Day 1:
1. Starting with out unit outline, ask students what they already know about how WW1 contributed to Canadian identity. Ask students if they know if any of the their family members were involved in the war. Have them talk to their families tonight about it so hopefully they can share something with the class.
2. Students will start this topic off with viewing 5 pictures and predicting in a sentence or two what is happening and trying to put them into chronological order. Answers will be provided as we learn about the topic.
3. Next we will learn about the Causes of World War One by filling out a note sheet. This will be the first part of a package of notes for the entire topic.
4. We will return to the Picture Prediction sheet and see if any answers can be provided. (Hint: at least one)
5. Introduce the topic's final assignment. Students will need to write two letters home to Canada from soldiers fighting in Europe. Five scenarios have been given and students can choose form these.
6. Review the "MAIN" causes of the war by playing a few childhood games. Link each game to one of the causes. Red Rover, Musical Chairs and Chain Tag.
7. Watch a video about the assassination of Archduke Franz Ferdinand.
8. Complete a map to visually show the alliances in Europe at the onset of World War One. As this map is coming from a different textbook, here is a copy of it.
1. Starting with out unit outline, ask students what they already know about how WW1 contributed to Canadian identity. Ask students if they know if any of the their family members were involved in the war. Have them talk to their families tonight about it so hopefully they can share something with the class.
2. Students will start this topic off with viewing 5 pictures and predicting in a sentence or two what is happening and trying to put them into chronological order. Answers will be provided as we learn about the topic.
3. Next we will learn about the Causes of World War One by filling out a note sheet. This will be the first part of a package of notes for the entire topic.
4. We will return to the Picture Prediction sheet and see if any answers can be provided. (Hint: at least one)
5. Introduce the topic's final assignment. Students will need to write two letters home to Canada from soldiers fighting in Europe. Five scenarios have been given and students can choose form these.
6. Review the "MAIN" causes of the war by playing a few childhood games. Link each game to one of the causes. Red Rover, Musical Chairs and Chain Tag.
7. Watch a video about the assassination of Archduke Franz Ferdinand.
8. Complete a map to visually show the alliances in Europe at the onset of World War One. As this map is coming from a different textbook, here is a copy of it.
Day 2:
- Review the causes of the war by watching a Horrible Histories video.
- Watch a video on the Schlieffen Plan and how its failure created the trench system.
- Tanks! !
- Students will follow a ppt on Canada and the First World War by taking fill in the blank notes.
- There is a follow up ppt after this covering Trench Warfare with no notes. Watch Life in a Trench.
- We will return to the Picture Prediction sheet and see if any answers can be provided. ( Hint: 2-3)
- Watch a video about WW1 from Above.
- Learn about the major battles: Ypres, The Somme, Passchendaele and Vimy Ridge. Watch the Story of Us, episode 6
- Let students start brainstorming ideas for their letters home .
Day 3:
- Play hot seat with some of the new terminology learned.
- War on the Home Front and Notes.
- Have students play Four Corners regarding the Conscription Crisis. Have each student share out something at the end.
- We will return to the Picture Prediction sheet and see if any answers can be provided.
- Record definitions for primary, secondary sources, corroborates and bias on DBQs worksheet.
- Primary Source: a source created at the time of the event. Less reliable. ex. newspaper, speeches, art, newscast, eyewitness accounts.
- Secondary Source: a source created after the event. more reliable (analyzing multiple sources, so less bias) Ex. movies, books, textbooks, academic articles, memoirs
- Corroboration: agrees with/supports
- Bias: learning to one side of an issue, not considering both sides or letting feelings get in the way of the truth
- Complete questions on the DBQ sheet, due next class.
- Recap the four Acts of War: (write down)
- War Measures Act: gave federal govt 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 Services Act: Compulsory enlistment
- Military Voters Act: Men and women overseas can vote
- Wartime Election Act: Gave the right to vote to widows, mothers, wives, 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.
- War Measures Act: gave federal govt 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.
- Watch Canada a People's History, Broken promises (0:54-1:07 ish)
- Watch History Bombs and Crash Course on WW1
- Work on letters home.
Day 4:
Student made Kahoot! for WW1.
- End of the War and Notes.
- We will return to the Picture Prediction sheet and see if any answers can be provided. (Hint: the final one)
- Introduce how the Treaty of Versailles 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)
- Students will create 3 multiple choice questions with answers to used for a classroom Kahoot. Be creative with your questions but remember there is a character limit for the questions and responses. Due at the end of the class.
- Go back to the unit outline and review the FCD questions for a final time.
Student made Kahoot! for WW1.