below is the whole show, just fast forward to City of Sorrow (45:50 minutes in) and watch until 1 hour and 7 minutes (when "A Painful Peace" comes up you are done). History of Canada - Episode 12_ Ordeal By Fire Part 1 - video Dailymotion and the next link is for the rest of the video watch the first 11 minutes History of Canada - Episode 12_ Ordeal By FirePart 2 - video Dailymotion
3. ASHE experiment on students to show how people listened to propaganda
4.Propaganda
-show PowerPoint and practice analyzing posters
-Ask the class what are some types of propaganda today being used on them, pull up some commercial or images they mention and analyze them.
ex. this year was beer ads, vaping, makeup
-Show my video of propaganda made for the class
-Give class time to work on poster
-show PowerPoint and practice analyzing posters
-Ask the class what are some types of propaganda today being used on them, pull up some commercial or images they mention and analyze them.
ex. this year was beer ads, vaping, makeup
-Show my video of propaganda made for the class
-Give class time to work on poster
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5. The End of the War Powerpoint
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6. Watch Crash Course in History: World War One
7. Have students create 5-10 True/False questions on the notes up to this point, they will be used as review for the class for our upcoming quiz.
7. Have students create 5-10 True/False questions on the notes up to this point, they will be used as review for the class for our upcoming quiz.
Lesson
1. True or False Oral Quiz (for review, not marks)
2. Introduce the Treaty of Versailles Simulations. Treaty was important to Canada because we got our own seat (first time we were involved with an international treaty without Britain being in charge, Got a seat at the League of Nations, first time other countries see us as an international player.
3. Chose countries and a leader
4. Decide in groups what will happen to Germany
5. Debate as a class what will happen to Germany.
6. See what really happened to Germany
7. Play video below starting at 14:53 min
2. Introduce the Treaty of Versailles Simulations. Treaty was important to Canada because we got our own seat (first time we were involved with an international treaty without Britain being in charge, Got a seat at the League of Nations, first time other countries see us as an international player.
3. Chose countries and a leader
4. Decide in groups what will happen to Germany
5. Debate as a class what will happen to Germany.
6. See what really happened to Germany
7. Play video below starting at 14:53 min
treaty_of_versailles_handout_packages.doc | |
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Lesson
Art Gallery Field trip to see WW1 exhibit
world_war_one_art_gallery_trip__1_.docx | |
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Poppy Stories
This year, the Legion is proud to present “Poppy Stories”, an initiative that allows Canadians to scan a lapel Poppy with their smartphone. With every scan, you’ll be introduced to a fallen soldier with a story to remember. Just go to PoppyStories.ca to scan your Poppy!
Not only does each Veteran's story recognize their sacrifice, but it also honours their life. The stories expand on where and how soldiers grew up in Canada, their family history, pre-war careers, and even some of their passions. We hope Poppy Stories gives every Canadian someone special to think about this Remembrance Day.
Hand out the PoppyStories worksheet below for students to learn about a Canadian Soldier
Visit PoppyStories.ca on your mobile device to scan your Poppy and meet some inspiring Canadians who gave their lives in service of our country.
This year, the Legion is proud to present “Poppy Stories”, an initiative that allows Canadians to scan a lapel Poppy with their smartphone. With every scan, you’ll be introduced to a fallen soldier with a story to remember. Just go to PoppyStories.ca to scan your Poppy!
Not only does each Veteran's story recognize their sacrifice, but it also honours their life. The stories expand on where and how soldiers grew up in Canada, their family history, pre-war careers, and even some of their passions. We hope Poppy Stories gives every Canadian someone special to think about this Remembrance Day.
Hand out the PoppyStories worksheet below for students to learn about a Canadian Soldier
Visit PoppyStories.ca on your mobile device to scan your Poppy and meet some inspiring Canadians who gave their lives in service of our country.
poppystories.docx | |
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Final Project
Introduce the assignment before the propaganda poster next time, so the students are not rushed to finish these two and the beginning of the American Revolution assignment.
1. Now that we've come to the end of the war, it's time to take a closer look at some of the brave Canadians who fought in the Great War and earned Canada's place on the world stage. Choose one soldier from the database https://canadianletters.ca/ or Military Records Database | The Rooms and complete either a poem, a graphic novel/comic strip, or write them a letter in response to one of their own.
2. To break up the project days, we will also be watching the movie 1917. Students will identify 5 terms in the movie that we learned in class and explain how they were used.
1. Now that we've come to the end of the war, it's time to take a closer look at some of the brave Canadians who fought in the Great War and earned Canada's place on the world stage. Choose one soldier from the database https://canadianletters.ca/ or Military Records Database | The Rooms and complete either a poem, a graphic novel/comic strip, or write them a letter in response to one of their own.
2. To break up the project days, we will also be watching the movie 1917. Students will identify 5 terms in the movie that we learned in class and explain how they were used.
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Websites to help identify rank of your soldier
1917 Movie terms sheet
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Warhorse movie and reflection
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Watch Warhorse and complete assignment
World War One Essay
1. Review the Treaty of Versailles and its outcome. Discuss how It was important to Canada because it was the first time they were asked to participate in an international treaty. Look at page 54 and 28 in the textbook and compare the map in 1914 vs. 1918.
2. Introduce the essay. Have students take notes:
Hints for writing the history essay:
1. Include social, political and economies reasons, unless the question is on a timeline (i.e. 1914-2000), then break it up into sections (like 1914-1939, 1939-1960 and 1960-2000).
2. Have a specific and detailed thesis statement (argument). For example, instead of saying "World War one was positive and negative," say "While politically and socially World War One was positive for Canada; economically it was negative."
3. Say "Canada," not "we"
4.Use as many details as you can. Impress the markers with how much you know about the subject and fill all three pages as much as you can
5. Use the SEX Formula
Statement (For example, Politically World War One was positive for Canada)
Example (The treaty of Versailles)
eXplanation (it was the first time Canada participated in an international treaty, which meant Canada was becoming more independent from the British).
How do you know if something is political, social or economic?
Political: Anything to do with government, treaties, war or relationships with other countries
Economic: Anything to do with money
Social: Anything to do with how people feel/attitude towards and issue
6. Introduce the three essay topics (see handout below) and complete the essay outline. Watch the documentary above and take notes for their essay topic
2. Introduce the essay. Have students take notes:
Hints for writing the history essay:
1. Include social, political and economies reasons, unless the question is on a timeline (i.e. 1914-2000), then break it up into sections (like 1914-1939, 1939-1960 and 1960-2000).
2. Have a specific and detailed thesis statement (argument). For example, instead of saying "World War one was positive and negative," say "While politically and socially World War One was positive for Canada; economically it was negative."
3. Say "Canada," not "we"
4.Use as many details as you can. Impress the markers with how much you know about the subject and fill all three pages as much as you can
5. Use the SEX Formula
Statement (For example, Politically World War One was positive for Canada)
Example (The treaty of Versailles)
eXplanation (it was the first time Canada participated in an international treaty, which meant Canada was becoming more independent from the British).
How do you know if something is political, social or economic?
Political: Anything to do with government, treaties, war or relationships with other countries
Economic: Anything to do with money
Social: Anything to do with how people feel/attitude towards and issue
6. Introduce the three essay topics (see handout below) and complete the essay outline. Watch the documentary above and take notes for their essay topic
paragraph_assignment_.doc | |
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http://www.thercrmuseum.ca/en-ca/Learn
resource for WW1 battles and things - look into it more
resource for WW1 battles and things - look into it more
pandemic_google_slide_time_capsule_final_copy__1_.docx | |
File Size: | 267 kb |
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