Go to the CBC archives A Lost Heritage: Canada’s Residential Schools and CBC’s Stolen Children. Review between three and five clips. After viewing, write a series of journal entries from the point of view of an aboriginal student. Each entry should be correctly dated. The goal is understand what the students experienced and how it might affect them. The entries should reveal the student’s state of mind and explore his or her feelings and fears.
Next, write a paragraph from the point of view of a Canadian finding the fifty-year-old diary. Reflect on what this means for Canada. What does this say about Canada? How does this history affect Canadian society?
Create an online newspaper to chronicle two assigned dates in Canada’s history during World War Two. Use weebly as your presentation medium.
Each date must include at least one expository article and one persuasive piece in the form of a letter to the editor or opinion editorial.
On each date’s page, create a minimum of three questions to be answered by readers to ensure understanding of your event and encourage reflection on Canada’s motivation for participating in the event.
Additionally, each date must include a Canadians For Victory Profile - research and present the story of the involvement, contributions and sacrifices of an individual Canadian to the war effort. This may include a soldier, nurse, farmer, factory worker, air force trainer, etc. The Canadians For Victory Profile will present a historically accurate biography with the intent of stirring patriotism and moral.
Use MLA style in-text citations and include a works cited page.
Topics: Canada declaring War, Battle of Britain, Dieppe, Pearl Harbor, D-Day, Battle of Ortona, the final solution, the liberation of Holland, the liberation of concentration camps, Hiroshima, VE-Day, VJ-Day.
Knowledge:
Included factual information in expository articles
Included factual information in Canadians For Victory Profiles
Use of appropriate terms and concepts
Thinking:
Applied MLA citation style
Used evidence and examples to substantiate assertions
Communication:
Expressed ideas and information in online newspaper form
Canadians For Victory Profiles cultivated patriotism and moral
Application:
Opinion piece analyzed impacts of external forces and events on Canada’s policy during WWII
Opinion piece assess Canada’s participation in WWII
4) Using the information you have gathered, write a journal entry in role as a seven-year-old child living in an internment camp. Select a date from the year 1943 and write about their living conditions, their schooling, their family situation, and what they think the future might hold for them when the war finally ends.
5) When you have completed your journal entries, we will meet in class groups of four and you will share your entries with one another. Keep track of the similarities and the differences in each of the journal entries. Each group should choose one of the journal entries to present orally.
6) Write a paragraph explaining whether or not young people should have been interned with their parents.
7) Imagine you are a member of British Columbia's Legislative Assembly after the Second World War. This MLA holds a dramatically different perception on the internment of Japanese Canadians than the rest of the government. In role as this MLA, write a one paragraph speech entitled The Enemy that Never Was, in which they will explain why there was never any threat to Canada from Japanese Canadians living in British Columbia.
8) Revisit and Reflect: Have students present their speeches to their classmates. As they listen, classmates will keep a list of the reasons given to explain why the Japanese Canadians should not have been considered a wartime threat to Canadian national security. After each speech, discuss the reasons presented and whether they are well supported and persuasive.
9) Extension: Consider the following: could an entire group of people ever be interned in Canada again?
WWII Technological Developments
Guiding Question: Notwithstanding atomic weapons, which World War II technological development had the greatest impact on the war?
Document the zeitgeist – thoughts feelings and experiences of German citizens - of 1930’s Germany and the activities of Hitler and his fascists. Be sure to include the location of the event and the date.
In antiquity, the money a state had in circulation was equal to amount of gold held by its central bank. States no longer have gold back currencies but debt backed fiat currencies. When a country prints more money than they have gold to support it they 'dilute' the value of their currency.
Inflation happens when the government increases the supply of currency thus depreciating its value. Consequently, businesses put their prices up and the government has to print more money.
An indicator of the rate of inflation is the Consumer Price Index (CPI). CPI is directly influenced by input prices plus the increase in currency volume. CPI compares the price of a ‘basket’ of consumer good and necessities from year to year. The increase in CPI is a metric of inflation.
After WWI, Germany had to make reparation payments as a condition of the Treaty of Versailles. In 1923, Germany could not make its payments. To get their money, the French moved into the industrialized Ruhr region of Germany. The people of the Ruhr were told to strike so the payments would not have to be made. The German government had no money, so they printed more to pay their workers. Prices were raised because the money was not worth as much. Wages increased to keep up with prices and the government had to print more money. The more money that was printed, the more diluted the value of the currency. This is hyperinflation
What do the images below say about the value of the German Mark post WWI?
Stock: A type of security that signifies ownership in a corporation and represents a claim on part of the corporation's assets and earnings.
Stock Broker: An agent that charges a fee or commission for executing buy and sell orders submitted by an investor.
Speculator: A person who trades derivatives, commodities, bonds, equities or currencies with a higher-than-average risk in return for a higher-than-average profit potential. Speculators take large risks, especially with respect to anticipating future price movements, in the hope of making quick, large gains.
Causes of the Great Depression
I. The Business Cycle:
- Economic conditions constantly change, in other words there are good time and bad times, economists call these upswings and down swings the business cycle. There are four basic stages to the cycle:
- Prosperity
- Recession
- Trough, Depression
- Recovery
II. The Great Crash:
- The day the stock market crashed is called Black Tuesday.
- During the 1920's many people dreamed of getting rich playing the stock market. The method seemed simple enough:
- buy plenty of stocks at a low price then sell them when their price is high
Ex: 5000 shares of a company whose stock value is .50 costs $2,500.00 when the stock increases in value for example to 2.00 your original investment is now valued at 10,000. If you sell you make $7,500.00.
- The only problem with this plan is that it requires knowledge, skill and good luck.
III. Causes of the Great Depression:
1. Over-Production/ over-Expansion
- During the 1920's almost every industry was expanding. Large amounts of profits and investments resulted in the expansion of existing factories or construction of new ones. As a result huge supplies of food, minerals, radios, cars. ... remained stock piled. [Soon factory owners panicked and slowed down production by laying off workers. Workers and their families had even less money to spend therefore sales slowed down even more.]
- Industrialists forgot the basic economic rule: only make as many items as you can sell. Wages simply were not high enough to buy all the products made.
2. Canada’s Dependence on a few Primary Products:
- Canada’s economy depended on a few basic products (staples) such as wheat, fish, minerals, and pulp and paper.
- As long as world demand for these remained high, Canada would prosper.
-When the depression hit countries around the world, demand for Canada’s products fell. Fish in the Maritimes and wheat in the West were especially hard hit.
- Argentina and Australia were producing wheat in large quantities the resulting surplus drove prices down. At the same time terrible droughts on the prairies destroyed crops. Farmers could not pay mortgages. Industries such as flour mills, railways, also slowed down without the production of wheat.
3. Canada’s dependence on the U.S.:
- Canada’s economy is closely linked to the U.S. as learned in an earlier chapter. When the American economy got sick, Canada suffered. No longer did Americans need to buy our fish, lumber, wheat, minerals and pulp and paper.
4. High Tariffs
- In the 1920's many European countries recovering from W.W. I. needed our goods however because of their war dept. They often could not afford our goods.
- At the same time many other countries put high tariffs on goods coming into their country to protect home industries. Thus trade between nations began to slow down.
5. Too Much Credit Buying:
- Throughout the 1920's credit buying became more and more popular. With added interest payments many families got themselves hopelessly into debt. If the wage owner became sick or was laid off it was impossible to keep up payments.
6. Credit Buying of Stocks:
- Many people gambled on the stock market in the 1920's. People began "buying onmargin". This meant that you only needed 10% of the money you invested, the broker loaned you the rest at a high interest rate. The idea was that as soon as your stocks went up in value, you could sell them then pay back your broker and keep the profits. Unfortunately, stocks do not always go up, in fact they sometimes go down, this is what happened in October 1929.
- When stock prices dropped, people panicked and sold their shares as a result prices fell even lower. Most stocks nosedived more than 50%. Many people were wiped out.
1) who were the Famous Five 2) What was the definition of a person in the early 20th Century? (Supreme Court decision 1927) 3) What impact did the 1929 Privy Council decision have on Canada's history? 4) From reading the brief bios of the five women, what impact do you think their backgrounds had on their desire to fight for women's rights?
Group of Seven What contribution did the Group of Seven make to Canada's identity?
In Flanders fields the poppies blow Between the crosses, row on row, That mark our place; and in the sky The larks, still bravely singing, fly Scarce heard amid the guns below.
We are the Dead. Short days ago We lived, felt dawn, saw sunset glow, Loved, and were loved, and now we lie In Flanders fields.
Take up our quarrel with the foe: To you from failing hands we throw The torch; be yours to hold it high. If ye break faith with us who die We shall not sleep, though poppies grow In Flanders fields.
The Schlieffen Plan was created by General Count Alfred von Schlieffen in December 1905. The Schlieffen Plan was the operational plan for a designated attack on France once Russia, in response to international tension, had started to mobilise her forces near the German border. The execution of the Schlieffen Plan led to Britain declaring war on Germany on August 4th,1914.
Schlieffen believed that the most decisive area for any future war in Europe would be in the western sector. Here, Schlieffen identified France as Germany's most dangerous opponent. Russia was not as advanced as France in many areas and Schlieffen believed that Russia would take six weeks to mobilise her forces and that any possible fighting on the Russian-German border could be coped with by the Germans for a few weeks while the bulk of her forces concentrated on defeating France.
Schlieffen concluded that a massive and successful surprise attack against France would be enough to put off Britain becoming involved in a continental war. This would allow Germany time (the six weeks that Schlieffen had built into his plan) to transfer soldiers who had been fighting in the successful French campaign to Russia to take on the Russians.
Schlieffen also planned for the attack on France to go through Belgium and Luxemburg. Belgium had had her neutrality guaranteed by Britain in 1839 - so his strategy for success depended on Britain not supporting Belgium.
The Schlieffen Plan's basic were:
a devastating attack on France via Belgium as soon as Russia had announced her intention to mobilise.
a holding operation on the Russian/German border to be carried out if necessary and if required.
Germany had 6 weeks to defeat France.
Germany would then use her modernised rail system to move troops from the French operation to the Russian front.
Russia would then be attacked and defeated.
The Schlieffen Plan was daring but it had a number of glaring weaknesses:
The actions of Russia determined when Germany would have to start her attack on France even if she was ready or not.
It assumed that Russia would need six weeks to mobilise.
It assumed that Germany would defeat France in less than six weeks.
Nationalism – intense loyalty towards their own state/country and culture. An example of ultra nationalism would be contemporary skinheads. What would be nationalists view on immigration?
Alliances – agreeing to support one another in the event of an attack.
Imperialism –industrialized nations were scrambling to gain control of or maintain control of colonies. Why would a country have Imperial aspirations?
Militarism – European powers had large standing armies and navies and they desired to show their military prowess. The arms race was a build up of weapons caches where countries worked to out do each other in number and advancement of weapons technology.
read text pages 58-60 and 62-65. Answer questions 1-3 on page 65.
As Prime Minister Pearson, how would you have responded to de Gaulle's statement at Expo 67?
p. 261-264, q.1-3
Episode 2:
Why was jazz banned in the Soviet Union?
Describe Nikita Khrushchev’s leadership style.
Why is October 4 1957 a significant date in history?
How did Che Guevara and Fidel Castro use propaganda?
Why was the Berlin Wall constructed?
Episode 1:
1) What was the reason for the alliance between the United Soviet Social Republic and The United States of America?
2) Construct a T chart to organize the differences between the USA’s and USSR’s political ideologies, economic structure and freedoms.
3) Why was Italy a proxy front of the Cold War?
4) How was the cold war ‘fought’ in Italy?
5) How was Berlin divided after the war?
6) Describe the Berlin airlift.
7) Describe life for Soviet citizens post WWII.
8) What is the historic significance of Republican Senator Joseph McCarthy?
Text p. 215-221, q. 1-4.
Text p. 228-235, q. 1-3, 4
History in Song: q. 3 on p. 235
Using the songs provided, decipher and infer what the lyrics say about the social climate and issues of the times.
What is social climate? Do you understand the vocabulary? Do others share the same interpretation on meaning? Can you find direct evidence in the songs that supports your inferences?
Where Do We Come From? What Are We? Where Are We Going? - Paul Gauguin
1) Define the term internment.
2) Why do you think Japanese Canadian families were forcibly moved from the west coast of British Columbia?
4) Using the information you have gathered, write a journal entry in role as a seven-year-old child living in an internment camp. Select a date from the year 1943 and write about their living conditions, their schooling, their family situation, and what they think the future might hold for them when the war finally ends.
5) When you have completed your journal entries, meet in groups of four and share your entries with one another. Keep track of the similarities and the differences in each of the journal entries. Each group should choose one of the journal entries to present orally.
6) Write a paragraph explaining whether or not young people should have been interned with their parents.
7)Imagine you are a member of British Columbia's Legislative Assembly after the Second World War. This MLA holds a dramatically different perception on the internment of Japanese Canadians than the rest of the government. In role as this MLA, write a one pa speech entitled The Enemy that Never Was, in which they will explain why there was never any threat to Canada from Japanese Canadians living in British Columbia.
Revisit and Reflect Have students present their speeches to their classmates. As they listen, classmates will keep a list of the reasons given to explain why the Japanese Canadians should not have been considered a wartime threat to Canadian national security. After each speech, discuss the reasons presented and whether they are well supported and persuasive.
Extension Consider the following: could an entire group of people ever be interned in Canada again?
After the turn of the century In the clear blue skies over Germany Came a roar and a thunder men had never heard Like the scream and the sound of a big war bird Up in the sky, a man in a plane Baron von Richtofin was his name Eighty men tried, and eighty men died Now they're buried together on the countryside
Chorus: Ten, twenty, thirty, forty, fifty or more The Bloody Red Baron was rollin' out the score Eighty men died tryin' to end that spree Of the Bloody Red Baron of Germany
In Flanders fields the poppies blow Between the crosses, row on row, That mark our place; and in the sky The larks, still bravely singing, fly Scarce heard amid the guns below.
We are the Dead. Short days ago We lived, felt dawn, saw sunset glow, Loved, and were loved, and now we lie In Flanders fields.
Take up our quarrel with the foe: To you from failing hands we throw The torch; be yours to hold it high. If ye break faith with us who die We shall not sleep, though poppies grow In Flanders fields.
- John McCrae
Trench Warfare: thoughts, feelings, experiences. Use the scrapbooks to deepen your knowledge. Check out Trench Warfare and Life In The Trenches.
Go to page 62-63 in your text and define nationalism, alliances, imperialism and militarism. Craft a full sentence, using the term that shows its meaning.After defining the underlying causes of the First World War, which of these causes was most important? Be sure to support your assertion with evidence.
Do any of these causes of WWI still exist in our world today? Explain.
Screen Canada A People's History Volume 7 Disc 1 Chapters 2, 5 and 8.
Independently read text pages 11-12 and answer questions 1-4.
Go to A Lost Heritage: Canada's Residential Schools and screen clip 1 'A New Future' and clip 5 'For survivors, the hurt comes back'. While watching, make a t-chart and compare and contrast the content and message of the videos.