Lesson Four-The War at Home
Content
SOCIAL STUDIES 11
WORLD WAR I
Lesson Four: The War at Home
Historical Understandings
1. 2. 3. 4. 5. 6. Establish Historical Significance Evidence and Interpretation Identify Continuity and Change Analyze Cause and Consequence Take an Historical Perspective Understand the Moral Dimensions of History
Rationale
The aim of this lesson is to examine how the war impacted Canadian society. The goal is that students would come away with a broader understanding of the historical significance of the changes the the war affected in Canadian society, specifically through examining the use of internment camps.
1. 2.
“How did the war impact Canadian society?” “How does war impact societies?”
Prescribed Learning Outcome(s): Students will begin to...
- “Assess Canada’s role in World War One and the impact of the war on Canada” - “Demonstrate effective written, oral, and graphic communication skills” - “Apply critical thinking--including questioning, comparing, summarizing, drawing conclusions, and defending a position--to make reasoned judgments about a range of issues, situations, and topics”
Assessment
Formative
• Entry and Exit slips • Primary document analysis • Class discussion
Materials
• A/V Equipment • Primary Document Set: Canadian Internment Camps
PAGE 1 OF 2
DURATION: 75 MINUTES
SOCIAL STUDIES 11
WORLD WAR I
Procedures
1.
(10 minutes) Entry Slip: “How does war impact societies?”
• The aim of this activity is simply to get students thinking about possible ways that wars
impact people and societies.
2.
(10 minutes) A recap of where we are: teacher-led mini-”lecture” on the aspects of the war that we have covered so far. Highlight key points: Alliances lead to conflict, Canada drawn in through loyalty, the “rush to enlist”, and the dramatic change in the technology of war. This can be re-enforced by using maps and pictures from previous lessons. This can end by transitioning to the impact that the war had on the home front. (15 minutes) Think, Pair, Share: War Measures Act. Referring to page 34 of the Social Studies 11 text (Counterpoints), have students read the section on the War Measures Act and respond to the question: “What effect did the War Measures Act have on the legal rights of Canadians? What could spur on the current government to enact a law like this?”
• The aim of this activity is to have students identify continuity and change, and to take an
3.
historical perspective.
4.
(15 minutes) Canadian Internment Camps: Depending on the class, students will look at the set of primary and secondary sources on the Canadian internment, and seek to answer three questions (included in the primary source set:
• What reasons (justifications) were given for internment? • What were conditions like for those interned? • Was the Canadian government justified in taking these actions? Is it our place to judge?
The aim of this activity is for students to examine and interpret evidence, and to understand the moral dimensions of history.
5.
(5-10 minutes) Discuss with class what they found and talk about the last question: was Canada justified. Point out the “hindsight is 20/20” and that the role of the historian is to try to see the world through the eyes of those who experienced it. What did they know/think/ believe at the time that might have impacted their decisions? (10 minutes) Exit Slip: “Respond to the statement: We often define ourselves (individually, communally, nationally) by excluding others.”
6.
PAGE 2 OF 2
DURATION: 75 MINUTES
WORLD WAR I
Lesson Four: The War at Home
Historical Understandings
1. 2. 3. 4. 5. 6. Establish Historical Significance Evidence and Interpretation Identify Continuity and Change Analyze Cause and Consequence Take an Historical Perspective Understand the Moral Dimensions of History
Rationale
The aim of this lesson is to examine how the war impacted Canadian society. The goal is that students would come away with a broader understanding of the historical significance of the changes the the war affected in Canadian society, specifically through examining the use of internment camps.
1. 2.
“How did the war impact Canadian society?” “How does war impact societies?”
Prescribed Learning Outcome(s): Students will begin to...
- “Assess Canada’s role in World War One and the impact of the war on Canada” - “Demonstrate effective written, oral, and graphic communication skills” - “Apply critical thinking--including questioning, comparing, summarizing, drawing conclusions, and defending a position--to make reasoned judgments about a range of issues, situations, and topics”
Assessment
Formative
• Entry and Exit slips • Primary document analysis • Class discussion
Materials
• A/V Equipment • Primary Document Set: Canadian Internment Camps
PAGE 1 OF 2
DURATION: 75 MINUTES
SOCIAL STUDIES 11
WORLD WAR I
Procedures
1.
(10 minutes) Entry Slip: “How does war impact societies?”
• The aim of this activity is simply to get students thinking about possible ways that wars
impact people and societies.
2.
(10 minutes) A recap of where we are: teacher-led mini-”lecture” on the aspects of the war that we have covered so far. Highlight key points: Alliances lead to conflict, Canada drawn in through loyalty, the “rush to enlist”, and the dramatic change in the technology of war. This can be re-enforced by using maps and pictures from previous lessons. This can end by transitioning to the impact that the war had on the home front. (15 minutes) Think, Pair, Share: War Measures Act. Referring to page 34 of the Social Studies 11 text (Counterpoints), have students read the section on the War Measures Act and respond to the question: “What effect did the War Measures Act have on the legal rights of Canadians? What could spur on the current government to enact a law like this?”
• The aim of this activity is to have students identify continuity and change, and to take an
3.
historical perspective.
4.
(15 minutes) Canadian Internment Camps: Depending on the class, students will look at the set of primary and secondary sources on the Canadian internment, and seek to answer three questions (included in the primary source set:
• What reasons (justifications) were given for internment? • What were conditions like for those interned? • Was the Canadian government justified in taking these actions? Is it our place to judge?
The aim of this activity is for students to examine and interpret evidence, and to understand the moral dimensions of history.
5.
(5-10 minutes) Discuss with class what they found and talk about the last question: was Canada justified. Point out the “hindsight is 20/20” and that the role of the historian is to try to see the world through the eyes of those who experienced it. What did they know/think/ believe at the time that might have impacted their decisions? (10 minutes) Exit Slip: “Respond to the statement: We often define ourselves (individually, communally, nationally) by excluding others.”
6.
PAGE 2 OF 2
DURATION: 75 MINUTES
