World War Two
Lesson One:
Lesson Two:
Lesson Three:
Lesson Four:
Lesson Five:
Lesson Six:
Lesson Seven:
- What do student already know about Canada's role in WW2? write on board/think in your head. Ask your family for personal connections to the war.
- Read page 119 in the textbook and discuss how the response to war being declared in 1939 was very different than when it was declared in 1914 (feels forced, reluctant, not excited.)
- Students will follow a Road to War GSlides and take notes.
- Watch WW2 in 7 minutes and John Greene's Crash Course of WW2.
Lesson Two:
- Read through notes on why WW2 happened and the beginning/trigger.
- Discuss the main elements of blitzkrieg and watch this video. (surprise, speed and coordinated attack with trucks, planes, tanks and soldiers) and how it changed the style of warfare and made WW2 take place over a much larger space than WW1.
- Start the documentary Canada's Role in WW2, answer the questions. Warning: the sound quality on this isn't great. I will post the answers to this at the end of the week. (Canada: The Story of Us episode 8 on CBC Gem (free but need an account) is another interesting one to watch) Here is the answer key to most of the above questions.
Lesson Three:
- Review the questions from last day from the documentary and watch the next segment.
- GSlides on Germany Invading Poland and notes.
- GSlides on the Dunkirk and notes (notes for good for Barbarossa and Dieppe as well)
- Operation Barbarossa video.
- Dieppe Raid.
Lesson Four:
- Finish watching Canada's Role. Answer remaining questions.
- GSlides on Battle of Britain and notes (good for all the following events)
- Italian Campaign video.
- D-Day Campaign Video.
- Watch Saving Private Ryan's Omaha beach scene.
- End of WW2 video.
- Japan's End: Hiroshima and Nagasaki, BBC video.
- Read p 127-129 in your textbook.
- Document based Questions on Canada's Reaction to World War Two.
- Primary source: something created during the time of an event. Ex: newspaper, speeches, newscast, pictures, magazines. Less reliable.
- Secondary source: created after the time of the event. More objective. Analyzes the event. Created from a variety of primary sources. Ex. textbook, newscast, biography, movie, books.
- corroboration: agrees with, supports.
- bias: prejudice in favour or against something or a person. Letting feelings get in the way of the truth.
- Document based Questions on Canada's Reaction to World War Two.
- Complete D-day and Battle of the Scheldt notes before watching the movie, Forgotten Battle.
- Quiz
Lesson Five:
- Watch a clip from Band of Brothers on the end of WW2. What conditions allowed this to happen?
- Read two Holocaust Quotes. What do they means
- Quote 1: "First they came for the Communists, but I was not a Communists so I did not speak up, Then they came for the Socialists and Trade Unionists, but I was neither so I did not speak out. Then they came for the Jews, but I was not a Jew so I did not speak out. And when they came for me, there was no one left to speak out for me." Martin Niemoeller.
- Quote 2: "All that is required for evil to prevail is for good men to do nothing." Edmund Burke
- Holocaust GSlides. Student can listen instead of taking notes. During the section on Auschwitz, show the clips of the train arriving at Auschwitz in Schindler's List.
- Watch the Milgram Experiment and Stanford Prison experiment. Could these happen today? Why/why not? Yes, this could happen any where, any time.
- Holocaust Timeline web search.
- 10 Stages of Genocide and video.
Lesson Six:
- Discrimination in Penticton.
- Chinese and Indigenous Soldiers.
- World War Two Propaganda.
- Internment Camps in BC. PDF on the New Denver Camp.
Lesson Seven: