Lesson: War on the Horizon
Created by: Adrienne Chong

CHC 2D1
Markville Secondary

Time: 1-2 periods

Overall Expectations

CGV.02D - demonstrate an understanding of the ways in which outside forces and events have shaped Canada’s policies;

CGV.04D - demonstrate an understanding of Canada’s participation in war, peace, and security;

CCV.03D - explain how and why Canada's international status and foreign policy have changed since 1914;

CHV.01D - demonstrate an understanding of the contributions of various social and political movements to Canadian history during the twentieth century;

SPV.01D - evaluate how and why changing economic conditions and patterns have affected Canadians

MHV.01D - ask questions, identify problems and effectively use historical research methods to investigate topics and issues in history;

MHV.02D - use a variety of information sources effectively when researching historical topics or issues, accurately record relevant information, and then organize information in a meaningful way;

MHV.03D - analyse and evaluate information when researching historical topics or issues;

MHV.04D - communicate effectively the results of research in presentations, and demonstrate an ability to apply insights from history to other situations.

Specific Expectations

CH1.04D - evaluate the role of movements that resulted in the founding of political parties, such as Social Credit, Union Nationale, Co-operative Commonwealth Federation;

SP2.05D - produce an analysis of how Canadian governments, at various levels, reacted to the economic conditions of the Depression in the 1930s;

CG2.05D - produce a timeline that charts and identifies significant historical events related to the Holocaust and World War II;

CG2.06D - analyse Canada's response to the Holocaust and the subsequent policy dealing with hate crimes and Nazi war criminals in Canada;

MH2.03D - record and organize information effectively using notes, lists, concept webs, timelines, charts, maps, graphs, and mind maps.

MH3.01D - identify different viewpoints and explicit biases when evaluating information for a research report or participating in a discussion;

MH3.02D - distinguish between primary and secondary sources of information, and demonstrate an understanding of how to use each appropriately in historical research;

MH3.04D - use relevant and adequate supporting evidence to draw conclusions;

MH4.04D - demonstrate, after participating in dramatizations of historical events, insights into historical figures situations and decisions;

MH4.02D - demonstrate competence in research and writing.

PRINT RESOURCES

Cruxton, J. Bradley, Wilson, W. Douglas. Spotlight Canada: Fourth Edition. Don Mills: Oxford University Press, 2000.

REPRODUCILBE WORKSHEETS

War on the Horizon http://www.markville.ss.yrdsb.edu.on.ca/history/chong/wh.html

WEBSITE

“Markville Secondary School: Grade 10 History” www.markville.ss.yrdsb.edu.on.ca/history/index.html

Description

Students review the major terms of the Treaty of Versailles that ended WWI. Students develop opinions of the short and long term effects of the Treaty on Germany and Europe. Students investigate the responses that the Canadian governments made to the Great Depression. Students understand that, while governments responded in relatively minimal ways at that time, individuals and groups increasingly began to demand more active methods to deal with problems. The students learn about the attitudes of people in Germany to the Treaty and the general living conditions of Germany during the Great Depression.

Teaching/Learning Strategies

1. Review the major terms of the Treaty of Versailles: reparations, war guilt clause, territory restrictions and military restrictions. Discuss the short and long term impact of the Treaty and the general attitudes of Germans. Map of Post WWI Europe can be viewed.

2. Explore the irony of the Treaty of Versailles (formal peace treaty ending WWI = major cause of WWII)

3. Review how conditions of the Great Depression were dealt with by governments, groups or individuals.

Specific reference and review should be drawn upon political movements such as Union Nationale, Social Credit, CCF, government relief camps, unions, soup kitchens, protests such as the On-To-Ottawa trek and individual responses such as writing letters or traveling across the country. Why would new political parties become popular during the Great Depression. Through discussin, parallels should be made to new political parties that emerged in other countries (ie Germany) during the Great Depression.

4. The teacher raises the question: What were economic conditions like in post war Germany? Why would new leaders and political parties gain new popularity? How did Hitler use the conditions of Germany to gain power? Students brainstorm responses.

5. Through a jigsaw co-operative group strategy, students access information and discuss the political, economic and social conditions of 1920s Germany. They note the economic conditions that existed after World War I, and the reparations that Germany had to pay. They note the political nature of the Weimar Republic; the large number of political parties that existed with proportional representation and how that provided an opportunity for extreme political parties to have influence. They note how the Great Depression caused increasing support for fringe parties such as the Nazis. See handout “War on the Horizon”.

6. Students examine and discuss the platform and ideologies of the Nazi party. Identify and explain the major
themes:

1. Extreme Nationalism (Aryan is the master race)

2. Authoritative Government (dictatorship)

3. Totalitarian Social and Cultural Control

4. Use of Force / Police (SA, SS)

5. Propaganda

6. Scapegoating (through racism)

Why would German’s support this party?

7. For homework, assign students a reflection paragraph: How did the political and economic instability of
Germany work to Hitler’s advantage?

Assessment/Evaluation Techniques

Students write a paragraph assessing the rise of Nazis and Hitler due to instability of Germany. This is submitted for summative evaluation using rubric Argumentative Paragraph/Essay

Accommodations

· Use think/pair/share technique to reinforce main ideas about the Treaty of Versailles, methods governments used to deal with the Great Depression and rise of Nazis

· Give instruction in, and provide time for, peer editing of paragraph.

Argumentative Paragraph/Essay

Criteria	weighting	Level 1 (50-59)	Level 2 (60-69)	Level 3 (70-79)	Level 4 (80-100)
Structure-Introduction - states thesis/main idea - introduces main points		- simple opening statement - limited identification of main points	- thesis stated but unclear - main points unclear	- thesis is stated but somewhat unclear - main points introduced with moderate clarity	- thesis is precisely stated - main points clearly introduced
Structure-Conclusion - summarizes thesis/main idea - summarizes main points		- abrupt ending; limited summarizing of main points	- thesis summarized but unclear - main point summarized but unclear	- thesis summarized but somewhat unclear - main points summarized but unclear	- thesis clearly summarized - main points clearly summarized
Supporting Reasons or Arguments - arguments are related to the main idea logically		- arguments are unrelated	- arguments are unclear and not logically related to the main idea	- arguments are usually clear and logically related to the main idea	- arguments are quite clear and logically related to the main idea
Evidence and Examples - relevant supporting evidence-sufficient quantity of facts used		- limited support of points, evidence mostly irrelevant - limited or unrelated facts used	- some points have been supported, some evidence not relevant - insufficient or missing some facts	- most points have been supported with relevant evidence - sufficient use of facts	- each point has been supported with relevant evidence - substantial facts used
Mechanics of Writing - correct grammar and spelling used - use of correct citation method		- grammar and spelling used with limited accuracy and effectiveness - citation method not followed or absent	- grammar and spelling used with some accuracy and effectiveness - citation method used but with significant errors	- grammar and spelling used with considerable accuracy and effectiveness - minor errors in citation method	- correct grammar and spelling used with accuracy and effectiveness almost all of the time - precise use of citation method
Additional Criteria
Comments and Suggestions for Improvement

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.