Scope and Sequence -Clare Runaghan

Course Title: Canadian History since World War 1, Grade 10 applied CHC2P
Unit Title: A Nation Suffering Depression and War, 1929-1945
Expectations Addressed in the Unit:
Overall Expectations
A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of Canadian history since
1914
A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical investigation, and identify some careers in which
these skills might be useful
C1. Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments in Canada between
1929 and 1945, and explain how they affected the lives of people in Canada (FOCUS ON: Cause and Consequence)
C2. Communities, Conflict, and Cooperation: describe some significant interactions between different communities in Canada, and between Canada
and the international community, from 1929 to 1945, and explain what changes, if any, resulted from them (FOCUS ON: Continuity and Change)
C3. Identity, Citizenship, and Heritage: describe how some individuals, organizations, symbols,and events, including some major international events,
contributed to the development of identity, citizenship, and/or heritage in Canada between 1929 and 1945 (FOCUS ON: Historical Significance; Historical
Perspective)
Specific Expectations
A1.1 formulate different types of questions to guide investigations into issues, events, and/or developments in Canadian history since 1914 (e.g., factual
questions: What was the Persons Case?; comparative questions: What were some similarities and differences in the experiences of soldiers in World War I
and World War II?; causal questions: What issues led to the creation of the Canadian Radio-Television Commission [CRTC]?)
A1.2 select and organize relevant evidence and information on aspects of Canadian history since 1914 from a variety of primary and secondary sources
(e.g., primary sources: art works from the time, books and/or articles from the library, diaries, letters, maps, period newspapers, photographs, songs from
the time, statistics; secondary sources: current newspaper or magazine articles, information from websites, reenactments of historical events, textbooks,

videos), ensuring that their sources reflect different perspectives

A1.4 interpret and analyse evidence and information relevant to their investigations, using various tools, strategies, and approaches appropriate for
historical inquiry (e.g., usea ranking ladder to help them determine the significance of factors contributing to the Great Depression; critically select
significant events fora timeline on Canada-U.S. relations; compare the points of view in different primary sources relating to the same event)
A1.5 use the concepts of historical thinking (i.e., historical significance, cause and consequence, continuity and change, and historical perspective) when
analysing, evaluating evidence about, and formulating conclusions and/or judgments regarding historical issues, events, and/or developments in Canada
since 1914 (e.g., use the concept of historical significance when assessing the impact of technological developments on the everyday lives of Canadians;
use the concept of cause and consequence when ranking the importance of factors contributing to the Great Depression; use the concept of continuity and
change when determining turning points in relations between Quebec and the rest of Canada; use the concept of historical perspective when evaluating
evidence about residential schools)
A1.6 evaluate and synthesize their findings to formulate conclusions and/or make informed judgments or predictions about the issues, events, and/or
developments they are investigating
A1.7 communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a photo
essay on the history of a large Canadian city in the twentieth century; an oral presentation on racism and/or anti-Semitism in Canada; a debate on
immigration policy; a video on the Winnipeg General Strike; a role play on changing social values in the 1920s; a poem or rap about the war in Afghanistan;
a blog about border security since 9/11)
A1.9 use appropriate terminology when communicating the results of their investigations (e.g., vocabulary specific to their topic; terminology related to
history and to the concepts of historical thinking)
A2.2 apply in everyday contexts skills and work habits developed through historical investigation (e.g., use skills to assess the credibility of a source, use
appropriate organizers to manage their evidence and ideas; apply work habits such as creating and following a plan, taking responsibility when
collaborating with peers)
A2.3 apply the knowledge and skills developed in the study of Canadian history when analysing current social, economic, and/or political issues (e.g., to
determine perspectives in media reports on a current event; to understand the significance of a new political policy; to understand ways in which a current
social trend is similar to or different from past trends), in order to enhance their understanding of these events and their role as informed citizens
C1.1 identify some key social developments in Canada during this period (e.g., increasing levels of poverty, the dislocation of farm families onthe Prairies,
the increasing influence of American culture), and explain their main causes as well as their impact on the lives of people in Canada

C1.2 identify some major developments in science and/or technology during this period, and assess their impact on the lives of Canadians (e.g., the impact
of Pablum on childrens health, of developments in aeronautics and radar on Canadas armed forces during World War II)
C1.3 describe some key economic trends and developments in Canada during this period (e.g., individuals and corporations buying on margin, the stock
market crash of 1929, job losses and high unemployment, the creation of public work camps and government relief), and explain how they affected the
lives of people in Canada
C1.4 describe the main causes of some key political developments and/or government policies in Canada during this period (e.g., the development of new
political parties; R. B. Bennetts social welfare policies; the passing of the Padlock Act in Quebec; victory bonds; government policies on wartime rationing,
propaganda, and censorship; the decision to intern Japanese Canadians during World War II), and explain how they affected the lives of people in Canada
C2.1 identify some significant ways in which Canadians cooperated and/or came into conflict with each other during this period (e.g., the founding of the
Canadian Brotherhood of Sleeping Car Porters; the On-to-Ottawa Trek; anti-Semitic and racial conflicts such as the riot in Christie Pits or those related to
the ruling by the Supreme Court in the Christie case [1940]; the hostility towards some ethno cultural minorities during World War II), and explain their
impact on different people in Canada
C2.2 explain how some key issues and/or developments affected Canadas relationships with Great Britain and the United States during this period (e.g.,
with reference to prohibition and rum running; the Statute of Westminster, 1931; placing high tariffs on American magazines; trade and other economic
ties; military involvement in World War II)
C2.3 describe some ways in which World War II changed the lives of different groups in Canada (e.g., with reference to economic recovery, rationing; the
experiences of young men enlisting in the armed services, munitions workers, farmers, men in the merchant marine, women, Japanese Canadians)
C3.1 describe how some individuals, organizations, and symbols contributed to the development of identity, citizenship, and/or heritage in Canada during
this period (e.g., individuals: R. B. Bennett, Norman Bethune, Emily Carr, the Dionne quintuplets, Maurice Duplessis, Foster Hewitt, Mackenzie King, Guy
Lombardo, Elsie MacGill, Tommy Prince; organizations: the Canadian Broadcasting Corporation [CBC],the Edmonton Grads, the National Film Board;
symbols: the Bennett buggy, the Bren Gun Girl)
C3.2 describe responses of Canada and Canadians to some major international events and/or developments that occurred between 1929 and 1945,
including their military response to World War II (e.g., the Red Scare, the Holodomor, the Nanking Massacre, aggression by Nazi Germany, the Battle of
Hong Kong, the Holocaust, D-Day, the Manhattan Project, the liberation of the Netherlands, the contributions of individuals such as Norman Bethune or Paul
Triquet), and explain the significance of these responses for Canadian identity and/or heritage
C3.3 explain the significance of the Holocaust for Canada and Canadians (e.g., with reference to anti-Semitism in Canada in the 1930s and 1940s,

Canadas reaction to anti-Jewish persecution in Nazi Germany, the role of Canadians in liberating Nazi concentration and death camps, postwar refugee
policy and attitudes towards survivors, the evolution of human rights and antihate crime legislation)

Lesson Title
Lesson 1: Stock
Market Crash
1929
(1 Class, 75
Minute Period)

Expectations
Addressed

Content and Skills

Addressed

Learning Activities

Assessment of/for/as
Learning

A1. Historical Inquiry: use

the historical inquiry
process and the concepts
of historical thinking
when investigating
aspects of Canadian
history since 1914

Students will develop

historical thinking and
inquiry skills, while
acquiring an overall
understanding of the
Canadian economy during
the prosperity, recession,
and the depression cycle.
Students will understand
the underlying and
immediate causes that led
to the great depression.
The stock market
stimulation activity will
allow students to grasp an
understanding of the
functioning of the stock
market; including, being
able to communicate key
terms appropriately such
as, shares, stock market,
and collateral. Students

Minds On: Students will participate in a

Think-Pair-Share activity. First, students will be
shown photos that illustrate examples of the
economy in Canada at this time (images
dealing with drought in the prairies, eviction,
stock exchange, spread of panic during and
after the crash (bank withdrawals),
international and social contexts of the crash).
On a sheet of paper, students will be asked to
write down 5 words to describe the photos, 4
ways in which they are similar or different
from Canada today, 3 reasons why this might
have happened. Students will be given
individual think time to respond to the
questions, students will then find a partner
and share their ideas. Students will then share
their ideas with the whole-class. A Prezi
presentation will then be used to identify the
underlying and immediate causes of the Great
Depression including, both the stock market
crash and drought of 1929 will be shown to
the students. During the Prezi, students will be

Assessment for
Learning: As students
participate in the ThinkPair-Share activity, I will
circulate the classroom and
note any inaccurate ideas
or flaws students have
regarding reasons why this
might have happened.
During the Share portion, I
will probe deeper with
students regarding their
ideas. During the wholeclass discussion, I will give
students feedback on their
ideas. This will transition
into the Prezi that will
identify the underlying and
immediate causes of the
Great Depression.
Assessment as
Learning: Students will

A2.3 apply the

knowledge and skills
developed in the study of
Canadian history when
analysing current social,
economic, and/or political
issues, in order to
enhance their
understanding of these
events and their role as
informed citizens
C1.1 identify some key
social developments in

Canada during this

period, and explain their
main causes as well as
their impact on the lives
of people in Canada
C1.3 describe some key
economic trends and
developments in Canada
during this period, and
explain how they affected
the lives of people in
Canada

will be able to apply the

knowledge and skills to
current social, economic
and political issues in order
to enhance their
understanding of events
and their role as informed
citizens.

asked to take notes and participate in any

class discussion; students will also be
encouraged to ask questions.
Learning Activity: In order for students to
grasp a better understanding of the stock
market crash, I will be explaining its function
and introducing key terms through a Stock
Market Stimulation activity. The activity will
allow groups to buy and sell stocks. In groups
of 2-3, each group will begin with the same
net worth ($1000.00) and will be competing to
see which group has the most money at the
end of the stimulation. Groups will be
presented with five companies in which they
can buy stocks. Each group can borrow money
to buy stocks in order to invest more, but 10%
of their investment must be their own money
and 90% can be borrowed. There will be 4
rounds, after each round the stock prices will
increase stock prices at the start of each
round will be determined based on the ending
prices of the last round. The final round The
Crash will stimulate the 1929 stock market
crash. After the activity is completed the
groups will share what their net worth ended
up being, how they found the activity and how
it reflects to the Stock Market Crash of 1929.
Closure: Students will individually complete a
Quick Write answering, What impact did the
stock market collapse have on Canadians?

work collaboratively with

their peers during the
Think-Pair-Share activity, it
will provide students an
opportunity to examine
others ideas and compare
them to their own thinking.
Assessment for
Learning: As students
participate in the
Stimulation Activity, I will
circulate the classroom in
order to provide guidance
and feedback as students
may require help in
calculating share prices or
net worth. I will monitor
groups for indications of
positive teamwork and how
student behaviour may
change throughout each
round. For instance, at the
start of the activity, groups
may be cautious in their
stock buying, but as prices
make impressive gains in
the first three rounds, and
students confidence in
their ability to pick
winners increases,
groups may become more
willing to take more risks

Students will hand-in the Quick Write as they

exit the classroom.

Lesson 2:
Government & the

A1. Historical Inquiry: use

the historical inquiry

Students will develop

historical thinking and

Minds On: On the board students will be

presented with the 2 quotes, With respect to

with their choices and buy

on margin. Additionally,
students may be motivated
by competition with other
pairings to improve their
overall net worth. My
observations about student
behaviours during the
simulation will be shared
after the activity, as well as
discussing with students
their own thoughts of the
activity and how it reflects
the stock market crash of
1929.
Assessment for
Learning: The Quick Write
will allow me to collect
feedback about student
learning at the end of the
Stimulation activity. It will
demonstrate students
understanding on cause
and effect of the stock
market collapse on
Canadians. Students will
receive informal teacher
feedback (No grade will be
assigned).
Assessment as
Learning: Students are

Great Depression
(1 Class, 75
Minute Period)

process and the concepts

of historical thinking
when investigating
aspects of Canadian
history since 1914
A2.2 apply in everyday
contexts skills and work
habits developed through
historical investigation
C1.1 identify some key
social developments in
Canada during this
period, and explain their
main causes as well as
their impact on the lives
of people in Canada
C1.3 describe some key
economic trends and
developments in Canada
during this period, and
explain how they affected
the lives of people in
Canada
C1.4 describe the main
causes of some key
political developments
and/or government
policies in Canada during
this period, and explain

inquiry skills, while

investigating aspects of
Canadian history. Students
understand the
governments reaction to
the great depression;
including, politicians
Mackenzie King and R.B.
Bennett. Students will
learn Mackenzie King and
R.B. Bennetts failed
attempts to deal with the
depression. The activity
will allow students to work
collaboratively together, to
investigate the roles and
policies of political parities,
created by a small number
of Canadians (Communist
party, the Co-Operative
Commonwealth, Social
Credit Party, and the Union
Nationale) who brought
forth new ideas and
approaches to deal with
the depression

giving moneysto any Tory government for

unemployment purposesI would not give
them a five-cent piece Prime Minister King
and I promise you action. King promises
discussion of the problem of the
unemployment; I promise to end
unemployment. Which plan do you like best
R.B. Bennett. Students will be given individual
time to read and reflect on the quotes. Based
on the quotes students will then use their
Smartphone devices to vote on either Prime
Minister King or R.B. Bennett using
http://www.polleverywhere.com/. The poll
results will be discussed as a class and
students will be asked to share their reasoning
on why they chose whom they did.
Learning Activity: Students will be divided
into 4 groups, each group representing one of
the political parties (Communist party, the CoOperative Commonwealth, Social Credit Party,
and the Union Nationale). Students will be
given the focus question If you lived in
Canada in the 1930s which party do you think
you might vote for in an election? Why? In
their groups, students will read the textbook
and gather information (roles/policies) on their
assigned political party and discuss whether
they support or reject the policies; and to
come to a consensus on the focus question.
Each group will then present their findings to
the whole-class; as well as, revealing which
political group they would vote for and why.

provided with 2 quotes,

given time to reflect on
them, and asked to vote on
their choice. There is no
right or wrong answer as it
is an opinion question but
the activity allows students
to share their ideas and
discuss and clarify their
own thinking with others in
a class discussion.

Assessment for
Learning: As students
work collaboratively with
their peers during the
activity, I will circulate the
classroom and provide any
guidance if needed.
After each group
presentation, I will provide
informal feedback.

how they affected the

lives of people in Canada

(Before groups present, students will be

instructed that they must listen to the
presenters and determine whether their
political group shares any similarities or
differences within their roles and policies). We
will then debrief as a class.

C2.1 identify some

significant ways in which
Canadians cooperated
and/or came into conflict
with each other during
this period, and explain
their impact on different
people in Canada

Lesson 3:
Canadians & the
Great Depression
(1 Class, 75
Minute Period)

A1.2 select and organize

relevant evidence and
information on aspects of
Canadian history since
1914 from a variety of
primary and secondary
sources, ensuring that
their sources reflect
different perspectives
C1.1 identify some key
social developments in
Canada during this
period, and explain their
main causes as well as

Closure: Students will individually complete

an exit card and hand-in answering the
following, Evaluate your participation in class
today? What did you do well? What will you do
differently tomorrow?

Students will work

collaboratively, in order to
investigate the ways in
which the Great
Depression affected
Canadians including,
issues of unemployment.
Students will be able to
select and organize
evidence found within the
video on the governments
reaction to the economic
hardships as well as, their
role in providing relief, and
Canadians dependency on

Minds On: Students will participate in a

Placemat activity. Students will be divided into
groups of 4, and given a Placemat with the
question, How did the great depression
affect Canadians? written in the center.
Students will be given individual think time
where they will reflect on the question and
write down their own responses on their
section of the placemat. Students will then
collaboratively discuss their ideas as a group.
This will introduce students into the film on
Canadian life during the great depression.
Learning Activity: Students will watch
Canada A Peoples History: Hard Times

Assessment as
Learning: The exit card
serves as a selfassessment in order for
students to reflect on their
own learning from todays
lesson and to set individual
goals.
Assessment as
Learning: Students will
work collaboratively with
their peers during the
Placemat activity, it will
provide students an
opportunity to examine
others ideas and compare
them to their own thinking.

their impact on the lives

of people in Canada
C1.3 describe some key
economic trends and
developments in Canada
during this period, and
explain how they affected
the lives of people in
Canada
C1.4 describe the main
causes of some key
political developments
and/or government
policies in Canada during
this period, and explain
how they affected the
lives of people in Canada
C2.1 identify some
significant ways in which
Canadians cooperated
and/or came into conflict
with each other during
this period, and explain
their impact on different
people in Canada
C2.2 explain how some
key issues and/or
developments affected
Canadas relationships

it. Students will be able to

identify significant ways in
which Canadians came into
conflict and cooperation
with each other during this
period. Including, antiSemitism and riots. Lastly,
students will understand
the role of entertainment
such as, radio, music,
movies and sports as an
escape used by Canadians
who could afford it.

Episode 13 http://www.youtube.com/watch?
v=D0At0ZkUhtI (56:00 minutes). Students
will be provided with a worksheet and will be
asked to individually answer the questions as
they watch the video: Describe the living
conditions during the depression? What
percentages of Canadians were unemployed?
What is relief? What terms did Newfoundland
have to agree to in order for Britain to take
over its debt?
In what ways did Canadians escape the
worries and problems of the depression? How
did the different types of entertainment
reflect the conditions of the 1930s? What sort
of revolution did the government fear? What
are relief camps and what was there purpose?
What was section 98 of the criminal code,
imposed by R.B. Bennett? What is AntiSemitism, and given an example of it from the
clip? What were working conditions like in
factories? How do Canadians react to the
governments unwillingness to help the poor?
What happened in Regina on July 1st, 1935?
(I will be stopping the movie throughout to
debrief with the class on issues presented
within the film)
Closure: We will debrief as a class on the
film. Students must hand-in their worksheets
as they exit the classroom.

Assessment for
Learning: Students will
hand-in their worksheet
and I will provide students
with informal descriptive
feedback regarding their
responses. I will use
anecdotal notes to record
students progress (no
grade will be assigned).

Lesson 4:
Newspaper
Review (Unit Task)
(1 Class, 75
Minute Period)

with Great Britain and the

United States during this
period
A1. Historical Inquiry: use
the historical inquiry
process and the concepts
of historical thinking
when investigating
aspects of Canadian
history since 1914
C1. describe some key
social, economic, and
political events, trends,
and developments in
Canada between 1929
and 1945, and explain
how they affected the
lives of people in Canada
C2. describe some
significant interactions
between different
communities in Canada,
and between Canada and
the international
community, from 1929 to
1945, and explain what
changes, if any, resulted
from them
C3. describe how some
individuals, organizations,
symbols, and events,

Students will be able to

differentiate between
primary and secondary
sources and understand
how to successfully
implement these sources
into their unit task. The
unit task will allow
students to develop
historical inquiry and
thinking skills while,
investigating aspects of
Canadian history during
1929-1945. Students will
develop an understanding
of past perceptions and
constructions of race,
class, gender, sexuality,
ethnicity, and nationality
during such events as, the
On-to-Ottawa Trek, AntiSemitism/Christy Pits Riots,
War Measures Act, and the
Great Depression.

Minds On: Students will participate in

Concept Card Mapping activity. In groups of 23, students will be provided with cards with
primary and secondary sources concepts
written on them. Students will move the cards
and arrange them as a connected web of
knowledge. Students will create linkages
between the concept cards, and describe the
relationship between sources.

Learning Activity:
Students will be distributed their unit task.
After providing students instructions, I will
model step-by-step how to access articles in
the, Toronto Star Pages of the Past. As a
class, we will co-construct the success criteria
for the unit task. The remainder of the period
will be dedicated to students working on their
unit task (Choosing a topic and researching).

Assessment as
Learning: The Concept
Mapping activity will allow
students to activate their
prior knowledge, think
about the relationships
between sources, and
make visual
representations of the
connections in their own
knowledge network.
Students collaborate with
their peers and discuss
their ideas, modifying them
as a result of discussion
generated in their groups.
Assessment of
Learning: Students are
asked to write a two-page
essay exploring one group
of Canadians from the
past. Students are asked to
use the primary source
Toronto Star Pages of the
Past to find articles and
use them to discuss major
events/issues occurring at
the time and how these

including some major

international events,
contributed to the
development of identity,
citizenship, and/or
heritage in Canada
between 1929 and 1945

Closure: Students will participate in the

What are you doing? And Why? activity.
Students will be asked to complete a oneminute paper explaining, What you are
doing, and why you are doing it? (Regarding
their Unit Task). Students must hand in their
one-minute paper as they exit the classroom.
Students will sign-up for teacher-student
conferencing (A way to track students
progress on their unit task before it is to be
submitted lesson 10).

groups were portrayed in

the news. Students are
asked to use secondary
sources to explain the
larger context of society
during this time. Students
will be assigned an
individual grade for their
unit task based on the
rubric requirements.
The Unit Task will be due
Lesson 10.
Assessment for
Learning: Students will
participate in the What you
are doing? And why?
Activity. This activity
ensures students know the
overall goal of the unit
task, and how or why
completing the unit task
will help them learn. It
ensures students are
thinking about the purpose
of the activity and that
they are engaged in it. It
provides me with a spot
check to whether the unit
task is understood by all
students. Informal
feedback will be provided
to the students (No grade

Lesson 5: Treaty
of Versailles & the
rise of Nazis
(2 Class, 150
Minute Period)

A1. Historical Inquiry: use

the historical inquiry
process and the concepts
of historical thinking
when investigating
aspects of Canadian
history since 1914
A2.2 apply in everyday
contexts skills and work
habits developed through
historical investigation
C2.2 explain how some
key issues and/or
developments affected
Canadas relationships
with Great Britain and the
United States during this
period
C2.3 describe some ways
in which World War II
changed the lives of
different groups in
Canada
C3.1 describe how some
individuals, organizations,
and symbols contributed
to the development of
identity, citizenship,

Students will develop

historical thinking and
inquiry skills, as they
investigate the causes that
led to WWII. Students will
work collaboratively to
examine issues such as the
Treaty of Versailles, the
failure of the league of
nations, and the rise of
Nazis. Students will
understand the policy of
appeasement and how it
allowed leaders to give
into the demands of Hitler;
and thus, led to the
successes of Mussolini and
Hitler.

Minds On: Students will be asked to fill out a

K-W-L chart. Students will be given individual
think time to complete the first 2 sections of
the chart, What I know about the causes of
WWII, What I want to know about the causes
of WWII Students will then hand-in their
responses. (Students will be returned their KW-L chart the next class as they will be
required to complete the final section during
the closure).
Learning Activity: Students will participate
in a Treaty of Versailles Stimulation activity.
Students will be divided into 3 groups from
each nation (France, Britain, and the US). Each
group will be provided with a handout
indicating the roles of their Big Three leader
(either Woodrow Wilson President of the USA,
George Clemenceau President of France, or
David Lloyd George Prime Minister of Britain)
the groups will have time to review the
handout and get into character. Groups will
then be provided with, The Versailles
Agenda handout, and staying in character
groups will negotiate each issue on the
Versailles until they agree on one of the
available options. One member from each
group will act as a scribe and keep record of
all decisions and reasoning. Once groups have
come to a consensus, we will debrief as a
class by comparing the groups terms agreed

will be assigned).
Assessment for
Learning: Students will
independently complete
the 2 sections of the chart.
I will use the collected
information to determine
students readiness to
learn, examine students
familiarity with the topic
and identify
preconceptions so
instruction can focus on
building new knowledge
and experiences (No grade
will be assigned).
Assessment as
Learning: Students will
work collaboratively with
their peers during the
stimulation activity, it will
provide students an
opportunity to examine
others ideas and compare
them to their own thinking.
Assessment for
Learning: As students
work collaboratively with
their peers during the
activity, I will circulate the
classroom and provide any
guidance if needed.

and/or heritage in Canada

during this period

upon to the actual terms of the Treaty of

Versailles.

C3.2 describe responses

of Canada and Canadians
to some major
international events
and/or developments that
occurred between 1929
and 1945, including their
military response to World
War II and explain the
significance of these
responses for Canadian
identity and/or heritage

We will continue with our discussion on the

Treaty of Versailles as it introduces students
into causes of WWII. Students will be
presented a Prezi presentation on the League
of Nations, the Rise of Nazis, and
appeasement. Students will be asked to take
notes during the Prezi presentation, as they
will require the information in order to
complete the final section of the K-W-L Chart
regarding causes of WWII.
Closure: Students will be handed back their
original K-W-L chart that was completed
during the minds on the previous day.
Students will be given individual think time to
complete the final sections of the chart,
What I learned about the causes of WWII
Students will again, hand-in their chart.

C3.3 explain the

significance of the
Holocaust for Canada and
Canadians

Lesson 6: WWII
Begins
(1 Class, 75

A1. Historical Inquiry: use

the historical inquiry
process and the concepts

Students will develop

historical thinking and
inquiry skills, as they

Minds On: Students will be presented with a

map of Europe that outlines Allies/Axis
territories during WWII, students will be asked

After the presentations, I

will provide informal
feedback.

Assessment as
Learning: Students will
independently complete
the final section of the
chart. It serves as a form of
self-assessment and
reflection, as students are
asked to think about what
they learned. It will provide
me with an opportunity to
examine the scope and
depth of student learning.
Assessment as
Learning: Students will
participate in a classroom

Minute Period)

of historical thinking
when investigating
aspects of Canadian
history since 1914
C2.2 explain how some
key issues and/or
developments affected
Canadas relationships
with Great Britain and the
United States during this
period
C2.3 describe some ways
in which World War II
changed the lives of
different groups in
Canada
C3.2 describe responses
of Canada and Canadians
to some major
international events
and/or developments that
occurred between 1929
and 1945, including their
military response to World
War II and explain the
significance of these
responses for Canadian
identity and/or heritage
C3.3 explain the

investigate the events of

WWII including, Hitlers
invasion into Poland on
September 1st, 1939, and
his conquering of Europe
during the first 2 years of
war.

to use the map to answer questions such as,

Which counties did Germany invade? In what
way was Germanys geographic location an
advantage when it was on the offensive of
war? Students will be asked to share their
answers and participate in the class
discussion.
Learning Activity: Students will be
presented with a Prezi presentation on the
events of WWII such as, Hitlers invasion into
Poland on September 1st, 1939, and his
conquering of Europe during the first 2 years
of war. Students will be asked to take notes
during the Prezi presentation, as they will
require the information as it leads into their
next lesson on Battles.
Closure: Students will participate in Traffic
Light Cards activity. Students will be provided
with red, green and yellow cards and will be
asked whether they understand the events
discussed within the lesson of WWII. Students
will hold up the card that best matches their
understanding: green- I understand very well,
yellow-I understand most of it but could use a
little help, red-help, I dont get it. The cards
will allow me to determine whether students
understood the lesson and can move on to the
next lesson on battles, or if I need to review
some of the events again to further their
understanding.

discussion, which will allow

students to activate their
prior knowledge maps and
WWII. While, allowing
students to share their
ideas and discuss and
clarify their own thinking
with others in a class
discussion.

Assessment as
Learning: Students will
participate in the Traffic
Light cards activity. This
activity promotes
metacognition and helps
students to develop selfassessment skills. Students
will use the cards to
indicate whether they
require additional support
for their learning.

significance of the
Holocaust for Canada and
Canadians
Lesson 7: Battles
(2 Classes, 75
Minute Period)
Lesson 8:
Women in WWII
(1 Class, 75
Minute Period)

Lesson Plan
A1. Historical Inquiry: use
the historical inquiry
process and the concepts
of historical thinking
when investigating
aspects of Canadian
history since 1914
A2.3 apply the
knowledge and skills
developed in the study of
Canadian history when
analysing current social,
economic, and/or political
issues, in order to
enhance their
understanding of these
events and their role as
informed citizens
C2.3 describe some ways
in which World War II
changed the lives of
different groups in
Canada
C3.1 describe how some

Students will develop

historical thinking and
inquiry skills, as they
watch the video and
develop an understanding
of the changing roles of
women during WWII, as the
war presented women with
new opportunities.
Students will learn about
the prejudice and
discrimination faced by
women in non-traditional
roles. The human
scatterplot activity, allows
students to apply womens
contributions during WWII
to women of today; and to
determine whether or not
they believe women of
WWII contributed to the
current status and
positioning of women
today.

Minds On: Students will participate in a

brainstorming activity. Students will be asked
to call out jobs that would need to be
performed during a time of war, students will
then be asked to identify which jobs they
believe were performed by either men or
women. I will inform students on whether they
were correct in their responses and will
explain jobs performed by women during
WWII. Students will then watch the clip
Canada Carries on, Women are Warriors too:
http://www.youtube.com/watch?
v=RROvMcVr_L8 Students will be provided
with a focus question, Identify some of
womens roles during WWII evident within the
clip We will debrief as a class on the clip and
have students share their answers. Students
will be given a time to individual read the
textbook chapter on Womens role during
WWII, as they will require this information for
their next activity. When finished reading
students will then turn to their partner and
discuss key points.
Learning Activity: Students will participate
in a Human Scatterplot activity. Students will
be given the focus question, How did WWII

Assessment as
Learning: Students will
participate in a
brainstorming activity that
will allow students to
activate their prior
knowledge, and allow
students to share their
ideas and discuss and
clarify their own thinking
with others in a class
discussion regarding jobs
performed during a time of
war and non traditional
roles of women.

Assessment as

individuals, organizations,
and symbols contributed
to the development of
identity, citizenship,
and/or heritage in Canada
during this period

change Canadian womens perceptions of

their role in society? To what extend do these
perceptions shape the lives of women in
Canada today? Students will be given
individual think time to consider the role of
women in todays society and determine to
what extent are the current roles of women
attributed to the events of WWII. Students will
then be asked to position themselves around
the classroom based on their responses to the
question and their confidence level. Students
will then justify their position. After the
discussion, if students opinions change they
can move their position within the classroom
and share their reasoning.

C3.2 describe responses

of Canada and Canadians
to some major
international events
and/or developments that
occurred between 1929
and 1945, including their
military response to World
War II and explain the
significance of these
responses for Canadian
identity and/or heritage

Lesson 9: The
War at Home

A1. Historical Inquiry: use

the historical inquiry

Closure: Students will participate in a Graffiti

Mural, a long piece of paper will be provided
and in the middle will be written Women in
WWII students will be asked to express the
role of women in WWII using multiple ways
(writing or drawing),

Students will develop

historical thinking and

Virtual Field Trip Lesson Plan

Learning: Students will

participate in the Human
Scatterplot activity that will
allow students to be
engaged in their own ideas
as well as, ideas of their
peers.

Assessment as
Learning: Students will
participate in completing a
graffiti mural, on women in
WWII, the activity will allow
students to reflect on the
ideas of the lesson, in their
own way. It also
encourages students to
build on one anothers
ideas.
(The mural will be hung in
the classroom).
Assessment for
learning: Students will be

(1 Class, 75
Minute Period)

process and the concepts

of historical thinking
when investigating
aspects of Canadian
history since 1914
C2.1 identify some
significant ways in which
Canadians cooperated
and/or came into conflict
with each other during
this period, and explain
their impact on different
people in Canada.
C2.3 describe some
ways in which World War
II changed the lives of
different groups in
Canada.
C3.2 describe responses
of Canada and Canadians
to some major
international events
and/or developments that
occurred between 1929
and 1945, including their
military response to World
War II, and explain the
significance of these
responses for Canadian
identity and/or heritage.

inquiry skills, while

exploring a variety of
secondary and primary
sources that examine the
significance of the
Holocaust for Canada and
Canadians. Students will
develop an understanding
of the Holocaust, and the
lives of Jews before the
war, during the Holocaust
and their journey to refuge
in Canada.

URL: http://www.museevirtuelvirtualmuseum.ca/sgc-cms/expositionsexhibitions/orphelinsorphans/english/themes/journey/page3.html

asked to choose one out

from the three scenarios
given, and write a onepage letter using the
information from the
primary and secondary
sources found within the
virtual field trip to explain
the living conditions,
experiences and lives of
Jews during this time.
Students must hand in
their letters.
I will use anecdotal notes
to record students
progress (no grade will be
assigned).

C3.3 explain the

significance of the
Holocaust for Canada and
Canadians.