Unit Outline
Introduction:
Christie and I will be presenting a unit plan that deals with the topic of Decades
of Change.
Unit Title: Decades of Change
Issue: Impacts of War on Canada and her People
Unit Goals:
1.
2.
3.
4.
Specific
Outcome
8.3.2
Course:
Grade:
Social
Studies
8
Students will learn to…
Demonstrate an understanding of the past and how it affects the present
Communicate, inquire and participate in class discussion and assignments.
Discuss and understand the moral and ethical issues from this era.
Be able to critically think about the events of WWII and the Cold War.
Resources/Materials
Teaching Strategy
Assessment
Activity
Pre-Activity: Class brainstorms
-Exit Slip
Demonstrate
an
understanding
of Canada’s
participation in
WWII:
-Explain Canada’s
reponse to the
outbreak of
WWII
-Identify leading
factors to WWII
8.3.2
-Demonstrate
Canada’s
understanding of
the roles of
Canada’s army,
air force, navy
and merchant
marines during
WWII
-Examine the
extent of
Canada’s human
and material
contribution to
WWII
World War II Video Clip:
http://m.youtube.com/watc
h?v=4sNO1Qjsqx0
Brainstorm Worksheet:
(see Reference A)
Full Lesson Plan:
(See attached)
Websites:
www.canadaatwar.ca
www.warmuseum.ca/cw
m/exhibitions/newspape
rs/intro_e.shtml
Classroom Resources:
(Books, Newspapers, etc.)
Group Worksheets:
(see Reference B)
Chart Paper
prior knowledge of WWI and
WWII.
During Activity: Present slide
show of pictures and facts
about the WWs. Had class
discussion about what was
viewed in the slide show.
Show WWII video clip.
Post-Activity: Open discussion
on what was learned today and
give exit cards.
Pre-Activity: When students
walk into class there will be four
tables set up; each labeled with
a different WWII role (army,
navy, merchant marine, air
force and home front). Give
students their assigned groups.
During Activity: Students will
use resources available and
answer questions as a group
(Ref. B). Chart paper will be
provided in which groups will
write down responses.
Post-Activity: Present and
discuss findings to class.
-Brainstorm
Handout
(check-list)
-Rubric
http://ww
w.readwrit
ethink.org/
files/resou
rces/printo
uts/30700_
rubric.pdf
8.3.3
Analyze the
effect of WWII
on Canada
and her
people:
-Describe the
experiences and
attitudes of
Canadians during
WWII
8.3.5
Analyse the
impact of

changing
technology
and socioeconomic
conditions on
Canada’s
prosperity and
lifestyles in
the 1950s and
60s.
-Identify the
attitudes &
values of the 50s
& 60s and
examine how
they affected
lifestyles.
8.3.3
-Examine
Canada’s
reaction and
response to the
moral and ethical
issues raised by
the Holocaust
Website:
www.canadianwarbrides.c
om
Pre-Activity: (Hook) Canadian
War Bride Clip. Give brief
description of the term war
bride.
During Activity: Read Advice for
Canada’s War Brides article to
class. Give handout with
questions to students
Post-Activity: Explain to the
class that a war bride will be
coming in to discuss her role in
WWII with the class. Brainstorm
with class on board specific
questions they would like to ask
the war bride.
*War-Bride will come in next
class*
Questions
will be
marked out
of six (2 pts.
/ ques.)
Pre-Activity: Discuss with the
class the word propaganda
and see if anyone knows the
www.angelfire.com/ego/ definition before reading it
mr.f/SubjectLinks/history from the book.
/gr8canadachangingsocie During Activity: Students
ty/propagandaposters.ht
examine propaganda posters
ml
on website, choose two that
interest them and fill out
Activity Handouts:
Activity 1. Afterwards,
(see Reference D)
students will compose own
posters.
Post-Activity: Posters will be
hung up around the room for
the rest of the students to
view.
Students
will be
marked by
a check-list
in order to
see if they
understood
the
assignment.
Full Lesson Plan:
(see attached)
Students
will be
given a
check for
their overall
grasp of the
lesson.
War Bride Article
Handout of Questions
(see Reference C)
Propaganda Posters
Website:
Ladder Website:
www.tolerance.org/exch
ange/ladder-prejudice
Ladder Handout:
(see Reference E)
Pre-Activity: Ladder of
Prejudice. Class discussion to
order discrimination, speech,
avoidance, extermination
and physical attack from
least worst to the worst.
During Activity: Go over the
terms and show the stages of
the Holocaust.
Review of
SCOs
previously
covered.
8.3.3
-Examine
Canada’s
reaction and
response to the
moral and ethical
issues raised by
the Holocaust
Post-Activity: Ask students to
create own ladder by using
their own experiences they
saw in the school or
community. Pass in when
exiting the class.
During this class there will be
a fun-filled review of what
was learned so far in this
unit. The students will take
part in a game of Jeopardy
that quizzes them on their
knowledge of WWII. This will
be a good way to refresh
their memories for a quiz
they will be doing next class.
*Test Next Day*
Pre-Activity: Have students
fill out 5W worksheet
regarding the war in the
pacific by reading section in
textbook.
During Activity: Discuss what
was found in the handout
and also atomic bomb
information.
Jeopardy Game
(see attached)
5Ws Handout:
(see Reference F)

Post-Activity: Discuss with
partner if the dropping of the
atomic bombs on Japan were
justified. After discussing
write on sticky note:
The dropping of the atomic
bombs was justified
because…. OR The dropping
of the atomic bombs was not
justified because..
Students will then place it on
the board to see different
opinions.
Anecdotal
Notes
Anecdotal
Notes
8.3.4
Evaluate
Canada’s role
in the world
since WWII:

-Examine the
meaning of the
term “Cold War”

8.3.7
Anayze how
globalization
has affected
Canada and
Canadians
since 1980.
-examine the
effects of the end
of the Cold War
-examine the
extent of
American
Influence on
World Culture
Videos:
Pre-Activity: Watch videos
from YouTube
http://www.youtube.com/ During Activity: Ask students
watch?v=IHeZxT1z0p0
what they saw in the videos
and how they reacted to
https://www.youtube.co
them. Create questions that
m/watch?v=nbtsiMb64z
students could answer after
M
watching the clips.
Post-Activity: Go over the
hot spots of the Cold War
found in the text book on
page 137.
Mad
Minute
Reference A
Reference B
Instructions:
 Working with your assigned groups, we want you to use your textbook,
magazines, books, and provided Newspapers to answer the following
questions.

After you answer the following questions working as a group, you will
place your answers on chart paper (making a good copy) and present
your findings to the class.

During class time and during the presentation I want to see each
member of the group answering questions and taking part, you will be
marked on your participation.

Use Chapter 7 of your textbooks (and for the Home Front group chapter
7 &8)
Questions
Army:
1. Who were the Canadian troops fighting alongside?
2. What were Canada’s two major defeats?
3. In the battle against Hong Kong, how many Canadians were killed?
4. What does P.O.W stand for?
5. How many Canadian P.O.Ws were there during the battle against Honk Kong?
6. What country was the attack on Dieppe located in?
7. How many Canadian soldiers took part in Dieppe, how many Canadians were
killed and how many became P.O.W?
Merchant Marines:
1. What were the Merchant Marines
2. What did the Merchant Marines transport?
3. What was the date when the first Merchant Marine took sail?
4. What were the Hazards to those working with the Merchant Marines?
5. Where did the Merchant Marines sail to and where were they based out of in
Canada?
Air Force:
1. What does B.C.A.T.P stand for?
2. How many aircrews were trained in Canada?
3. Where did the Allied pilots train in Canada, name some of the different
areas.
4. Were WWII planes built in Canada, if so where and what kind of planes?
5. What types of planes (not only used by Canada but by other countries)
were used in the WWII?
Home Front:
1. What does the “home front” mean?
2. What was the Federal Government’s and Prime Minister King’s Policy
(Chapter 7) and did it change through the role?
3. What are some of the specific things Canada did at the Home Front to aid in
World War II soldiers?
4. Who were the workers at the Home Front?
5. Where did the men and women who couldn’t fight in the war work on the
Home Front?
The Navy:
1. What did Canada do to change the size of their Navy going into WWII?
2. Name a few important Home Ports for Canada’s Navy.
3. What were specific hazards to the Allied Navy Boats and what did Canada do
to combat (fight against) these hazards?
4. What were convoys (use your textbook) and how were they used to help
with war efforts?
5. What was the Black Pit, describe the term? (Chapter 7)
Reference C
Advice for Canada’s War Brides
Answer the following questions:
1. Do you think the article accurately describes Canadians? Why or Why not?
2. If you were one of the war brides, how would you have responded to this advice from
Canada?
3. If you knew of an immigrant coming to Canada now, what advice would you give
him/her?
Reference D
Activity 1
Answer the following questions:
(A) What is the purpose of the poster?
Poster Choice 1:
Poster Choice 2:
(B) Who is the target audience (who do they want to look at the posters)?
Poster Choice 1:
Poster Choice 2:
(C) Is the poster effective to their viewers (do you think people believed that the poster
was saying)?
Poster Choice 1:
Poster Choice 2:
(D) Is there text (words) and visuals (pictures) on the poster? What is the purpose of the
images and phrases on the posters?
Poster Choice 1:
Poster Choice 2:
(E) Would the poster be accepted in Canada society today? Why or why not?
Poster Choice 1:
Poster Choice 2:
(F) How do they attract young people into the army today? What methods are used?
Poster Choice 1:
Poster Choice 2:
Activity 2
Create A WWII Poster:
For this activity you have to create your own Poster from the Second World War.
When you are creating the poster write down the following to make sure the audience
knows what the poster is providing:
1. What are you trying to say through your poster?
Example:
Woman working in factories is directed at the home front or men flying aircrafts would
be directed for Air Forces.
2. Who is the target audience of the poster (women or men, what ages)?
3. Do you think your poster would help gain support for Canada’s forces in WWII?
4. Would it be appropriate for today’s world?
Reference E
http://wc1.smartdraw.com/examples/content/examples/10_education/education_wor
ksheets/ladder_chart_worksheet_l.jpg
Reference F
http://tps.govst.edu/projects/aduhig/word_loc/GSU%20attached/5w_question_mark13
5.jpg