MHR • Unit 2€¦ · Unit 2 at a Glance Unit 2 focuses on the forces that transformed Canada...

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INTRODUCING UNIT 2 TO WHAT DEGREE DID INTERNAL AND EXTERNAL FORCES TRANSFORM CANADA BETWEEN 1914 AND 1938? UNIT 2 AT A GLANCE Unit 2 focuses on the forces that transformed Canada between the beginning of World War I in 1914 and the eve of another world war. This exploration, analysis, and evaluation extends students’ understanding of Canadian identity by examining a period that led to greater autonomy, the Roaring Twenties, the Great Depression, and the events that plunged the world into world war in 1939. Students’ exploration, analysis, and evaluation of this tumultuous time will touch on a variety of issues, including the country’s responses to World War I, how social and economic forces helped transform Canada after the war, whether Canadian society responded appropriately to individuals and groups, and the extent to which international experiences transformed the country. Students will continue to explore, analyze, and evaluate the question of Canadian identity and how the country’s government and people have responded to global political, social, and economic forces. As students develop the skills, knowledge, and understanding necessary to think critically about and respond to the unit question — To what degree did external and internal forces transform Canada between 1914 and 1938? — and complete the challenge for this related issue — an analysis of and commentary on two written primary sources — they will also be working toward developing their own response to the key issue question: To what extent have local, national, and global forces shaped Canadian identity? QUICK LESSON PLANNER — UNIT 2 NOTES 1. The time designated for each lesson is an estimate only. You will need to adapt the lessons to match timetables at your school and the needs, interests, abilities, and learning styles of the students in your class. 2. The overall and specific expectations — knowledge, understanding, and skills — emphasized in each chapter are listed in the curriculum congruence chart (pp. 14–38), but each unit’s overall and specific expectations are to varying degrees reflected in every chapter of the unit. 3. Skills and processes are also listed in the curriculum congruence chart (pp. 14–38). 4. IQ stands for “inquiry question.” 5. Strategies for differentiated instruction are listed on pages 62 to 64. MHR • Unit 2 193

Transcript of MHR • Unit 2€¦ · Unit 2 at a Glance Unit 2 focuses on the forces that transformed Canada...

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IntroducIng unIt 2 to what degree dId Internal and external forces

transform canada between 1914 and 1938?

Unit 2 at a GlanceUnit 2 focuses on the forces that transformed Canada between the beginning of World War I in 1914 and the eve of another world war. This exploration, analysis, and evaluation extends students’ understanding of Canadian identity by examining a period that led to greater autonomy, the Roaring Twenties, the Great Depression, and the events that plunged the world into world war in 1939.

Students’ exploration, analysis, and evaluation of this tumultuous time will touch on a variety of issues, including the country’s responses to World War I, how social and economic forces helped transform Canada after the war, whether Canadian society responded appropriately to individuals and groups, and the extent to which international experiences transformed the country. Students will continue to explore, analyze, and evaluate the question of Canadian identity and how the country’s government and people have responded to global political, social, and economic forces.

As students develop the skills, knowledge, and understanding necessary to think critically about and respond to the unit question — To what degree did external and internal forces transform Canada between 1914 and 1938? — and complete the challenge for this related issue — an analysis of and commentary on two written primary sources — they will also be working toward developing their own response to the key issue question: To what extent have local, national, and global forces shaped Canadian identity?

QUick lesson Planner — Unit 2

notes

1. The time designated for each lesson is an estimate only. You will need to adapt the lessons to match timetables at your school and the needs, interests, abilities, and learning styles of the students in your class.

2. The overall and specific expectations — knowledge, understanding, and skills — emphasized in each chapter are listed in the curriculum congruence chart (pp. 14–38), but each unit’s overall and specific expectations are to varying degrees reflected in every chapter of the unit.

3. Skills and processes are also listed in the curriculum congruence chart (pp. 14–38).

4. IQ stands for “inquiry question.”

5. Strategies for differentiated instruction are listed on pages 62 to 64.

MHR • Unit 2 193

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Unit 2 (1914–1938) To what degree did internal and external forces transform Canada between 1914 and 1938?

Chapter 5 — World War I Chapter Issue — To what extent did Canada respond effectively to World War I?

Lesson Lesson Focus Estimated Time

1 Unit 2 Opener

Unit 2 Challenge

Introduction to Chapter 5 (pp. 118–125)

Unit 2 Opener Introduce Unit 2

Your Challenge 2 Introduce and specifically discuss expectations for chal-lenge for Unit 2

Introduction to Chapter 1 Introduce chapter issue, key terms, and “My Canadian History Journal”

75 minutes

2 Canada’s Involvement (pp. 126–129)

IQ 1: Why did Canada become involved in World War I? Explore the war’s causes and Canada’s responses

75 minutes

3 Challenges Faced by Canadian Forces (pp. 130–134)

IQ 2: What challenges did Canadian Forces face in World War I? Explore the weapons and technology of the war, trench warfare, the theatres of operation, and two significant battles

75 minutes

4 Challenges Faced by Canadian Forces (continued) (pp. 135–139)

IQ 2: What challenges did Canadian Forces face in World War I? (continued) Explore the Battle of Vimy Ridge, Passchendaele, Canada’s Hundred Days, and the Paris Peace Conference, with a focus on their effects on Canadian identity

Making History Remembering Vimy

75 minutes

5 The Home Front

Know and Understand . . . Think . . . Communicate . . . Apply . . . (pp. 140–147)

IQ 3: How did Canadians at home respond to the war? Explore various aspects and effects of the war on the home front

Viewpoints on History Two views on conscription

Know and Understand . . . Think . . . Communicate . . . Apply . . .

Steps to Your Challenge Prepare to complete the challenge for this unit

75 minutes

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Chapter 6 — Social and Economic Change Chapter Issue — To what extent did responses to social and economic forces

help transform Canada after World War I?

Lesson Lesson Focus Estimated Time

6 Introduction to Chapter 6

Legacies of World War I (pp. 148–154)

Introduction to Chapter 1 Introduce chapter issue, key terms, and “My Canadian History Journal”

IQ 1: How did legacies of World War I affect Canadians? Explore changing expectations, the Spanish flu pandemic, changing social conditions, women’s suffrage, and the Persons Case

Viewpoints on History Three views on recognizing women’s right to vote

75 minutes

7 Postwar Challenges (pp. 155–159)

IQ 2: How did Canadians respond to postwar challenges? Explore postwar economic conditions, the fate of return-ing soldiers, labour unrest, the Winnipeg General Strike, and Prohibition in Canada

75 minutes

8 The 1920s (pp. 160–163)

IQ 3: How did Canadians respond to the economic boom of the 1920s? Explore economic growth, changing trade partners and foreign ownership, urbanization, consumerism, and the emergence of radio and buying on credit

75 minutes

9 The Great Depression

Know and Understand . . . Think . . . Communicate . . . Apply . . . (pp. 164–173)

IQ 4: How did Canadians respond to the Great Depression? Explore the stock market crash of 1929, regional dis-parities, responses to the Depression, and responses to American cultural influences

Picturing Social and Economic Change

Making History A Teenager during the Depression

Know and Understand . . . Think . . . Communicate . . . Apply . . .

Steps to Your Challenge Prepare to complete the challenge for this unit

75 minutes

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Chapter 7 — Changing Perspectives Chapter Issue — To what extent did Canadian society respond appropriately

to individuals and groups?

Lesson Lesson Focus Estimated Time

10 Introduction to Chapter 7

Postwar Government Actions (pp. 174–181)

Introduction to Chapter 1 Introduce chapter issue, key terms, and “My Canadian History Journal”

IQ 1: What government actions affected specific groups in Canada? Explore policies that affected Aboriginal people and Quebec francophones, as well as how these groups responded

Viewpoints on History Three views on residential schools

75 minutes

11 Postwar Immigration (pp. 182–187)

IQ 2: What challenges and opportunities were created by immigration? Explore push and pull factors, immigration policies, and which immigrants were welcomed and which were not in this period

Making History A British Home Child

75 minutes

12 Postwar Legacies

Know and Understand . . . Think . . . Communicate . . . Apply . . . (pp. 188–195)

IQ 3: What are some legacies of this period? Explore social programs such as old-age pensions and the attempt to abolish child labour, the media, and the arts in this period

History in Action A Canadian Perspective

Know and Understand . . . Think . . . Communicate . . . Apply . . .

Steps to Your Challenge Prepare to complete the challenge for this unit

75 minutes

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Chapter 8 — The International Stage Chapter Issue — To what extent did Canada’s international experiences

transform the country?

Lesson Lesson Focus Estimated Time

13 Introduction to Chapter 8

New International Roles (pp. 196–200)

Introduction to Chapter 8 Introduce chapter issue, key terms, and “My Canadian History Journal”

IQ 1: What new international roles did Canada play? Explore Canada’s growing autonomy, Woodrow Wilson’s Fourteen Points, and the League of the Nations

75 minutes

14 Canada–U.S. Relations (pp. 201–205)

IQ 2: How did Canada’s relationship with the United States change? Explore American isolationism, the Americanization of the Canadian auto industry, the Canadian Wheat Board, and the media and entertainment during this period

Snapshot in Time 1920s and ’30s Radio Songs

75 minutes

15 Science and Technology (pp. 206–209)

IQ 3: How did changes in science and technology affect Canadians? Explore advances in transportation, communication, and health care

75 minutes

16 The Rise of Totalitarian Governments

Know and Understand . . . Think . . . Communicate . . . Apply . . . (pp. 210–219)

IQ 4: How did Canada respond to the rise of totali-tarian governments? Explore the rise of totalitarian governments in the Soviet Union, Germany, Italy, Spain, and Japan

Viewpoints on History Two views on appeasing Adolf Hitler

Know and Understand . . . Think . . . Communicate . . . Apply . . .

Steps to Your Challenge Prepare to complete the challenge for this unit

75 minutes

17 Your Challenge Presentations

Your Challenge Presentations Opportunities for students to present the second part of their museum display

75 minutes

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lesson 1

unIt 2 opener unIt 2 challenge IntroductIon to chapter 5

Unit issue question: To what degree did internal and external forces transform Canada between 1914 and 1938?

chapter issue question: To what extent did Canada respond effectively to World War I?

lesson focus

This lesson introduces students to Unit 2, which covers the period from 1914 to 1938, and the unit’s challenge — to analyze, interpret, and evaluate two primary source documents in response to the Unit 2 issue question. The lesson also introduces Chapter 5.

To help focus students’ explorations, you may wish to post this question prominently or write it on the chalkboard: Where can I find resources and seek feedback to help me complete the Unit 2 challenge?

estImated tIme: 75 minutes

gettIng ready

Photocopy blackline masters.

• BLM 2.5.1, Your Challenge 2 — Evaluation Rubric• BLM 2.5.2, Your Challenge 2 — Checklist for Success• BLM 2.5.3, What My Primary Sources Exhibit Will Include• BLM 2.5.4, Steps to Complete My Primary Sources Exhibit

Prepare an overhead transparency or presentation slide of the graphic story on page 120 of Creating Canada, the Unit 2 Timeline, 1914–1938 (p. 121), and Figure 5-1 (p. 124).

Book an overhead projector, or a computer, and screen.

resources

Creating Canada, pages 118–125

addItIonal resources

Check the McGraw-Hill Ryerson website at www.CreatingCanada.ca to find out whether new resources have been posted to the site.

www.vac-acc.gc.ca/remembers/sub.cfm?source=history/firstwarVeterans Affairs Canada offers information on Canada’s involvement in World War I, including links to four Historica minutes: “Halifax Explosion,” “John McCrae,” “Valour Road,” and “Vimy Ridge.”

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www.warmuseum.ca/cwm/explore/military-history/military-historyThe website of the Canadian War Museum provides features on wartime propaganda, Canadian posters of WWI, Vimy Ridge, and Remembrance Day.

www.firstworldwar.comA “multimedia history” site offers articles, maps, timelines, memoirs, diaries, and interesting facts about the background and causes of World War I.

www.vac-acc.gc.ca/remembers/sub.cfm?source=history/firstwar/mccraeVeterans Affairs Canada offers a site about John McCrae.

www.collectionscanada.gc.ca/archivianet/020152_e.htmlLibrary and Archives Canada offers a site dedicated to war diaries — a daily account of actions in the field — from World War I.

www.vac-acc.gc.ca/remembers/sub.cfm?source=collections/diary/1diaryVeterans Affairs Canada provides links to letters and diaries from World War I.

Freeman, Bill and Richard Nielsen. Far from Home: Canadians in the First World War. Toronto: McGraw-Hill Ryerson, 1999.A companion book to the CBC miniseries. Both the book and the series explore the war through original photographs, newspaper clippings, excerpts from letters and diaries, and quotes from hundreds of Canadians who lived through the nightmare of life in the trenches.

assessment and evaluatIon actIvItIes

You may assess students’ participation in a variety of activities. These may include

• working on the BLMs• participating in class discussions and activities

prIor learnIng

Students will draw on information about Canada’s participation in armed conflict that was intro-duced in Unit 1.

teachIng and learnIng strategIes

1. Draw students’ attention to the Unit 2 organization chart on page 118 of Creating Canada. With students, review how the textbook’s four units are connected to the key issue — To what extent have local, national, and global forces shaped Canadian identity? Ask students to identify the titles of the four Unit 2 chapters. Then tell them to read the inquiry questions below each chapter’s title. Instruct students to record in their notebooks

• words in the titles and inquiry questions that they have encountered and used in Unit 1 • words that are new to their study of history• words that are new to them

Ask volunteers for a word from their list. On the chalkboard or a sheet of chart paper, list the words that are new to students and ask volunteers to suggest definitions. Instruct students to keep their word lists for reference as they work through this unit and to update definitions as required — and leave the classroom list posted so you can return to it.

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2. Read aloud the words of Wilfrid Laurier on page 119 of Creating Canada. Ask students what they know about Laurier and why he is significant. Do they know, for example, that Laurier’s image appears on the $5 bill? Then ask them to paraphrase the quotation.

With students, read the remainder of page 119, pausing after each paragraph to guide the class through a discussion. To help focus students’ discussion, you may wish to ask questions such as

• Why did Canadians respond so enthusiastically to the outbreak of war in 1914?• In what ways might Canadians’ views of the war have changed by 1918?• In what ways was World War I significant for Canada?• What were some of the other tumultuous events that occurred between 1914 and 1938?

3. Display an overhead transparency or presentation slide of the graphic story on page 120 of Creating Canada. Ask students to examine the story, then ask questions like the following:

• What do the young people find out about their great-grandfather? Their grandfather?• What do they find out about World War I? The Roaring Twenties? The Great Depression?

World War II?• Which details in the story portray change? Which details portray continuity?• What do you find most interesting about the information presented?

Ask students to complete the activity in “Your Turn.” When they finish, ask volunteers to share their responses. Students may suggest that a number of local details — car styles, movie titles, the absence of alcohol in 1923, and perhaps the lineups for meals — have changed. And young Canadian men are no longer fighting in a world war. But Canada is still sending soldiers to faraway conflicts and enduring cycles of prosperity and hardship.

4. Draw students’ attention to the timeline and photographs on page 121 of Creating Canada. Why do they think these particular photographs were chosen? What other events from 1914 to 1938 could have been included in the timeline? Why would they include these events?

5. Ask students to turn to “Your Challenge” (pp. 122–123, Creating Canada) and distribute BLM 2.5.1, Your Challenge 2 — Evaluation Rubric, and BLM 2.5.2, Your Challenge 2 — Checklist for Success.

With students, read the introduction to the challenge and explain that the assessment rubric lets students know — ahead of time — how you will evaluate their presentations. With students, examine the criteria included in the rubric to ensure that they understand the meaning of each item. Also explain that, as they progress through this unit and begin working on their challenge, they can use the checklist for success to ensure that they have met all the evaluation criteria. Then instruct them to store these sheets where they will be able to find them as they work through the steps of this challenge.

6. With students, read the sections titled “Using Primary Sources,” “What Your Primary Source Exhibit Will Include,” “Tips for Choosing Primary Sources as Evidence,” and “Steps to Using Primary Sources as Evidence” (pp. 122–123, Creating Canada). Distribute BLM 2.5.3, What My Primary Sources Exhibit Will Include, and BLM 2.5.4, Using Primary Sources as Evidence, to help students think ahead and draw up proposals for their primary sources, descriptions, and summaries. Note that part of what they are thinking about is which other student(s) they might turn to for feedback and help, what feedback you might provide, and how another adult (e.g., a parent, another teacher, or a librarian) may be able to help.

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Instruct students to store their planning sheets where they can find and complete them as they work through the steps of this unit’s challenge. At appropriate times, collect these work-sheets and provide feedback and suggestions in the space provided. In some cases, you may wish to schedule individual conferences with students to discuss their proposals and provide guidance; in other cases, you may wish to provide time for students who are planning to use the same kind of primary resources (e.g., audiotapes or statistics) to meet and share ideas.

7. Ask students to brainstorm to create a list of possible primary sources they might choose to analyze, interpret, and evaluate to complete this unit’s challenge. Students may suggest news-paper articles, recordings, interviews, posters, music, letters, diaries, photographs, cartoons, maps, official reports, and statistics as examples of primary sources. Ask them what kinds of primary sources they would be most interested in choosing (e.g., written, visual, audio) and how they will decide which ones to choose. What criteria will they use to make this decision? Which period of history from 1914 to 1938 are they most interested in learning about — World War I, the Roaring Twenties, the Great Depression, or the events leading to World War II?

You may also wish to direct students’ attention to Appendix 2: History Literacy Skills and review all or some of the strategies and tips in “Reading Primary Source Documents” or “Analyzing Information from Many Sources.”

More to the Story

John McCrae created some of the most enduring symbols of World War I — and perhaps of all wars — when he wrote “In Flanders Fields.” The poem was first published in England’s Punch magazine in December 1915. Within months, it had come to epitomize the sacrifices of all who were fighting that war. Today, the poem and the poppies that blow in its first line continue to play a central role in Remembrance Day ceremonies in Canada and other countries throughout the world.

8. Display an overhead transparency or presentation slide of Figure 5-1 (p. 124, Creating Canada). With students, read the letter, pausing frequently to underline significant language and emotions the letter conveys. Then ask students to read the caption. In what ways are these primary sources treated differently (e.g., the author of the letter is identified, but the soldier in the photograph is not)? In what ways are these differences significant — or not?

9. Draw students’ attention to the key terms on page 125 of Creating Canada. Ask students how they would define each of these terms at this point and record their responses on the list you began in Step 1 of this lesson. You may also wish to ask students to add these terms to the list in their notebooks.

10. With students, read the opening paragraphs of page 125 of Creating Canada. Then ask them to explain how World War I changed the lives of individual Canadians and the direction of the country as a whole.

Ask students to respond to the questions about Figure 5-1 (p. 124) and guide the class through a discussion.

Instruct students to complete the activity in “My Canadian History Journal.” When they finish, ask volunteers for examples of what they think people meant when they referred to World War I as the “Great War.”

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dIfferentIatIng InstructIon

1. Some students may benefit from one-on-one assistance to help them understand how to work with the evaluation rubric, checklist for success, and planning worksheets. Or you may wish to divide the class into pairs or small groups to review the challenge checklist and rubric. Students may be more likely to ask questions of each other than they are to ask you directly in front of the class.

2. Instruct students to examine the recruiting poster on page 119 of Creating Canada and to present a brief analysis, interpretation, and evaluation of it as a primary source. Remind them that the caption will help them understand the various symbols and elements used in the poster.

3. Encourage interested students to find other letters, memoirs, photographs, and diaries from World War I (see “Additional Resources”). They could create a display for the class.

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lesson 2

canada’s Involvement In world war I

chapter issue question: To what extent did Canada respond effectively to World War I?

inquiry question: Why did Canada become involved in World War I?

lesson focus

Students will explore the causes of World War I. They will also begin to examine Canada’s involvement in the war.

To help focus students’ explorations, you may wish to post this question prominently or write it on the chalkboard: What role did Canada play in World War I, and how did it affect Canadians?

estImated tIme: 75 minutes

gettIng ready

Photocopy blackline masters.

• BLM 2.5.5, Causes of World War I• BLM 2.5.6, Canada Goes to War

Prepare an overhead transparency or presentation slide of Figure 5-2 (p. 126, Creating Canada), Figure 5-3 (p. 127), Figure 5-4 (p. 128), and Figures 5-5 and 5-6 (p. 129)(optional).

Book an overhead projector, or a computer, and screen.

Collect four sheets of chart paper and different-coloured markers.

resources

Creating Canada, pages 126–129

addItIonal resources

Check the McGraw-Hill Ryerson website at www.CreatingCanada.ca to find out whether new resources have been posted to the site.

note: See “Additional Resources” in the previous lesson.

www.multiculturaltrails.ca/level_3/number115.htmlA Nova Scotia website offers details about the No. 2 Construction Battalion, made up of black Canadians, and its role in World War I.

www.alts.net/ns1625/conbat2a.htmlA website that reproduces primary documents about the No. 2 Construction Battalion and black enlistment in World War I.

Honour Before Glory. Anthony Sherwood Productions, 2001. A documentary film about the No. 2 Construction Battalion.

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http://archives.queensu.ca/Exhibits/archres/wwi-intro.htmlQueen’s University Archives offers a site about World War I that includes pages about the home front, women, and technology, as well as ideas for teachers. The page about women includes archival photographs and posters, accompanied by brief explanations.

www.warandgender.com/wgwomwwi.htm In “The Women of World War I,” professor Joshua Goldstein offers excerpts from his book War and Gender: How Gender Shapes the War System and Vice Versa.

www.cbc.ca/news/background/remembranceday/aboriginal-veterans.htmlA CBC News in Depth story on the role of Aboriginal Canadians during World War I

http://archives.cbc.ca/war_conflict/first_world_war/topics/2425CBC Archives offers a site called The First World War: Canada Remembers, with numerous inter-views, TV clips, and other visual sources about Canada’s role in World War I.

assessment and evaluatIon actIvItIes

You may assess students’ participation in a variety of activities. These may include

• completing the BLMs• participating in class discussions and activities

prIor learnIng

Students will build on their understanding of World War I and its effects on Canada.

teachIng and learnIng strategIes

1. On the chalkboard, write the terms “imperialism,’’ “militarism,” and “nationalism.” Ask students what these terms have in common. When they mention the suffix “-ism,” ask them what they think it means and point out that it usually refers to a set of beliefs or an ideology.

With students, read the inquiry question — Why did Canada become involved in World War I? — and the first two paragraphs on page 126 of Creating Canada. Distribute BLM 2.5.5, Causes of World War I, and instruct students to fill out the worksheet as they read pages 126 and 127.

2. When they finish, divide the class into four heterogeneous groups for a graffiti activity (see p. 44) about the causes of World War I. At the top of a sheet of chart paper, write each of the following questions:

• What is imperialism and why was it a cause of World War I?• What is militarism and why was it a cause of World War I?• What are alliances and why were they a cause of World War I?• What is nationalism and why was it a cause of World War I?

Post the sheets in four different areas of the classroom, give each group of students a different-coloured marker, and assign one question to each group. Instruct group members to gather in the area where their question is posted and to brainstorm responses.

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More to the Story

Archduke Franz Ferdinand’s uncle, Emperor Franz Joseph of Austria-Hungary, tried to talk his nephew out of marrying Sophie Chotek because her family was not considered noble enough to marry into the royal family. When Franz Ferdinand refused to marry anyone else, Franz Joseph reluctantly agreed to the match but refused to attend the wedding.

Sophie was not welcomed into the royal family and was not even allowed to ride in the same car as her husband on state occasions. This was one reason the visit to Sarajevo was so important to Franz Ferdinand. Sophie had finally been given permission to ride with him in a motorcade — and so she was in the car with Franz Ferdinand when Gavrilo Princip, a member of a Serbian nationalist group called the Black Hand, fired the shots that killed them. She and Franz Ferdinand died on their 14th wedding anniversary. Neither Franz Joseph nor Kaiser Wilhelm, the German emperor, attended their funeral.

3. Instruct the groups to record their responses on the sheet of chart paper at their assigned station, then ask the students to rotate clockwise to the next station, taking their coloured marker with them. Tell them to read the questions and responses that have already been posted, then to record alternative responses or comments. As the groups progress through the stations, it may become difficult to think of alternatives. Tell students that if this happens, they may record follow-up questions or comments and initial them. When the groups have rotated through all four stations, discuss with the class the responses posted on the sheets. Ask students which of the four causes they think was most significant and why. Make sure they explain the criteria they used to arrive at their conclusions.

4. Display an overhead transparency or presentation slide of Figure 5-2 (p. 126, Creating Canada) and draw students’ attention to the activity icon at the bottom of page 126. Ask them to examine the statistics and to respond to the question. Students may suggest that Canada was not an important or powerful country in 1914, compared to the other countries shown in the chart, because its army was much smaller.

5. Display an overhead transparency or presentation slide of Figure 5-3 (p. 127, Creating Canada). Ask students to note the countries belonging to the two rival alliances — the Triple Alliance and the Triple Entente — and the capital cities of these countries. Then draw their attention to the activity icon on page 127 and ask them to respond. Students may suggest that Germany, Austria-Hungary, and Italy were called the Central Powers because they were located in the central part of Europe. Students may also suggest that the European alliances before World War I were similar to NATO in that they included many of the same countries. These alliances were different, however, because some of these countries — such as Germany, England, Italy, and France — were in opposing alliances. Students may also note that the NATO alliance commits all its members to act if another member is attacked, whereas the prewar alliances were an attempt to maintain a balance of power and did not necessarily mean that the allies acted together.

6. Display an overhead transparency or presentation slide of Figure 5-4 (p. 128, Creating Canada) and ask students to read the caption. Ask students why they would consider this a primary source document for World War I. What does it tell them about the war? Students may suggest that the appeal to king and country would resonate with many Canadians at that time because more than half the population was of British origin.

Read aloud the section titled “Canada Goes to War” (p. 128) and ask students to respond to the question in the activity icon at the end of this section. Students may suggest that the

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term “mother country” implies that Canada was still a child — a dependant of Britain —when World War I began.

7. Distribute BLM 2.5.6, Canada Goes to War, and organize a think-pair-share activity (see p. 53) to read and reflect on the sections titled “Responses to Recruitment” (p. 128, Creating Canada), “Not Wanted in the Armed Forces” and “Women’s Roles” (p. 129). Tell students that, when they finish reading and revising their notes, they will present a brief news report about one of these topics to the class.

When they seem ready, assign the pairs one of the sections and select pairs to present their report. Students may also wish to display an overhead transparency or presentation slide from their section of the chapter to act as a visual aid. When as many reports as you wish have been given, guide the class through a discussion.

8. Draw students’ attention to the activity icon at the bottom of page 128 of Creating Canada and ask students to respond. Students may suggest that many Canadians may have been motivated to join the army at the outbreak of World War I because jobs were scarce and they could earn $1.10 a day in the army.

Vocabulary Tip

Be sure students understand the difference between compare and contrast:

• Compare means to find similarities and differences • Contrast means to find differences

9. Ask students to complete the activities “Recall . . . Reflect . . . Respond) (p. 128, Creating Canada).

In response to Question 1, students may suggest that the Canadian government might have responded differently by not committing so many troops and supplies. Some may also suggest that, given Canada’s distance from Europe, the war was not a threat to this country and there was no reason for Canada to participate.

For the second activity, students’ descriptions will vary, but be sure they are based on clear criteria.

Before asking students to respond to Question 3, be sure they understand the difference between comparing and contrasting (see the vocabulary tip above). Students may suggest that Afghanistan and World War I are similar in that a number of countries, including Canada, Britain, and the United States, participated in both. They may suggest that they are different because World War I pitted the members of two rival alliances against one another, while the Afghanistan mission is concentrated on eliminating an insurgent group operating in a single country. Some may also note that this country is not in Europe, where all the fighting occurred in World War I. Be sure students give reasons for their conclusions.

dIfferentIatIng InstructIon

1. Assign one or more students to update the word wall.

2. Choose groups and pairs carefully so students can assist one another. You may also wish to circulate and provide help as required.

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3. Instruct students to use some of the websites listed in “Additional Resources” to find letters from soldiers or other primary documents about World War I. Ask them to present a brief report explaining their impressions and what they learned from these sources.

4. Encourage interested students to conduct further research on the No. 2 Construction Battalion or the role of women as nurses in World War I. They could prepare a display for the bulletin board.

5. Ask some students to investigate one of the websites listed as additional resources for this or the previous lesson. They could prepare a brief presentation for the class about what the site has to offer as a source of information about World War I or Canada’s involvement.

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lesson 3

challenges faced by canadIan forces

chapter issue question: To what extent did Canada respond effectively to World War I?

inquiry question: What challenges did Canadian Forces face in World War I?

lesson focus

Students will continue to explore Canada’s role in World War I, focusing on weapons, theatres of operation, and a few of the major battles — such as the Second Battle of Ypres and the Somme — in which Canadian forces took part. They will also complete a short writing assignment about life in the trenches.

To help focus students’ explorations, you may wish to post this question prominently or write it on the chalkboard: What aspects of World War I made it different from other wars?

estImated tIme: 75 minutes

gettIng ready

Photocopy blackline masters.

• BLM 2.5.7, Weapons and Technology of World War I• BLM 2.5.8, War at Sea, in the Air, and on Land

Prepare an overhead transparency or presentation slide of Figures 5-8 and 5-9 (p. 132, Creating Canada), Figure 5-10 (p. 133), and Figure 5-12 (p. 134).

Book an overhead projector, or a computer, and screen.

resources

Creating Canada, pages 130–134

addItIonal resources

Check the McGraw-Hill Ryerson website at www.CreatingCanada.ca to find out whether new resources have been posted to the site.

note: See “Additional Resources” in the previous lessons.

www.bbc.co.uk/history/worldwars/wwoneA BBC site offers links to a number of features, including a virtual tour of the trenches.

www.warmuseum.ca/cwm/games/overtop/index_e.htmlThe Canadian War Museum offers Over the Top: An Interactive Adventure, which enables students to catch a glimpse of what trench life was like.

www.billybishop.orgA site maintained by the Billy Bishop Home and Museum in Owen Sound, Ontario, includes articles on Bishop’s achievements and artifacts related to his life.

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www.firstworldwar.com/battles/ypres2.htm A web page about the Second Battles of Ypres.

www.spartacus.schoolnet.co.uk/FWWmustard.htm A web page from Spartacus Educational offers first-hand accounts of the effects of using mustard gas in World War I.

www.iwm.org.uk/server/show/nav.00oThe British Imperial War Museum offers a web page on the Battle of the Somme. The page includes links to personal stories that include photographs, objects, documents, and recorded interviews.

www.heritage.nf.ca/greatwar/articles/regiment.htmlThe Newfoundland and Labrador Heritage website chronicles the Royal Newfoundland Regiment and its role in the Battle of the Somme. The site includes articles, images, and audio and video clips.

Youel, Duncan and David Edgell. The Somme: Then and Now — A Visual History. London: Dorling Kindersley, 2006.An illustrated history of the deadly Somme offensive of 1916.

assessment and evaluatIon actIvItIes

You may assess students’ participation in a variety of activities. These may include

• completing the BLMs• completing a brief writing assignment• participating in class discussions and activities

prIor learnIng

Students will build on their knowledge of World War I and Canada’s response to it.

teachIng and learnIng strategIes

1. Instruct students to turn to page 130 of Creating Canada. Choose two of the strongest dramatic readers in the class and ask them to prepare to read one of the “Voices” on that page while you read aloud the inquiry question and introductory paragraphs. Then ask the selected students to read the two extracts, pausing after each to guide the class through a discussion of its content. You may wish to guide the discussion by asking questions such as

• What was different about the kind of warfare soldiers experienced in World War I?• How would you have responded to the situation described by Jan Bloch? By Max Osborn?• What do you think has changed between fighting at that time and in conflicts like the one

in Afghanistan? What has remained the same?

In general, students will probably be aware of the fact that the industrial and technological advances that made World War I deadly and long have continued to make modern weapons even more deadly, precise, and effective.

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More to the Story

When machine guns were first developed in the late 1900s, some British commanders believed that it would be improper or “ungentlemanly” to use them in battle. This was one reason the British armed forces were, at first, much slower than the Germans to use machine guns.

2. Organize the reading of the sections titled “Weapons of War” and “Submarines, Tanks, and Airplanes” (pp. 130–131, Creating Canada) as a think-pair-share activity (see p. 53) and distribute BLM 2.5.7, Weapons and Technology of World War I, to help students organize their thoughts and their notes. When the pairs finish discussing and revising their notes, discuss their findings with the class.

3. Instruct students to work with their partner to read page 132 of Creating Canada, then display an overhead transparency or presentation slide of Figures 5-8 and 5-9 (p. 132) and ask students to respond to the activity icon on that page. Students may suggest that the long line of trenches on the Western Front contributed to the stalemate because both sides were dug in — neither side could advance and cross no man’s land easily.

More to the Story

For most British — and Canadian — soldiers in World War I, a drink of rum was part of the daily food ration. It was usually used to dull the senses and nerves to make living in the trenches more bearable and to help soldiers get some sleep. But sometimes it was used to help the troops overcome their fear of going over the top. And sometimes it took more than one. In at least one instance, a soldier was given four double shots before he was sent over the top.

4. Ask students to imagine that they are a soldier living in the trenches during World War I. Tell them to write a letter home to their parents, a brother or sister, their girlfriend, or the local newspaper at home or to compose an entry in a journal describing their daily life and their feelings. When they finish, ask volunteers to read their letter or journal entry and discuss with the class the hardships, hopes, fears, and other emotions that they may reveal — or that they may conceal.

More to the Story

During World War I, Newfoundland was not yet part of Canada.The soldiers of the Newfoundland Regiment ran out of khaki-coloured cloth to make puttees, the

cloth that wrapped tightly around the calf of a soldier’s leg. So the Newfoundlanders used blue cloth instead — and became known as the “Blue Puttees.”

July 1 was the first day of the Battle of the Somme — when, out of the nearly 800 Blue Puttees who went over the top, 255 died, 386 were wounded, and 91 were listed as missing. As a result, Newfoundlanders regard July 1 — Canada Day — as a day of sorrow and remembrance rather than celebration.

Vocabulary Tip

Take this opportunity to draw students’ attention to the meaning of “casualties.” Ensure that they understand that this term includes both those who are killed and those who are injured. When stu-dents discuss the results of battles, ensure that they use the term correctly.

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5. Distribute BLM 2.5.8, War at Sea, in the Air, and on Land. Tell students to stay in their pairs and to work together to fill in the appropriate sections of the worksheet as they read and discuss the sections titled “The War at Sea” (p. 133, Creating Canada), “The War in the Air” (p. 133), “The War on Land” (p. 134), and “The Battle of the Somme” (p. 134).

When they finish, discuss their findings with the class. Then instruct students to file this worksheet where they will be able to find and complete it in the next lesson.

6. Display an overhead transparency or presentation slide of Figure 5-10 (p. 133, Creating Canada) and Figure 5-12 (p. 134). Ask students to read the captions and then to examine these images as primary sources. How effective do you think these images are? Which is designed to manipulate feelings? What is your response to them? What techniques prompted these responses?

More to the Story

When the Germans surprised the Allies by releasing chlorine gas during the Second Battle of Ypres, Canadian troops were not equipped with gas masks. They fashioned their own primitive masks by urinating on a piece of cloth and holding this over their mouth and nose. The theory was that the ammonia in the urine would neutralize the chlorine as it passed through the cloth. This enabled the Canadians to breathe — and to hold their position.

7. Ask students to respond to the question in “Up for Discussion” on page 134 of Creating Canada. They may indicate that setting rules for waging war makes sense if the rules ban certain weapons, such as landmines and chemical and biological weapons that are almost certain to harm civilians. On the other hand, they may indicate that such international bans have little, if any, effect on countries that are determined to use these weapons anyway. Emotions may run high on these issues, so remind students to use appropriate language.

dIfferentIatIng InstructIon

1. Some students may be more comfortable creating a drawing or series of sketches rather than writing a letter or journal entry in Step 4 of this lesson.

2. Ask students to find out more about war weapons and methods — then and now — for a classroom display. One option might be a poster to ban certain weapons, techniques of fighting, or methods of taking and interrogating prisoners of war.

3. Encourage interested students to conduct further research on Billy Bishop or the use of gas attacks. They could present a brief oral or written report to the class.

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lesson 4

challenges faced by canadIan forces (contInued)

chapter issue question: To what extent did Canada respond effectively to World War I?

inquiry question: What challenges did Canadian Forces face in World War I? (continued)

lesson focus

Students will continue to explore Canada’s role in World War I — and its effects on Canadian identity — by examining the Battle of Vimy Ridge, Passchendaele, Canada’s Hundred Days, and the country’s participation in the Paris Peace Conference.

To help focus students’ explorations, you may wish to post this question prominently or write it on the chalkboard: In what ways did World War I and the peace conference help shape Canada’s sense of itself as a nation?

estImated tIme: 75 minutes

gettIng ready

Photocopy blackline master.

• BLM 2.5.9, Significant Events of World War I and the Paris Peace Conference

Prepare an overhead transparency or presentation slide of Figure 5-17 (p. 137, Creating Canada).

Book an overhead projector, or a computer, and screen.

resources

Creating Canada, pages 135–139

addItIonal resources

Check the McGraw-Hill Ryerson website at www.CreatingCanada.ca to find out whether new resources have been posted to the site.

note: See “Additional Resources” in the previous lessons.

www.cbc.ca/news/background/vimyA CBC News in Depth story on the 90th anniversary observances of the Battle of Vimy Ridge in 2007.

http://newsinreview.cbclearning.ca/remembering-vimy-ridgeA CBC News in Review feature titled “Remembering Vimy Ridge.”

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www.warmuseum.ca/cwm/exhibitions/vimy/index_e.shtmlThe Canadian War Museum provides an online exhibition on the Battle of Vimy Ridge.

www.passchendaelethemovie.comThe website of the 2008 film Passchendaele offers an interactive feature titled “Canada in the Great War” that explores Canada’s role in the war. It also provides archival photographs and an education guide.

www.ctevans.net/Versailles/Index.htmlA website dedicated to the Paris Peace Conference, the Treaty of Versailles, and the remaking of Europe in 1919.

MacMillan, Margaret. Paris 1919: Six Months That Changed the World. New York: Random House, 2002.An award-winning book by a Canadian historian.

www.international.gc.ca/odskelton/macmillan.aspx?lang=engAn article by Margaret MacMillan titled “Lessons from History? The Paris Peace Conference of 1919” is available on the site of the Department of Foreign Affairs and International Trade.

Granatstein, J.L. Hell’s Corner: An Illustrated History of Canada’s Great War, 1914–1918. Vancouver: Douglas & McIntyre, 2004.An accessible introduction to Canada’s contribution to the First World War by Jack Granatstein, Canada’s foremost military historian and former director of the Canadian War Museum.

assessment and evaluatIon actIvItIes

You may assess students’ participation in a variety of activities. These may include

• completing the BLMs• participating in class discussions and activities

prIor learnIng

Students will build on their understanding of the challenges faced by Canadian forces in World War I.

teachIng and learnIng actIvItIes

1. Ask students to retrieve their copies of BLM 2.5.8, War at Sea, in the Air, and on Land. Then instruct them to work with their partner from the previous lesson to read the section titled “The Battle of Vimy Ridge” (pp. 135–136, Creating Canada) and to fill in the appropriate section of the worksheet.

2. Draw students’ attention to Figures 5-13 and 5-14 (p. 135, Creating Canada). Ask students which of these photographs is a primary source document from World War I. Do they think it is appropriate for the flags of Canada and France to fly at the Vimy Memorial? Why? Why do they think so many Canadian soldiers’ bodies were never found?

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Students will identify the first photograph as a primary source because it was taken during World War I. They may suggest that the flags of Canada and France should both fly at the Vimy Memorial because the battlefield is located in France, but Canadian troops played a major role in the battle. They may suggest that the bodies of many Canadian soldiers who died in action were never found because they may have been too injured to recognize or were buried in earth or mud, or were otherwise lost.

3. Ask students to examine Figure 5-15 and the words of C.P. Stacey in the second paragraph on page 136 of Creating Canada. Ask them to paraphrase Stacey’s comment in their own words. Then ask them to respond to the question in the activity icon. Students may suggest that Stacey and other historians could reach the conclusion that the Battle of Vimy Ridge was the most significant milestone on the road to national maturity because it was the first time Canadian troops had fought together under a Canadian commander — and they had prevailed, against overwhelming odds, where others had failed.

4. Direct students’ attention to “Making History — Remembering Vimy” (p. 136, Creating Canada). Again, organize the reading of this section as a think-pair-share activity. Then instruct the pairs to work together to respond to the questions in “Explorations.”

In response to Question 1, students may suggest that a monument like the Vimy Memorial is an appropriate way to remember those who died in battle, especially since this battle took place almost a century ago and hardly anyone remembers it first-hand.

The questions addressed in Question 2 may be sensitive for some students, so tread care-fully. In response to the question, students may say that technological advances such as faster air transport make it possible to bring home the bodies of Canadian soldiers killed in Afghanistan, rather than burying them on foreign soil. They may also point out that the relatively fewer deaths make the transport of bodies home from Afghanistan more practicable. Some may also suggest that, today, people have a greater expectation of repatriation. Some may even suggest that the location of the fighting and deaths play a role, in that soldiers and their families may be less likely to feel a connection with Afghanistan than many World War I Canadians felt with Europe.

5. Instruct students to work in their pairs to read page 137 of Creating Canada and to fill in the section on Passchendaele in BLM 2.5.8, War at Sea, in the Air, and on Land. When they finish, ask them to respond to the questions in the activity icon on that page. Some students may agree that the contributions of Canadian forces at Vimy and Passchendaele confirmed their reputation as the finest fighting formation on the Western Front because they overcome great odds and considerable hardship to win these battles. Other students may suggest that the huge number of casualties was too high a price to pay for these victories and that Canadians today should not take pride in military exploits that kill so many people.

6. Instruct students to work with their partner to read page 138 of Creating Canada and to fill in the section on Canada’s Hundred Days in BLM 2.5.8, War at Sea, in the Air, and on Land. When they finish, ask them to examine Figure 5-18 and to respond to the activity icon on that page. Students may suggest that the amount of territory that changed hands during World War I is relatively small in light of the high number of soldiers who were killed in the war. They may say that people at the time referred to it as “the war to end all wars” because they hoped that the huge number of casualties and degree of suffering would never be repeated — and that it would end all wars forever.

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More to the Story

The Paris Peace Conference did not proceed as many peace negotiations had in the past. The issues were complex and wide-ranging, and its terms had already been hammered out by the time the German delegates were invited to attend in May 1919.

The German delegates brought crates full of materials and expected to be asked to negotiate. They were shocked by how they were received.

On their arrival in Paris, they were put in a third-rate hotel surrounded by barbed wire and guards — for their own protection, they were told. Then, at what historian Margaret MacMillan characterized as “a brisk ceremony in the Trianon Palace Hotel,” French prime minister Georges Clemenceau handed them the terms and told them they had two weeks to enter any comments in writing. There would be no negotiations.

The shock among the delegates and at home in Germany — which had not been occupied and “was not completely defeated or certainly not defeated in a way which was going to make the making of peace easy” — was profound. The Germans felt betrayed. When they examined the terms, they were horrified.

German foreign minister Ulrich von Brockdorff-Rantzau, who headed the delegation, had taken two speeches with him to the hotel. One was conciliatory; the other was much more defiant. He did not decide which one to use until he saw the peace terms. And he chose defiance.

Von Brockdorff-Rantzau subsequently made a decision, “which in retrospect had unfortunate con-sequences,” to attack two clauses in the section on reparations. Article 231 of the Germany treaty has come to be known as the war guilt clause. As Macmillan points out, “In fact, it says nothing about guilt, only about responsibility for the war. It was put in to establish Germany’s legal liability.” And article 232 limits that liability by stating that Germany’s reparations obligations were to be based on Germany’s capacity to pay. Von Brockdorff-Rantzau’s decision came after lengthy debate both among the German delegates and back in Germany. Again, MacMillan points out, “Interestingly enough, none of the other defeated nations, whose treaties included similar clauses, ever made an issue of it.” But the “war guilt” clause became deeply embedded in German thinking about the Treaty of Versailles — and provided one of the many grounds on which Hitler and his fellow nationalists attacked the peace settlements.

7. Instruct students to work in their pairs to read the section titled “Canada at the Paris Peace Conference” and to respond to the question in the activity icon (p. 139, Creating Canada). When they finish, ask volunteers how they responded. Students may suggest that the Allies placed all the blame for starting World War I on Germany because they thought it was Germany’s actions that set the conflict in motion. Students may also suggest that, based on their examination of the four long-term causes of the war — imperialism, nationalism, alli-ances, and militarism — all the major powers were partly responsible for the outbreak of war and that it was not fair for the Allies to blame it all on Germany. Others may argue that the Allies had the right to lay the blame because they were the victors.

More to the Story

In the aftermath of World War I, both the peace conference and U.S. president Woodrow Wilson’s Fourteen Points brought a number of issues to the forefront. Wilson’s points, for example, outlined a number of principles of self-determination of nations — but they were intended to apply only to Europe.

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8. Ask students to give examples of the sense of bitterness and betrayal felt in the Middle East over how the Allies dealt with the Arabs after World War I. Students may suggest Britain’s promise to help Jews establish a national home in Palestine, which eventually led to the creation of Israel after World War II. They may also indicate that dividing up control of the Middle East — and its oil — among various Allies led to conflicts that are still unresolved.

9. Distribute BLM 2.5.9, Significant Events of World War I and the Paris Peace Conference, and instruct students to fill in the chart. When they finish, ask them to mark which three events were most significant for Canada and Canadians. Ask volunteers for their choices — and reasons.

Instruct students to use the blank space on the second page of the worksheet to complete the second activity in “Recall . . . Reflect . . . Respond” (p. 139, Creating Canada). Some students may suggest that Canada’s seat at the Paris Peace Conference made the high cost in casualties worthwhile because it recognized Canada’s independence. Because of its role in World War I, Canada moved from a colony to an almost autonomous nation. Other students may view the cost in lives as too high and argue that, even in 1919, Canada remained in many ways subservient to Britain. Make sure they provide clear criteria and reasons for their judgments.

dIfferentIatIng InstructIon

1. Some students may wish to complete the activities in “Recall . . . Reflect . . . Respond” in some other form, such as a dramatic skit, a series of cartoons, or the imagined narrative of a participant. Some may also wish to fill in the blank space on the second page with a cartoon or drawing, rather than a written response. Either way, they can use BLM 2.5.9, Significant Events of World War I and the Paris Peace Conference, as the basis for their responses.

2. Ask students to design a memorial to honour Canadians killed in one of the World War I battles examined in this section of the chapter. When they present their designs to the class, make sure students explain the images, symbols, and elements represented in their designs, why they were chosen, and what they signify.

3. Instruct students to analyze, interpret, and evaluate one of the visual sources or quotations from this section of the chapter as a primary source document.

4. Encourage interested students to conduct further research on Passchendaele or the Paris Peace Conference. They could present a brief oral or written report or prepare a collage to display on the bulletin board.

5. Ask students to view Canadian actor, writer, and director Paul Gross’s Passchendaele and present a review of the film to the class.

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lesson 5

the home front Know and understand . . . thInK . . . communIcate . . . apply . . .

chapter issue question: To what extent did Canada respond effectively to World War I?

inquiry question: How did Canadians at home respond to the war?

lesson focus

Students will continue to explore Canada’s role in World War I by examining how Canadians responded at home.

To help focus students’ explorations, you may wish to post this question prominently or write it on the chalkboard: In what ways did World War I change Canadians’ lives on the home front?

estImated tIme: 75 minutes

gettIng ready

Photocopy blackline master.

• BLM 2.5.10, Effects of World War I on the Home Front

Prepare an overhead transparency or presentation slide of Figure 5-19 (p. 140, Creating Canada) and Figure 5-22 (p. 143).

Book an overhead projector, or a computer, and screen.

resources

Creating Canada, pages 140–147

addItIonal resources

Check the McGraw-Hill Ryerson website at www.CreatingCanada.ca to find out whether additional resources have been posted to the site.

www.warmuseum.ca/cwm/exhibitions/propaganda/index-e.shtmlA Canadian War Museum exhibition on wartime propaganda offers a large selection of World War I posters.

www.firstworldwar.com/posters/canada.htmMore Canadian World War I propaganda posters can be found on this site.

www.mta.ca/about_canada/study_guide/famous_women/nellie_mcclung.htmlThe Centre for Canadian Studies at Mount Allison University offers a web page about Nellie McClung.

www.abheritage.ca/famous5/index.htmlThe Alberta Online Encyclopedia offers an interactive website about the Famous Five that provides information about their achievements, biographical details, and samples of their writings.

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www.cbc.ca/halifaxexplosionThe website for the CBC documentary Shattered City: The Halifax Explosion includes background information, archival photographs, and a Morse code translator.

www.histori.ca/peace/page.do?pageID=278The Historica website provides a page titled “The Conscription Crisis of 1917.”

http://history.cbc.ca/history/?MIval=/EpisHome.html&episode_id=12&lang=EEpisode 12 of the CBC series Canada: A People’s History was titled “Ordeal by Fire” and covers the period from 1915 to 1929. The site provides links to features titled “Horror on the Battlefield,” “Turmoil on the Homefront,” and “Voices of Discontent,” as well as a crossword for the episode.

www.journal.dnd.ca/vo7/no4/richard-eng.asp The Canadian Military Journal provides an article titled “Henri Bourassa and Conscription: Traitor or Saviour?” by Béatrice Richard.

www.thesacredvoicegallery.com/papineau2.htmThe full text of Talbot Papineau’s letter to his cousin Henri Bourassa, which is quoted on page 144 of Creating Canada.

www.cbc.ca/greatwarThe website for the CBC documentary The Great War, which was based on the lives of World War I war heros including Talbot Papineau and featured Justin Trudeau and 150 descendants of World War I veterans.

assessment and evaluatIon actIvItIes

You may assess students’ participation in a variety of activities. These may include

• completing the BLM• participating in class discussions and activities• completing one or more of the end-of-chapter activities• preparing for the unit challenge

You may also wish to collect and assess one or more of the responses to the end-of-chapter questions and activities (pp. 146–147, Creating Canada). If you do this, consider preparing an assessment rubric and distributing it to students so they know ahead of time how their work will be evaluated.

prIor learnIng

Students will draw on their understanding of the challenges Canadians faced during World War I and how effectively they responded to examine the home front.

teachIng and learnIng strategIes

1. To introduce the question of how Canadians at home responded to World War I, you may wish to ask questions like the following:

• How have you been affected by Canada’s participation in the war in Afghanistan?• How do you think wars like World War I affected Canadians at home?• How do you think you would be affected if Canada became involved in another world war?

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Students may suggest that they have been affected little or not at all by the war in Afghanistan, unless they know someone serving there. Students may also know a soldier who has been killed or injured, in which case the matter should be handled with empathy and sensitivity. Students may distinguish between relatively small, contained wars, such as the Afghan mission, which have little impact on Canadians’ everyday lives at home, and major, widespread conflicts, such as the world wars. Students may indicate that if Canada were to be involved in another world war, their lives might be affected by compulsory military service — conscription — or if the government imposed censorship, wartime emergency measures, or rationing.

2. With students, read the inquiry question — How did Canadians at home respond to the war? — and the first paragraph on page 140 of Creating Canada. Distribute BLM 2.5.10, Effects of World War I on the Home Front, and instruct students to work with a partner to read the sections titled “Financing the War Effort” and “Propaganda” (p. 140) and to fill in the relevant rows of the worksheet. When they finish, ask volunteers to share points from each column and guide the class through a discussion.

Vocabulary Tip

“Propaganda” is from the Latin word for “propagate,” which can mean “make widely known,” “spread,” or “publicize.”

3. Display Figure 5-19 (p. 140, Creating Canada) and read aloud the caption. Ask students to respond to the caption question. Students may suggest that the artist who designed the poster combined visual elements — a soldier paying his respects at a simple white cross on a field of poppies, with a vaguely European town in the background and a huge, troubled sky — and a somewhat threatening quotation from the familiar poem “In Flanders Fields” by John McCrae. These elements were all meant to appeal to Canadians’ patriotism and to encourage — even bully — them to buy Victory Bonds as a way of honouring the memory of those who had died in the war and who would otherwise not be able to rest.

4. Draw students’ attention to “Connections” and the activity icon on page 140 of Creating Canada. Instruct them to work with their partner to complete the activity. When they finish, ask volun-teers to present their arguments to the class. Students may suggest that an income tax was necessary to raise money because the war was costing the government $1 million a day at its height. They may also suggest that an income tax was a fair way to raise money because it was based on people’s income — and thus their ability to pay — and was intended as a wartime emergency measure. Others may argue that introducing an income tax was not necessary because the government could have raised money in other ways, such as the sale of Victory Bonds. They may also note that the government was not entirely honest when it promised that the income tax would end when the war did — Canadians are still paying it now.

More to the Story

Sam Hughes was a staunch Protestant and member of the Loyal Orange Lodge who often irritated French Canadians in particular with his anti-Catholic remarks. Hughes also increased tensions by send-ing fellow anglophiles to recruit French Canadians and by insisting that French-speaking volunteers use English in training.

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5. Instruct students to work with their partner to read the sections titled “Women’s Changing Roles” and “The Munitions Scandal” (p. 141, Creating Canada) and to fill in the relevant rows in BLM 2.5.10, Effects of World War I on the Home Front. When they finish, draw student’s attention to Figure 5-20 (p. 141) and read aloud the caption. Ask volunteers to respond to the caption question. If they have trouble answering, you may wish to direct them to page 32 of Creating Canada. Students may suggest that Canadian women today are fighting for rights such as pay equity and more employment opportunities in traditionally male-dominated fields.

6. Instruct students to work with their partner to read the section titled “The War Measures Act” (p. 142, Creating Canada) and to fill in the relevant row in BLM 2.5.10, Effects of World War I on the Home Front. Then draw students’ attention to the question in “Up for Discussion” on that page and ask them to respond. This topic may lead to heated debate, so remind students to remain respectful of the ideas and feelings of others.

Draw student’s attention to the activity icon at the bottom of the page and ask them to respond. Students may suggest that despite the government’s treatment of Canadians of German and Ukrainian heritage during World War I, many enlisted in the armed forces because they felt that they were Canadians and wanted to serve their country. They may also have opposed what the governments of Germany and Austria-Hungary had been doing — and in fact may have left their country of origin for those reasons.

7. Instruct students to work with their partner to read the section titled “Conscription” (p. 143, Creating Canada) and to fill in the relevant row in BLM 2.5.10, Effects of World War I on the Home Front. Display an overhead transparency or presentation slide of Figure 5-22 and ask students to respond to the activity icon on that page. Students may suggest that enlistments spiked in May and June following news of the Canadian victory at Vimy Ridge in April. They may also suggest that casualties would have been higher in April, May, and November following the battles at Vimy and Passchendaele, in which many Canadian soldiers were killed or injured.

8. Ask students to read “Viewpoints on History: Conscription in Canada” (p. 144, Creating Canada). Then instruct them to work with their partner to complete the activities in “Explorations.”

In response to Question 1, students may suggest that Henri Bourassa was warning Canada not to unleash a revolutionary force among French Canadians — it could be applied to more than opposing conscription. Talbot Papineau was arguing that failure to help and to pay due respect to the suffering of soldiers — or, worse, to profit from it — could unleash a spirit of vengeance when they returned.

In response to Question 2, students may list words and phrases like “revolutionary,” “unleashed,” “rage,” “grimmest,” “life and death” “ brute force,” blood and suffering,” revengeful feelings,” “grew fat,” “dishonourably gained,” “graft,” “dishonest,” and “heavy day of reckoning.” They may say that conscription was an emotionally charged issue in Canada in 1917 because it divided family members such as Henri Bourassa and his cousin Talbot Papineau, who took opposing sides.

In response to Question 3, students may suggest that they would have supported conscription in 1917 because it was necessary for all Canadians to do their part in the

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war. Alternatively, they may say they would have opposed it because it was unfair, because they oppose war as a way to solve problems, or because conscription was likely to provoke disunity.

9. Instruct students to work with their partner to read the section titled “Politics, Conscription, and the Vote for Some Women” (p. 145, Creating Canada) and to fill in the relevant row in BLM 2.5.10, Effects of World War I on the Home Front. When they finish, ask volunteers to share points from each column and guide the class through a discussion.

10. Instruct students to respond to the questions in “Recall . . . Reflect . . . Respond” on page 145 of Creating Canada.

In response to Question 1, students may suggest that the political tactics Prime Minister Robert Borden used to ensure his government’s re-election were justified — and that female suffrage was so important that even its partial achievement was significant progress. Others may argue that women in Canada should have waited until all women — and other groups — won the vote.

To help students respond to Question 2, instruct them to review their notes in BLM 2.5.10, Effects of World War I on the Home Front, and choose two of the factors.

Students’ responses to Question 3 will vary, but be sure they provide solid evidence and clear reasons.

11. Revisit the word list you posted in Step 1, Lesson 1, and ask students whether — and why — they would like to revise some definitions.

12. Conclude the lesson by assigning one or more of the end-of-chapter activities on pages 146–147 of Creating Canada. Because the curriculum outcomes are visited and revisited many times throughout the textbook, it is not necessary for every student to complete every activity. You may wish to provide class time for students to complete the activities or assign them for homework.

13. Draw students’ attention to “Steps to Your Challenge” (p. 147, Creating Canada) and instruct them to start developing their inquiry questions. When they finish, ask volunteers to share their questions and guide the class through a discussion of the questions’ strengths and weak-nesses and how they could be improved.

dIfferentIatIng InstructIon

1. Circulate and provide help as required as students fill out their worksheets in this lesson.

2. Some students may prefer to prepare an audiotape of their arguments in response to the activity icon on page 140 of Creating Canada. Others may prefer to imagine the dialogue as a role they could play in a dramatic enactment of a town hall meeting.

3. Encourage interested students to conduct further research on wartime propaganda or Nellie McClung. Students could begin their research by consulting resources listed in “Additional Resources” and present a brief oral, written, or visual report to the class.

4. Modify the end-of-chapter questions to accommodate students’ strengths and interests. Questions 2, 3, and 4, for example, could be modified to permit students to prepare an audio- or videotape.

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possIble responses to “Know and understand . . . thInK . . . communIcate . . . apply . . .”(pp. 146–147, Creating Canada)

notesNo single correct answer should be expected when assessing students’ responses to the end-of-chapter activities. Though you may expect a wide range of responses, look for evidence that students are engaging in critical thinking and using criteria to make their judgments.

Because all curriculum outcomes are visited and revisited many times in the chapter and end-of-chapter activities, students should not be expected to complete every activity in “Know and Understand . . . Think . . . Communicate . . . Apply . . .”

1. Make sure students understand the meaning of the term “creation story” and review the terms “country” and “nation.”

a) Students may suggest that Prime Minister Harper used the term “nation” rather than “country” to underline the fact that events such as the Battle of Vimy Ridge contributed to the growth of Canadians’ sense of nationhood or national identity, as opposed to geographic location or status as a political entity.

b) Some students may suggest that if Canada had not won at Vimy Ridge, the country might not have the same sense of itself as a nation. Others may argue that another military victory could have replaced it in the nation’s consciousness.

c) Students may suggest that Vimy Ridge represents a “creation story” in that it provides a starting point for the emergence of a sense of national purpose and unity for Canadians. For the first time, young men from all over Canada and Newfoundland fought together under a Canadian commander and won a great victory.

d) Some students may suggest a different “creation story” for Canada, such as Confederation or Aboriginal or women’s suffrage, and argue that it is more significant.

2. Students’ selections and what they include on their five cards will vary, but be sure they supply all the items requested: a list of visual resources with the most useful ones highlighted, reasons for the selections, a rough sketch, and a title or labels.

3. Students may develop questions like the following:

• What was your daily life like?• What was your greatest fear?• What was your greatest desire?• How did what you were doing affect your relationships with your loved ones? Your family?

Your friends? Members of the opposite sex?• What did you see in your immediate future? In 10 years? In 50 years?

Students’ profiles of each character will vary, but make sure they are well constructed, well written, and interesting.

4. a, b) Students’ summaries and how they think Canadians responded to Sheila Rand’s poem will vary. Some may find it a deeply touching expression of grief at the loss of a relative. Others may see it as a maudlin piece of wartime propaganda.

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c) Students may suggest questions such as

• How did you feel about your cousin before the war? • Did his death change your feelings — or would they have changed as you both grew up

anyway? • Was the war worth it for you? • How do you think you will feel in 10 years?

d) Students’ sketches will vary. Or you may wish to suggest an alternative, such as writing a song, a story, or a dramatic dialogue.

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lesson 6

IntroductIon to chapter 6 legacIes of world war I

chapter issue question: To what extent did responses to social and economic forces help transform Canada after World War I?

inquiry question: How did the legacies of World War I affect Canadians?

lesson focus

Students will begin to explore Canadians’ responses to the social and economic forces that trans-formed the country after World War I.

To help focus students’ exploration, you might wish to post this question prominently or write it on the chalkboard: How were Canadians affected in the short and long term after World War I ended?

estImated tIme: 75 minutes

gettIng ready

Photocopy blackline master.

• BLM 2.6.1, Legacies of World War I

Prepare an overhead transparency or presentation slide of Figure 6-1 (p. 148, Creating Canada), Figure 6-2 (p. 150), Figure 6-4 (p. 151), Figure 6-5 (p. 152), and Figure 6-7 (p. 154) (optional).

Book an overhead projector, or a computer, and screen.

resources

Creating Canada, pages 148–154

addItIonal resources

Check the McGraw-Hill Ryerson website at www.CreatingCanada.ca to find out whether new resources have been posted to the site.

www.canadianeconomy.gc.ca/English/economy/1914ww1.htmlThe government of Canada offers a web page about the effects of World War I on the Canadian economy.

Morton, Desmond. Fight or Pay: Soldiers’ Families in the Great War. Vancouver: UBC Press and the Canadian War Museum, 2004.Renowned historian Desmond Morton tells the stories of the wives, mothers, and families left behind when soldiers went to war. A solid resource for teachers.

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www.cbc.ca/news/background/flu/fluepidemic.htmlA CBC News in Depth story on the 1918–1919 flu epidemic and its impact on Canada.

www.usask.ca/communications/ocn/Oct17/archives.htmlAn article titled “The Great Influenza Epidemic of 1918–20” by Dr. Maureen Lux, then a postdoc-toral fellow at the University of Saskatchewan.

www.greyhighlandspubliclibrary.com/AgnesMacphail/bibliography.htmThe public library in Grey County, Ontario — Agnes Macphail’s birthplace — maintains a bibli-ography of resources on Macphail.

www.histori.ca/minutes/minute.do;jsessionid=60CFC5A0F953E0B7CABF9FA0D38AF311.tomcat1?id=10212 A Historica Minute recreates a prison visit by Agnes Macphail.

www.collectionscanada.gc.ca/publications/archivist-magazine/015002-2100-e.htmlLibrary and Archives Canada offers an article titled “Are Women Persons? ‘The Persons’ Case” by Monique Benoit in No. 119, The Archivist online.

www.heroines.ca/people/paterson.htmlCanadian historian Merna Forster provides a website with a biography of Barbara Paterson, the sculptor who designed the Women Are Persons! memorial on Parliament Hill.

assessment and evaluatIon actIvItIes

You may assess students’ participation in a variety of activities. These may include

• completing the BLM• participating in class discussions and activities

prIor learnIng

Students will draw on their understanding of how World War I affected Canada to explore the war’s legacies.

teachIng and learnIng strategIes

1. Display an overhead transparency or presentation slide of Figure 6-1 (p. 148, Creating Canada). Ask students to read the caption, then ask them to compare and contrast the two images. To guide the discussion, you may wish to ask questions like the following:

• How do these images portray the aftermath of the war?• Which is more accurate? Realistic? Why?• What was the intended audience for these images?• What was the purpose of these images?• Which image is more successful in fulfilling its purpose? What makes you say this?

Remind students to provide clear criteria for their responses. You may also wish to review the section titled “Reading Primary Source Documents” (Appendix 2: History Literacy Skills) and guide students through the 5Ws+H questions and the steps for detecting bias and ques-tioning the creator.

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2. With students, read the first two paragraphs on page 149 of Creating Canada, pausing after each paragraph to underline important information and ask students if they have questions. Then ask students to respond to the questions about the images on page 148 and guide the class through another discussion. Ask volunteers whether — and why — their initial responses have changed.

3. Draw students’ attention to the key terms on page 149 of Creating Canada. If necessary, add these to the word list you started in Step 1, Lesson 1, and ask students how they would define these terms.

Ask students to complete the activity in “My Canadian History Journal.” When they finish, ask volunteers to share their two predictions about the challenges Canadians were likely to face after World War I.

4. Briefly review the categories in “Thinking Historically” (p. 150, Creating Canada), then read the IQ — How did the legacies of World War I affect Canadians? — and the introductory paragraph on page 150. Display an overhead transparency or presentation slide of Figure 6-2 (p. 150). Instruct students to read the caption and to respond to the question. Students are likely to suggest that the government could have done more than just praise and applaud returning soldiers by providing employment, medical care, pensions, housing, and other benefits to assist them and their families readjust to civilian life after the war. Students may also suggest that this would have been fair, given the enormous sacrifices all Canadians made during the war.

More to the Story

The influenza pandemic of 1918–1919 killed more people than the war itself did. It has been cited as the most devastating epidemic in recorded world history. In a single year, more people died of influ-enza than in four years, 1347 to 1351, of the Black Death bubonic plague.

It even put an end to the 1919 Stanley Cup Finals with no winner decided — for the only time in its history.

But in some ways the timing was good. The conditions created by World War I, together with the current social attitudes and ideas, led to a relatively calm public response and the application of scien-tific ideas to the care and treatment of flu victims.

The pandemic erupted during the final stages of World War I, when nations were already attempt-ing to deal with the effects and costs of the war, and propaganda campaigns and war restrictions and rations had been implemented by governments. People accepted government authority — and this allowed public health departments to step in and take measures.

The war also gave science a greater importance, because governments relied on scientists, then armed with the new germ theory and the development of antiseptic surgery, to design vaccines and reduce deaths from disease and battle wounds. These new methods and technologies could help pre-serve the men on the front — and would ultimately save the world.

5. Distribute BLM 2.6.1, Legacies of World War I, and divide the class into home groups of five for a jigsaw activity (see p. 41). Group 1 will become experts on changing expectations (p. 150, Creating Canada); Group 2 will become experts on the Spanish flu (p. 151); Group 3 will become experts on women and social change (p. 151); Group 4 will become experts on women’s suffrage (pp, 152–153); and Group 5 will become experts on the Persons Case (p. 154).

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Instruct group members to read their assigned section(s), discuss the information, and work together to fill out the relevant row of the worksheet. Remind them to check the visuals and margin features for additional information and encourage them to speculate about the long-term effects of these factors — even up to the present.

6. When the groups finish reading and filling out their row of the worksheet, instruct students to return to their home groups and share the information with other group members. As the expert on each topic shares her or his information and speculations, other home-group members will record the information in the blank rows of their worksheets. By the end of this stage of the activity, all students’ charts should be filled in completely.

Briefly review the information on each section and guide the class through a discussion that focuses on both the short- and the long-term effects of the war’s legacies.

7. Display an overhead transparency or presentation slide of Figure 6-4 (p. 151, Creating Canada). Ask students to examine the bar graph and then to respond to the question in the activity icon on page 151. Students may suggest that the percentage of women employed in both clerical and professional positions had risen considerably from 1911 to 1921, but they were still a small minority — under 20 per cent — in both areas.

8. Display an overhead transparency or presentation slide of Figure 6-5 (p. 152, Creating Canada). Ask students to examine the pie charts and then to respond to the question in the activity icon on page 152. Students may suggest that women have been successful in achieving greater political equality. There was only one female MP in Parliament in 1921, while in 2008 there are 69. Some students may suggest that measuring political success may not be the most effective way to assess the achievement of greater rights for women in Canada — the women elected to Parliament may not be representative of Canadian women as a whole. They may argue that other indicators, such as the rate of female participation in well-paid and respected professions or the income earned by female workers, would be more important yardsticks to measure women’s success in achieving greater equality in Canada.

9. Instruct students to review “Viewpoints on History: Women’s Suffrage” and respond to the questions in “Explorations” (p. 153, Creating Canada).

Students’ summaries in response to Question 1 will vary, but be sure they provide evidence in their discussion of differences.

For Question 2, you may wish to suggest they review BLM F, Analyzing a Political Cartoon, or “Reading Primary Source Documents” (Appendix 2: History Literacy Skills).

In response to Question 3, students’ ratings will vary, but be sure they provide clear criteria.

More to the Story

Like her Famous Five forebears, Barbara Paterson is an Alberta original. Her sculptures are the first by a woman — and the first done of non-royal women — to appear on Parliament Hill. A detail from Women Are Persons! was featured on a Canadian postal stamp in October 1999, and an illustration on the back of the $50 Canadian bill is based on a smaller-scale preliminary model also created by Paterson.

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10. You may wish to display an overhead transparency or presentation slide of Figure 6-7 (p. 154, Creating Canada). Ask students to read the caption and then to imagine that they are sitting in the empty chair in the sculpture. Tell them to develop three or four questions they would like to ask the Famous Five about their contribution to Canadian women’s struggle for greater equality and what they think about women’s opportunities today.

11. Ask students to complete the activities in “Recall . . . Reflect . . . Respond” on page 154 of Creating Canada.

In response to Question 1, students may suggest that these historians are correct to conclude that World War I was fundamentally important in the changes in the political role of women because some Canadian women gained the right to vote as a result of the election of 1917, and that right was extended to all women in 1921. Others may challenge this conclusion because, even with the right to vote, women were still far from achieving full political equality — it took the Persons Case to resolve the question of whether they were in fact persons under the law, and this did not happen until almost a decade after World War I ended.

In response to Question 2, students may suggest that Canadian society had changed in this period in that women had achieved more political rights and the cost of living had risen dramatically. They may also suggest that Canadian society had remained the same because women were still underpaid and under-represented in various areas of employment, and there was still considerable economic inequality in Canada. Students’ responses on whether change or continuity had the greater influence on Canadian society today will vary. They may conclude that the forces of change were more influential, because Canada in the early 21st century is very different than it was in 1919. Or they may believe that continuity prevailed because the country is still together and is still relatively safe and prosperous.

dIfferentIatIng InstructIon

1. The readings in the jigsaw activity vary considerably, so be sure to select the groups carefully.

2. Instruct students to create a political cartoon based on their response to the second question in “Explorations” (p. 153, Creating Canada).

3. Ask students to imagine that they are members of Parliament debating whether to grant the vote to women after World War I. Instruct then to conduct a brief roleplay presenting the views that MPs might have held at the time.

4. Encourage interested students to conduct further research on Agnes Macphail, the influenza pandemic of 1918–1919, the Famous Five, or the statue that commemorates these women. Students could begin their research by consulting resources listed in “Additional Resources” and present a brief oral, written, or visual report to the class.

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lesson 7

postwar challenges

chapter issue question: To what extent did responses to social and economic forces help transform Canada after World War I?

inquiry question: How did Canadians respond to postwar challenges?

lesson focus

Students will explore postwar economic conditions, the fate of returning soldiers, labour unrest, and Prohibition. They will take part in a debate about how long a nation should support soldiers while they reintegrate. They will also participate in a roleplay.

To help focus students’ exploration, you might wish to post this question prominently on the chalkboard: How did Canadians respond to the immediate challenges of postwar life?

estImated tIme: 75 minutes

gettIng ready

Photocopy blackline master.

• BLM K, Two-Circle Venn Diagram

Prepare an overhead transparency or presentation slide of Figure 6-9 (p. 156, Creating Canada).

Book an overhead projector, or a computer, and screen.

resources

Creating Canada, pages 155–159

addItIonal resources

Check the McGraw-Hill Ryerson website at www.CreatingCanada.ca to find out whether new resources have been posted to the site.

www.leacockmuseum.com/museum.htmThe website of the Stephen Leacock Museum in Orillia, Ontario, provides background on his life and writings.

www3.nfb.ca/ww1/dissolving.phpThe National Film Board of Canada maintains a website titled Images of a Forgotten War: Films of the Canadian Expeditionary Force in the Great War. The epilogue is an article titled “Dissolving Canada’s Great War Army” by military historian Desmond Morton.

www.iww.org/en/culture The website of the Industrial Workers of the World clarifies its history, provides biographies of past members and leaders, and clarifies a few myths — such as the origins of its nickname, the “Wobblies.”

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www.histori.ca/peace/page.do?pageID=347A Historica web page about the Winnipeg General Strike.

www.dcf.ca/en/js_woodsworth.htmInformation about J.S. Woodsworth is offered at the website of the Douglas-Coldwell Foundation, an organization dedicated to preserving the memory of Tommy Douglas and M.J. Coldwell — who were Woodsworth’s successors as leaders of the CCF and the NDP — and to furthering discussion on left-wing movements.

www.collectionscanada.gc.ca/canadian-west/052930/05293048_e.htmlCollections Canada provides J.S. Woodsworth’s account of his incarceration during the Winnipeg General Strike.

www.cbc.ca/news/background/prohibitionA CBC News in Depth backgrounder on Prohibition in Canada during the early 1920s.

assessment and evaluatIon actIvItIes

You may assess students’ participation in a variety of activities. These may include:

• completing the BLM• participating in class discussions and activities

prIor learnIng

Students will build on their understanding of the forces that transformed Canada after World War I and the responses of various groups of Canadians to them.

teachIng and learnIng strategIes

1. Draw students’ attention to the words of Stephen Leacock in “Voices” (p. 155, Creating Canada) and either read this quotation aloud or assign a dramatic reader to do so. Then direct students’ attention to Figure 6-8 (p. 155) and read aloud the caption. Guide the class through a discussion of a few postwar challenges by asking questions such as

• What might soldiers returning from Afghanistan have thought of the conditions they encountered?

• Why might Canadian workers be unhappy about economic conditions today?• How does this compare with the situation after World War I?• What does this comparison indicate about the forces of continuity in Canadian society?

What does it reveal about the forces of change?

Students may respond that soldiers returning from the war in Afghanistan faced challenges such as post-traumatic stress disorder and possible exposure to toxic substances. They may also indicate that soldiers sometimes have trouble readjusting to civilian life after what they have experienced elsewhere. Students may also be aware of some of the economic challenges for Canadian workers, especially after the recession that began in 2008, including job losses in various sectors of the economy, declining wages and real estate values, insecurity about the future, and pressure on trade unions to limit their demands.

Students may find today’s situation similar to the period after World War I in some ways, but they will likely find major differences too. In 2009, for example, inflation was not a

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serious economic problem in Canada, as it was in 1919. And despite the economic challenges they confront, veterans and workers have greater economic protections and benefits — such as pensions and employment insurance — than they did in 1919. For these reasons, students may conclude that the forces of change are greater than those of continuity in Canadian society with respect to these issues. They might also speculate, however, that a prolonged recession could lead to greater unrest among workers and other disadvantaged groups in Canadian society.

2. Instruct students to work with a partner to read the rest of page 155 and pages 156 through 158 of Creating Canada. When they finish, display an overhead transparency or presentation slide of Figure 6-9 and ask students to respond to the questions about it in the activity icon at the bottom of page 156. Students are likely to respond that union membership was highest in Canada in 1919 and 1920, and that hourly wages were also highest in these years. They may indicate that union membership and hourly wages both began to drop after 1920. They may suggest that factors such as the high cost of living and postwar trade union militancy may have contributed to the rise in union membership and wages in 1919 and 1920. After that, the failure of the Winnipeg General Strike and the easing of inflation led to a decline in union membership and wages.

3. Ask students to examine the question in “Up for Discussion” on page 156 of Creating Canada. Poll the class to establish how long a majority believes a nation should support soldiers while they reintegrate into society. Then instruct the class to conduct a continuum or horseshoe debate (see pp. 45, 46) on this time frame. When they finish, poll the class again to see whether — and why — their position has changed. How much longer — or less — do they think a government should support returning soldiers now?

4. Instruct students to work with their partner to read the section titled “Prohibition” (p. 159, Creating Canada). When they finish, guide students through a discussion of the issues presented in this section of the chapter. What do they think Prohibition accomplished? Would they have been in favour of it at the time? Now? Why — or why not?

More to the Story

Prohibition was hard to enforce. Drunkenness and associated crimes declined significantly, but illicit stills and home-brewed “moonshine” proliferated. A great deal of inferior booze could be found, and bootlegging — the illegal sale of alcohol — rose dramatically, as did the number of unlawful drinking places, known as “speakeasies” or “blind pigs.” And one way to drink legally was to be “ill,” because doctors could issue prescriptions to be filled at drugstores. Veritable epidemics and long line-ups occurred during the Christmas season especially.

And, of course, some great fortunes were made by Canadian brewers, distillers, and rum runners — including John S. Labatt and the Bronfmans.

5. Tell students to prepare for a roleplay on one of the following:

• Unemployment and returning veterans • Labour unrest and the One Big Union • The Winnipeg General Strike • Prohibition

Ask students to choose the group they would like to be part of or assign students to groups. Each student will create a character based on examples like these:

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• Unemployment and returning veterans — Stephen Leacock, veteran George Pearson, Lord Atholstan, a disabled and unemployed soldier, an activist in the Great War Veterans’ Association

• Labour unrest and the One Big Union — A participant at the Calgary conference of 1919, a member of the Calgary police force, a member of the Industrial Workers of the World, the CEO of a big industrial company

• The Winnipeg General Strike — A member of the Winnipeg Trades and Labour Council, a building trades worker, a member of the Citizens’ Committee of 1000, a Royal North-West Mounted Police officer, an arrested strike leader, a participant in “Bloody Saturday,” a member of the royal commission investigating the strike, John Queen, J.S. Woodsworth

• Prohibition — An activist in the Women’s Christian Temperance Union — which may include Nellie McClung or Louise McKinney — a Canadian opposed to Prohibition, the wife or child of an alcoholic, a rum runner

As a group, they will determine an issue that needs to be addressed, such as the need for more jobs, better wages and working conditions, more willing workers, or the elimination of drunkenness. You may wish to direct students’ attention to “Developing Issue Questions” (Appendix 2, Creating Canada) to help them determine an issue. Then their characters will exchange views in a town hall meeting, a radio or TV show recreating the past, or a format of their choice.

6. Give the groups time to decide on an issue and format. Then remind them that their remarks must remain respectful of the views and feeling of others, and ask the groups to conduct their roleplays.

7. When they finish — or you ask them to stop — ask volunteers from each group to summarize the issue, the characters’ views, the debates, and what their group decided. Then guide the class through a discussion and evaluation of this activity. In what ways did it increase their knowledge and understanding of the topic they presented? In what ways did it broaden their perspective on the various viewpoints of people at the time? What position do they think they would have taken on each issue had they been living in Canada after World War I? Be sure they provide clear criteria for all judgments and conclusions.

8. Ask students to complete the activities in “Recall . . . Reflect . . . Respond” on page 159 of Creating Canada.

To help students respond to Question 1, distribute BLM K, Two-Circle Venn Diagram. In the left circle, students may include conditions such as

• many soldiers had experienced hardships and shocks• many found it hard to readjust• soldiers with disabilities had little help and few services

In the right circle, students may include conditions such as

• increased unemployment• rising costs• increasing unrest

In the centre, students may include conditions such as

• few jobs and much competition• labour activism and unrest

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Students’ letters to their member of Parliament will vary, but be sure they use appropriate forms of address and express themselves thoughtfully.

In response to Question 2, students may compare Prohibition to the attempts by govern-ments and law enforcement agencies to deal with illicit drugs, such as marijuana, today. In both cases, governments and law enforcement agencies are attempting to control the problem. During Prohibition, there was a complete ban on alcohol, whereas today the penalties for growing, possessing, or trafficking in “soft” drugs such as cannabis are relatively lenient. Students may indicate criteria such as the extent of the harm an activity causes to individuals and society and the benefits of controlling or eliminating an illegal activity. They may argue that Prohibition did not meet these criteria because it prevented individuals from enjoying alcohol in moderation, and it actually led to an increase in criminal activity (e.g., speakeasies, rum runners). Or they may argue that the health and other costs of alcoholism — and the family violence that often results — justify a ban. Still others may argue that the revenue generated by sin taxes and government sales of alcohol benefit society as a whole by providing funds for social programs.

dIfferentIatIng InstructIon

1. Encourage all students to participate actively in the debate and the roleplay — but some students may prefer to be a silent partner conducting further research or to perform a role as recorder or adjudicator.

2. Ask students to examine one of the photos or quotations in this section of the chapter and indicate its value as a primary source document for the post–World War I era in Canada. Instruct students to analyze, interpret, and evaluate the sources and indicate what they learned about postwar Canada as the result of studying them more closely.

3. Instruct students to create a political cartoon about the Winnipeg General Strike or Prohibition that might have appeared in a Canadian newspaper during the postwar period. Ask them to post their cartoon for the class to examine and to answer questions from classmates.

4. Encourage interested students to conduct further research on the Industrial Workers of the World, the Winnipeg General Strike, J.S. Woodsworth, or an aspect of Prohibition. They could prepare a presentation for the class or post a report or a blog on a website.

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lesson 8

the 1920s

chapter issue question: To what extent did responses to social and economic forces help transform Canada after World War I?

inquiry question: How did Canadians respond to the economic boom of the 1920s?

lesson focus

Students will continue to explore postwar social and economic forces in Canada by examining the economic boom of the 1920s.

To help focus students’ explorations, you may wish to post these questions prominently or write them on the chalkboard: How did the Roaring Twenties get its name? How well did it fit? What would you call the decade you are living in now?

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• BLM 2.6.2, Social and Economic Changes in Canada in the 1920s

Prepare an overhead transparency or presentation slide of Figure 6-14 (p. 161, Creating Canada) and Figure 6-15 (p. 162).

Book an overhead projector, or a computer, and screen.

resources

Creating Canada, pages 160–163

addItIonal resources

Check the McGraw-Hill Ryerson website at www.CreatingCanada.ca to find out whether new resources have been posted to the site.

www.wiley.com/legacy/products/subject/business/forbes/forbes.htmlAn excerpt from Forbes Greatest Business Stories of All Time, by Daniel Gross, profiles Henry Ford and the Model T.

www.hfmgv.org/museum/exhibits.aspx The website of the Henry Ford Museum and Greenfield Village in Dearborn, Michigan. The museum and village include a host of attractions, such as Thomas Edison’s Menlo laboratory, the Wright brothers’ bicycle shop, and a house that may or may not be the birthplace of American songwriter Stephen Foster.

www.parkwoodestate.com/html/auto.html?page_id=2&schild_id=23The Parkwood Estate, now a national historical site, was the home of R.S. “Sam” McLaughlin, the

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founder of McLaughlin Motor Car Co., in Oshawa, Ontario. This web page profiles his life and achievements.

http://archives.cbc.ca/arts_entertainment/media/topics/1631 The CBC Digital Archives offers a site called Canada Tunes In: the Early Years of Radio and TV. The site provides 7 television and 10 radio clips.

www.media-awareness.ca/english/resources/issues_resources/cultural_policies/chronology/cult_policies_chronology.cfm The Media Awareness Network provides a chronology of Canadian cultural policies in the 1920s.

http://archives.cbc.ca/sports/hockey/topics/1611The CBC Digital Archives offers a site titled The Voice of Hockey: Foster Hewitt. The site offers eight television and eight radio clips.

www.legendsofhockey.netThe Hockey Hall of Fame provides a brief biography, a gallery of photos, and an interview with Foster Hewitt.

assessment and evaluatIon actIvItIes

You may assess students’ participation in a variety of activities. These may include

• completing the BLM• participating in class discussions and activities

prIor learnIng

Students will build on their understanding of the social and economic forces that transformed Canada in the years after World War I and how different groups of Canadians responded to them.

teachIng and learnIng strategIes

1. Ask students what they know about the 1920s. Some may be familiar with the term “Roaring Twenties.” If not, introduce this term and ask students to explain it. Students may suggest that, after the scarcities and sacrifices of war, people wanted to party. To help focus further discussion, you may wish to ask questions like the following:

• What was Canada’s economy like in the 1920s? In the 1930s?• What do you associate with the term “economic boom”?• What is the opposite of a boom?• How would you describe Canada’s economy today?• What would you call the decade you are living in now?

Students may say that the Canadian economy was strong during the 1920s. But in the 1930s, the economy entered a depression that was the worst and longest economic slump Canada — and the world — has experienced to date. They may suggest that an economic boom is a period when there are many good jobs with high wages, rising productivity, overall prosperity, and a great deal of consumer confidence. They may contrast this state of affairs with an economic bust — a recession or depression — when unemployment rises, wages

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fall, consumer confidence declines, productivity slumps, and a growing number of people face serious economic difficulties. They may suggest that in September 2008, the Canadian economy, which had been enjoying a boom, went into a steep recession that showed few signs of a quick end. They may suggest terms for the current decade like the Timid Tens, the Hangover Decade, or the Whimpering Twenty-One Tens.

2. Ask students to turn to page 160 of Creating Canada and draw their attention to Figure 6-13. Instruct them to read the caption and respond to the question. Students are likely to suggest that the photos are a dramatic illustration of how the use of automobiles has increased from the 1920s to the present. The first photograph shows only two Model T Fords on the road, whereas the second portrays bumper-to-bumper traffic. They may also point out how this has changed the city, with many more buildings and highways as well.

3. Read aloud the IQ — How did Canadians respond to the economic boom of the 1920s? — and ask volunteers to read the two introductory paragraphs on page 160 of Creating Canada. Distribute BLM 2.6.2, Social and Economic Changes in Canada in the 1920s, and instruct students to work with a partner to read the rest of page 160 and fill out the second column of the first two rows of the worksheet. When they finish, ask volunteers to share their notes with the class.

4. Instruct students to continue working with their partner to read the sections titled “Changing Trade Partners” and “Foreign Ownership” (p. 161, Creating Canada) and to fill in the relevant sections of their worksheets.

Then display the overhead transparency or presentation slide of Figure 6-14 (p. 161). Instruct students to examine these statistics and to respond to the statistics and comments in the activity icon on page 161. Students may suggest that they were surprised to discover that U.S. investment was higher in 1930 and 1939 than it was in 2008. They may also suggest that they expected British investment to decline significantly or investment from other countries to increase significantly because Canada is now more multicultural and has ties with many countries.

5. Read aloud the first paragraph on page 162 of Creating Canada, then instruct students to work with their partner to read and make notes on their worksheet about the remainder of page 162 and page 163 as far as “Recall . . . Reflect . . . Respond.”

When they finish, display an overhead transparency or presentation slide of Figure 6-15 and ask them to respond to the activity icon on page 162. Students may note that in 1911, Canada’s population was more rural than urban, whereas by 2006, the urban population was significantly higher than the rural. The trend after World War I was leading to greater urban-ization and a decline in Canada’s rural population. This did not help the political prospects of the Progressive Party, whose base of support was largely among farmers.

Vocabulary Tip

“Idealize” is the verb form of “ideal.” These terms are from the same root as “idea” and are used to characterize a product of the mind. As such, “idealized” carries the connotation of not being real or realistic, as a practical goal. Perhaps this is why, as a method, it has infinite uses for advertisers — sometimes referred to as “dream merchants” — mainly in manufacturing needs that are often based in desire and discontent.

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6. Draw students’ attention to Figure 6-16 (p. 162, Creating Canada) and read aloud the caption. Ask students to respond to the caption’s questions. Students may say that this illustration promotes an idealized view of Canada in that it portrays well-dressed, happy men, women, and children cheerfully engaging in their daily affairs. Students may view this as an effective advertising strategy — and one that is still used today — because it conveys to the intended audience the message that they, too, can be part of this version of life if they purchase the products being advertised or, in this case, illustrated in the department store’s catalogue.

More to the Story

Foster Hewitt was part of a sports media dynasty. The son of well-known Toronto sportswriter and hockey supporter William Hewitt, he pioneered broadcasting NHL hockey games on radio in the 1920s and ’30s, moved to television in the 1950s, and was followed by his son, Bill. In a career that spanned six decades, Canadians across the country grew up listening to Foster Hewitt’s voice breathlessly shout-ing, “He shoots! He scores!” Though he retired in 1963, he was coaxed back to broadcast the Summit Series between Canada and the USSR in 1972, where his description of the winning goal by Paul Henderson became as famous as the original “Hello, hockey fans” introduction on the radio broad-casts of his heyday.

7. Direct students’ attention to Figure 6-17 (p. 163, Creating Canada) and ask them to respond to the question in the caption. Students might compare Foster Hewitt to a contemporary hockey commentator such as Don Cherry. They may suggest that as radio brought hockey broadcasts across the country, Hewitt both created and came to symbolize a form of national unity.

8. Draw students’ attention to “Recall . . . Reflect . . . Respond” on page 163 of Creating Canada. Students addressed the first question in Step 1 of this lesson, but ask them to revisit the term “Roaring Twenties” and ask them whether — and why — their ideas have changed.

Instruct students to respond to Question 2 by using the third column of BLM 2.6.2, Social and Economic Changes in Canada in the 1920s, to create criteria for rating the changes listed, then to use column 4 for their ratings. When they finish, you may wish to poll the class to see which forces driving social and economic changes came out as the top three in their ratings and guide a discussion of students’ criteria.

In response to Question 3, students may indicate that the shift in Canada’s social and economic ties began in the 1920s with rising U.S. investment and ownership of companies and a growing Americanization of Canadian society resulting from urbanization, consum-erism, and new media, such as radio. They may suggest that Canada today is even more Americanized than it was then because of the huge influence of American culture through the mass media and Canada’s close economic and trade ties to the United States resulting from NAFTA. They may indicate that the long-term effects of this shift are a steadily increasing Americanization and a declining sense of Canadian identity. Be sure they provide clear expla-nations and reasons for their conclusions.

dIfferentIatIng InstructIon

1. Circulate and provide one-on-one help as required as students work with their partners to complete the readings and fill in the BLM in this lesson.

2. Assign one or more students to update the word wall.

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3. Some students may wish to know more about the recent fate and ownership of automobile manufacturing. Encourage them to conduct further research and to present an update to the class.

4. Ask students to design a visual or radio advertisement promoting a product that was popular in the 1920s and present it to the class, clearly identifying the images, symbols, intended audience, and strategies used in their ad.

5. Instruct interested students to conduct further research on Henry Ford and the Model T, the early years of radio in Canada, or Foster Hewitt and present a brief presentation to the class.

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lesson 9

the great depressIon Know and understand . . . thInK . . . communIcate . . . apply . . .

chapter issue question: To what extent did responses to social and economic forces help transform Canada after World War I?

inquiry question: How did Canadians respond to the Great Depression?

lesson focus

Students will continue to explore postwar social and economic forces in Canada by examining the Great Depression of the 1930s.

To help focus students’ explorations, you may wish to post these questions prominently or write them on the chalkboard: Why do you think the Great Depression is often referred to as the Dirty Thirties? What would you call the latest global economic downturn?

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• BLM 2.6.3, Responding to Some of the Challenges of the 1930s• BLM D, Mind Map• BLM 2.6.4, Canadians’ Responses to Social and Economic Forces (optional)• BLM 2.6.5, The Role of Governments (optional)

Prepare an overhead transparency or presentation slide of Figures 6-18, 6-19, 6-20, and 6-21 (pp. 164–165), Figure 6-24 (p. 167), and Figure 6-30 (p. 172) (optional).

Book an overhead projector, or a computer, and screen.

resources

Creating Canada, pages 164–173

addItIonal resources

Check the McGraw-Hill Ryerson website at www.CreatingCanada.ca to find out whether new resources have been posted to the site.

www.canadianeconomy.gc.ca/english/economy/1929_39depression.html A government of Canada web page about the Great Depression.

www.yesnet.yk.ca/schools/projects/canadianhistory/depression/depression/htmlA Canadian history website developed by a Grade 11 class in Whitehorse, Yukon, provides a page titled “The Great Depression of Canada.”

http://archives.cbc.ca/politics/prime_ministers/clips/13998The CBC Digital Archives offers a web page that features a speech by R.B. Bennett.

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www.ucalgary.ca/applied_history/tutor/calgary/bennett.htmlThe Applied History Research Group at the University of Calgary offers a page about Bennett.

www.ontoottawa.caThe home page of the On to Ottawa Historical Society includes a rousing rendition of “Hold the Fort,” which is quoted on page 173 of Creating Canada as the focus of an end-of-chapter activity.

http://scaa.usask.ca/gallery/regina/central/riot.htmlThe Saskatchewan Council for Archives and Archivists offers a page about the Regina Riot that includes archival photographs and mug shots of arrested strike leaders.

www.mta.ca/faculty/arts/canadian_studies/english/about/study_guide/roots/index.htmlThe Centre for Canadian Studies offers a site about the Prairie roots of Canada’s “third parties,” such as the CCF, NDP, and Social Credit.

http://archives.cbc.ca/politics/provincial_territorial_politics/topics/1461A CBC Digital Archives site about Maurice Duplessis.

assessment and evaluatIon actIvItIes

You may assess students’ participation in a variety of activities. These may include:

• completing the BLMs• participating in class discussions and activities• completing one or more of the end-of-chapter activities• preparing for the unit challenge

You may also wish to collect and assess one or more of the responses to the end-of-chapter questions and activities (pp. 172–173, Creating Canada). If you do this, consider preparing an assessment rubric and distributing it to students so they know ahead of time how their work will be evaluated.

prIor learnIng

Students will build on their understanding of the social and economic forces that transformed Canada in the years after World War I and how effectively various groups of Canadians responded to them.

teachIng and learnIng strategIes

1. Display an overhead transparency or presentation slide of the photo essay titled “Picturing Social and Economic Change” (Figures 6-18 through 6-20, pp. 164–165, Creating Canada). Tell students that these four illustrations were selected because they represent an aspect of social and economic change and their effects on Canadians during the Great Depression.

Ask students to flip through Creating Canada to identify how captions are used with photo-graphs. On page 163, for example, the first words of the caption for Figure 6-17 identify the photograph; that is, it tells readers what they are looking at. The rest of a caption may explain the photograph — or the issue it illustrates — in more detail. Captions may also provide

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links to material in the textbook. And many captions, such as the one on page 163, end with questions that encourage readers to reflect and make further connections.

Tell students to close the textbook. Then instruct them to write captions for these four figures. Remind students that they may wish to identify the figures in the first sentence. The titles of the images should help get them started, but you may wish to tell students that

• Figure 6.18 shows symbols that homeless unemployed people used during the Depression to communicate with others who were wandering the country looking for work.

• Figure 6-19 was published in a Toronto newspaper in 1933.• Figure 6-20 shows people lining up for a free meal in Toronto in 1934.• Figure 6-21 shows men who were living and working in a camp for single unemployed

men in British Columbia.

Remind students that they can conclude their captions with questions if they think ques-tions are useful.

2. When they finish, divide the class into small groups to discuss students’ captions. Circulate to assess students’ participation and abilities and to provide help as required.

When the groups finish discussing their captions, ask each group to appoint a spokesperson to read the best ones aloud. Then guide the class through a discussion of the captions’ strengths and weaknesses. In what ways do they add value to these primary source documents?

Finally, ask students to turn to page 164 of Creating Canada and compare their captions with the ones that appear in the textbook. Which captions do they prefer?

3. Ask students to read the words of Pierre Berton in “Voices” (p. 164, Creating Canada) and to paraphrase them in their own words. How does Berton’s account of how Canadians responded to the onset of the Depression in 1929 compare with how people view the economic situation in Canada after the stock market collapse and credit crunch that began in 2008?

With students, read the four paragraphs on page 164, pausing after each to review the information it contains and asking students to identify some of the ways the Great Depression affected Canadians.

Then read the section titled “The Stock Market Crash of 1929” (p. 165, Creating Canada). In what ways — and why — would students revise their earlier comparisons between the beginnings of the Great Depression and the recent stock market slump?

4. Instruct students to work with a partner to read the sections titled “Regional Disparities” and “Making History: A Teenager during the Depression” (p. 166, Creating Canada). When they finish, ask the pairs to respond to the questions in “Explorations.” Students may say they did not know, for example, that welfare came in the form of coupons that would easily identify the people receiving relief if they used them in their own neighbourhood. They may also suggest that the Thomas family could have lost the house that the boys’ father had built. Needing government help may still carry a stigma to some, so make sure students provide reasons and remain respectful.

5. Instruct students to work with their partner to read the section titled “Saskatchewan in the 1930s.” Then display an overhead transparency or presentation slide of Figure 6-24 (p. 167, Creating Canada) and ask them to respond to the question in the activity icon on that page. Students may suggest that the price of crops fell as the economy weakened — even though the weather was also bad and many crops failed — and that the same thing is still true today.

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More to the Story

Prime Minister R.B. Bennett’s solutions to the challenges of the Depression were met with some skepti-cism. In fact, a whole new category of slang encapsulated many Canadians’ feelings:

• A Bennett buggy was a car with the engine removed so that horses or oxen could pull it because the car’s owners had no money for gas.

• Bennett blankets were newspapers used by the homeless to keep warm.• Bennett coffee was roasted wheat or barley brewed like coffee. People drank these substitutes when

they could not afford real coffee.• A Bennett barnyard was an abandoned farm.

6. Divide the class into home groups of three for a jigsaw activity (see p. 41). Group 1 will become experts on government responses to economic conditions (pp. 168–169, Creating Canada); Group 2 will become experts on new political parties (pp. 169–170); and Group 3 will become experts on responses to American cultural influences (p. 171).

Distribute BLM 2.6.3, Responding to Some of the Challenges of the 1930s. Instruct group members to read their assigned sections, discuss the information, and work together to fill out the relevant column of the worksheet. Remind them to check the visuals and margin features for additional information.

More to the Story

The Depression was not all doom and gloom. In Toronto, Maple Leafs managing director Conn Smythe managed to scrape together the funding to build Maple Leaf Gardens by taking out all the bank loans he could get and selling stocks in the building. Even his construction workers agreed to accept 20 per cent of their wages in shares. He bought land at a discount from Eaton’s, and the first bricks were laid on May 1, 1931.

With an abundance of labour available, the Gardens was built in record time and the Leafs played there on November 12, 1931, with Foster Hewitt calling the game. In 1933, Hewitt’s broadcasts went national. Smythe built a famous gondola in the rafters for Hewitt, at a height that made many go weak in the knees. Smythe himself said, “I’d just as soon go up in an airplane with no pilot.” Hewitt would broadcast from this perch for more than 30 years. In August 1979, to make room for private boxes, Leafs owner Harold Ballard had his staff tear down the 48-year-old gondola and throw it into an incinerator. In an editorial, the Toronto Star called Ballard’s actions the “barbaric destruction of one of Canada’s great cultural monuments.”

But the Gardens was more than a hockey rink. Winston Churchill gave a speech there in 1932, and both William Lyon Mackenzie King and Pierre Trudeau used the building for heated election rallies. Duke Ellington, Frank Sinatra, and Bob Hope performed to enthusiastic audiences. And during rock ’n roll’s early years in the ’50s and ’60s, the Gardens hosted Elvis and The Beatles.

7. When the groups finish reading and filling out their column of the worksheet, instruct students to return to their home groups and share the information with other group members. As the expert on each topic shares her or his information and speculations, other home-group members will record the information in the blank columns of their worksheets. By the end of this stage of the activity, all students’ charts should be filled in completely.

Briefly review the information on each section and guide the class through a discussion.

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8. Draw students’ attention to “Recall . . . Reflect . . . Respond” on page 171 of Creating Canada and ask them to respond to the questions.

To help students respond to the first question, you may wish to distribute BLM D, Mind Map. Students’ idea webs will vary, but be sure they provide explanations and clear connec-tions to consequences.

Students’ choices of a primary source will vary, but some may wish to revisit the captioning exercise from the start of this lesson. Be sure they give clear reasons for their choice.

In response to Question 3, students may suggest examples from Canada’s social safety net — employment insurance, universal health care, social welfare programs, old-age pensions, family allowances, or other government social programs. Many of these programs were intro-duced during the Depression and continue to be needed today.

9. You may wish to go back to the word list you posted in Step 1, Lesson 1, for this unit and ask students whether — and why — they would like to revise definitions at this point.

10. Assign one or more of the end-of-chapter activities on pages 172–173 of Creating Canada. Because the curriculum outcomes are visited and revisited many times throughout the textbook, it is not necessary for every student to complete every activity. You may wish to provide class time for students to complete the activities or assign them for homework.

11. You may wish to review the sections titled “Developing Effective Inquiry Questions” and “Reading Primary Source Documents” (see Appendix 2, Creating Canada) before you ask students to work on this chapter’s “Steps to Your Challenge” (p. 173, Creating Canada). Then ask volunteers to read their responses and guide the class through a discussion of them.

dIfferentIatIng InstructIon

1. Some students may prefer to compose a song lyric or present a graphic organizer, such as a Venn diagram or a mind map, instead of writing captions for the photo essay.

2. Encourage interested students to conduct further research on one or more of the photographs in this section of the chapter and to assemble a brief presentation to post on a bulletin board or a website for classmates to read and examine.

3. Ask students to create a drawing or cartoon about an aspect of the Roaring Twenties or Great Depression and to explain their drawing or cartoon to the class.

4. Encourage interested students to conduct further research on the stock market crash of 1929, social conditions during the Depression — such as soup kitchens and relief camps — or the On-to-Ottawa Trek and Regina Riot. Students could begin their research by consulting resources listed in “Additional Resources” and make a brief presentation to the class.

5. Modify the end-of-chapter questions to accommodate students’ strengths and interests. Question 1, for example, could be modified to permit students to prepare an audiotape or a visual rather than a written response. And some students may wish to write a song of their own for Question 5.

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possIble responses to “Know and understand . . . thInK . . . communIcate . . . apply . . .”(pp. 172–173, Creating Canada)

notesNo single correct answer should be expected when assessing students’ responses to the end-of-chapter activities. Though you may expect a wide range of responses, look for evidence that students are engaging in critical thinking and using criteria to make their judgments.

Because all curriculum outcomes are visited and revisited many times in the chapter and end-of-chapter activities, students should not be expected to complete every activity in “Know and Understand . . . Think . . . Communicate . . . Apply . . .”

1. Students’ criteria will vary but may include

• Did the force affect many Canadians across a broad spectrum of economic and social status?

• Did the force have a long-term impact that is still felt today?• Did the force affect many regions of Canada? • Did the force provoke a response from the federal government? From the provinces? From

groups and individual Canadians?

Using these criteria, students may choose social forces such as urbanization or cultural Americanization and economic forces such as rising foreign investment or the cycle of boom and bust over the 1920s and ’30s.

Students’ paragraphs will vary, but be sure they use appropriate grammar and spelling conventions and support their conclusions with reasons.

2. To help students answer this question, distribute BLM 2.6.4, Canadians’ Responses to Social and Economic Forces. Students’ responses will vary, but be sure they include valid criteria. Students’ completed charts may include ideas like the ones shown.

Canadians’ Responses to Social and Economic Forces

The Postwar Years The 1920s The 1930s

Factory closures and production cuts increase unemployment.

Inflation and lack of benefits make life difficult for returning soldiers and their families.

The Maritimes is hit hard by the move to electricity from coal and the creation of import tariffs.

American branch plants come to Canada and take profits out of the country.

People lose their jobs and life sav-ings in the stock market crash and Great Depression.

Drought and swarms of grasshop-pers destroy the Prairies wheat crop, bankrupting farmers.

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MHR • Unit 2 245

Unions become stronger, and the idea of forming One Big Union takes hold.

Women’s suffrage is extended.

Mass production results in a renewed economy with cheaper goods for consumers.

Increased car ownership results in massive infrastructure development.More people move to cities from rural areas.

New political parties are formed to address economic conditions.

The Canadian Broadcasting Corporation is created to promote Canadian culture.

Many returning veterans find civilian life difficult.

Women start to overcome social and political barriers.

The U.S. becomes Canada’s largest trading partner.

William Lyon Mackenzie King takes part in the first cross-country radio broadcast.

J.S. Woodsworth becomes the first leader of the CCF.

The On-to-Ottawa Trekkers demand better working conditions and wages.

People band together to promote social and economic change.

The economy grows and urbaniza-tion occurs.

Social and economic upheaval results in new government programs to help people in need.

3. To help students respond to this question, you may wish to display an overhead transparency or presentation slide of Figure 6-30 (p. 172, Creating Canada).

a) Students may suggest that Superman was an appealing cartoon hero in the 1930s because he was powerful, and many people felt powerless in the face of the economic difficulties they were facing at this time. They may also indicate that in his everyday role as Clark Kent, a mild-mannered reporter, he was like most people. But, unlike them, he was able to assume the role of a superhero at will.

b) Students may point to the way Superman’s skin-tight costume allows readers to see the well-defined muscles that make him more powerful than a locomotive, while the over-whelming skyscrapers and huge city are reduced in scale by someone who can leap tall buildings in a single bound or fly over them.

c) Students may indicate that a contemporary superhero would need to demonstrate mastery of modern phenomena such as telecommunications and globalized forces. Their names for such a hero will vary. Be sure they provide reasons.

4. To help students respond to this question, you may wish to distribute BLM 2.6.5, The Role of Governments. Students’ responses will vary, but be sure they contain clear criteria.

5. To help students respond to this question, you may wish to locate an audio version of “Hold the Fort,” such as the one in “Additional Resources,” and play it for the class. You may wish to ask the class to sing along and discuss how this song would inspire solidarity at the time it was written, as well as whether a song might be as important today. What other kind of cultural artifact might act as a rallying point? Students may suggest a YouTube video, a series of Twitter messages from someone who is widely respected, or a campaign designed to go viral on various electronic message boards and social networking sites.

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Lesson 10

IntroductIon to chapter 7 postwar Government actIons

Chapter issue question: To what extent did Canadian society respond appropriately to indi-viduals and groups?

Inquiry question: What government actions affected specific groups in Canada?

Lesson Focus

Students will begin to explore the legacies of this period by examining how government actions affected specific groups of Canadians during the 1920s and ’30s.

To help focus students’ explorations, you may wish to post this question prominently or write it on the chalkboard: How do government actions affect your life and the lives of others you know?

estImated tIme: 75 minutes

GettInG ready

Photocopy blackline masters.

• BLML,Point-Proof-CommentOrganizer• BLM2.7.1,ComparingPrimarySources—ResidentialSchools

Prepare an overhead transparency or presentation slide of Figure 7-1 (p. 174, Creating Canada) and Figure7-4(p.180)andanoverheadtransparencyofBLML,Point-Proof-CommentOrganizer.

Bookanoverheadprojector,oracomputer,andscreen.

resources

Creating Canada, pages 174–181

addItIonaL resources

ChecktheMcGraw-HillRyersonwebsiteatwww.CreatingCanada.catofindoutwhethernewresources have been posted to the site.

www.ainc-inac.gc.ca/index-eng.aspThe website of the federal Department of Indian and Northern Affairs provides background on the history of First Nations reserves and treaties in Canada.

www.fsin.com/aboutfsin/historicalformation.htmlTheFederationofSaskatchewanIndianNationsoffersinformationaboutFredLoftandtheLeagueof Indians of Canada.

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www.collectionscanada.gc.ca/aboriginal-heritage/020016-4001-e.htmlLibraryandArchivesCanadaoffersawebsiteaboutAboriginalsoldiersinWorldWarI,includingarticlesabouttheirpostwarexperiencesandtheriseofpoliticalorganizations.

Duncan Campbell Scott: The Poet and the Indians.TamarckProductionsandtheNationalFilmBoard,1995. A documentary about Duncan Campbell Scott that “explores the apparent contradiction between Scott, the sensitive and respected poet, and Scott, the insensitive enforcer of Canada’s most tyran-nical Indian policies.”

www.historysociety.ca/content/en/pdfs/worstcanadianresults.pdfThe Beaver’s attempts to name the worst Canadians include the list made by a panel of 10 prom-inent historians and the sharply contrasting findings of an online poll.

http://archives.cbc.ca/society/education/topics/692TheCBCDigitalArchivesoffersapage,titled“ALostHeritage:Canada’sResidentialSchools,”thatincludes 8 radio and 14 TV clips.

www.cbc.ca/canada/story/2008/05/16/f-faqs-residential-schools.htmlACBCNewsinDepthstoryonresidentialschoolsandthefederalgovernment’s2008apology.

www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA0003472TheonlineCanadianEncyclopediaoffersabriefbiographyofLionelGroulx.

assessment and evaLuatIon actIvItIes

You may assess students’ participation in a variety of activities. These may include

• completingtheBLMs• participatinginclassdiscussionsandactivities

prIor LearnInG

Students will build on their understanding of the social and economic changes that transformed Canada after World War I and how various groups of Canadians responded to them.

teachInG and LearnInG strateGIes

1. Ask students what government policies and decisions affect their lives. The lives of people theyknow?OthergroupsofpeopleinCanadatoday?Andhowhavegovernmentpoliciesand decisions affected groups in the past? Some students may cite examples such as the baby bonus; youth employment programs; minimum ages for voting, drinking, and driving; taxes;regulationsoncitizenshipandimmigration;officialmulticulturalism;andsupportforwomen’s and Aboriginal groups. They may also cite past actions such as changes in immi-gration policies, Aboriginal treaties, granting women the right to vote, and setting up social programs such as employment insurance and old-age pensions.

MHR•Unit2 247

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Vocabulary Tip

You may wish to provide students with a translation of the French version of the notice in Figure 7-1:“Jews are not wanted here, Ste-Agathe is a French-Canadian village and we will keep it that way.”

2. Display an overhead transparency or presentation slide of Figure 7-1 (p. 174, Creating Canada). Instruct students to examine the poster and notice. What are their initial impressions of these twoartifacts?WhatdotheytellthemaboutCanada’spast?Readthecaptionandaskstudentswhat other impressions they have gained.Askstudentstoselectapartner—orassignpartners—andinstructthepairstowork

together to read page 175 of Creating Canada and to respond to the questions about Figure 7-1.Whentheyfinish,askthepairstojoinatleastoneotherpairtodiscusstheirresponses.

3. Draw students’ attention to the key terms on page 175 of Creating Canada and ask them to guesswhattheymean.RecordtheirresponsesonthelistyoupostedinStep1,Lesson1,ofthis unit. Then draw their attention to the IQs and ask them to speculate about what they will study in this lesson.Instructstudentstocompletetheactivityin“MyCanadianHistoryJournal.”Whenthey

finish, ask volunteers to share their comments and guide the class through a discussion.

4. Draw students’ attention to Figure 7-2 (p. 176, Creating Canada) and ask a volunteer to read aloud the caption. Ask students to respond to the questions. Students may suggest that the photo portrays a stereotype of First Nations people as mounted warriors wearing feather war bonnets, obstructing and attacking a train. Such stereotypes might persuade the film’s viewers that First Nations people were warlike and determined to stop the railroads and settlement.

5. With students, read the section titled “What government actions affected specific groups in Canada?” (p. 176, Creating Canada), pausing to review the points and information as required. Ask students to list the main changes in Canadian society after World War I and record their responses on the chalkboard or a sheet of chart paper. Then ask them what groups of Canadiansmightnothavewelcomedthesechanges—andwhy.

6. Instruct students to work with their partner to read the rest of page 176, page 177, and page 178 of Creating Canada.Tohelpthemorganizetheirunderstandingofwhattheyhaveread,displayanoverhead

transparencyorpresentationslideanddistributecopiesofBLML,Point-Proof-CommentOrganizer.Withstudents,decideonasubject,suchas“PoliciesThatAffectedFirstNations,”then ask them to suggest points, proofs, and comments. Fill in the transparency as students jotthenotesintheirorganizers.Studentsmaysuggestpoints,proofs,andcommentssuchasthe following.

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Subject or Reference Policies That Affected First Nations

Point The government wanted to attract settlers to Western Canada — but to avoid the violence between settlers and First Nations that had occurred in the Western United States.

Proof To avoid confrontation, the government encouraged First Nations to sign treaties and created reserves.

Comment First Nations did not always know what these treaties meant or what they were entitled to, so they were not always satisfied. And giving up their land meant they lost their way of life, culture, and spiritual connections as well. What was more, the government did not always keep the promises it made in treaties.

Point The government wanted First Nations people to assimilate.

Proof In 1876, Parliament passed the Indian Act.

Comment The Indian Act stripped First Nations of many of their rights and made them wards of the state, without asking them what they wanted or needed.

Point Many First Nations people served in World War I and hoped that their record would mean that their rights would be recognized.

Proof Some First Nations people attempted to organize nationally to make their voices heard.

Comment Though the League of Indians of Canada did not succeed, this effort led to later, more successful organizations.

Point Education was the key to assimilation.

Proof Residential schools were established.

Comment The schools stripped many young Aboriginal people of their culture and language, and many were also physically and emotionally abused.

7. Instructstudentstoworkwiththeirpartnertoread“ViewpointsonHistory:ResidentialSchools” (p. 179, Creating Canada)anddistributeBLM2.7.1,ComparingPrimarySources— ResidentialSchools,tohelpthemrespondtothequestionsin“Explorations.”Youmayalsowishtoreferstudentsto“AnalyzingInformationfromManySources”inAppendix2ofCreating Canada and review the steps.

When they finish, ask volunteers to share their responses and indicate whether they might chooseoneofthesesourcesfortheunitchallengeandwhy.Remindthemtoprovideclearcriteria for their choices.

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250 Teacher’s Resource: Creating Canada • MHR

8. Ask students to work with their partner to read the first three paragraphs of the section titled “Nationalism in Quebec” (p. 180, Creating Canada). Then display an overhead transparency or presentation slide of Figure 7-4 and ask students to respond to the question in the activity icon at the end of that section. Students may suggest that francophone concerns about their languagewerejustifiedbecausethepercentageofCanadianswhosefirstlanguageisFrenchdeclined from 27.3 per cent in 1931 to 22.1 per cent in 2006.

9.InstructstudentstoworkwiththeirpartnertoreadthesectionsaboutLionelGroulxand theUnionNationale(pp.181–182,Creating Canada). Then read aloud “Connections” on page180.AskstudentsiftheythinkthenameoftheLionel-GroulxMetroStationinMontrealshouldbechangedand,ifso,why.Remindstudentstouseappropriatelanguageandprovideclear criteria for their positions.Thendrawstudents’attentiontoFigure7-5.RemindstudentsthatthisisthesameQuebec

village that posted the notice in Figure 7-1 (p. 174, Creating Canada) and ask them to respond tothequestioninthecaptionforFigure7-5.Studentsmaysuggestthatthesizeofthechurch,its central location in the town, and the height of its steeple all reinforce the idea of its central importance in the life of the community.

10. Instructstudentstorespondtothequestionsin“Recall...Reflect...Respond”(p.181,Creating Canada).

In response to Question 1, students may suggest that the policy of settling Aboriginal people on reserves and the establishment of residential schools worked against assimilation becauseitpromotedsegregationfromnon-Aboriginalpeople—andevenfromAboriginalchildren’s own families.

In response to Question 2, some students may suggest that Canada’s assimilation policies were an instrument of cultural genocide because the goal was to eradicate First Nations’ traditionalculturesandlanguagesthroughinstitutionssuchasresidentialschools.Othersmayargue that they were designed to prepare First Nations people to play new roles in Canadian society by teaching them English and other skills.InresponsetoQuestion3,studentsmaysuggesturbanizationandindustrializationbecause

of the threat they posed to the French language and traditional Quebec institutions such as the Catholic Church. In comparing these forces, students may conclude that they are no longerassignificantastheywereduringthisperiod—today,QuebecisasurbanizedandindustrializedasotherpartsofCanada,andtheCatholicChurchisnotasimportantaforcein Quebec society as it was in the years after World War I.

dIFFerentIatInG InstructIon

1. Circulate and provide help as required as students work in their pairs in this lesson.

2.SomestudentsmayenjoypreparingabriefdramaticskitoraroleplayaboutthefoundingoftheLeagueofIndiansofCanada.OthersmaywanttoimagineaconversationbetweenDuncanCampbellScottandFredLoft.

3.EncourageinterestedstudentstoconductfurtherresearchonFredLoft,DuncanCampbellScott,residentialschools,orLionelGroulx.Studentscouldstarttheirresearchbyconsultingresourceslistedin“AdditionalResources”andpresentabrieforalorwrittenreporttotheclass.

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Lesson 11

postwar ImmIGratIon

Chapter issue question: To what extent did Canadian society respond appropriately to indi-viduals and groups?

Inquiry question: What challenges and opportunities were created by immigration?

Lesson Focus

Students will explore immigration to Canada during the 1920s and ’30s by putting themselves in an immigrant’s shoes.

To help focus students’ explorations, you may wish to post this question prominently or write it on the chalkboard: What challenges and opportunities do immigrants to Canada face today?

estImated tIme: 75 minutes

GettInG ready

Photocopy blackline master.

• BLM2.7.2,ImmigrationtoCanada—ChallengeorOpportunity?

Prepare an overhead transparency or presentation slide of Figure 7-7 (p. 182, Creating Canada) and Figure 7-8 (p. 183).

Bookanoverheadprojector,oracomputer,andscreen.

resources

Creating Canada, pages 182–187

addItIonaL resources

ChecktheMcGraw-HillRyersonwebsiteatwww.CreatingCanada.catofindoutwhethernewresources have been posted to the site.

www.cbc.ca/news/background/hutteritesACBCNewsinDepthstoryonCanada’sHutterites.

www.ualberta.ca/~jrak/doukhobors.htmUniversityofAlbertaprofessorJulieRakprovidesabriefhistoryoftheDoukhoborsinCanada.

www.collectionscanada.gc.ca/databases/home-children/index-e.htmlLibraryandArchivesCanadaoffersawebpageaboutBritishhomechildreninCanada.

www.jewishvirtuallibrary.org/jsource/vjw/canada.htmlTheJewishVirtualLibraryoffersapageaboutJewishsettlementinCanada.

www.komagatamaru.caThewebsiteoftheKomagataMaruHeritageFoundation.

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252 Teacher’s Resource: Creating Canada • MHR

www.japanesecanadianhistory.netAwebsitethatprovidesresourcesonthehistoryandsettlementofCanadiansofJapanesedescent,especially on the Pacific coast.

www.ushmm.org/museum/exhibit/online/stlouisTheU.S.HolocaustMemorialMuseumprovidesasitecalledTheVoyageoftheSt. Louis.

www.torugg.org/History/history_of_ukrainians_in_canada.htmlTheTorontoUkrainianGenealogyGroupoffersinformationaboutthehistoryofUkrainiansinCanada.

assessment and evaLuatIon actIvItIes

You may assess students’ participation in a variety of activities. These may include

• completingtheBLM• participatinginclassdiscussionsandactivities

prIor LearnInG

Students will build on their understanding of how government actions affected various groups of people in Canada during the 1920s and ’30s by focusing on immigration.

teachInG and LearnInG strateGIes

1. Display an overhead transparency or presentation slide of Figure 7-7 (p. 182, Creating Canada) and ask students to correlate what they find in the legend with the points in the graph. How do they think these events affected the numbers of immigrants? Students may suggest that not many people were able to move during World War I and the Depression. Continue to display Figure 7-7 as you work through the next step.

2. Readaloudthefirstthreeparagraphsofpage182ofCreating Canada, pausing to clarify new terms and underline significant information, such as the population of Canada in 1914 and the number of immigrants who had arrived in the country from 1867 to 1914. Readaloudthesectiontitled“GovernmentPolicies”(p.182).Instructstudenttore-examine

Figure 7-7 as they respond to the questions in the activity icon at the end of that section. At this point, students may suggest that World War I acted as a reverse push factor for immi-gration to Canada because wartime conditions made it difficult for potential immigrants, especiallyfromEurope,totravel.AfterWorldWarI,theRussianRevolution,theSpanishinfluenzapandemic,andtheriseoftheFascistPartyinItalymayhaveallactedaspushfactorsbecause some Europeans may have wanted to emigrate to escape disease or political upheaval andpersecution.TheGreatDepressionofthe1930smadeamovedifficultbecausefewcouldaffordit.TheUkrainianfamineoftheearly1930s,AdolfHitler’srisetopowerinGermany,and the anti-Semitic laws his government passed might have acted as push factors for people wantingtoescapethesedevelopments—butthefactthattheycoincidedwiththeworstyearsof the Depression still made immigration difficult.

3. With students, read the first four paragraphs of the section titled “Immigrants Who Were Welcomed” (p. 183, Creating Canada). Ask students why the Canadian government wanted to encourage certain types of immigrants to settle in the country during the 1920s. Why did this

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policy change in the 1930s? Which immigrants were wanted? Which were not? Why? Then display an overhead transparency or presentation slide of Figure 7-8 (p. 183) and ask students to respond to the question in the activity icon at the end of that section. Students may suggest thattherehasbeenasignificantdeclineinthepercentageofimmigrantsfromBritainandtheUnitedStates.Instead,themaingroupsnowarrivinginCanadacomefromAsia,SouthAsia,the West Indies, South America, and Africa.

4. Draw students’ attention to Figure 7-9 (p. 183, Creating Canada) and ask them to respond to the question in the caption. Students may suggest that some of the pull factors depicted in the poster included the opportunity to own a farm, financial assistance, the fact that the poster specificallysaysBritishimmigrantsarewantedandofferssettleddistrictsneartransportation,markets, and schools. In addition, the pictures in the poster show a large, solid farmhouse and families working the land with their livestock.

5. Withstudents,readthesectiontitled“SeekingReligiousFreedom”(pp.183–184,Creating Canada) and draw students’ attention to Figure 7-10 (p. 184). Ask students to respond to the question in the caption. Some students may suggest that maintaining traditions such as those oftheMennonitesmayhelppeopledealwithnewsocieties—andwithchangesinthesenewsocieties,aswellasintheirownsocialorders—becausetheyprovidecommunitieswithasolidfoundationofbeliefsandpractices.Otherstudentsmayarguethatclingingtoold customs and practices may hinder these immigrants because these traditions make it more difficult for individuals to adapt to their new society and its language, culture, and technologies.

6. Ask students tochooseapartner—orassignpartners—and instruct them toworktogethertoread“MakingHistory:ABritishHomeChild”andtorespondtothequestionsin“Explorations” (p. 184, Creating Canada). When they finish, ask volunteers to present their responses.

In response to Question 1, students may say that both governments supported the home childrenprogrambecauseithelpedtakecareofBritishorphansandchildrenoffamilieswhowere poor while providing labour in Canada. Their criteria will vary but may include the extentoftheprobleminBritain,thenumberofchildreninvolved,andtheneedforthislabourin Canada.

In response to Question 2, students may suggest that circumstances such as severe poverty, war,politicalpersecution,ordiseasemightjustifysendingorphansorchildrenfromfamilieswho are poor to another country. Today, however, most people believe that children should stay with their families.

More to the Story

H.H. Stevens became a cabinet minister in Arthur Meighen’s and then R.B. Bennett’s Cabinet but later split with the Conservative party to form the short-lived Reconstruction Party of Canada. And William Lyon Mackenzie King served as prime minister for longer than anyone has served in that office to date.

7. Instruct students to work with their partner to read page 185 of Creating Canada. Ask students whichgroupsofimmigrantswerenotwelcomeinCanadaatthistime—andwhy.Howdidgovernments attempt to prevent these groups from coming? And how did governments limit their rights when they did?

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254 Teacher’s Resource: Creating Canada • MHR

Assign three strong dramatic readers to each read one of the “Voices” on pages 185 and 186. Then ask students to paraphrase these quotations in their own words. Do they think prominent government officials would make similar comments about immigrants to Canada today? Why not? Do they think this change is always for the better?

8. Instruct students to work with their partner to read pages 186 and 187 of Creating Canada as far as“Recall...Reflect...Respond.”Whentheyfinish,guidetheclassthroughadiscussionofdiscrimination in Canada in the 1920s and ’30s and the challenges that still confront immigrants arrivinginCanadatoday.Besuretheytreadcarefullyinwhatmayleadtoheatedremarks.

More to the Story

In August 2008, Prime Minister Stephen Harper officially apologized for the Komagata Maru affair. But many South Asians felt the apology fell short of the mark set by previous official apologies — for the Chinese head tax and residential schools for First Nations children — because it was not made in the House of Commons.

Ironically, but perhaps appropriately, Harper made his remarks in a Surrey, B.C., park where, in 2005, two teenage boys had attacked and robbed two elderly South Asian men — and been found guilty of manslaughter when one of the men died in hospital.

As soon as Harper left the stage, members of the Sikh community rushed to the podium, denounced the apology, and asked the crowd of 8000 for a show of hands on whether to accept the apology. Then they announced that the gathering had rejected it.

9. Tell students to imagine that they are a person who wants to immigrate to Canada in the 1920sor’30s—buttheyareblack,Asian,Ukrainian,orapassengerontheKomagatu Maru or the Saint Louis. Instruct them to prepare a short dramatic account of their experiences and how they felt. Their presentation could take the form of a narrative, an interior monologue, anewsbroadcast,oratableau.Ortheycouldworkinsmallgroupstoprepareashortskitorgroup tableau.

When they are ready, ask students to make their presentations to the class. Then ask studentswhether—andhow—theirperspectiveonthechallengesfacedbyaparticulargroup of people in Canada during the 1920s and ’30s was broadened by this activity.

10. Draw students’ attention to the activity icon on page 186 of Creating Canada and ask them torespondtothequestion.Somestudentsmaysuggestthatgovernmentscan—andshould—makelawstopreventhategroupsfromoperatingandspreadingtheirmessagesinCanada.Othersmaybeconcernedthatexcessiveenforcementofanti-hatelawscouldrestrict freedom of speech.

11. Draw students’ attention to the activity icon on page 187 of Creating Canada and ask them to respond to the questions. Some students may suggest that their names are very important and a crucial part of their personal identity. They may indicate that being forced to change their name to fit into a dominant culture would affect their sense of personal identity in a profoundly negativeway.Othersmayindicatethattheyfinditeasiertoadopta“Canadian”nameforfriends,peers, and teachers to use while keeping their traditional name for close family members.

12.Instructstudentstocompletetheactivitiesin“Recall...Reflect...Respond”(p.187,Creating Canada)anddistributeBLM2.7.2,ImmigrationtoCanada—ChallengeorOpportunity?,tohelp them respond to Question 2.

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In response to Question 1, students may indicate that Canada’s door for immigrants was relativelyopenduringthe1920s—atleastforsomepeople,suchasBritish,whiteAmerican,andNorthernEuropeanimmigrants—butstartedtoclosewiththeonsetoftheGreatDepression in 1929 and remained so until after the end of World War II. They may indicate that the opening of the immigration door was linked to economic conditions in the country. When the economy is booming and labour is scarce, immigrants are welcome. When the economyentersarecessionordepressionandjobsbecomehardertofind,immigrantsarenolonger as welcome.

In responding to Question 2, students may need to deal with the often difficult historical questionofwhetheritisfairtojudgetheactionsandattitudesofpeopleinthepastbythestandards of the present. They may also need to take a historical perspective. Some students may suggest that the attitudes and statements of some Canadians in the past, including prom-inentpublicfigures,shouldbecriticizedbecausetheyareobviouslyprejudiced,racist,andbigoted.Othersmaysuggestthatitisnothistoricallyjustifiedtoexpectthatpeopleinthepastwoulddemonstratethesameattitudesthatareprevalenttoday—allpeoplereflecttheirown times.

In response to Question 3, students may list challenges such as immigration policies that workedagainstnon-Britishgroups,learninganewlanguage,anddiscrimination.Theymaylist opportunities such as relatively cheap and available farmland, religious freedom, and a public education system.

dIFFerentIatInG InstructIon

1. Assign one or more students to update the word wall.

2. Some students may prefer to submit their imagined narrative, interior monologue, news broadcast, tableau, short skit, or group tableau (see Step 9) in writing.

3. Ask students to design a poster to recruit immigrants to Canada or new students to their school. They can use the one on page 183 of Creating Canada as a model and post their finisheddesignsintheclassroomor,ifpermitted,theschool’scentraldisplayspace.Oraskstudents to design a postage stamp commemorating either the Komagata Maru incident in 1914 or the voyage of the St. Louis in 1939. Ask them to explain the elements they used, the message conveyed by their stamp, and why they think it is important for Canadians today to be aware of and remember such incidents.

4. Instruct students to compare the statistics for immigration in Canada during the 1920s and ’30s with those from more recent censuses and to write a paragraph explaining why they thinkthecountryoforiginhasshiftedfromBritainandtheUnitedStatestootherareasoftheworld.

5. Encourage interested students toconduct further researchonHutterites,Mennonites,Doukhobors,Britishhomechildren,theKomagata Maru, or the St. Louis. They could prepare a brief presentation or a display for the class.

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Lesson 12

postwar LeGacIes Know and understand . . . thInK . . . communIcate . . . appLy . . .

Chapter issue question: To what extent did Canadian society respond appropriately to indi-viduals and groups?

Inquiry question: What are some legacies of this period?

Lesson Focus

Students will explore some of the lasting effects of events and movements that occurred in the 1920s and ’30s.

To help focus students’ explorations, you may wish to post this question prominently or write it on the chalkboard: What legacies of the early 21st century do you think historians will find most important?

estImated tIme: 75 minutes

GettInG ready

Photocopy blackline masters.

• BLM2.7.3,Legaciesofthe1920sand’30s• BLMC,Placemat

Prepare an overhead transparency or presentation slide of Figure 7-21 (p. 193, Creating Canada) (optional).

Bookanoverheadprojector,oracomputer,andscreen(optional).

resources

Creating Canada, pages 188–195

addItIonaL resources

ChecktheMcGraw-HillRyersonwebsiteatwww.CreatingCanada.catofindoutwhethernewresources have been posted to the site.

www.civilization.ca/cmc/exhibitions/hist/pensions/cpp1sp_e.shtmlTheCanadianMuseumofCivilizationoffersanonlineexhibitiontitledTheHistoryofCanada’sPublic Pensions.

www.histori.ca/minutes/woodsworth_en/index.htmlHistorica’sInteractiveWoodsworthMinuteprovidesinformationaboutJ.S.Woodsworth,the1920s, and the evolution of old-age pensions.

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www.mcmichael.comThewebsiteoftheMcMichaelCanadianArtCollectioninKleinburg,Ontario,whichishometomanyoftheGroupofSeven’spaintings.

www.tomthomson.orgThewebsiteoftheTomThomsonArtGalleryinOwenSound,Ontario.

www.canadianmysteries.ca/sites/thomson/home/indexen.htmlTheGreatUnsolvedMysteriesinCanadianHistorysiteoffersasitecalledDeathonaPaintedLake:TheTomThomsonTragedy.Thesiteprovidesarticles,paintings,archives,andsupportforteachers.

www.danielnpaul.com/RitaJoe-RenownedMi%27kmaqPoet.htmlFirstNationsjournalistDanielN.PaulprovidesawebpageaboutMi’kmawpoetRitaJoe.

www.cbc.ca/lifeandtimes/callaghan.htmACBCwebsitefortheLife and TimesdocumentaryaboutCanadianauthorMorleyCallaghan.

assessment and evaLuatIon actIvItIes

You may assess students’ participation in a variety of activities. These may include

• completingtheBLMs• participatinginclassdiscussionsandactivities• completingoneormoreoftheend-of-chapteractivities• preparingfortheunitchallenge

You may also wish to collect and assess one or more of the responses to the end-of-chapter questions and activities (pp. 194–195, Creating Canada). If you do this, consider preparing an assessment rubric and distributing it to students so they know ahead of time how their work will be evaluated.

teachInG and LearnInG strateGIes

1. Readaloud thewordsof J.S.Woodsworth in “Voices”anddrawstudents’ attention to Figure 7-13 (p. 188, Creating Canada). Ask them to respond to these words and this image by asking questions such as

•DoyouagreewithWoodsworth?Why—orwhynot?•DoyouagreethattheopposingcategoriessetupbyWoodswortharealwaysmutually

exclusive? What other considerations might enter this picture? And how would they alter the balance?

•What“needsofthepeople”shouldbeagovernment’sfirstpriority?Why?•Whatcangovernmentsdowhentheycannotaffordtohelppeople?

2. With students, read the first two paragraphs on page 188 of Creating Canada. Then divide the classintogroupsoffourforaplacematactivity(seep.42)anddistributeBLM2.7.3,Legaciesof the 1920s and ’30s. Instruct the groups to work together to read pages 188 through 192 of Creating Canada¸ fillingoutBLM2.7.3astheyread.

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3. Whentheyfinish,distributeBLMC,Placemat,andtellthegroupstoassignastudenttofillininformation about

•old-agepensions•childlabourandBritishhomechildren•themedia—Canadianradio,magazines,andmovies•thearts—Canadianliteratureandvisualart

When students have filled in their sections, tell the groups to collaborate to decide on the information to record in the centre section of the placemat.

4. When all the groups have finished recording the information, instruct them to display their placemat for a carousel activity (see p. 43). The groups will rotate around the classroom to view other groups’ work. When they return to their own placemat, instruct them to discuss and add information they discovered as they rotated.

5. With the class, discuss the information recorded on the placemats and talk about the IQ: What are some legacies of this period? Which do they think is the most important legacy? What do they think historians will record as the legacies for the period they are living in now? Which do they think future historians will find most important?

6. Askstudentstorespondtothequestionsin“Recall...Reflect...Respond”onpage192ofCreating Canada.InresponsetoQuestion1,studentsmaysuggestfactorssuchasurbanization,immigration,

economic boom and bust cycles, and the emergence of new means of communication (e.g., radio) and transportation (e.g., the automobile). Students’ ranking of the significance of these and other factors may differ, but be sure they provide clear criteria.

Students’ responses to Question 2 will vary, but be sure that their comments are clear.Students have already responded to the first part of Question 3, but be sure that their

paragraphs are clearly written and cogent.

More to the Story

Tom Thomson’s mysterious drowning has inspired a novel — Roy MacGregor’s Shorelines, reissued in 2002 as Canoe Lake — a 1970 CBC TV program; Joyce Wieland’s 1976 film, The Far Shore; a docudrama, Dark Pines: A Documentary Investigation into the Death of Tom Thomson, made in 2005; and several books, including “an examination of Canadian identity through our cultural obsession with iconic painter Tom Thomson” titled Inventing Tom Thomson, by Sherrill Grace.

7. Instruct students to work with a partner to read “History in Action: A Canadian Perspective” and to respond to the questions in “Explorations” (p. 193, Creating Canada). To help them, you may wish to display an overhead transparency or presentation slide of Figure 7-21.

In response to Question 1, students may suggest that The West Wind reflects a new confi-denceandsenseofCanadaasaunique,specialplacethatisreflectedintheartist’sstyle—lessrealistic,moreimpressionistic;subject—awildernesslandscape;andattitude—portrayinga natural scene not considered conventionally beautiful by European standards.

In response to Question 2, students may indicate that landscape paintings like these continue to reflect Canadian identity because even though most people live in cities today,

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theystillvaluethewildernessasasymbolofthecountry’sbeauty—plusthesepaintingsarebynowiconicandextremelyvaluable.Othersmaysuggestthattheynolongerresonatewithpeople’s lives and activities.

8.ReviewthewordlistyoupostedinStep1,Lesson1,ofthisunitandaskstudentswhether—andwhy—theywouldliketorevisedefinitionsatthispoint.

9. Assign one or more of the end-of-chapter activities on pages 194–195 of Creating Canada. Becausethecurriculumoutcomesarevisitedandrevisitedmanytimesthroughout thetextbook, it is not necessary for every student to complete every activity. You may wish to provide class time for students to complete the activities or assign them for homework.

10. Ask students to work on this chapter’s “Steps to Your Challenge” (p. 195, Creating Canada). Youmayalsowishtoreviewallorsomepartsof“ReadingPrimarySourceDocuments”or“AnalyzingInformationfromManySources”(seeAppendix2,Creating Canada) at this time. When they finish, ask volunteers to respond to the questions in “Steps to Your Challenge” and guide the class through a discussion.

dIFFerentIatInG InstructIon

1. Circulate to provide help as required in the various group activities in this lesson.

2. Some students may prefer to create a visual presentation for the placemat and carousel activities.

3. Askstudentstoconsiderthequestionin“UpforDiscussion”onpage189ofCreating Canada. They could prepare an opinion piece based, for example, on their own experience of working part-time.

4. SomestudentsmaywishtoknowmoreaboutJ.S.Woodsworth,EmilyCarr,TomThomson,ortheGroupofSeven.Encouragethemtoprepareapresentationfortheclass.

5. Modifytheend-of-chapterquestionstoaccommodatestudents’strengthsandinterests.ForQuestions 1 and 2, for example, students may wish to write a poem or a story of their own. Question 3 could be modified to permit students to prepare an audiotape.

possIbLe responses to “Know and understand . . . thInK . . . communIcate . . . appLy . . .”(pp. 194–195, Creating Canada)

notesNo single correct answer should be expected when assessing students’ responses to the end-of-chapter activities. Though you may expect a wide range of responses, look for evidence that studentsareengagingincriticalthinkingandusingcriteriatomaketheirjudgments.

Becauseallcurriculumoutcomesarevisitedandrevisitedmanytimesinthechapterandend-of-chapter activities, students should not be expected to complete every activity in “Know and Understand...Think...Communicate...Apply...”

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1. Beforeansweringthequestions,encouragestudentstoreadRitaJoe’spoemaloudandtostateits message in their own words.

a) Students may suggest that the poem’s main message is that the residential school stripped Joeofherlanguage—butshealsolearnedanotherone.Andifpeoplewouldlisten,shewould teach them hers, too. Students may suggest words and phrases such as “lost,” “took away,” “snatched away,” “scrambled,” “two ways I talk,” “both ways I say,” “more powerful,” and “teach.”

b)StudentsmaysuggestthatRitaJoelostherlanguageandtraditionalFirstNationsidentitywhen she was assimilated into the dominant culture. They may also suggest that she gained the ability to communicate with other Canadians in a way they would understand.

c)Beforeaskingstudentstopreparetheirquestions,youmaywishtoreview“DevelopingIssue Questions” or “Developing Effective Inquiry Questions” (see Appendix 2, Creating Canada). Students’ questions will vary, but make sure that they are respectful, effective, and interesting.

2. a) Students may suggest elements such as the fact that the man was scared, wore ill-fitting, tornclothes,andwaswoundedandapparentlydesperate—driventotakedesperatemeasurestohelphisfamilybecausehewaspoorandcouldnotfindajob.

b) Students may suggest words and phrases such as “scared,” pleading desperately,” “out of work, years,” “twitching,” “sucking in breath,” “pumping of his heart,” and “wretched.”

c) Students may suggest Kip Caley would be loyal to the tailor because the tailor was in need throughnofaultofhisown—itcouldhavehappenedtoanyoneduringthattime.

d) Students may suggest that a novel can reveal the social, economic, cultural, and psycho-logicalconditionsofaperiod—butcannotbeconsideredareliableprimarysourcedocument because novelists are creating a story that contains their ideas and slant on things.Othersmaysuggestthatanovelisfiction—butcanstilltellthetruthofatime.

e) Students’ answers about what happens next in the story will vary, but be sure they are credible and based on the evidence found in this excerpt.

3. BeforeaskingstudentstorespondtoQuestions3and4,youmaywishtoreview“HoningOral,Written,andVisualLiteracy”(seeAppendix2,Creating Canada). Students’ presenta-tionsandnoteswillvary.Besuretheyprovideexplanationsandarereadytorespondtotheirclassmates’ questions.

4. Students’ roleplays and responses to questions will vary, but remind them to use appropriate language, include factual material, and accurately reflect the issues and conditions of the time.

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Lesson 13

IntroductIon to chapter 8 new InternatIonaL roLes

Chapter issue question: To what extent did Canada’s international experiences transform the country?

Inquiry question: What new international roles did Canada play?

Lesson Focus

Students will begin to explore Canada’s international roles during the 1920s and ’30s.

To help focus students’ explorations, you may wish to post this question prominently or write it on the chalkboard: What international roles does Canada currently play?

estImated tIme: 75 minutes

GettInG ready

Photocopy blackline masters.

• BLM2.8.1,FactorsLeadingtoNewInternationalRoles• BLM2.8.2,TimelineofCanada’sPathtoAutonomy

Prepare an overhead transparency or presentation slide of Figure 8-1 (p. 196, Creating Canada).

Bookanoverheadprojector,oracomputer,andscreen.

resources

Creating Canada, pages 196–200

addItIonaL resources

ChecktheMcGraw-HillRyersonwebsiteatwww.CreatingCanada.catofindoutwhethernewresources have been posted to the site.

www.ushmm.org/museum/exhibit/online/olympicsTheU.S.HolocaustMemorialMuseumoffersanonlineexhibitaboutthe1936BerlinOlympics.Amongotherthings,theexhibitfocusesontheGames’propagandavalue.

www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA0001509TheCanadianEncyclopediaOnlineprovidesabriefoverviewoftheChanakaffair.

www.international.gc.ca/history-histoire/world-monde/1921-1939.aspx?lang=engThe federal Department of Foreign Affairs and International Trade provides a website titled Canada andtheWorld—AHistory.Thesiteincludesapagetitled“1921–1939:BetweenTwoWars.”

http://archives/cbc.ca/politics/federal_politics/clips/11688TheCBCDigitalArchivesoffersaclipontheKing–Byngcrisis.

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www.cbc.ca/canada/story/2008/11/14/f-minority-governments.htmlACBCNewsinDepthstorytitled“WhentheMajorityDoesn’tRule”focusesonthehistoryofminority governments in Canada.

www.hhof.com/LegendsOfHockey/html/silver_splashladybyng.htmTheHockeyHallofFameprovidesabriefhistoryoftheLadyByngTrophy.

www.pco-bcp.gc.ca/aia/index.asp?lang=eng&page=hist&sub=westminster&doc=westminster-eng.htm ThewebsiteofthePrivyCouncilOfficeprovidesapagethatexamineswhyCanadachosenottoexercise its full autonomy under the Statute of Westminster in 1931.

http://wwi.lib.byn.edu/index.php/President_Wilson’s_Fourteen_Points ThefulltextofU.S.presidentWoodrowWilson’sJanuary8,1918,speechtoCongressinwhichhe outlined his Fourteen Points.

www.indiana.edu/~league/intro.htmIndianaUniversity’sCenterfortheStudyofGlobalChangeprovidesaphotogalleryoftheLeagueof Nations.

www.spartacus.schoolnet.co.uk/FWWleague.htmABritishwebsiteforstudentsoutlinesthefoundingandhistoryoftheLeagueofNationsfrom1919 to 1939.

assessment and evaLuatIon actIvItIes

You may assess students’ participation in a variety of activities. These may include

• completingtheBLMs• participatinginclassdiscussionsandactivities

prIor LearnInG

Students will build on their understanding of the role Canada plays on the international stage.

teachInG and LearnInG strateGIes

1. To activate prior learning and introduce this chapter, ask questions like the following:

•WhatinternationalrolesdoesCanadaplaytoday?•WhatinternationalrolesdidCanadaplayinthepast?•Howdidtheserolesevolve?Inwhatwaysaretheysimilar?Inwhatwaysaretheydifferent?

Students are likely to suggest peacekeeping and peacemaking as two of Canada’s interna-tionalroles,andtheymaysuggestspecificmissions,suchasAfghanistan,Rwanda,orHaiti.Students may suggest past roles such as the country’s involvement in World Wars I and II. Students may indicate that, in both cases, Canadian soldiers have served and even given their lives in faraway conflicts. They may also suggest that in World War I, Canada was automati-callyatwarwhenBritainwas,buttodayCanadachooseswhethertobecomeinvolvedinaforeignmilitarymissionanddefinesthetermsofitsparticipationindependently.FromUnit1,students may suggest examples like Canada’s decision not to participate in the 2003 Iraq war and the commitment to a strong military presence in Afghanistan after 2002.

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2. Display an overhead transparency or presentation slide of Figure 8-1 (p. 196, Creating Canada). Ask students to read the caption. Then ask what they see in these photographs. How do the images make them feel about this huge international sports event? About Canada’s partici-pation in it?

3. With students, read the first three paragraphs on page 197 of Creating Canada, then divide the class into five groups and assign each group one of the questions about the photographs. When the groups finish discussing their question, ask each group to appoint a spokesperson tosummarizeitsresponse.Guidetheclassthroughadiscussionofthequestions.

Draw students’ attention to the key terms on page 197 and ask them how they would defineeachofthetermsatthispoint.RecordtheirresponsesonthelistyoubeganinStep1,Lesson1,ofthisunit.Youmayalsowishtoremindstudentstorecorddefinitionsinthelistsin their notebooks.Instructstudentstocompletetheactivityin“MyCanadianHistoryJournal.”Whenthey

finish, ask volunteers to share a prediction about what Canada’s role on the international stage was likely to involve. Then ask what criteria they used to make this prediction.

More to the Story

William Lyon Mackenzie King repeatedly said, “Let Parliament decide,” almost from the time he became prime minister in the early 1920s to the outbreak of World War II. It was often King’s way of evading commitments to Britain in advance of any crisis. And if a crisis was not to his liking — as was the case in the Chanak affair — the phrase provided a way to avoid action entirely. The House of Commons was not sitting when the Chanak crisis erupted, and by the time the members returned, the affair had blown over.

4. DistributeBLM2.8.1,FactorsLeadingtoNewInternationalRoles,anddividetheclassintohomegroupsofsixforarelativelysimplejigsawactivity(seep.41)thatwillhelppreparestudentsforthemoreinvolvedversioninLesson16.Group1willbecomeexpertsontheChanakaffair(p. 198, Creating Canada);Group2willbecomeexpertsontheHalibutTreaty(p.198);Group3willbecomeexpertsontheKing–Byngcrisis(p.199);Group4willbecomeexpertsontheStatuteofWestminster(p.199);Group5willbecomeexpertsontheFourteenPoints(p.200);andGroup6willbecomeexpertsonCanadaandtheLeagueofNations(p.200).

Instruct group members to read their assigned sections, discuss the information, and work togethertofillouttherelevantboxoftheworksheet.Remindthemtocheckthevisualsandmargin features for additional information, but they can ignore the activity icons for now.

5. When the groups finish reading and filling out their box of the worksheet, instruct students to return to their home groups and share the information with other group members. As the expert on each topic shares her or his information, other home-group members will record theinformationintheblankboxesoftheirworksheets.Bytheendofthisstageoftheactivity,all students’ charts should be filled in completely.Brieflyreviewtheinformationoneachfactorandguidetheclassthroughadiscussionthat

focuses on Canada’s new international roles and the significance of each of these factors.

6. Draw students’ attention to the activity icon on page 198 of Creating Canada and ask them to respond to the question. Students may suggest that a parliamentary debate about whether to gotowarwouldrepresentasteptowardautonomybecausein1914,whenBritaindeclared

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waronGermany,Canadawasalsoautomaticallyatwarandnoparliamentarydebatewasnecessary.But thesituationhadchangedby1923,whenPrimeMinisterWilliamLyonMackenzieKingwantedtoindicatetoBritainthatCanadawoulddecideforitselfwhethertosend troops to Chanak.Youmayalsowishtodrawstudents’attentiontothewordsofArthurMeighenin“Voices”

andaskstudentswhosepositionontheChanakaffairtheysupport—King’sorMeighen’s—and why.

7. Draw students’ attention to the first activity icon on page 199 of Creating Canada and ask them tochooseapartner—orassignpartners—tocompletetheactivity.Whenthepairsfinish,ask volunteers to share their points with the class. Students may suggest that one point in favour of maintaining the governor general is that it keeps the head of state above partisan politics.OnepointagainstitisthatitkeepsCanadatiedtoBritainandremainsanuncom-pleted step on the path to full autonomy.

8. Direct students’ attention to Figure 8-2 (p. 199, Creating Canada) and ask them to respond to the question in the caption. Students may wish to compare this photograph to more recent images of Canadian prime ministers at international gatherings. They may suggest that while business attire is still standard on such occasions, frock coats, walking canes, and top hats are no longer common. They may also point out that a delegation today would probably include women.

9. Draw students’ attention to the second activity icon on that page and ask them to respond to the question. They may suggest that the lack of a revolution has been consistent with Canada’s historic emphasis on peace, order, and good government. They may also say it has provided a sense of Canadian identity as peacemakers who are inclined to mediate and negotiate in international disputes.

More to the Story

Woodrow Wilson believed his Fourteen Points would make the world safe “for every peace-loving nation which, like our own, wishes to live its own life, determine its own institutions, and be assured of justice and fair dealing by the other peoples of the world as against force and selfish aggression.” And Wilson’s plan did not call for Germany to pay reparations.

Some people called Wilson a dreamer. French prime minister Georges Clemenceau, for example, called Wilson’s proposals “the fourteen commandments of the most empty theory.” But had Wilson’s ideas prevailed, the path to World War II would not have been paved the same way.

10. Reviewthedefinitionsofkeytermsandaskstudentswhether—andhow—theywouldrevise the first two for this chapter.

11. Askstudentstorespondtothequestionsin“Recall...Reflect...Respond”onpage200ofCreating Canada.

In response to Question 1, students may wish to explain the metaphor of Canada as a fireproof house, far from inflammable materials, as meaning that Canada’s geographic location means it is not in much danger of being attacked. Students may suggest that one argument in supportofRaoulDandurand’spositionisthatCanadahadalreadysacrificedmanylivesandmuchmoneyduringWorldWarI—andshouldnotbeexpectedtodoitagain.OneargumentagainsthispositionisthatCanadahadjoinedtheLeagueofNations—andthushadan

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obligation to take part in its military actions. Students’ conclusions about which arguments are stronger will vary, but be sure they explain their conclusions.TohelpstudentsrespondtoQuestion2,distributeBLM2.8.2,TimelineofCanada’sPath

to Autonomy.InresponsetoQuestion3,studentsmaysuggestthatBritainmadeiteasyforCanadaand

the other dominions to become more autonomous after World War I because it no longer wished to play a dominant role in their affairs and wanted them to assume more responsi-bilitiesforthemselves.Butafterthewar,Britainwasnolongerasstrongoraswealthy.

dIFFerentIatInG InstructIon

1. Assign one or two students to update the word wall.

2. SomestudentsmaywishtoknowmoreaboutthehistoryoftheNHL’sLadyByngTrophy.Askthem to prepare a display for the classroom.

3. Encourage interestedstudents toconduct researchon theBerlinOlympicsof1936orWoodrowWilsonandtheLeagueofNations.Theycouldpresentabrieforalorwrittenreportto the class.

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Lesson 14

canada–u.s. reLatIons

Chapter issue question: To what extent did Canada’s international experiences transform the country?

Inquiry question:HowdidCanada’srelationshipwiththeUnitedStateschange?

Lesson Focus

StudentswillexplorethechangesinCanada’srelationshipwiththeUnitedStatesduringthe1920s and ’30s.

To help focus students’ explorations, you may wish to post this question prominently or write it on thechalkboard:HowwouldyoudescribeCanada’scurrentrelationshipwiththeUnitedStates?

estImated tIme: 75 minutes

GettInG ready

Photocopy blackline master.

• BLM2.8.3,ImmigrationPolicies,Tariffs,andFreerTrade

Prepare an overhead transparency or presentation slide of Figure 8-3 (p. 201, Creating Canada).

Bookanoverheadprojector,oracomputer,andscreen.

resources

Creating Canada, pages 201–205

addItIonaL resources

ChecktheMcGraw-HillRyersonwebsiteatwww.CreatingCanada.catofindoutwhethernewresources have been posted to the site.

note:Seealsotheadditionalresourcesinpreviouslessons,suchasLesson8forthisunit.

www.ushistory.org/us/50a.aspPhiladelphia’s Independence Hall Association provides a web page about isolationism in the UnitedStatesinthe1930s.

www.cbc.ca/news/background/autosACBCNewsinDepthstoryprovidesabriefhistoryoftheautoindustry.

www.sciencetech.technomuses.ca/english/whatson/car.cfmTheCanadaScienceandTechnologyMuseumprovidesapagetitled“MoreThanaMachine:MotorVehiclesinCanada,1900–1930.”

www.cbc.ca/news/background/agriculture/cwb.htmlACBCNewsinDepthstoryaboutagricultureandtheCanadianWheatBoard.

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assessment and evaLuatIon actIvItIes

You may assess students’ participation in a variety of activities. These may include

• completingtheBLM• participatinginclassdiscussionsandactivities

teachInG and LearnInG strateGIes

1. Display an overhead transparency or presentation slide of Figure 8-3 (p. 201, Creating Canada). Ask students to examine the cartoon and read the caption to the cartoon and the figure. Then ask them to respond to the question in the figure’s caption. Students may suggest that the Canadian officials saw the country as spending a lot of money to process immigrants who usedCanadaasajumping-offpointforentryintotheUnitedStates,wheretheywereabletotake advantage of a loophole in that country’s more restrictive immigration laws.

Then ask questions like the following:

•HowwouldyoudescribeCanada’scurrentrelationshipwiththeUnitedStates?•WhataresomeimportantissuesinCanadian–Americanrelationstoday?•WhatweresomeimportantissuesinCanadian–Americanrelationsduringthe1920sand

’30s?•DoyouthinkCanadahasbecomemoreAmericanizedsincethe1920sand’30s?Whyor

why not?

StudentsmaysuggestthatCanada’scurrentrelationshipwiththeUnitedStatesisextremelysignificantbecausetheU.S.isCanada’sbiggesttradingpartnerandtheU.S.exertsapowerfulinfluence on Canadian culture and society. They may indicate that Canadian–American rela-tions suffered some strains over issues such as the war in Iraq and the softwood lumber dispute,buttheelectionofBarackObamain2008—andhisvisittoOttawaafewmonthslater—hascreatednewhopes.Theymayalsoindicatethattradeandnationalsecurity,inparticular a “buy America” policy and the tightening of borders, are important for Canada in itsrelationshipwiththeU.S.today.Studentsmayalsobeawarethatimmigration,theU.S.takeoverofCanadianautomobile

manufacturingplants,andthegrowingAmericanizationofCanadianculturethroughmediasuchasradio,magazines,andmotionpictureswereimportantissuesinCanadian–Americanrelations during the 1920s and ’30s. Students may suggest that Canada has become increas-inglyAmericanizedsincethenbecauseofgrowingeconomictiesandculturalinfluences.Theymay also argue that Canadians still retain a distinctive national identity that is largely based on thefactthatwearenotAmericans.AlltheseissueswereexaminedinsomedepthinUnit1.

2. Ask four students to each read one of the first four paragraphs on page 201 of Creating Canada. Then ask students to respond to the activity icon in the next paragraph. Students may suggestthatCanadalargelysharedtheisolationistviewsoftheUnitedStatesbecauseneithercountryviewedtheproblemsof“conflict-prone”Europeannationsasposingathreat—thesepotentialconflictzoneswerefaraway.Students’responsestothesecondquestionwillvary,but based on their exploration of the causes of World War I and the terms of the Treaty of Versailles, some may agree that European countries were indeed conflict-prone.

3. Organizethereadingofthesectionstitled“ImmigrationPolicy”and“InternationalTrade” (pp. 201–202, Creating Canada) as a think-pair-share activity (see p. 53). Ask students to chooseapartner—orassignpartners—anddistributeBLM2.8.3,ImmigrationPolicies,

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Tariffs, and Freer Trade. Instruct students to read the sections, pausing after each paragraph to consider what they read and to record points on the worksheet, then to discuss their summaries with a partner and to revise their points if they wish.

Instruct students to work with their partner to respond to the questions in the activity icon at the end of the second section. When they finish, ask volunteers how they responded and guide the class through a discussion of the advantages and disadvantages of protective tariffs and free trade as solutions to an economic downturn like the one that started in 2008. Some students may favour protective tariffs as a way to shield domestic manufacturing industries fromforeigncompetitionandthussavethejobsofCanadianworkers.Othersmayarguethatprotectionismisnolongeraviablepolicyinthefaceoffreetradeandglobalization,andthatCanada’s economy can only thrive if it is able to export more goods and take greater advantage of the opportunities offered by the global market, especially for its natural resources.

Vocabulary Tip

You may wish to point out that “isolationism” and “protectionism” are formed the same way: a root noun plus the suffix “–ism,” which often points to a system, principle, or ideology; a peculiarity; or the basis for a prejudice or discrimination.

4. AskstudentstoupdatethelistofwordsanddefinitionsyoupostedinStep1,Lesson1,ofthisunit with the key terms from these sections of the chapter. If they still seem uncertain of some of these terms, guide a discussion of the terms and their historical significance.

More to the Story

Canada’s future as a car manufacturer may lie with the Zenn (zero emission, no noise) electric car — if it ever gains approval in Canada. The company has its headquarters in Toronto and produces the cars in Saint-Jérôme, Quebec. The Zenn is street legal in 45 of 50 U.S. states. But it has not yet been approved as roadworthy in Canada except in Quebec, where a pilot project allows the province’s resi-dents to drive a Zenn.

5. Draw students’ attention to Figure 8-4 (p. 202, Creating Canada).Askstudentstoanalyzethisphotograph as a primary source document for this period. Ask them to explain, interpret, and evaluate it by stating what information they can draw from it about the historical era it depicts. Then instruct students to work with their partner to read the section titled “The AmericanizationoftheCanadianAutoIndustry”(pp.202–203,Creating Canada). When they finish, ask students to respond to the question in the activity icon on page 203. Students arelikelytosuggestthatbothCanadaandtheUnitedStatesbecameleadingproducersofmotor vehicles during the 1920s because they were huge countries where people were widely dispersed; roads were being built; and innovations such as the assembly line were making cars easier and cheaper to make, so the market for automobiles was growing. Students may suggest that some of these factors are still important today but that the recent recession and increasing competition from cheaper foreign imports have made them less significant than they were in the 1920s.

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6. Ask students to turn to page 204 of Creating Canada and read aloud the words of Henry Wise Wood in “Voices.” Ask them what they think Wood meant and why they think the president oftheUnitedFarmersofAlbertawouldhavesaidthis.ThenaskstudentstoexamineFigure8-6. Instruct students to read the caption and examine the photographs as primary source documents. Then tell them to work with their partner to read the section titled “The Canadian WheatBoard”andtorespondtotheactivityicononthatpage.

7. Drawstudents’attentionto“SnapshotinTime:1920sand’30sRadioSongs”(p.205,Creating Canada) and ask questions like the following:

•Howdothesongtitlesreflectwhatwasgoingonineachera?•DoesitmatterthatallthesesongswereAmerican?Ordothesetitlesreflectuniversal

themes? •Whatdoyouthinkmadethesesongssopopularatthattime?•Aretheystillpopulartoday?Whyorwhynot?

Theninstructstudentstoworkwiththeirpartnertoreadthesectiontitled“TheMediaandEntertainment” (p. 205).

8. Askstudentstorespondtothequestionsin“Recall...Reflect...Respond”(p.205,Creating Canada).

In response to Question 1, some students may agree that the shift in Canada’s ties exchanged oneformofdependenceforanother.OthersmayarguethatCanadawasstillacolonyofBritainuntil1931andthatthisstatecannotbecomparedtotherelationshipwiththeUnitedStates—inspiteofclosepolitical,economic,andculturalties,CanadaisanindependentnationandnotdirectlyunderthepoweroftheUnitedStates.

In response to Question 2, students may point to factors such as the popularity of American vehicles,suchastheFordModelT,thebuyoutsofCanadianautomobileplantsbyAmericancompanies,andthesmallsizeoftheCanadianmarketasreasonswhynoCanadian-ownedauto industry exists today. They may also suggest that the period from 1914 to 1938 was crucial in creating this situation.

In response to Question 3, some students may suggest that a Canadian-owned auto industry isimportantanddesirablebecauseitisasourceofgoodjobs.Othersmayindicatethatitisnot important or desirable because it would not be able to withstand foreign competition, especiallyduringaneconomicrecessionandinaneraofincreasingglobalization.

dIFFerentIatInG InstructIon

1. Ask students to select one of the popular songs listed in “Snapshot in Time” on page 205 of Creating Canada and to locate its lyrics and, if possible, a period recording. Ask them to explain, interpret, and evaluate the lyrics as a primary source document. They could then play the recording and report their findings to the class.

2. Assign one or two students to update the word wall.

3. Ask students to design a poster advertising a vehicle that could be produced and marketed in Canada today. As they present their poster to the class, instruct them to explain the elements they included and the reasons behind them.

4. Encourage interested students to conduct further research on Canadian cars or the mass media and entertainment in the 1920s and ’30s and prepare a collage or an audiotape to display for the class.

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Lesson 15

scIence and technoLoGy

Chapter issue question: To what extent did Canada’s international experiences transform the country?

Inquiry question: How did changes in science and technology affect Canadians?

Lesson Focus

Students will explore how changes in science and technology during the 1920s and ’30s affected Canadians by imagining that they are one of the period’s innovators.

To help focus students’ explorations, you may wish to post these questions prominently or write them on the chalkboard: What changes in science and technology have most affected your life? The lives of others?

estImated tIme: 75 minutes

GettInG ready

Photocopy blackline master.

• BLM2.8.4,ScientificandTechnologicalChange

Prepare an overhead transparency or presentation slide of Figure 8-7 (p. 206, Creating Canada) and Figure 8-10 (p. 209) (optional).

Bookanoverheadprojector,oracomputer,andscreen.

resources

Creating Canada, pages 206–209

addItIonaL resources

ChecktheMcGraw-HillRyersonwebsiteatwww.CreatingCanada.catofindoutwhethernewresources have been posted to the site.

www.mapleleafweb.com/features/crown-corporations-canadaAn article about Crown corporations in Canada.

http://archives.cbc.ca/economy_business/transport/topics/678TheCBCDigitalArchivesoffersastorytitled“Trans-CanadaHighway:BridgingtheDistance,”with 5 television and 12 radio clips.

www.bombardiermuseum.comwww.bombardiermuseum.com/en/content/jab/biographie1926_1938.htmTheBombardierMuseumoffersahostoffeaturesandarchivalmaterial,includingavideooftheB71 in action.

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www.discoveryofinsulin.com/Home.htmThiswebsiteexplorestheimportanceofBantingandBest’sdiscoveryofinsulin.

http://archives.cbc.ca/health/medicine_research/topics/702TheCBCDigitalArchivesoffersastorytitled“ChasingaCureforDiabetes,”with17televisionand 7 radio clips.

www.lung.ca/tb/tbhistoryTheLungAssociationoffersawebsitethatexploresCanada’sroleinfightingtuberculosis,includingfeaturesaboutTBtodayandteachingresources.

http://www.sickkids.ca/Research/AbouttheInstitute/Milestones/55th_Anniversary/did-you-know/humble-beginnings.html Toronto’s Hospital for Sick Children provides information about the development of Pablum and Sunwheat biscuits.

assessment and evaLuatIon actIvItIes

You may assess students’ participation in a variety of activities. These may include

• completingtheBLM• participatinginclassdiscussionsandactivities• completingabriefwritingassignment

prIor LearnInG

Students will build on their understanding of scientific and technological changes that have affected Canadians.

teachInG and LearnInG strateGIes

1. Display an overhead transparency or presentation slide of Figure 8-7 (p. 206, Creating Canada). Readaloudthecaptionandaskstudentstorespondtothequestion.Theymaysuggestthatcars made women more mobile and more independent. Then ask them what changes in science and technology have most affected their lives and the lives of others today. Students may suggest developments such as the Internet and information technology that help them communicate and conduct research; advances in medical science that have helped relieve suffering, may cure diseases like cancer, and help feed and treat people in both developed and developing regions; or breakthroughs in space or deep-sea exploration.

2. Ask students to turn to page 206 of Creating Canada and to read the first two paragraphs. When they finish, ask them to list at least four technological changes they have already examined and guide the class through a discussion.

3. DistributeBLM2.8.4,ScientificandTechnologicalChange,andaskstudentstochooseapartner—orassignpartners.Instructstudentstoworkwiththeirpartnertoreadthesectiontitled “Air Transportation” (p. 206, Creating Canada), using the chart in the worksheet to record points they discover. When they finish, ask them to respond to the activity icon at the endofthatsectionandthequestionin“UpforDiscussion.”Studentsmaysuggestthatthegovernment believed creating a government-owned national airline was important because thecountry’ssizemeantthatitneededthisservice,whichwasexpensivetostartupand

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operate. They may also suggest that Air Canada should have remained a Crown corporation sotheservicewasguaranteedandtheprofits,ifany,wouldbenefitallCanadians—whohadpaidforitthroughtaxes.Othersmayarguethatprivateoperatorsaremorelikelytomakeanairline successful and flexible enough to respond to new challenges.

4. Instruct students to work with their partner to read and record points on the sections titled “Roads,” “Joseph-ArmandBombardier,” and“Communication” (pp.206–207,Creating Canada).Thenask them to respond to thequestions in theactivity iconand “Up forDiscussion” on page 207.

In response to the questions in the activity icon, they may suggest a number of parallels between the telephone and the Internet, such as increases in the quantity and quality of communications with others, a steady decrease in costs, and relative ubiquity. Their ideas may vary on which changed society more, but be sure they give reasons. Inresponsetothequestionin“UpforDiscussion,”theymaysaythefederalgovernment

should have created a Crown corporation to provide easy and cheap telephone service so everyonecouldhavehadaccesstothisservicequickly.Othersmaypreferthefreemarkettoprovide and operate communication services to avoid possible restrictions.

Vocabulary Tip

You may wish to inform students of various historical names for tuberculosis, such as “consumption,” because it seemed to consume people from within; “wasting disease,” for its often long process of relentless but gradual wasting; “white plague,” because those afflicted are often markedly pale; and “galloping consumption,” for the speed at which it sometimes progressed.

5. Instruct students to work with their partner to read and record points on the sections about advances in treating diabetes and tuberculosis and in young children’s nutrition (pp. 208–209, Creating Canada). When they finish, you may wish to display an overhead transparency or presentation slide of Figure 8-10 as you ask them to respond to the questions in the activity iconand“UpforDiscussion”onpage209.

In response to the question in the activity icon, students may suggest that mass-produced Pablummadefeedingchildrenmoreconvenientandeasy—atatimewhenmorewomenwere working and had less time for food preparation and shopping, in the cities they were more likely to live in at this time.Inresponsetothequestionin“UpforDiscussion,”theymayarguethatmedicalresearchers

havetherighttoprofitfromtheirideaslikeanyoneelse.Othersmayarguethatthesedevelop-ments have occurred while the researchers were employed by institutions that paid them and thushavetherighttobenefitfromtheiremployees’discoveries—andadvancesliketheseshould belong to the world.

6. Ask students to choose one of the innovators in this section of the chapter and imagine that they are that person or group, at a critical point where more time and more money are needed.Instructthemtowritealettertotheeditorofasciencemagazine,amedicaljournal,oragovernmentagency,askingforsupportandexplainingwhytheyneed—anddeserve—it.Thentellthemtofashionareplyfromthemagazine’sreadersortheagency’sbureaucrats.

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Oryoumaywishtoaskstudentstogothroughthefirsttwostepsin“HoningOral,Written,andVisualLiteracy”(seeAppendix2,Creating Canada) and create a news release announcing theirdiscovery—orthefailureofattemptstogainfurthersupportfortheirresearch.

When they finish, ask volunteers to read their two sides of the process and pain of discovery.

7. ByfillingoutthechartinBLM2.8.4,ScientificandTechnologicalChange,studentshavealreadycompletedthefirstactivityin“Recall...Reflect...Respond”onpage209ofCreating Canada. Now ask them to use the worksheet to complete the next two activities.

In response to Question 2, some students may suggest that breakthroughs in medical science,suchasthediscoveryofinsulin,areexamplesofrevolutionarychange.OthersmayindicatethattheprocessofdevelopingavaccineforTBandimprovementsinnutrition,suchas Pablum and Sunwheat biscuits, represent evolutionary change.InresponsetoQuestion3,somestudentsmaysuggestthatimportantmedicaldiscoveries—

andevengenes—areoftenpatentedbyinstitutionsandlargecorporationsbecauselargeamountsofmoneyareinvolvedindiscovering,developing,andmarketingthem—andhugeprofits are made on successes.

dIFFerentIatInG InstructIon

1. Some students may wish to create a pair of cartoons, a brief dramatic sketch, or a set of audiotapes rather than writing letters in Step 6 of this lesson.

2. Askstudentstoanalyzeoneofthephotosincludedinthissectionofthechapterasaprimarysourcedocument.Tohelpthemdothis,youmaywishtoreview“UsingPrimarySourceDocuments” (see Appendix 2, Creating Canada) with them.

3. Encourage interestedstudents toconduct furtherresearchontheB71Bombardier, thediscovery of insulin, or the development of Pablum. Ask them to prepare a display, a report, or a batch of Pablum to feed to the class.

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Lesson 16

the rIse oF totaLItarIan Governments Know and understand . . . thInK . . . communIcate . . . appLy . . .

Chapter issue question: To what extent did Canada’s international experiences transform the country?

Inquiry question: How did Canada respond to the rise of totalitarian governments?

Lesson Focus

Students will explore how Canada responded to the rise of totalitarian governments in the Soviet Union,Germany,Italy,Spain,andJapanduringthe1930s.

To help focus students’ explorations, you may wish to post this question prominently or write it on the chalkboard: How would living in a dictatorship affect your life?

estImated tIme: 75 minutes

GettInG ready

Photocopy blackline masters.

• BLM2.8.5,TheRiseofTotalitarianGovernments• BLM2.8.6,TimelineofRiseofTotalitarianGovernmentsinEuropeandAsia• BLM2.8.7,IdeaWeb—Canada’sInternationalExperiencesinthe1920sand1930s• BLM2.8.8,AlternativeGovernmentPoliciesforthe1930s

Prepare an overhead transparency or presentation slide of Figure 8-15 (p. 215, Creating Canada).

Bookanoverheadprojector,oracomputer,andscreen.

resources

Creating Canada, pages 210–219

addItIonaL resources

ChecktheMcGraw-HillRyersonwebsiteatwww.CreatingCanada.catofindoutwhethernewresources have been posted to the site.

www.bbc.co.uk/history/historic_figures/stalin_joseph.shtmlTheBBC’sHistoricFiguressiteoffersabiographyofJosephStalin.

http://history.cbc.ca/historyEpisode 13 of Canada: A People’s History is titled “Hard Times.” The program’s website features a page about the rise of the fascists.

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http://frank.mtsu.edu/~baustin/knacht.htmlProfessorBenAustinoffersawebsitewithhistoricalbackgroundtoKristallnacht.

www.time.com/time/time100/leaders/profile/churchill.htmlA TimemagazinebiographyofWinstonChurchillbyJohnKeegan,aprominenthistorianofWorldWar II.

www.fordham.edu/halsall/mod/mussolini-fascism.htmlHistorianPaulHalsallmaintainsasitecalledtheInternetModernHistorySourcebook.ThispageoffersadefinitionoffascismwrittenbyBenitoMussolini,withthehelpofGiovanniGentile,forthe Italian Encyclopedia in 1932.

www.guardian.co.uk/galleryguide/0,6191,395635,00.htmlThe GuardianpresentsasitecalledtheSpanishCivilWarRememberedthatprovidesinterviewswithsurvivingBritishcombatants.

www.pbs.org/treasuresoftheworld/a_nav/guernica_nav/main_guerfrm.htmlThePBSsiteforitsTreasures of the World series offers a page about Guernica.

www.pc.gc.ca/eng/lhn-nhs/on/bethune/natcul/natcul1.aspx ParksCanadamaintainsawebsitefortheBethuneMemorialHouseNationalHistoricSiteinGravenhurst,Ontario,thatcontainsausefulbiographyofNormanBethune.

www.mccord-museum.qc.ca/expositions/expositionsXSL.php?lang=1&expold=53&page=accueilTheMcCordMuseuminMontrealprovidesanonlineexhibittitledNormanBethune:TrailofSolidarity that deals with his participation in the Spanish Civil War.

Los Canadienses.NationalFilmBoard,1975.Anaward-winningdocumentaryfeaturinginterviewswithmembersoftheMackenzie-PapineauBattalion.

assessment and evaLuatIon actIvItIes

You may assess students’ participation in a variety of activities. These may include

• completingtheBLMS• participatinginclassdiscussionsandactivities• completingoneormoreoftheend-of-chapteractivities• preparingfortheunitchallenge

You may also wish to collect and assess one or more of the responses to the end-of-chapter questions and activities (pp. 218–219, Creating Canada). If you do this, consider preparing an assessment rubric and distributing it to students so they know ahead of time how their work will be evaluated.

prIor LearnInG

Students will draw on their understanding of current dictatorships and Canada’s response to them to examine the rise of totalitarian governments in the 1920s and ’30s.

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teachInG and LearnInG strateGIes

1. Whenstudentshavesettled,askthemthequestionin“UpforDiscussion”onpage210ofCreating Canada: As long as things in a country work smoothly, does the kind of government matter? Some students may suggest that the form of government does not really matter if things are going smoothly, but others may argue that democratic rights are more important than stability or functioning government. Though students’ responses will vary, be sure they give reasons, stay on point, and use appropriate language.

2. ReadaloudtheIQ—HowdidCanadarespondtotheriseoftotalitariangovernments?—andthe first four paragraphs on page 210 of Creating Canada, pausing after each paragraph to explainthenewtermsitcontainsandtoupdatethewordlistyoupostedinStep1,Lesson1, of this unit. Then ask students to respond to the question in the activity icon at the end of that section. Students may suggest that totalitarian states use a sense of racial superiority or promise social and economic equality to ensure people’s obedience. Students may suggest that some people would support totalitarian governments to maintain order, stability, and economic growth, even if their rights have been restricted.Thenaskinwhatways—andwhy—theirresponsestothesequestionsmightleadthem

torevisetheirinitialresponsestothequestionin“UpforDiscussion.”

3. DistributeBLM2.8.5,TheRiseofTotalitarianGovernments,anddividetheclassintohomegroupsoffiveforajigsawactivity(seep.41).Group1willbecomeexpertsoncommunismintheSovietUnion(p.210,Creating Canada);Group2willbecomeexpertsontheriseoffascisminGermany(pp.211–212);Group3willbecomeexpertsontheriseoffascisminItaly(p.214);Group4willbecomeexpertsontheriseoffascisminSpain(pp.215–216);andGroup5willbecomeexpertsontheriseoftotalitarianisminJapan(pp.216–217).

Instruct group members to read their assigned sections, discuss the information, and work togethertofillouttherelevantsectionoftheworksheet.Remindthemtocheckthevisualsand margin features for additional information, but they can ignore the activity icons and “Viewpoints on History” for now.

More to the Story

Benito Mussolini has been widely credited with making the trains run on time. But this is largely a myth that was based on his need to convince the Italian people that fascism was a system that worked to their benefit. Italian railways had been badly damaged during World War I, but by the time Mussolini took power in 1922, much of the reconstruction had already been done — and during his rule, the trains were not much more efficient.

But the myth lives on, though perhaps with a different slant. Rather than serving as an instance of the dubious benefits of fascism, it is now often cited as an example of the fact that something good can come out of even the worst circumstances.

4. When the groups finish reading and filling out their section of the worksheet, instruct students to return to their home groups and share the information with other group members. As the expert on each topic shares her or his information, other home-group members will record theinformationintheblanksectionsoftheirworksheets.Bytheendofthisstageoftheactivity, all students’ charts should be filled in completely.Brieflyreviewtheinformationoneachsectorandguidetheclassthroughadiscussion.

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More to the Story

Not all Canadians opposed communism. Some were sympathetic to the cause of the Communist Party of Canada because it appeared to offer an alternative to the capitalist system that had imploded so dramatically with the stock market crash of 1929 and left so many destitute in the Great Depression of the 1930s. Communists were elected to the federal Parliament and some provincial legislatures, and the party’s leader during the 1930s, Tim Buck, was a well-known, even popular figure in many parts of the country.

Imprisoned in 1931 on what some thought false charges, a crowd of 5000 welcomed Buck back to Toronto when he was released in 1934. Authorities had tried to keep his release date a secret, but Buck managed to elude his guards and make a phone call from Kingston. A Toronto newspaper, The Star, reported that news of Buck’s impending arrival “swept working class districts like wildfire,” and the jubilant turnout at Union Station defied all expectations. In fact, Union Station hadn’t seen a crowd that size since the Prince of Wales had officially opened it in 1927.

5. Draw students’ attention to the activity icon on page 211 of Creating Canada and ask them to respond. Students are likely to suggest that a Canadian leader today would not make a similar speech,whichbasicallyadvocateseradicatingtherightsofagroupofCanadians.Othersmayindicate that similar speeches were made after the attacks of September 11, 2001.

6. Ask students to turn to “Viewpoints on History: Appeasing Adolf Hitler” (p. 213, Creating Canada). You may wish to review the meaning of “appeasement” and why political leaders suchasCanada’sWilliamLyonMackenzieKingsupporteditasthebestwayofdealingwitha dictator like Adolf Hitler and avoiding conflict and another world war. You may also wish to direct students’ attention to page 419 of Creating Canada, where students will find steps to help them question the creator of these excerpts.Askstudentstochooseapartner—orassignpartners—andinstructthepairstoreadthe

quotations and respond to the questions in “Explorations” as a think-pair-share activity (see p. 53). When they finish, ask volunteers to share their ideas with the class.

Students’ responses to Question 1 may vary, but be sure that they select leading words and phrases and that they can explain why they chose them.

In response to Question 2, some students may suggest that it is legitimate for people today to find fault with King’s views about Hitler because, as a government leader, King should have beenbetterinformedaboutconditionsinGermanyundertheNazis.Othersmaysaytheseconditions were unforgivable by any time’s standards. And still others may argue that it is not historicallylegitimatetousethestandardsofthepresenttojudgefiguresfromthepast.

In response to Question 3, students may argue that they would have supported appeasement in1937asthebestwayofavoidinganotherworldwarandmoreCanadiandeaths.Othersmayindicatethatappeasementwasaself-defeatingpolicythatinevitablyledtowaranyway—andthat it gave Hitler and his regime more time to build up their military forces and become more formidable adversaries than they would have been if the war had begun before 1939.

7. Direct students’ attention to the activity icon at the bottom of page 214 of Creating Canada and instruct them to work with their partner to complete the activity. Students may suggest factors such as promoting extreme forms of nationalism, outlawing rival political parties, and suppressing freedom of speech, as well as economic growth and development, as conditions necessary for totalitarian regimes to thrive.

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More to the Story

Pablo Picasso’s Guernica was first seen in the Spanish pavilion at the 1937 Paris International Exposition — but from there it went around the world on a brief tour that made the painting famous. This tour also helped bring the Spanish Civil War to the world’s attention. After that, the painting led a peripatetic life until it was hung in the Museum of Modern Art in New York. Francisco Franco had wanted the painting to come back to Spain, but Picasso refused to allow its return until Spain was again a republic. Franco died in 1975, and MOMA finally ceded the painting in 1981. As Picasso had wished, it was dis-played at Spain’s Museo del Prado, but in 1992, it was moved again and is now on permanent display in Spain’s national museum of 20th-century art, the Museo Nacional Centro de Arte Reina Sofía, in Madrid.

8. Display an overhead transparency or presentation slide of Figure 8-15, (p. 215, Creating Canada) andaskstudentstoreadthecaption.Askthemtoanalyze,interpret,andevaluatethispaintingasa primary source document. Then ask them to respond to the question in the caption. Students maysuggestthatknowingthattheSpanishRepublicangovernmentpaidforthismuraldoesaffect their assessment of it. Students may see the work as a piece of propaganda because it was commissioned by the government, which was then in the last phases of its life-and-death struggle againstFranciscoFranco’sNationalistsandtheirGermanandItalianallies.Otherstudentsmaysay the painting was a necessary and emotionally devastating response to a brutal event, and who paid for it has nothing to do with its value as history or art.

Vocabulary Tip

The term “weapons of mass destruction” was apparently used for the first time in the London Times in reference to the bombing of Guernica. The Oxford English Dictionary defines the term as “a weapon intended to cause widespread devastation and loss of life, especially a chemical, biological, or nuclear weapon; usually in plural” and gives its history as “1937 Times 28 Dec. Who can think without horror of what another widespread war would mean, waged as it would be with all the new weapons of mass destruction? . . . 2003 Morning Star (Nexis) 25 Mar. He asks if the international community could prevent the unthinkable — the use of a weapon of mass destruction by a terrorist organisation.”

9. Instructstudentstoprepareabriefpresentation—ajournalentryormemoir,asetofinterviewquestionsandanswers,adebate,anewsbroadcast,orare-enactment—thatdramatizesoneof the events examined in this lesson from the perspective of a participant. They may choose to work alone or in pairs or small groups to represent the point of view of one or more of the following:

•ayoungAzerbaijaniinJosefStalin’stime•aCanadiancommunistinthe1930s•anathleteattheMunichOlympicsin1936•aJewishshopkeeperthedayafterKristallnacht•oneofBenitoMussolini’sblackshirts•anEthiopianwhosefieldshavebeensprayedwithpoisongasbyItalianplanes•aSpanishRepublicansoldiertowardtheendoftheSpanishCivilWar•PabloPicasso•Dr.NormanBethune•avolunteerwiththeMackenzie-PapineauBattalion•aJapanesemilitaryleaderin1937•achildinNanjingin1937•WilliamLyonMackenzieKing

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When students have completed their presentations, ask volunteers to remain in their roles and discuss the rise of totalitarianism and Canada’s response to it from the perspective of the roles they are playing. You might, for example, pair two or more figures (e.g., the young AzerbaijaniandtheCanadiancommunist,theOlympicathleteandtheJewishshopkeeper,Mussolini’sblackshirtandtheEthiopianfarmer,ortheJapanesemilitaryleaderandthechildinNanjing)inamini-debateontheissue.Remindstudentstouserespectfullanguageifthesedebates become heated.

Finally, ask the student playing the role of King to sum up Canada’s response to the rise of totalitarianism in the 1930s and instruct one or more of the other Canadian roleplayers (e.g., BethuneortheMac-Papvolunteer)torespondtoKing’sstatement.

10. Ask students to turn to page 217 of Creating Canada and complete the activities in “Recall...Reflect...Respond.”Tohelpstudentscompletethefirstactivity,distributeBLM2.8.6,TimelineofTheRiseof

TotalitarianGovernmentsinEuropeandAsia.In response to Question 2, students may suggest forces such as economic discontent,

political unrest, and hostility to real or perceived domestic or foreign enemies. They may also suggest that the same thing could happen today, particularly in a time of economic recession, disillusionment with traditional politics and politicians, and the fear of international terrorism. Otherstudentsmayindicatethat,today,democraciesaretoowellestablishedinEuropeandNorthAmericatosuccumbtotheappealoffascismorotherformsoftotalitarianism.Remindstudentstoprovideclearcriteriafortheirjudgments.

In their paragraphs in response to Question 3, students may suggest that Western leaders who favoured appeasement, such as King, should be blamed for the failure to confront totali-tarianaggression,whichinevitablyledtotheoutbreakofWorldWarII.Othersmayindicatethat no one is to blame for this development. Students’ opinions on this question may differ, but remind them to support their opinions with reasons.

11. ConductafinalreviewofthewordlistyoupostedinStep1,Lesson1,ofthisunitandassignstudents to update the word wall as well.

12. Assign one or more of the end-of-chapter activities on pages 218–219 of Creating Canada. Becausethecurriculumoutcomesarevisitedandrevisitedmanytimesthroughout thetextbook, it is not necessary for every student to complete every activity. You may wish to provide class time for students to complete the activities or assign them for homework.

13. Ask students to complete this chapter’s “Steps to Your Challenge” (p. 219, Creating Canada) and remind them that they will present their museum exhibit of written primary sources in the next lesson.

dIFFerentIatInG InstructIon

1. Students may benefit from one-on-one help from you at various points in this lesson.

2.AskstudentstolocateashortclipofaspeechbyWinstonChurchill,WilliamLyonMackenzieKing,AdolfHitler,orJosephStalintoplayfortheclass.Thenaskthemtoexplainthisleader’seffectiveness as a political communicator. They may also wish to explain the people’s response to this leader.

3. Encourage interested students to conduct further research on Kristallnacht,NormanBethune,or Guernica and prepare a display for the class.

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4. InstructstudentstoreadthewordsofRichardNixonin“Connections”onpage215ofCreating Canada.ThentellthemtoimaginethattheyareaSpaniardwhosupportedtheRepublicansandsufferedpoliticalpersecutionunderFranco.Askthemtoprepareareply—inwritingoranotherformoftheirchoosing—toformerU.S.presidentNixon.

5. Modifytheend-of-chapterquestionstoaccommodatestudents’strengthsandinterests.ForQuestions 1 and 2, for example, students may wish to create a series of sketches. Questions 3 and 4 could be modified to permit students to prepare an audio- or videotape.

possIbLe responses to “Know and understand . . . thInK . . . communIcate . . . appLy . . .”(pp. 218–219, Creating Canada)

notesNo single correct answer should be expected when assessing students’ responses to the end-of-chapter activities. Though you may expect a wide range of responses, look for evidence that studentsareengagingincriticalthinkingandusingcriteriatomaketheirjudgments.

Becauseallcurriculumoutcomesarevisitedandrevisitedmanytimesinthechapterandend-of-chapter activities, students should not be expected to complete every activity in “Know and Understand...Think...Communicate...Apply...”

1. Tohelpstudentsrespondtothisquestion,distributeBLM2.8.7,IdeaWeb—Canada’sInternational Experiences in the 1920s and 1930s. Students’ completed web might contain some of the ideas shown.

Canada's International Experiences in the 1920s

and 1930s

Growing Autonomy• created greater power and influence in world affairs• Canada’s role in establishing the League of Nations

and setting up the Canadian Wheat Board, for example, were critical

Advances in Science and Technology• Canada made rapid advances in transportation and

communication technologies, partly through the use of Crown corporations to build infrastructure

• Canadians made significant contributions to international health, science, and technology developments — which also made the lives of Canadians better

Relationship with the United States• became closer — even though the U.S. was going

through a phase of isolationism• led to greater dependence on American investment• increasingly influenced by American media

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MHR•Unit2 281

2. Tohelpstudentsrespondtothisquestion,distributeBLM2.8.8,AlternativeGovernmentPolicies for the 1930s.

a) Students may suggest that isolationism and appeasement are connected because they were designedtoavoidconflict—oratleasttostayoutofharm’sway.

b) Significant conflicts that arose during the 1930s include the Italian invasion of Ethiopia, the SpanishCivilWar,JapaneseaggressioninChina,andGermany’scampaignagainstJews.These events were connected to the policies of isolationism and appeasement in that the Canadian government did not want to take part in them.

c)StudentsmaysuggestalternativegovernmentpoliciessuchaspersuadingtheLeagueofNations to take collective action, economic and trade sanctions, and military intervention.

d) Students may suggest advantages such as

•Internationalsupport •Economicinfluence •Possiblemilitaryvictory

Students may suggest disadvantages such as

•Diminishednationalindependence •Possiblefailure •Lossoflivesandpossibledefeat

e, f) Students’ responses will vary, but be sure they give reasons.

3. a) Students may suggest that if these statements were their only evidence for forming an opinion of Hitler, they might have a favourable impression.

b)StudentsmaysuggestthatcriticizingKingforhismisjudgmentdoesamounttoimposingtoday’s ethical standards on past actions because when King made his assessment, he did not—andprobablycouldnot—knowthewholetruth.Othersmaysuggestthat,asaworld leader, King should have known more about what Hitler was doing.

4. a) Students may suggest that the main motive for Canadians to volunteer to fight in the Spanish CivilWarwasadesiretofightfascism.StudentsmaysuggestthattheMac-PapshopedthatdefeatingfascisminSpainwouldturnbackthefascisttideinItalyandGermanyaswell.

b)StudentsmaysuggestthatthefactthattheRepublicansidelostthewarindicatesthattheeffortsoftheMac-Papswereafailure.Othersmayindicatethatthefacttheirservicewasfinallyhonouredathome—andtheultimaterestorationofSpaintodemocracy—meanstheir efforts were somewhat successful.

c)StudentsmaysuggestthattheMac-PapswerelargelyignoredbytheCanadiangovernmentuntil2001becausetheywerenotauthorizedtofightinSpainanddidsoagainstthegovernment’s wishes.

d) Students’ paragraphs in response to the questions will vary, but be sure they are well-reasoned and use appropriate language. Some students may suggest that if volunteers came to fight in a civil war in Canada, they might be welcomed by those on one side of the conflictandhatedbythoseontheotherside,becausethisiswhatcivilwarsdo—dividethecitizensofacountry,andevenfamilies,alongpoliticalorregionallines.

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282 Teacher’s Resource: Creating Canada • MHR

Lesson 17

your chaLLenGe presentatIons

Unit issue question: To what degree did internal and external forces transform Canada between 1914 and 1938?

The challenge for this unit requires students to prepare their second museum display: an analysis thatdescribesandsummarizestwowrittenprimarysourcedocumentsinresponsetotheUnit2question. This lesson provides students with an opportunity to present their documents, descrip-tions, and summaries.

estImated tIme: 75 minutes

GettInG ready

To assemble the necessary resources, you must first find out how students plan to present their displays. If some students plan to use an interactive whiteboard or computer presentation software, you will need to book one or more computers and screens.

Organizetheclassroomintopresentationcentresforacarouselactivity(seep.43).Thecentresshould be made up of one or more desks as required, and should be geared to the kinds of presentations that students are planning to make. If a number of students plan to use computer presentationsoftware,forexample,youmayneedtoorganizemorethanonecomputercentre.When setting up the centres, ensure that there is enough space for students to stand or sit comfortably as they listen to and watch the presentations.

Organizepresentationsaheadoftimebyco-ordinatingthenumberandkindofpresentationcentres with the number of students planning to make a particular type of presentation.

GettInG ready

Photocopy blackline masters.

• BLM2.5.1,YourChallenge2—EvaluationRubric• BLM2.5.2,YourChallenge2—ChecklistforSuccess(optional)• BLMB,TenStepstoMakingEffectivePresentations(optional)

CreateanoverheadtransparencyorpresentationslideofBLMB,TenStepstoMakingEffectivePresentations (optional).

Bookanoverheadprojector,oracomputer,andscreen(optional).

resources

Creating Canada, pages 118–219

addItIonaL resources

ChecktheMcGraw-HillRyersonwebsiteatwww.CreatingCanada.catofindoutwhethernewresources have been posted to the site.

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MHR•Unit2 283

assessment and evaLuatIon actIvItIes

Youwillevaluatestudents’finalproductusingBLM2.5.1,YourChallenge2—EvaluationRubric.As students are making their presentations and responding to classmates, make notes about what you are seeing and hearing. Follow up by providing specific feedback to individual students on how they could improve their presentations or participation skills.

You may wish to provide students with an opportunity to assess and learn from the work of their peersbyusingBLM2.5.2,YourChallenge2—ChecklistforSuccess,asaguide.Youmayalsowish to incorporate this feedback into your own evaluation.

teachInG and LearnInG strateGIes

note: Students’ presentations may take various forms, but no matter which format students have selected, the guidelines for the presentations remain the same. Set a time limit, use the same evaluation criteria, provide time for questions and answers, and follow up by asking students to discuss the presentation’s successes and to offer suggestions for improvement.

1. Remindstudentsofappropriatebehaviourforparticipatinginpresentations.Reviewclassroomguidelines for showing respect and sensitivity to the viewpoints of others. You may wish to displayanoverheadtransparencyofBLMB,TenStepstoMakingEffectivePresentations,andreviewthepointswiththeclassorreferstudentsto“ReadingPrimarySourceDocuments”or“AnalyzingInformationfromManySources”(seeAppendix2,Creating Canada) to guide a discussion of how their presentations will be made and evaluated.

2. Reviewtheguidelinesforthepresentation(p.122,Creating Canada).Remindstudentsofthetime limit and assign a class member to signal when presenters have one minute left so they can begin to conclude the presentation. Establish acceptable voice levels and remind students to allow time for questions.

3. Ifyouchoosetoaskstudentstoevaluatethepresentations,askthemtochooseapartner—orassignpartners—anddistributecopiesofBLM2.5.2,YourChallenge2—ChecklistforSuccess, to each student. Instruct students to use this sheet to assess their partner’s presen-tation by asking themselves questions like the following:

•Didmypartnerclearlyexplainthereasonsforselectingthetwowrittenprimarysourcedocuments?

•Didthedescriptionsofthedocumentsconveyadequateinformation?•DidthecommentaryrevealbothchangeandcontinuityinCanadabetween1914and

1938?•Didthechoiceofdocumentsandthestudent’sdescriptionsandcommentaryaddressthe

unit question effectively?•Werethedocuments,descriptions,andcommentaryeffectivelypresented?•Weremypartner’sdescriptionsandcommentaryeffective?•Didmypartnerrespondtoquestionseffectively?

Point out that these peer assessments may become part of students’ evaluation and provide insights into how a classmate viewed the primary sources. And review all peer assessments before sharing them with students.

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284 Teacher’s Resource: Creating Canada • MHR

4. Assign students to presenting and visiting groups. Explain that as a student is making a presentation, a visiting group will form the audience. When the time is up and the signal to change is given, the visiting groups will rotate to the next centre. This process will continue until each visiting group has seen each presentation, which means that presenters will make their presentations a number of times. Then a new round will begin. This process will be repeated until all students have made their presentations.

5. Assign the first set of presenters to presentation centres and start the process.

6. When all the presentations are finished, give students time to assess their partner’s presenta-tions if you have chosen to do this.

7. Guidetheclassthroughadiscussionofhowstudentswouldevaluate—andimproveon—the successes and challenges they encountered in preparing and presenting their challenges. Remindstudentsthatthisisthesecondofthefourchallengestheywillcompleteastheyprogress through the course and that this feedback is designed to help them achieve greater success.

dIFFerentIatInG InstructIon

1. Some students may prefer to use an audio- or videotape to present their descriptions and commentary.Othersmayprefertopresenttheminanothervisualformat.

2. During the presentations, you may wish to provide help and feedback as required.

3. If you choose to conduct peer evaluations, you may prefer to divide the class into small groups rather than pairs.