Lesson 3:  Canada’s Role in WWII 
Created by:  Adrienne Chong

CHC 2D1
Markville Secondary


Time:  2-3 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;

MHV.01D - ask questions, identify problems and 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 this 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 to other situations.

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

 

Specific Expectations

Specific Expectations

CG4.01D - explain how Canada became involved in World War I and World War II, after researching the causes of the two world wars;

CG4.02D - demonstrate a knowledge of Canada’s military contributions in World War I and World War II;

CG4.03D - evaluate Canada’s role in the Allied victories of World War I and World War II;

MH4.03D - express ideas and arguments in a coherent manner during discussions and debates, or in graphic displays;

CG2.06D - analyse Canada’s response to the Holocaust and the subsequent policy development 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

Canada Prepares for War  http://www.markville.ss.yrdsb.edu.on.ca/history/history/canadaprepareww2.html

”Comparing WWI and WWII”  http://www.markville.ss.yrdsb.edu.on.ca/history/history/can_comparison.html

“Days of Depair” http://www.markville.ss.yrdsb.edu.on.ca/history/history/ww2videodespairdays.html

“Road to Victory”  http://www.markville.ss.yrdsb.edu.on.ca/history/history/videovictory.html

“Battles of WWII”  http://www.markville.ss.yrdsb.edu.on.ca/history/chong/battle.html
”WWII Movie Review”  http://www.markville.ss.yrdsb.edu.on.ca/history/chong/moviereview.html

 

VIDEOS
 Days of Despair  Epoch Multimedia
Road to Victory   Epoch Mulitmedia
Saving Private Ryan
Pearl Harbour
Enemy at the Gates
Band of Brothers


WEBSITE

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


Description

In this activity, students understand how Canada became involved in the struggle against the Axis powers. They understand the global nature of World War II and Canada’s role in the campaigns.

Prior Knowledge Required

Students should have knowledge of the nature of warfare in World War I, the static nature of trench warfare, and the technological reasons for this. This enables them to make comparisons with the nature of warfare in World War II.

Teaching/Learning Strategies

1.   The teacher shows a video clip or news clippings of a current armed conflict  (ie War on Iraq). Students brainstorm possible reasons why nations behave aggressively toward other nations.

2.   Students read in their text,  watch a documentary or complete timeline activity of the steps to war to determine the steps in increasing Nazi international aggression from 1936 to 1939. They note on a chart where it occurred, Nazi justifications or pretenses for the aggression, and the response or lack of response of other nations. At the bottom of the chart they draw general conclusions about the goals of Nazi aggression and the reasons for the responses made by the Western democracies  (ie. Isolationism).

3.   Students choose a campaign or battle to work on with three to four other students. Choices include: Hong Kong and Singapore, Battle of Britain, Battle of the North Atlantic, Italian campaign, Dieppe, D-Day, European campaign or the bombing of German cities.  OR, students complete a group activity  (chart paper and short role play)

4.   In each case, students research: (a) the main events of the battle or campaign, (b) the importance of this battle or campaign to the overall war effort, (c) the role of Canadians in the battle or campaign and the outcome.

5.   Small groups report back to the class on these elements, using maps, visuals and/or drama to communicate their ideas. Other students make notes on the reports.

6.   In full class discussion, students compare World Wars I and II in terms of purposes, technology, strategy and scope. As a result of their research and class discussion, students write a position paper that explains three ways that World Wars I and II were different.

7.  Students examine a variety of current movie releases  (30 min clips of each) to reinforce war technology, how WWII was fought, steps to war and influence of government (loyalty).  Optional “Movie Review” can be completed for assessment.  See handout  http://www.markville.ss.yrdsb.edu.on.ca/history/chong/moviereview.html

Assessment/Evaluation Techniques

ü      Students submit charts for formative teacher assessment that indicate the nature of Nazi aggression, and the responses of the Western democracies. They are appended to, or include it as a legend on, a map that indicates the specific areas taken over by the Nazis between 1936 and 1939.

ü      Students are summatively evaluated on their presentation of a battle or campaign.

ü      Students write a five paragraph paper of up to two pages for formative teacher assessment in answer to the question: In what three important ways was World War II different from World War I? Consider weapons, strategies and scope. Assess using rubric Argumentative Paragraph/Essay – Appendix 1.1.2.

Accommodations

·         Review co-operative group skills before working on campaign research.

·         Provide opportunities and encouragement for peer editing of their papers.