Lesson
4: WWII & Homefront
Created
by: Adrienne Chong
CHC 2D1
Markville Secondary
Time: 2-3 periods
CGV.02D - demonstrate an understanding of the ways in
which outside forces and events have shaped
CGV.04D - demonstrate an understanding of
SPV.01D - evaluate how and why changing economic conditions 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 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 from history to other situations.
Specific Expectations
CG3.02D - describe how the conscription crises of World
Wars I and II created tensions between English Canada and
CG4.04D - describe how Canadians of various ethnocultural backgrounds, individually and as communities, contributed to the war effort during World War I and World War II;
SP2.03D - demonstrate an understanding of the role of government in wartime and explain why the government acted as it did;
SP2.04D - explain how and why the Canadian government restricted certain rights and freedoms in wartime, and describe the impact, both short- and long-term, of these restrictions on the general population and on various groups within the Canadian population;
MH3.04D - use relevant and adequate supporting evidence to draw conclusions.
Students should know the geographic, strategic and technological scope of the war so they are aware, in a general sense, of the massive cost in human and technological terms. They also have some knowledge of World War I and the impact it had on civilians and on political structures.
PRINT RESOURCES
Cruxton, J. Bradley,
REPRODUCILBE WORKSHEETS
Interment of Japanese Canadians http://www.markville.ss.yrdsb.edu.on.ca/history/chong/jc.html
War Effort During WWII http://www.markville.ss.yrdsb.edu.on.ca/history/chong/we.html
WEBSITE
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Description
In this activity the scope of war in the mid-twentieth
century is investigated. Students should understand that total war includes all
people, including civilians, and all social structures and institutions. This
is done by analyzing the war on the home front in
1. Teacher surveys the class to see if students have any relatives that lived through World War II; asking what were their experiences and how they felt about events at the time.
2. The teacher
presents pictures or slides or a brief video clip on an armed conflict in which
civilians were killed. Teacher raises questions with the class: Why are
civilians involved in warfare in the twentieth century? Why is war not
restricted only to military personnel?
(War on
3. In discussion, teacher leads students to identify and make notes about: the highly technological nature of modern warfare; the role civilians play in producing war materials in industrial society; how destruction of the society's ability to produce war material becomes a military goal in itself; and the terrible war goals that involve total destruction of a group of people. Ask: how much has technology of war evolved since the early 20th century? What kind of weaponry exists in war today? What does that mean for our future?
4. The teacher uses examples of propaganda posters and war effort posters. (in classroom) Students can recall propaganda posters from WWI= identify the message and the purpose behind the message for WWII posters. From these, students infer the increasing role governments were playing in shaping people's lives during wartime.
5. Using a co-operative jigsaw, students identify from their text and from audio-visual sources the following areas where government increasingly shaped the lives of Canadians during World War II: the role of women, the restrictions on material goods such as consumer goods, the government use of industrial production, conscription, restrictions on the civil rights of groups such as Japanese-Canadians, propaganda and advertising, and rationing. Students organize this information in a chart.
6. On a second column on this chart, students describe how governments affected life in each of these areas. The teacher may wish to focus on one or more of the areas such as conscription, role of women, or restriction of freedoms.
7. On a third column, students, in their home groups, assess the possible long-term impact of government actions in each of these areas.
8. Examine the issue
of internment in
9. How did WWII end? Discuss VE Day and the VJ Day (read passage from The Scar)
10. Debatable issues of WWII: Class can discuss / debate issues: justification of interment, justification of conscription, justification of the dropping of the atomic bomb
Students submit a one-paragraph argument of any of three debate / discussion questions. See rubric Argumentative Paragraph/Essay
· Provide key visuals and a variety of poster visuals to illustrate and teach various areas of government involvement in society.
· Provide a completed chart for students that need extra assistance.
· era in consultation with the teacher: a prairie farmer of the Depression years; an unemployed city youth
· ESL students may write in first language and then translate.