Lesson 5: A Matter of National Survival
Description:
Students will examine the social and political situation in Niagara/ Canada throughout the 1950’s as it
related to the threat of Nuclear War between NATO and the Warsaw PACT. They will have the
opportunity to observe and reflect upon the effects of nuclear detonations on various subjects. They will
be able to develop a national survival plan for a fictitious nuclear attack in the Niagara region in order to
gain appreciation and understanding of the role that the Lincoln and Welland Regiment and the
Canadian Army played in ensuring the safety of the citizens of Canada throughout the Cold War.
Recommended Grade Range:
All provinces and territories except Quebec: Grades 10 to 12
Quebec: Secondary 1 to 5
Ontario Specific Expectations:
CGV.02D - demonstrate an understanding of the ways in which outside forces and events have shaped
Canada’s policies;
CCV.03D - explain how and why Canada’s international status and foreign policy have changed since
1914;
CGV.04D - demonstrate an understanding of Canada’s participation in war, peace, and security;
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.04D - communicate effectively the results of research in presentations, and demonstrate an ability
to apply insights from history to other situations.
CG4.07.D - produce an analysis of Canada’s role in Cold War activities ;
CG4.08.D - describe the roles and functions carried out by the Canadian armed forces since 1945;
CH2.02D - assess the contributions of selected individuals to the development of Canadian identity since
World War I;
CC3.02D - explain the significance of Canada’s contribution to the United Nations;
MH2.01D - use school and public libraries, resource centres, museums, historic sites, and community
and
government resources effectively to gather information on Canadian history;
MH2.03D - record and organize information effectively .
© The Lincoln and Welland Regiment Museum
Themes and Skills:
Critical Inquiry, primary source analysis, mapping, presentation skills
Prerequisites:
This lesson should follow lessons introducing the Cold War and Canada’s situation (political, economic
and military in the years following World War 2. Students should be familiar with the threat that existed
to Canada’s national security as a result of increasing global tensions throughout the 1950’s and 60’s.
Furthermore, students should have some understand of the fears that existed in the Canadian
population about the possibility of a nuclear attack on the Western Hemisphere. It should be stressed
that Canada in the event of war, Canada would be a major battleground as it was geographically in the
direct line of attack for the Soviet Union if it chose to assault the United States.
Objectives:
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Individually, students will complete a nuclear testing reflection sheet.
Collectively, student will research and complete a Damage map of Niagara Depicting a 1
megaton blast hitting Niagara Falls
In small Groups, Students will create a plan of a re-entry operation into a blast affected Niagara
Region
In small Groups, Students will present their plan as a briefing to the entire class
Estimated Time:
4-5 classroom periods
Materials required:
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Video Trinity and Beyond or suitable substitute
Poster size or chart paper;
Assortment of markers/paint/pencil crayons;
Computer lab access for 1-2 periods
Copies of the Nuclear Testing Reflection Sheet
Copies of an outline map of the Niagara Region
Supplementary visuals to support discussions
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Electronic Resources:
http://www.rusiviccda.org/oralhistory/essays/2010/Nuclear_DefenceAn_Explanation_of_Canadas_Cold_War_Civil_Defence_and_National_Survival_Effort.pdf
http://www.amazon.com/Trinity-Beyond-Atomic-Bomb-Movie/dp/B00000IML5
http://www.wlu.ca/lcmsds/cmh/back%20issues/CMH/volume%206/Issue%201/Maloney%20%20Dr.%20Strangelove%20Visits%20Canada%20%20Projects%20Rustic,%20Ease%20and%20Bridge,%201958-1963.pdf
http://www.civildefensemuseum.com/southrad/canada-cd-book-index.html
http://www.modernsurvivalonline.com/Files/civil%20defense/articles/canada-cd-CivDefNotebook.pdf
Print Resources:
Maloney, Sean. Learning to Love the Bomb: Canada's Nuclear Weapons During the Cold War.
Washington: Potomac Books, 2007. Print.
Richter, Andrew. Avoiding Armageddon: Canadian Military Strategy and Nuclear Weapons, 1950-63.
Vanvouver: UBC Press, 2002. Print.
Whittaker, Reginald, and Steve Hewitt. Canada and the Cold War. Toronto: JAmes Lorimer & Co., 2003.
Print.
Davis, Tracy C., and Steve Hewitt. Stages of Emergency: Cold War Nuclear Civil Defense. London: Duke
University Press, 2007. Print.
Lesson Introduction:
After the conclusion of the Second World War Canadians rejoiced at the possibility of a lasting peace as
soldiers returned to their civilian lives and families across the country began to enjoy a new found level
of prosperity. In the ensuing years however, it became readily obvious that a new ‘enemy’ was
threatening the freedom that so many Canadians had fought and died for. The Cold War between the
forces of NATO and the Warsaw PACT would eventually define international relations for the next 40
years.
© The Lincoln and Welland Regiment Museum
One of the effects of the increasing world tensions was the increasing fear of Nuclear Attack. As the
Soviet Union and the United States embarked on mutual programs of nuclear weapon development,
citizens of Canada became aware that if a third world war erupted between the two opposing sides
there was a distinct possibility that Canada could become a nuclear battleground. If this did happen the
loss of life would be staggering. The Canadian government developed two new programs to counter the
threat of this happening. The First, Civil Defence, was developed to prepare the Civilian population to
receive an attack from the Soviets. People would receive specialty training to act as wardens to organize
and direct the population for fallout shelters and safe areas in the event of an attack In addition.
Everyone was educated as the threats that existed and given training on what to do in the event of an
attack. The second program was developed for the Military. National Survival as it was called marked a
complete departure from traditional military training for members of the Canadian Army. For example
the Lincoln and Welland Regiment was re-tasked from its traditional role as an infantry unit. Its
members received training on re-entering nuclear blast affected areas soon after an attack and
assessing damage and loss of life. In addition soldiers received training in casualty recovery, first aid and
population evacuation. Numerous plans were developed different attack scenarios and it became
routine to see the soldiers in the towns and cities of Niagara rehearing different National survival
scenarios.
By the mid 1950’s the Canadian Government felt that it was prepared to receive the full brunt of a
Soviet attack. However, with preparation came an increased awareness of dangers of the potential of a
nuclear war. At times the fear that gripped the Canadian population bordered on hysteria as it became
clear that if any major conflict were to erupt that the entire world could potentially be destroyed.
Teaching/ Learning Strategies:
1. Teacher conducts a class discussion reviewing the causes of the Cold War and Canada’s role in it.
Teacher will also focus on the fears of the population of Canada at the time of the Cold War.
2. Students will view a teacher selected portion of the video Trinity and Beyond or suitable similar
movie
3. Following the movie, students will individually complete the nuclear testing sheet.
4. Teacher will lead the students in a ‘duck and cover’ drill. When the teach says “duck and cover”
all students will immediately move under their desks and crouch while covering their heads with
their hands.
5. After the drill, the teacher will lead a class discussion as to why this drill was necessary and with
strengths and limitations.
6. Teacher will provide exemplars of bomb damage maps depicting damage from a 1 megaton
nuclear blast.
7. Students will complete an estimated Bomb Damage map for the Niagara Region based on the
exemplars provided.
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8. Teacher will introduce the Briefing assignment and provide the briefing template sheet to
students.
9. Students will use computers and other media to research the role of the Canadian Army in the
event of a Nuclear Attack on Canadian soil.
10. In small groups, students will assume the role of the Headquarters staff of the Lincoln and
Welland Regiment and create a briefing outlining a re entry operation into the Niagara region
following a nuclear blast in Niagara Falls.
11. Students will complete their briefings and present them to the class. Use of visuals/ electronic
presentations should be highly recommended to support the briefing.
Assessment/Evaluation
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Diagnostic assessment of prior knowledge through teacher led classroom discussion
Formative assessment of student Nuclear Testing Reflections
Formative assessment of student Nuclear Blast Maps
Summative evaluation of student Re-entry briefing presentation
Summative evaluation of written report of student Re-entry briefing
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Nuclear War Organizer
Use this organizer to gather your thoughts and feelings about the threat of nuclear war in the
1950’s. View the video provided by your teacher. Throughout the viewing please fill in the
organizer. Once the video is complete you will have time to fill in any blanks that you may have.
Aspects of the Threat
Your Response
What were your first
impressions of the blast?
How would you describe
what you saw?
What words would you use
to describe the damage?
What would any lasting
effects of the blast be?
What locations in Niagara
would make ideal targets?
© The Lincoln and Welland Regiment Museum
Map depicting Effects of a 1 Megaton Blast in Leeds, England
© The Lincoln and Welland Regiment Museum
Situation Briefing Aide
Use this sheet as a guide to help you and your team members create an informative briefing to
organize the members of the Lincoln and Welland Regiment to re-enter those areas of the
Niagara Region that have been affected by a Soviet Nuclear Attack. Be sure to be as detailed as
possible as many lives will depend on the information that you provide.
Situation:
This is where you describe in detail what has happened. You should include details of the event, how
many people have been estimated to be killed, what areas have been affected and how much physical
damage and radio activity there might be.
Mission:
This is where you outline the specific assignment that the regiment has been assigned in the aftermath
of the attack.
Execution:
This will make up the largest part of your briefing. In this section you will lay out your main plan to go in
and complete your mission.
You should outline the following in this section
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How long is the mission going to take
What jobs are to be done
Who will be doing what jobs
How will the jobs be accomplished
How will you know when the mission is complete
Support:
This section will outline in detail who or what will be helping the members of the regiment as they enter
affected areas. Think about what services will be available to assist in the event of a modern disaster in
Niagara and apply it to our scenario.
Note: Be sure to include visuals (e.g. Maps, photos etc ) to enhance the impact of your presentation.
Remember not only are you trying to pass on as much information as possible, but you are also trying to
make an impact as to the seriousness of the situation.
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