UNIT 2: 1929 - 1945: DEPRESSION AND THE HORRORS OF WAR

Unit 2: 1929–1945: Depression and the Horrors of War

Unit 2 Description

This unit looks at the themes of economic disaster and global conflict in the context of the Great

Depression and World War II. Students learn about the experiences of Canadians in the grip of economic and geopolitical forces. Students investigate the impact of these forces, and the horrors associated with the Holocaust on Canadians, as individuals and groups, and the reactions and results for the nation.

The Revised 2005 Grade 10 Applied course, Canadian History Since World War I , continues to make the content of the Applied Course Profile relevant, and the Special Needs adaptations are made for each of the Activities that appear in the Course Profile. The most significant change occurs in Activity 6, which is the unit-culminating activity. In this case, the culminating activity has students design a set of seven collector cards on topics related to World War II, on the events, people, and other related themes , which covers the content and skills that have been addressed and assessed throughout the unit. Students should continue to submit their defining moments in My Personal Scrapbook at the end of each unit in this course as it works toward the course culminating activity, Defining Moment Stamp Challenge , in Unit 6.

Unit 2 Expectations

The activity numbers beside each of the following expectations represent the activity from this resource where the expectation is addressed, assessed, or evaluated. At some point in the course, all Overall Expectations must be evaluated, but a teacher may use her or his professional judgment as to which Specific Expectations might be used to effectively evaluate an Overall

Expectation. In Unit 1, the emphasis is on formative assessment of students’ achievement of the identified expectations. The expectations in the Methods of Historical Inquiry and

Communication strand will appear in most activities in every unit in the course.

Overall Expectations

– describe some of the major local, national, and global forces and events that have influenced

Canada’s policies and Canadian identity since 1914;

Activities 1–6

– explain the significance of some key individuals and events in the evolution of French–

English relations in Canada since 1914; Activities 4–6

– evaluate Canada’s participation in war and contributions to peacekeeping and security;


– evaluate the impact of some technological developments on Canadians in different periods;

Activities 4, 5

– describe changes in Canada’s international status and its role in the world since 1914;


– describe the impact of significant social and political movements on Canadian society;


– describe how individual Canadians have contributed to the development of Canada and its emerging sense of identity; Activities 2, 4, 5, 6

– explain changing economic conditions and patterns and how they have affected Canadians;

Activities 1, 2

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© 2006 Toronto District School Board - 55 - Accommodations – Special Needs to the

Unit 2 Grade 10 Applied History Course Profile (CHC2P)

– assess the changing role and power of the federal and provincial governments in Canada since 1914; Activities 2, 5

– formulate questions on topics and issues in the history of Canada since 1914, and use appropriate methods of historical research to locate, gather, evaluate, and organize relevant information from a variety of sources; Activities 1–6

– interpret and analyse information gathered through research, employing concepts and approaches appropriate to historical inquiry; Activities 1–6

– communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication. Activities 1–6

Specific Expectations

– describe some of the policies championed by political leaders since 1914 that have contributed to a sense of Canadian identity (e.g., Tommy Douglas and medicare; Pierre

Trudeau and the Canadian Charter of Rights and Freedoms); Activities 2, 3, 5, 6

– describe how Canada’s participation in selected world events and Canada’s contributions to international organizations and agreements (e.g., the United Nations and the Universal

Declaration of Human Rights; peacekeeping; International Campaign to Ban Land Mines) have contributed to an evolving sense of national identity; Activities 3–6

– identify some of the ways in which foreign powers (e.g., British, European, American) have influenced Canadian foreign policy (e.g., alliances, participation in wars, peacekeeping, international aid, trade); Activities 1–5

– describe some aspects of the impact in Canada of the experience and memory of the

Holocaust (e.g., immigration of Holocaust survivors; introduction of human rights legislation; policies relating to hate crimes and Nazi war criminals; nature of response to occurrences of genocide/ethnic cleansing in the world since World War II; participation in

International War Crimes Tribunal); Activities 3–6

– explain why Conscription was a controversial issue and how it divided English Canada and

Quebec during World War I and World War II; Activities 4–6

– identify the causes of World War I and World War II and explain how Canada became involved in these two wars; Activities 3, 6

– describe some of the contributions Canada and Canadians made to the war effort overseas during World War I and World War II (e.g., Ypres, Vimy Ridge, Hong Kong, the Battle of the Atlantic, Dieppe, Ortona, D-Day; contributions of individuals, such as Billy Bishop; contributions of groups, such as Aboriginal peoples; liberation of the Netherlands; convoys; liberation of prisoners from Nazi concentration/death camps); Activities 3–6

– describe some of the contributions Canada and Canadians made to the war effort at home during World War I and World War II, as well as some of the effects the wars had on the home front (e.g., munitions industry, Halifax Explosion, women war workers, British

Commonwealth Air Training Plan, Camp X, the war effort in local communities);


– describe the events leading up to the Holocaust (e.g., rise of anti-Semitism and Nazism;

Kristallnacht; establishment of ghettos, concentration camps, and death camps; voyage of SS

St. Louis ) and assess Canada’s response to those events; Activities 3, 6

– explain some of the ways in which the lives of adolescents, women, and seniors have changed since World War I as a result of major demographic shifts and social changes (e.g.,

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years in school, targeting as consumer group; labour force participation, birth rates, divorce rates; age of retirement, life expectancy); Activity 2

– explain how some key technological developments have changed the everyday lives of

Canadians since World War I (e.g., telephones, cars, airplanes, appliances, radio, television, computers, satellites, developments in biotechnology); Activities 5, 6

– explain how some key technological innovations in military and other fields (e.g., gas warfare, radar, aircraft, guided missiles, electronic surveillance, media innovations) have changed the way war has been planned and fought, and describe their impact on combatants and civilians (e.g., fire bombing, death camps, “collateral damage,” post-war casualties from land mines); Activities 4–6

– identify changes in Canada’s international status since World War I (e.g., increasing independence from Britain; membership in international organizations, such as the League of

Nations, the United Nations, the G8, the Commonwealth of Nations, la Francophonie);


– describe Canada’s responses to some of the major human tragedies that have occurred since

World War I (e.g., genocide in the Ukraine; the Holocaust; the Nanking massacre; genocide in Somalia and Rwanda; civil war in Bosnia; the AIDS crisis in Africa; September 11);


– summarize Canada’s changing relationship with the United States (e.g.,

Lend-Lease Act ;

Alaska Highway; St. Lawrence Seaway Agreement; Auto Pact; Vietnam War; Canada–U.S.

Free Trade Agreement; Gulf War, 1991; September 11; Afghanistan; invasion of Iraq, 2003);


– summarize the key contributions of women’s movements in Canada since 1914 (e.g., suffrage; access to employment, including non-traditional occupations; maternity leave; equal pay for work of equal value; child care); Activity 4

– identify key struggles and contributions of the labour movement in Canada (e.g., Winnipeg

General Strike, On-to-Ottawa Trek, Quebec Asbestos Strike, Canadian Labour Congress,

Canadian Auto Workers, 40-hour work week, health and safety legislation, minimum wages, employment standards), as well as key contributions of selected labour leaders (e.g.,

Madeleine Parent, Beverly Mascoll, LuAn Mitchell-Halter, Bob White, Judy D’Arcy);

Activity 2

– compare the different beliefs and values of selected political parties that emerged out of political movements (e.g., Co-operative Commonwealth Federation [CCF], Social Credit,

Union Nationale, Bloc Québécois, Reform/Canadian Alliance, Green Party);

Activity 2

– describe how selected significant individuals have contributed to the growing sense of

Canadian identity since 1914 (e.g., Nellie McClung, Arthur Currie, Thérèse Casgrain,

Maurice Richard, Georges and Pauline Vanier, Max Ward, Marshall McLuhan, Rosemary

Brown, Matthew Coon Come, Adrienne Clarkson); Activity 6

– compare economic conditions at selected times in Canada’s history, and describe their impact on the daily lives of Canadians (e.g., boom periods of the 1920s, the 1950s–1960s, the 1980s; the Great Depression; World War II; 1970s inflation; the oil crisis of 1973; the recession of the 1990s; the dot-com bubble of 2000); Activities 1, 2

– assess the advantages and disadvantages of American participation in the Canadian economy

(e.g., branch plants; market for resources; Auto Pact; free trade agreements; fisheries, lumber, and cattle disputes; big-box stores); Activities 1, 2

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– assess key instances in which the Canadian government chose to restrict citizens’ rights and freedoms, in wartime and peacetime (e.g., centralized planning, rationing, censorship,

Wartime Elections Act , War Measures Act , mandatory registration of enemy aliens, Japanese-

Canadian internment, Anti-Terrorism Act after September 11); Activities 5, 6

– formulate different types of questions (e.g., factual : What were the consequences of the

Halifax Explosion?; causal : What were the main causes of the Oka Crisis?; comparative :

What are the main differences in the demands of the first- and second-wave women’s movement?; speculative : What would be some of the consequences of closer economic ties with the United States?) when researching historical topics, issues, and events; Activities 2,

4, 5, 6

– gather information on Canadian history and current events from a variety of sources (e.g., textbooks and reference books, newspapers, the Internet) found in various locations (e.g., school and public libraries, resource centres, museums, historic sites, community and government resources); Activities 2, 4, 5, 6

– distinguish between primary and secondary sources of information (e.g., primary : diaries, documents; secondary : textbooks, television documentaries), and use both in historical research; Activities 2, 4, 6

– evaluate the credibility of sources and information (e.g., by considering the authority, impartiality, and expertise of the source and checking the information for accuracy, underlying assumptions, stereotyping, prejudice, and bias); Activities 3, 5, 6

– organize and record information gathered through research (e.g., using notes, lists, concept webs, timelines, charts, maps, graphs, mind maps); Activities 1–6

– analyze information, employing concepts and approaches appropriate to historical inquiry

(e.g., chronology, cause and effect, short- and long-term consequences; adopting the perspectives of different participants in historical events); Activities 1–6

– distinguish between fact, opinion, and inference in texts and visuals found in primary and secondary sources; Activity 6

– identify different viewpoints and explicit biases when interpreting information for a research project or when participating in a discussion; Activities 2, 3, 6

– draw conclusions on the basis of relevant and sufficient supporting evidence; Activities 2, 4,

6

– express ideas, arguments, and conclusions, as appropriate for the audience and purpose, using a variety of oral, written, and visual forms (e.g., reports, essays, biography projects, opinion pieces, feature articles, visual essays, oral reports, debates, role-playing, group presentations); Activities 2, 4, 5, 6

– use appropriate terminology to communicate results of inquiries into historical topics and issues. Activities 1–6

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Activity 1: Causes and Impact of the Great Depression on Canadians

Time: 300 minutes

Planning Notes



Create a word wall in classroom, with terms that will be used in this unit. This will help all



 students, particularly those who may be new Canadians and may not have the background of previous Ontario Social Studies curriculum.

Copy relevant appendices.

Find text and visual sources of Depression letters and photographs. Then collect personal commentary and letters that reflect the hopelessness and desperation that was felt by many

Canadians during the 1930s. (These letters will help to scaffold a 1930s culminating activity involving letter writing.) Examples may be found in various textbooks, the Canadiana



Scrapbook: The Depression Years – Canada in the 1930s and Decades: Forces of Change,

1896–1960.

Make photocopies for each group.

Teachers are reminded that some of the themes of this unit—discrimination and economic challenges—will be sensitive for some students who may have experienced discrimination and intolerance first hand.

Teaching/Learning Strategies

1.

Conducts a discussion about working. Since some students may have held jobs at some point, they will have had income to spend, will have purchased articles, and thus realize they are part of an economy. Use SN – Appendix 2.1.1: The Economy to explain the meaning of the term economy and related keywords. Students complete SN – Appendix 2.1.2: The

Economy: Boom Times , which will allow them to make the connection between themselves and the economy, as well as cause and effect.

2.

Continue with the previous format and conduct a discussion about being jobless. (In certain schools, this could prove to be a very sensitive topic, as students and their families may have experienced unemployment.) Through discussion and students completing the idea web,

SN – Appendix 2.1.3: Recession–Depression: Bad Times , continue to make the connection between individual job loss and the impact on economic slowdown.

3.

Organize the class into small groups to combine visual evidence with written accounts. Make chart paper and markers available. You will need to collect photographs of the Great

Depression in Canada that reflect accompanying economic problems. Make photocopies for each group. Have each group match its stories with the appropriate photographs on the chart paper and then share its findings with the class.

4.

Introduce the topic of the “business cycle” to the students. Discuss the meaning of the terms prosperity , recession , Depression , and recovery . Use an overhead to illustrate this effect

( SN – Appendix 2.1.4: The Business Cycle ). Students complete the flow-chart organizer that includes descriptions of the above terms (see SN – Appendix 2.1.5: Business Cycle

Flow Chart ).

An idea is to blow up a balloon to demonstrate the boom-and-bust idea—the balloon can burst on its own (or with a pin). You may wish to discuss the impact of

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globalization on the business cycle, depending on the interests of students, and the extent that the business cycle often relied on certain government supports or policies.

5.

Using textbook information, students are asked to identify the causes of the Great

Depression, as follows: overproduction of goods with low demand, dependence on the

U.S.A. to buy Canadian products, the collapse of the stock market, poor harvests and low demand for farmers’ products, and many people buying on credit. Students complete the

“Idea Web” for the five listed causes of the Great Depression (see SN – Appendix 2.1.6:

Idea Web for the Causes of the Depression , also known as a mind map). Students should create at least three sentences in the outer shapes for each cause (this will scaffold later activities on paragraph writing).

6.

Explain to the students that the task of the historian is to understand the impact that major events such as the Depression had on Canadian society. This activity will allow students to understand the effect of prices, the value of money, and the concept of falling wages on individuals. Use SN – Appendix 2.1.7: Prices Then and Now to complete this activity.

7.

Discuss with the students that difficult economic times can sometimes be accompanied by intolerance and discrimination. Conduct a class discussion on tolerance, intolerance, and discrimination in the school and community. These concepts will need to be defined with students. Questions to consider could include the following:



How do we exhibit intolerance?







What examples of discrimination (or intolerance) can you identify?

How can we exhibit tolerance in our daily lives?

How much of a problem is intolerance and discrimination in our community today?

A list of class responses may be kept on the chalkboard or chart paper. A jigsaw group method may then be used to complete the activity in SN – Appendix 2.1.8: Tolerance,

Intolerance, and Discrimination in the Great Depression .

Assessment/Evaluation Techniques

1,2. Self-assessment of completion of the cloze passage and thought webs

3.

Formative teacher assessment of the posters and the oral explanations

4.

Formative teacher assessment of the completion of the Business Cycle Flow Chart

5.

Formative teacher assessment of the completion of the Idea Web for the Causes of the

Great Depression

6.

Self-assessment of the completion of the worksheet

7.

Summative teacher evaluation of the group work and poster presentation, using SN –

Appendix 2.1.9: Rubric for Evaluating Research and Oral Presentations

Resources

Print

DesRivieres, Dennis, and Susan Aliphat. Decades: Forces of Change, 1896–1960. Canada 21

Series. Scarborough, ON: Prentice Hall Ginn Canada, 1996. ISBN 0-13-239997-0.

Menill, Paul. Canadiana Scrapbook: The Depression Years – Canada in the 1930s. Scarborough,

ON: Prentice-Hall, 1978.

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SN – Appendix 2.1.1: The Economy

Key Terms jobs, economy, wages, money, purchase, goods and services, consumer, wage earner, employed, income, labour force, products, borrow, loans, mortgages, payments, employment

What does the term economy mean to you? If you have a part-time job now, or if you had a summer job, then you already have an idea of what economy means. When you have a job, you are paid wages so you have money. When you have money, you can purchase goods and services. You become a consumer. You can buy CDs, go to concerts, go out to eat, buy clothes, go to movies. The decisions that you, and millions of other people like you, make with your money influence the economy of the country.

When you have a job, you become a wage earner. You are employed. You have an income. You are a member of the labour force. When most people are employed, and can afford to purchase goods and services, then the economy is strong. Factories, stores, and restaurants can hire more people and sell more products. Companies can grow. People can count on being paid and having money to buy things. They can borrow money for loans and mortgages (loan for a house) to buy big items like cars and houses, knowing that they will be able to make payments on time. In the

1920s, there was high employment and the economy was strong.

Fill in the blanks using words from the list of Key Terms.

When you have a __________________ you become a ________________ ________________.

You are _____________________. When you have _____________________ to spend you are called a ___________________. You can purchase ________________ and ________________.

When most of the people in a country are _____________________, then business and factories can sell more ___________________ and hire more ____________________. The more people that are employed, the stronger the ____________________ becomes.

When people have steady ____________________, and an ____________________ that they can depend on, then they can take out ___________________ and ___________________ to purchase larger items like homes and appliances. Businesses can sell more _________________ and expand their operations.

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SN – Appendix 2.1.2: The Economy: Boom Times

Fill in the circles with things that you, the wage earner, would like to purchase.

IDEAS! CDs, CD player, movies, concerts, fast food (pizza, burgers)

I got a job!

$$$

Fill in the circles below with actions that a business owner can take when the economy is strong.

IDEAS! Hire more workers; open more factories; modernize the store.

Business booms!

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SN – Appendix 2.1.3: Recession–Depression: Bad Times

Imagine that you have been laid off. Fill in the circles with ideas about what happens when a worker loses his or her job.

IDEAS! No money, can’t buy clothes or shoes, can’t buy food, homelessness, welfare, moves to find work.

No job,

No money

What happens to a business when no one has money to buy goods and services? Fill the circles with ideas about what happens when the economy slows down.

IDEAS! Workers laid off, production stopped, factory or store closed.

Business slows

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SN – Appendix 2.1.4: The Business Cycle

$ (wages, Prosperity

prices, Recession

sales)

Recovery

Depression

0 1 2 3 4

Years

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SN – Appendix 2.1.5: Business Cycle Flow Chart

PROSPERITY (Boom)

RECESSION (Downturn)

DEPRESSION (Trough)

RECOVERY

(page 1 of 2)

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



SN – Appendix 2.1.5: Business Cycle Flow Chart (cont’d.)

(page 2 of 2)

Students place the following points in the appropriate flow-chart box. Students should use their textbook to research further points about the cycles of the Business Cycle.

(They are not in order.)



Very low sales, high unemployment, many businesses close, very low wages, low demand for goods

Many jobs, money to spend, much production, business expansion, high profits, more jobs

Jobs increase, production increases, demand increases, growth in employment, people spend more, business expands



Many jobs, money to spend, much production, business expansion, high profits, more jobs

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SN – Appendix 2.1.6: Idea Web for the Causes of the Depression

Identify the causes of the Great Depression as follows: overproduction of goods for low demand, dependence on the U.S.A. to buy Canadian products, the collapse of the stock market, poor harvests and low demand for farmers’ products, and many people buying on credit. Add three key ideas to describe each cause and place in the box attached to each cause.

Causes of the

Depression

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SN – Appendix 2.1.7: Prices Then and Now

THEN and NOW: PRICES

Women’s Clothes

Then

Winter Coat $28.00

Leather or Suede Bag

Bathrobe

Sweater

Men’s Clothes

Winter Shirt

Wool Sweater

Bathrobe

Overcoat

Games and Toys

Sled

Ping Pong Table

Mechanical Toys

Doll

Items for the Home

Table Lamp

Potable Electric Sewing Machine

Electric Washing Machine

Gas Stove

$2.25

$1.00

$1.00

Then

$1.00

$1.00

$4.90

$18.50

Then

$4.00–$8.00

$30.00

3 for $.59

$1.95

Then

$1.00

$24.00

$33.50

$20.00

THEN and NOW: WAGES

Weekly Wages (general averages per wk.)

Manufacturing – Production Worker

Then

$16.89

Cook

Doctor

Accountant

$15.00

$61.00

$45.00

(page 1 of 2)

Now

Now

Now

Now

Now

$500

$236

$2000

$1000

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SN – Appendix 2.1.7: Prices Then and Now (cont’d.)

(page 2 of 2)

1.

Using current copies of newspapers, catalogues, or Internet sites, research what it would cost to buy the same items today.

2.

Look at the “Then and Now: Wages” table. Notice how wages have changed.

Answer the following questions.

3.

How do the prices compare to the wages?

4.

How many weeks would it take to buy each of the items on the table of prices?

5.

If an item costs less than a week’s wages, divide the week’s wages by 40 to estimate the hourly wage. How many hours would it take to earn the money to buy the item?

6.

Explain the difference in wages now and wages then with respect to the ability to buy goods.

Give examples.

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



SN – Appendix 2.1.8: Tolerance, Intolerance, and Discrimination in the

Great Depression (jigsaw groups)





Students will form groups of five.

Each member of the group will research one of the five topics. Some library research may be

 helpful here.

The students will then jigsaw—individual members of each group will meet with the corresponding “experts” of their topics to consolidate relevant information.

Jigsaw members return to their home groups and share their information.

The group will gather its information in an organizer such as the following.

Types of Discrimination and Intolerance

Description

(examples)

Why It Happened

Inequitable Treatment of

Women

Discrimination against

Jews


Immigrants

Treatment of Aboriginals

Ku Klux Klan Activity

Group Posters

Each group will use the both the responses from the class discussion and the results of their research to create display posters that serve two functions:

 to clearly display the results of discrimination and intolerance that occurred in the Great

Depression

 to make connections to examples of discrimination in our community today and promote a message that could be used to combat them

Criteria

 Demonstrate understanding of impact of the Depression on attitudes of some individuals







(K/U)

Point of view clear, with effective message that combats discrimination (T)

Use of visuals or symbols to communicate clear message (C)

Make connections to examples of discrimination/intolerance today (A)

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SN – Appendix 2.1.9: Rubric for Evaluating Research and Oral Presentations

Criteria

Knowledge/

Understanding

Knowledge of facts and concepts

Level 1

(50–59%)

– demonstrates limited knowledge of facts/concepts

Level 2

(60–69%)

– demonstrates some knowledge of facts/concepts

Level 3

(70–79%)

– demonstrates considerable knowledge of facts/concepts

Level 4

(80–100%)

– demonstrates thorough knowledge of facts/concepts

Thinking

Organization

Communication

Communication of information, ideas, and concepts

Application

Research

– demonstrates little evidence of organization

– communicates information, ideas, and concepts with limited clarity

– demonstrates little evidence of research skills

– demonstrates some organization

– communicates information, ideas, and concepts with some clarity

– demonstrates some evidence of research skills

– uses organizers, titles, cues, etc., in the presentation

– communicates information, ideas, and concepts with considerable clarity

– demonstrates considerable evidence of research skills

– demonstrates effective organization

– communicates information, ideas, and concepts with a high degree of clarity

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

– demonstrates evidence of highly effective research skills

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Activity 2: Social and Political Responses to the Great Depression in Canada

Time: 180 minutes

Planning Notes





Copy appropriate appendices.

Collect current issues of newspapers for students to identify policies and reactions to current economic and social issues.



Find a text source of conditions faced by Canadians during the Depression.


1.

Lead a discussion to review the major problems faced by Canadians during the Depression.

Students complete the organizer SN – Appendix 2.2.1: Major Problems of the Great

Depression , using text as a source. This appendix could be divided into a group activity, with each group completing one section and sharing responses with the class.

2.

Introduce the concept of the combination of economic, social, and political crises to the students through the use of the newspaper. Students use a think/pair/share activity to brainstorm current political, social, and economic issues, and suggest possible government responses and solutions. Each pair should complete the organizer in SN – Appendix 2.2.2:

Think/Pair/Share – Government Reactions to Problems to assist in their reading and note taking. You will need to define bias and practise with students’ examples. Start the appendix with students to model expectation. Students could then work in pairs to complete it.

3.

Students are now ready to investigate the social and political responses to the Great

Depression. Discuss the fact that governments may take a variety of actions when dealing with economic and social issues, either by allowing the economy to follow the “business cycle,” or by taking a more active role in controlling these issues. Students will use their textbook to research these responses: they will use SN – Appendix 2.2.3: Political

Responses to the Great Depression: Creating an Issue Organizer . Start the appendix with students to model expectation. Students could then work in pairs to complete it.

4.

Students may now use SN – Appendix 2.2.4: Template for Drawing Conclusions to organize their information for each of the political responses to the problems of the

Depression. After this, students will write an opinion paragraph explaining which group had the most effective response to the Depression, which group they would have supported in the

1930s, and why. SN – Appendix 2.2.5: Opinion Paragraph is used to complete this part of the activity. Use SN – Appendix 1.1.6: My Personal Defining Moments (modified argumentative paragraph/essay rubric) to provide feedback.

5.

Distributes the summative culminating activity for the topic of the Great Depression, as done in Activities 1 and 2. Students will write two letters in role during the Depression. One letter is to Prime Minister Bennett, and the other is a letter from Prime Minister Bennett back to the student. Use SN – Appendix 2.2.6: Letters of the Depression (summative evaluation) for the description of the task, the description of the roles, the graphic organizer, and the rubric.

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1.

Formative self-assessment of the organizer

2.

Formative teacher assessment of the think/pair/share response sheet

3.

Formative teacher assessment of the Issue Organizer for the political responses

4.

Formative self-assessment of the Template for Drawing Conclusions

Summative teacher evaluation of the opinion paragraph, using SN – Appendix 1.1.6: My

Personal Defining Moments (modified argumentative paragraph/essay rubric)

5. Summative teacher evaluation, using the task rubric SN – Appendix 2.2.7: Letters of the

Depression Rubric

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SN – Appendix 2.2.1: Major Problems of the Great Depression

Name: _____________________________________________

Description Impact Problem/Condition

Unemployment

Poor Working

Conditions

Racism/

Discrimination/

Intolerance


Women

Urban

Conditions

Prairie Dustbowl

Conditions

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SN – Appendix 2.2.2: Think/Pair/Share—Government Reactions to Problems







Think/Pair/Share Instructions

Students should:



 read the relevant newspaper article or section dealing with a current social or economic crisis formulate thoughts and ideas, writing them down as necessary to prepare for sharing with a

 partner practise good listening skills when working in pairs, using techniques such as paraphrasing what the other has said, asking for clarification, and orally clarifying their own ideas

 pinpoint any information that is still unclear after the pair discussion, and ask the class and teacher for clarification be prepared to share their learning and ideas with the whole class complete the response sheet by answering the accompanying questions possibly extend the think/pair/share with a further partner trade, where students swap partners and exchange ideas again

Think/Pair/Share Response Sheet

Description of the Issue: Reading

1.

How does the writer describe the problem?

2.

What is the most important feature of the problem?

Potential Solutions: After Reading

1.

The main message of the reading is:

2.

These ideas relate to the problem because:

3.

The reading may be biased because:

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SN – Appendix 2.2.3:

Political Responses to the Great Depression:

(page 1 of 3)

Creating an Issue Organizer

Students will use their textbook to realize that the severity of the Depression created a political crisis in Canada.

A) Focus Question: What was the most effective solution to the crisis of the Great Depression?

B) Alternatives:

The Federal Government:

Co-operative Commonwealth Federation:

Social Credit Party:

Reconstruction Party:

Communist Party:

Union Nationale:

On-to-Ottawa Trekkers:

C) Students will continue their research and complete the “Issue Organizer,” using the context clues in the Response Alternative column to describe the economic and social aspects of the various political responses (next page).

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Creating an Issue Organizer (cont’d.)

(page 2 of 3)

Focus Question: What was the most effective solution to the crisis of the Great Depression?

Response Alternative Criteria Connections/

Explanations

Justification/Effectiveness

Federal Government:

 Mackenzie King’s

 attitude

Unemployment Relief





Act

President Roosevelt’s

New Deal

Bennett’s New Deal in

1935



Co-operative

Commonwealth

Federation:



Socialism



Problems with free enterprise

Regina Manifesto

Social Credit Party:



Causes of the Depression

 William Aberhart’s solutions

_____________________________________________________________________________________________





Creating an Issue Organizer (cont’d.)

Response Alternative Criteria Connections/

Explanations

Reconstruction Party:



Control big businesses



Stop price fixing



Communist Party:



Overthrow capitalist system



Eliminate private ownership

Equality





Union Nationale:



Dissatisfaction with

Quebec Liberals

Alliance with Duplessis

Platform of reform and change



On-to-Ottawa Trekkers:



Conditions in relief camps



What did they hope to

 achieve?

Federal government’s position on the trek

Regina Riot

(page 3 of 3)

Justification/Effectiveness

_____________________________________________________________________________________________



SN – Appendix 2.2.4: Template for Drawing Conclusions

Political Response: ______________________________________________________________

Name: ____________________________________________

I Read: I Think:

Therefore: Therefore:

_____________________________________________________________________________________________



SN – Appendix 2.2.5: Opinion Paragraph

The Most Effective Solutions to the Depression

The Great Depression of the 1930s presented many problems to Canadians. Several different groups offered solutions. I think that the most effective group was

_____________________________________ because _________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________.

Their actions/plans included ________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

However, they were not entirely successful because

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________.

They were able to accomplish _____________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________.

Thus the most effective solution to the Great Depression was offered by the

_____________________________________________________________________________.

_____________________________________________________________________________________________




Letters of the Depression (summative evaluation)

Expectations





 explain changing economic conditions and patterns and how they have affected Canadians; describe the impact of significant social and political movements on Canadian society; communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication;



 analyze information, employing concepts and approaches appropriate to historical inquiry; organize and record information gathered through research (e.g., using notes, lists, concept webs, timelines, charts, maps, graphs, mind maps);

 identify different viewpoints and explicit biases when interpreting information for a research project or when participating in a discussion.

Task

You will write two letters during the Depression. One letter is to Prime Minister Bennett, and the other is a letter from Prime Minister Bennett back to you!

Steps

1) Create a role for yourself (name, location, age, employment or former employment, family) – see list below.

2) Research what is happening to you during the Depression. Include the cause of the

Depression, what methods you have tried to survive, and the impact on you/your family. You may also include your political opinions—make notes on the graphic organizer.

3) Write the letter to Prime Minister Bennett. Include date, information about yourself, and your reason for writing. The year is 1933.

4) Write the response Prime Minister Bennett would make, and whether or not he heard your request/needs. Include his opinion of the cause of the Depression.

Length of each letter: 100 words minimum

Roles a) Maritime fisherman who has lost his job b) Teenager in Sudbury who works part-time to help family c) Prairie farmer who struggles during Depression d) Vancouver Chinese Canadian who works for lower pay during Depression to pay off head tax e) Senior citizen living in Toronto f) Single man who has lost his job and cannot find work g) Mother with family to feed, and whose husband has lost his job h) Young girl in Windsor, Ontario who does not have a job i) Young teacher in northern Ontario j) Toronto stock broker who has no clients k) Eaton’s employee who is a father of three, with one child who is ill l) Teenager who lives with parents on farm in Saskatchewan

_____________________________________________________________________________________________



Depression Letter – Graphic Organizer

This graphic organizer will help you organize the information for your two letters for this assignment.

Part 1:

Role:

Name:

Part 2:

Notes on this person’s life during the depression—what happened and why. What methods have you tried in order to survive, and what was the impact on you/your family? Who gave you help and why?

What emotions might this person be feeling?

Part 3:

Part 4:

How would he or she feel about the government? What political issues would affect his or her views?

Part 5:

Arguments you would use to explain why you deserve the Prime Minister’s help:

_____________________________________________________________________________________________




Letters of the Depression Rubric (summative evaluation)

Criteria

Knowledge/

Understanding

– Knowledge of how the

Depression affected individuals

– Understands how organizations helped or did not help during the

Depression

Thinking/Inquiry

– Explains the cause and effect of the Depression

Communication

– Writes letter in role clearly and creatively

Application

– Records notes and information in a graphic organizer

R Level 1

(50–59%)

– limited knowledge of how the

Depression affected individuals or how organizations helped or did not help

5.2, 5.5, 5.8

– limited understanding of the cause and effect of the

Depression on an individual

5.2, 5.5, 5.8

– letters have few realistic or creative elements to transport the reader to the time, with minimal references to the time period

5.2, 5.5, 5.8

– records notes and research in a graphic organizer, with few details and little understanding of events, with little effort to use own words

5.1, 5.4, 5.8

Level 2

(60–69%)

– some knowledge of how the


6.2, 6.5, 6.8

– satisfactory understanding of the cause and effect of the


6.2, 6.5, 6.8

– letters have some realistic or creative elements to transport the reader to the time, with acceptable references to the time period

6.2, 6.5, 6.8

– records notes and research in a graphic organizer, with adequate details and some understanding of events, with effort to use own words

6.1, 6.4, 6.8

Level 3

(70–79%)

– considerable knowledge of how the


7.2, 7.5, 7.8

– accomplished understanding of the cause and effect of the


7.2, 7.5, 7.8

– letters have many realistic or creative elements to transport the reader to the time, with clear references to the time period

7.2, 7.5, 7.8

– records notes and research in a graphic organizer, with many effective details and a clear understanding of events, with many efforts to use own words

7.1, 7.4, 7.8

Level 4

(80–100%)

– outstanding knowledge of how the Depression affected individuals or how organizations helped or did not help

8.2, 8.5, 9.0, 9.5, 10

– remarkable understanding of the cause and effect of the Depression on an individual

8.2, 8.5, 9.0, 9.5, 10

– letters have masterfully realistic and creative elements to transport the reader to the time, with impressive references to the time period

8.2, 8.5, 9.0, 9.5, 10

– records notes and research in a graphic organizer, with all, or almost all, relevant details and insightful understanding of events, and detailed notes in own insightful ideas

8.0, 8.5, 9.0, 9.5, 10


Graphic organizers _______ Letter to Bennett _______ Letter from Bennett _______

_____________________________________________________________________________________________



Activity 3: The Holocaust, Nazi Germany, and Canada

Time: 180 minutes, 3-hour film*, ½-day field trip

Planning Notes





Reserve

Schindler’s List

from Library Media Resources (www.tdsb.on.ca/medianet).

Reserve a VCR, if necessary.



Organize a field trip to the Holocaust Centre. If not possible, book a speaker from the

Holocause Education Centre to come to the school.



Visit the CICA website, <cide.oise.utoronto.ca/globalcitizenship.php>, for suggestions and background information on how one might approach the teaching of human rights to students

 in an effective way.

Keep in mind that some students may have been victims of persecution, racism, and war atrocities. Be sensitive to this; students may need accommodations, such as alternative sources for information or private viewings.


1. Introduce the concepts of racism , discrimination , and segregation in a discussion about the

United Nations’ Universal Declaration of Human Rights. The question of what makes

Canada a great nation is raised. Does it have anything to do with tolerance, acceptance, multiculturalism, and religious freedom? Make notes on the chalkboard from student responses. Students use SN – Appendix 2.3.1: Why Canada Is a Great Nation to write a paragraph explaining why they think Canada is a great nation. Consider collecting these paragraphs for the My Canada Folders. In order to continue to facilitate and develop the paragraph-writing skills of the students, the strategies provided in SN – Appendix 2.3.2:

Opinion Paragraphs and Opinion Paragraphs Checklist should be used.

2. Remind students of the concept that economic conditions affect relationships, using SN –

Appendix 2.3.3: Some Were Less Equal: How the Depression Affected Race Relations .

Explain that, in prosperous times, when the economy is strong, people are more tolerant; in difficult economic times, people are less tolerant and more suspicious. (This exercise is a review of material from Activity 2.)

3. Show the film

Schindler’s List, produced by Steven Spielberg, in three parts of about an hour plus each. Students should be warned that the material in the film is graphic and tragic. After each part, students discuss the events and issues presented by the film. Use SN –

Appendix 2.3.4: Film: Schindler’s List as a guide to questions related to the film. Stop and start the film to allow students time to take notes and to check responses to events.

4. Organize a trip to the Holocaust Centre in North York. Students will walk through the museum, view the film, and listen to a guest speaker. They should prepare a list of five questions to ask the speaker. Students complete a paragraph detailing their thoughts and feelings immediately after the trip, using SN – Appendix 2.3.5: Field Trip to the Holocaust

Centre .

This material would be a suitable entry to the My Canada Folders.

_____________________________________________________________________________________________



5. Students use SN – Appendix 2.3.6: Timeline of the Holocaust to make a timeline of the

Holocaust from the rise of Nazism, Nazi legislation and persecution of the Jews, the ghettos, the concentration camps, to the death camps. Students should add brief notes to further explain the events on the timeline. In order to assist the students to complete their timeline effectively, they should utilize SN – Appendix 2.3.7: Timelines, Flow Charts, and

Timeline Checklist . This should be distributed to the students before they complete their timeline—you could discuss the important elements of a timeline, using this appendix.

Students can then be asked to create a timeline in proper scale.

6. Students discuss what they think Canada should have done to respond to the Holocaust. With a partner, they then compare their recommendations with the reality of what Canada did, using a written source. With their partner, students should speculate on the possible reasons for Canada’s limited response. Students then write a paragraph of reflection, describing what they have learned from their study of the Holocaust, what they think of Canada’s response, and what they think Canada should have done in response. SN – Appendix 2.3.8: How Did

Canada Respond to the Holocaust?

should be used as a guided-paragraph scaffold. This material would be suitable for placement in the My Canada Folders.

7. Students write a diary entry from the point of view of someone directly affected by the

Holocaust, such as a Jewish family member who immigrated to Canada and has relatives living in Europe. This would be the best time to read an excerpt from The Diary of Anne

Frank. Students should utilize the poem/passage written by Pastor Niemoller in 1938, First

They Came for the Jews, and answer the accompanying reflection questions (see SN –

Appendix 2.3.9: First They Came for the Jews ).


1. Formative self-assessment of the paragraph on why Canada is a great nation, using SN –

Appendix 2.3.2: Opinion Paragraphs and Opinion Paragraphs Checklist

2. Self-assessment of worksheet

3. Peer assessment of timeline. In pairs, students go over the details of their lives and talk about the most significant people and events that have happened.

4. Peer assessment of question sheet in response to


5. Peer assessment of five questions students have prepared to ask at the Holocaust Centre and paragraph in response to the field trip

6. Formative self-assessment, SN – Appendix 2.3.8: Timelines, Flow Charts, and Timeline

Checklist, and formative teacher assessment of timeline

7. Formative teacher assessment of paragraph response to the Holocaust, using Applied

Appendix 1.1.1: Observational Checklist for Assessing Group Discussions

8. Formative peer assessment, self-assessment, and teacher assessment of diary entry to encourage more imagination and depth in writing

_____________________________________________________________________________________________



Resources

Non-Print

Field trip to the Holocaust Centre of UJA Federation, 4600 Bathurst St., Toronto, ON,

Tel.: 416-635-2883.


. (Kit). Prod. Steven Spielberg, Gerald R. Molen, and Banko Lustig. Dir. Steven

Spielberg. Perf. Liam Neeson, Ben Kingsley, Ralph Fiennes, Caroline Goodall, Jonathan

Sagalle, and Embeth Davidtz. MCA Universal, 1994. Based on the novel by Thomas

Keneally. (197 minutes) (#978225 – available from Library Media Resources:

<www.tdsb.on.ca/medianet>. Kit contains two videocassettes, one CD, one paperback novel, one book with black-and-white stills and one study guide). Sensitive – previewing recommended.

_____________________________________________________________________________________________



SN – Appendix 2.3.1: Why Canada Is a Great Nation

Keywords dignity, tolerance, rights and freedoms, equality, education, freedom of religion, freedom of thought, safety, security, acceptance, pride, multiculturalism, immigration

Here are some ideas to consider:



Why do so many immigrants come to Canada?



What were your feelings on Canada Day?



Did your parents/guardians/caregivers or grandparents immigrate to Canada?

Did you know that Canada has been named one of the top countries in the world in which to live, according to the UN?

Begin your paragraph with the following and then continue the statement in your own words:

I believe that Canada is/is not a great nation because:

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Immigrants from all over the world want to come to Canada because:

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

In Canada you don’t have to be afraid of:

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

On Canada Day, I felt very proud to be a Canadian because:

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________




Opinion Paragraphs and Opinion Paragraphs Checklist

Opinion Paragraphs: Key Tips Purposes

To inform

To express an opinion

To persuade

To present a point of view or argument and provide supporting details

To explain ideas

Features

Focus on one opinion about a topic

A topic sentence that clearly introduces the opinion

A body of several sentences that provides support for the opinion

A concluding sentence that reminds the reader of the opinion and why the reader should accept it

Words or phrases to persuade the reader to accept the opinion

Words or phrases that show the reader how the sentences inside a paragraph are linked (e.g., however , in addition , for example , next , although , therefore )

Use of different kinds of information to support the main idea (e.g., facts, examples, statistics, definitions, quotations)

Opinion Paragraph Checklist

Topic: __________________________________ Date: _____________

Comments Criteria:

The opinion paragraph...

 meets the purpose

 has a topic sentence that clearly states the opinion

 has supporting sentences that develop the main idea

 uses relevant details to support the opinion

 uses reason, facts, quotations, examples to support the opinion

 has a concluding sentence to restate the opinion and convince the reader

 uses persuasive language to help convince the reader to accept the opinion

Check



_____________________________________________________________________________________________




Some Were Less Equal: How the Depression Affected Race Relations

Canadiana Scrapbook: The Depression Years – Canada in the 1930s

We all want to live in a country that provides equal opportunity to all, regardless of gender, nation of origin, and religion. Many immigrants came to Canada to escape religious persecution and class systems that discriminate. Because life was difficult for them, they wanted more opportunities for their children and grandchildren. The Depression brought out the worst in people.

Answer the following questions:

1.

How did the Depression affect French/English relations in Moncton, New Brunswick?

______________________________________________________________________________

______________________________________________________________________________

2.

Summarize briefly the immigration policy of Canada as described in the Order-in-Council of

March 21, 1931.

______________________________________________________________________________

______________________________________________________________________________

3.

Why did immigrants leave their nation of origin?

______________________________________________________________________________

______________________________________________________________________________

4.

List 12 different nations of origin of immigrants to Canada.

______________________________________________________________________________

______________________________________________________________________________

5.

Describe the change in feelings toward immigrants, minorities, Jews, and women having jobs after the economic downturn in the 1930s.

______________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________



SN – Appendix 2.3.4: Film: Schindler’s List

(page 1 of 3)

Part A

Answer the following questions after seeing the first part of the film.

1.

Who was Oskar Schindler?

______________________________________________________________________________

_____________________________________________________________________________________________

2.

Why did he hire Jews to work in his factory? Did he have to pay them?

______________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

3.

Describe the process experienced by the Jews when they were forced to move into the ghettos.

______________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

4.

Describe the living conditions in the ghetto.

______________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

5.

Why was it important for Jews to carry their identity papers?

______________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________



SN – Appendix 2.3.4: Film: Schindler’s List (cont’d.)

Part B

(page 2 of 3)

Answer these questions after watching the second part of the film.

1.

Describe the behaviour of Amon Goeth.

______________________________________________________________________________

_____________________________________________________________________________________________

2.

Describe the clearing of the ghetto.

______________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

3.

What is the significance of the little girl in the red coat?

______________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________



SN – Appendix 2.3.4: Film: Schindler’s List (cont’d.)

Part C

(page 3 of 3)

Answer these questions at the end of the film.

1.

What happens when the women’s train is sent to Auschwitz? How is the problem fixed?

______________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

2.

What does Schindler do to get his workers sent to Czechoslovakia?

______________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

3.

At the end of the film, Schindler feels differently toward the Jews. Compare his attitude at the beginning of the film to his attitude at the end.

______________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

4.

In one or two sentences, describe your feelings about the film and what you learned from it.

______________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________



SN – Appendix 2.3.5: Field Trip to the Holocaust Centre

The Holocaust Centre is a museum dedicated to the memory of those who perished and those who survived the Holocaust in Europe in the 1930s and 1940s. Before your visit, please prepare five questions that you would like to ask the guest speaker.

1.

___________________________________________________________________________

2. ___________________________________________________________________________

3. ___________________________________________________________________________

4. ___________________________________________________________________________

5. ___________________________________________________________________________

What were the speaker’s answers?

1.

___________________________________________________________________________

2. ___________________________________________________________________________

3. ___________________________________________________________________________

4. ___________________________________________________________________________

5. ___________________________________________________________________________

After your visit to the Holocaust Centre, write a few sentences expressing your thoughts and feelings about the Holocaust. Be sure to consider the following:



Could the Holocaust have been prevented?



Could this ever happen again?



What can we each do to stop prejudice and persecution?

_____________________________________________________________________________________________



SN – Appendix 2.3.6: Timeline of the Holocaust

Look in your textbook to find the dates of the following events. Draw lines to the

The Year year in which the events occurred.

Hitler comes to power.

Germans ordered to boycott Jewish stores.

Jewish doctors and lawyers forbidden to practise freely.

Jews lose the right to vote.

Jews not allowed to use public parks.

Jews forced to wear identification symbol.

The passenger liner St. Louis sails from Hamburg, Germany with 907 Jews on board.

World War II declared.

Kristallnacht: Hitler orders his storm troopers to wreak havoc on Jewish communities:

177 synagogues burned to the ground, 91 Jews killed.

1 000 000 000 DM fine levied against the Jewish community.

Jews forced to live in ghettos.

Jews forced into slave labour.

Jews taken to concentration camps.

The Nazi plan, known as the “final solution,” became clear: the outright extermination of all Jews in areas under German control.

Jews killed in death camps such as Auschwitz, Treblinka, and Dachau.

_____________________________________________________________________________________________



SN – Appendix 2.3.7: Timelines, Flow Charts, and Timeline Checklist

Timelines/Flow Charts

A flow chart is a diagram that shows the movement or development of people, events, or things through the stages of a series or time. It shows the steps of events, in order. A timeline is a type of flow chart.

A timeline is a line that has points or indicators representing dates and events placed along it in chronological order. A timeline can depict any period of time: centuries, decades, or even a single day.

Use the following Timeline Checklist as your assessment tool for your Holocaust Timeline .

Timeline Checklist

Topic: ____________________________ Date: _________________________

Criteria

The timeline...

 has a title to identify purpose

Check



Comments

 uses labels, headings, or subheadings to identify important information

 uses graphics (e.g., sketches, lines, arrows) to show relationships among stages or events

 uses design elements (e.g., colour, size, space) to show important information

 uses simple clear language (e.g., point form, connecting words and phrases)

 includes explanatory notes

 clearly illustrate the content

_____________________________________________________________________________________________



SN – Appendix 2.3.8: How Did Canada Respond to the Holocaust?

Write a paragraph in response to this question: How did Canada respond to the Holocaust? Be sure to include the following ideas:



A description of the Holocaust



The cause of the Holocaust



Did Canada accept Jewish immigrants?



How were Jews treated when they were in Canada?



Did Canada prosecute any Nazi war criminals?



Did Canada create any laws to stop racial and religious persecution?



Do you think Canada did enough to stop the Holocaust?



What more could Canada have done?

Begin your paragraph with the following words and then continue the statement in your own words:

The Holocaust was the

________________________________________________________________________________________

_____________________________________________________________________________________

Canada’s response to the Holocaust was to

________________________________________________________________________________________

________________________________________________________________________________________

During the war, Canada

________________________________________________________________________________________

__________________________________________________________________________

_________________________________________________________________________________________

After the war, Canada

________________________________________________________________________________________

__________________________________________________________________________

_________________________________________________________________________________________

I believe that Canada

________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_____________________________________________________________________________________________



SN – Appendix 2.3.9: First They Came for the Jews

First they came for the Jews

And I did not speak out –

Because I was not a Jew.

Then they came for the Communists


Because I was not a Communist.

Then they came for the trade unionists


Because I was not a trade unionist.

Then they came for me –

And there was no-one left –

To speak out for me.

– Pastor Niemoller, 1938

Niemoller was a Protestant pastor, one of the pillars of moral resistance to the Nazis, who imprisoned him for four years in solitary confinement.

Niemoller was influential in building opposition to Adolf Hitler’s efforts to bring the German churches under control of the Nazis, and in 1937, was arrested by the Gestapo. Eventually sent to

Sachsenhausen and then to Dachau concentration camps, he was moved in 1945 to the Tirol, where Allied forces freed him at the end of World War II.

1.

How does this poem make you feel? Explain why.

2.

What is this poem about? Explain in two or three sentences.

_____________________________________________________________________________________________



Activity 4: World War II and Canada

Time: 150 minutes

Planning Notes





Photocopy appropriate appendices.

Find relevant text sources for major events of World War II.


1.

Introduction: A potential role-play exercise.

In small groups, students should develop a scenario that involves an aggressor (bully) and his or her intended victims. Two scenarios could be developed: one in which the aggressor is successful, and one in which the aggressor is rebuffed.

Conduct a class discussion on the concept of bullying and aggressive behaviour. A discussion





 to prompt questions could include the following:



Have you ever been bullied? Do you know of any bullying incidents?



What was done about it?

Why do you think it happens?

What should be done about it?

Why do you think people do nothing?

Finally:



What connections can we make between bullying individuals and aggressor countries?



What do you think countries need to do to stop aggressor countries, and why might they

 do nothing?

(At this point, the teacher introduces the term appeasement .)

Students complete SN – Appendix 2.4.1: Causes of World War II – Treaty of Versailles,

1919 .

2.

The Road to World War II.

Students should use their textbooks to research the events that led to World War II, and explain why each could be considered a cause. Students should complete SN –

Appendix 2.4.2: Causes of World War II – The Road to War , using the context clues provided, and SN – Appendix 2.4.3: Causes of World War II – Appeasement Timeline .

3.

Major Events of World War II.

The teacher brainstorms with students what they already know about World War II and lists these responses on the chalkboard (or on chart paper). Students will then be assigned a note- taking exercise for several of the major events of World War II ( SN – Appendix 2.4.4:

Major Events of World War II ).

_____________________________________________________________________________________________



4.

Students form small groups and choose one of the events from the major events of World

War II. The group will conduct further research and present its findings to the class as a news report. Students will need to utilize SN – Appendix 2.4.5: World War II News Report and

SN – Appendix 2.4.6: Small-Group Instructions and Reflection Sheet . Involve students in the development of a News Report Rubric, which will be used for formative assessment. You may wish to bring in a current news report on a world event to model both format of a news report and relevance.


1.

Formative self-assessment and formative teacher assessment – Treaty of Versailles questions

2.

Formative teacher assessment of Road to War organizer and formative self-assessment of

Appeasement Timeline, using Timeline Checklist from SN – Appendix 2.3.8: Timelines,

Flow Charts, and Timeline Checklist

3.

Formative teacher and self-assessment of the note-taking organizers for events of World

War II

4.

Formative self-assessment of the news report, using SN – Appendix 2.4.5: World War II

News Report

Formative teacher assessment, using a News Report Rubric developed with students

Formative teacher and self-assessment, using SN – Appendix 2.4.6: Small-Group

Instructions and Reflection Sheet

Resources

Print

Curtis, James J. Over There. Memoirs of WWII 1939–1945 . Mississauga, ON: J. Curtis Print

Services, 2005. (A copy has been available in every TDSB secondary school library as of

September 2005.)

DesRivieres, Dennis, and Susan Aliphat. Decades: Forces of Change, 1896–1960. Canada 21

Series. Scarborough, ON: Prentice Hall Ginn Canada, 1996. ISBN 0-13-239997-0.

_____________________________________________________________________________________________




Causes of World War II - Treaty of Versailles, 1919

Treaty of Versailles Sections

(from various textbooks – other sections should be added to this list)

Article 119. Germany must give up all of its rights and titles to its overseas possessions.

Article 160. After 31 March 1920, the German army must not exceed 100 000 men. The army shall be used only to maintain order within Germany.

Article 198. The armed forces of Germany must not include any military, navy, or air force.

Article 231. Germany must accept the responsibility for causing all the loss and damage that the Allies and their citizens have suffered. (War Guilt Clause)

Article 232. The Allied governments require Germany to pay for all wartime damages to the civilian population and the property of Allied powers. (War Reparations Clause)

Using a complete list of clauses of the Treaty of Versailles , answer the following questions:

1.

Which of the terms of the treaty do you consider were fair treatment for Germany? Explain why.

............................................................................................................................................................

............................................................................................................................................................

............................................................................................................................................................

............................................................................................................................................................

............................................................................................................................................................

2.

Which terms of the treaty do you think created considerable objection in Germany? Explain why.

............................................................................................................................................................

............................................................................................................................................................

............................................................................................................................................................

............................................................................................................................................................

_____________________________________________________________________________________________




Causes of World War II – The Road to War

Organizer

Term/Event Explanation

League of Nations

 organization

 collective security

 methods weaknesses

Aggressor Actions



Italy

 response of the

League





Japan response of the

League

Isolationism



 explain why did it happen?



Canadian example

Fascism

 one political party



 use of propaganda examples of propaganda

Effect

(page 1 of 2)

_____________________________________________________________________________________________




Causes of World War II – The Road to War (cont’d.)

Term/Event Explanation

(page 2 of 2)

Effect

Rise of the Nazi Party

 dictatorship

 complete loyalty

 symbols, parades, uniforms



 racial supremacy hatred



Appeasement

 what is it?

 why?



Canadian and

American examples results

Causation Discussion

I feel that the two most important causes of World War II are:

............................................................................................................................................................

............................................................................................................................................................

Give reasons for your selections:

............................................................................................................................................................

............................................................................................................................................................

_____________________________________________________________________________________________



SN – Appendix 2.4.3: Causes of World War II – Appeasement Timeline

Use your textbook to record the following points for each of the listed actions of the Nazi Party in Germany during the 1930s. year explanation reaction of the Allies – connection to Appeasement

_______- Nazis elected to power

_______- Introduce Conscription

_______- Occupy the Rhineland

_______- Italy, Japan, Germany Sign agreement (Axis Powers)

_______- Anschluss (takeover of Austria)

_______- Sudetenland (takeover of area of Czechoslovakia)

_______- Czechoslovakia (takeover)

_______- Nazi-Soviet non-Aggression Pact

_______- Invasion of Poland

_____________________________________________________________________________________________



SN – Appendix 2.4.4: Major Events of World War II

Major Events:

Nanking Massacre

Fall of France

Battle of Britain

Germany’s Russian Campaign

Pearl Harbour and Hong Kong

Dieppe

D-Day

Hiroshima/Nagasaki – Use of Nuclear Weapons

The ideas and information gathered should be sorted into two categories with the headings of

“important” and “interesting.”

Use this template for each of the above topics.

Event: ____________________________________________________

Important to Know Interesting to Know

_____________________________________________________________________________________________



SN – Appendix 2.4.5: World War II News Report

(page 1 of 2)

News Report Checklist

Title: __________________________________ Name: ____________________________

Comments Criteria:

The News Report...

 has a headline that describes what the article is about

 has a lead sentence that hooks the reader

 has an introduction that presents the most important information

 has a body that gives supporting details and additional information

 develops the content to provide the reader with the relevant background information

 uses details and direct or indirect quotations to support a main idea

 uses an inverted pyramid structure to answer the 5W and H questions

Check

_____________________________________________________________________________________________



SN – Appendix 2.4.5: World War II News Report (cont’d.)

Use the following Inverted Pyramid Structure for the News Report:

(page 2 of 2)

LEAD

Uses a one-sentence summary of the main idea to catch the reader’s attention.

OPENING

Answers the 5W’s and H (who, what where, when, where, why, and how), providing the most important information about the event or topic.

BODY

Elaborates on the 5Ws and H, and provides other details and supporting information from most important to least important.

ENDING

Provides additional information to complete the story. This extra information is placed at the end in case the article has to be shortened to fit into the available space.

_____________________________________________________________________________________________




Small-Group Instructions and Reflection Sheet

Sample Role Cards for Group Members: Small-Group Instructions

Leader:

 Does everyone understand what we’re doing?





Have you thought about this in another way?

We’re getting off topic; let’s get back to the task.

Manager:



Here are the materials we’ll need. This is what I think we should look at.



We have ___________ minutes left.

 Now that we’re finished, let me gather the materials.

Note Maker:



Would you repeat that so that I can write it all down?





What do you mean by that?

Let me read to you what I’ve written so far?

Reporter:

 Let’s review the secretary’s notes.



Does anyone have anything to add before I report to the class?



Does anyone have any suggestions on how to report to the class?

Supporter:



Really good point.





We haven’t heard from ________________ yet.

Please don’t interrupt; you’ll get a turn.

(page 1 of 2)

_____________________________________________________________________________________________




Small-Group Instructions and Reflection Sheet (cont’d.)

Name: _______________________________________________

(page 2 of 2)

Role: _______________________________________________

Topic: _______________________________________________

Comment on your group’s ability to work together in a positive manner. Consider co-operation, listening, and organization.

What are your group’s strengths?

What are your group’s areas for improvement?

Comment on your own ability to work in a positive manner. Consider co-operation, listening, and organization.

What are your strengths?

What are your areas for improvement?

Comment on your success in fulfilling the role you were assigned.

_____________________________________________________________________________________________



Activity 5: Government Action in World War II

Time: 150 minutes







Planning Notes





Copy appropriate appendices.

Find text sources of effect and impact of government action and policies in World War II.



Reserve the VCR or DVD player for the video.

Reserves videos through Library Media Resources (www.tdsb.on.ca/medianet).

Be sure to define difficult terms for students prior to reading text material.

You may wish to refer to A Teaching Resource for Dealing with Controversial and Sensitive

Issues in Toronto District School Board Classrooms (© 2003).


1.

Through discussion, recall and review the details of the Conscription Crisis of 1917.

Brainstorm with students reasons why a country would not want to implement a Conscription policy. Students complete SN – Appendix 2.5.1: Issue Organizer: Conscription Crisis,

1944 . Students will need to complete the organizer, using the scrambled clues given on the bottom of the page.

2.

Discuss with the students the various contributions Canada made to the overall World War II effort. Students will complete SN – Appendix 2.5.2: Canadian War Effort Organizer , unscramble the explanations, and research the effects and results of each topic. This section should be supplemented with material from the Canada: A People’s History series or other video resources. Titles may be accessed at the Library Media Resources website

<www.tdsb.on.ca/medianet>.

3.

Students should read the section in their textbooks about the internment of Japanese

Canadians during World War II. In small groups, students should focus on the following questions and report back to the class:



Why did the internment happen?



What conditions did the Japanese Canadians face?





Should this internment have happened? Why or why not?

Compare this situation to the present. Could this type of situation still happen in Canada?



Explain. (Connect to current situations with terrorism.)

Students can complete a “Both Sides Now” template, as follows:

_____________________________________________________________________________________________



Evidence that supports internment

Should Japanese Canadians have been interned during

World War II?

Evidence that opposes internment

Decision

Reasons

Refer to SN – Appendix 2.4.6: Small-Group Instructions and Reflection Sheet .

4.

In small groups, students investigate the important situations that the Canadian government faced during World War II. Have chart paper and markers ready. Students will use the template provided in SN – Appendix 2.5.3: Government Action in World War II and refer again to SN – Appendix 2.4.6: Small-Group Instructions and Reflection Sheet .

Evaluation/Assessment Techniques

1.

Formative teacher assessment – Issue Organizer

2.

Formative self-assessment – Canadian War Effort Organizer

3.

Formative teacher assessment – small-group instructions

4. Formative teacher assessment – small-group reports, film review

Resource

Print

A Teaching Resource for Dealing with Controversial and Sensitive Issues in Toronto District

School Board Classrooms. Toronto: Toronto District School Board, 2003.

_____________________________________________________________________________________________



SN – Appendix 2.5.1: Issue Organizer: Conscription Crisis, 1944

Select evidence from Points to Consider below and add to the correct column reflecting the point of view described.

Focus Question: Was Conscription a necessary policy in 1944?

ALTERNATIVES

Conscription Was Justified Conscription Was Not Justified

Conclusions:



Roughly 13 000 NRMA men were sent abroad.





Fewer than 2500 reached the battlefield.

69 died in action.















Points to Include in the Organizer:

 King’s original election promise



National Resource Mobilization Act authorized it (for defence purposes)

Results of the 1942 plebiscite (English and French split)

Allied pressure on King to increase Canada’s contribution

French Canadians felt no obligation to Britain or France

Britain had Conscription in Canada, people were needed to harvest crops, mine ore, and log forests in total, 63.7% of Canadians had voted yes in the plebiscite strong need for more troops after D-Day

_____________________________________________________________________________________________



SN – Appendix 2.5.2: Canadian War Effort Organizer

(page 1 of 2)

Instructions:

Insert the correct explanations for the appropriate government action in the organizer. Use your textbook to describe the effect and result of this contribution for the war effort and for Canada.

Action/

Contribution

Explanation Effect/Result

Munitions

Factories

Victory Bonds

Rationing/

Wage Controls

Armed Forces

British

Commonwealth

Air Training Plan

Role of Women

_____________________________________________________________________________________________



SN – Appendix 2.5.2: Canadian War Effort Organizer (cont’d.)

(page 2 of 2)

The following list contains introductory explanations to correspond with the action/contribution column (they are not in the correct order).

Write the correct explanation in the appropriate row, and use your textbook to research the effect/result column.



It contributed 50 000 pilots, 25 000 navigators, for the war effort (55% were Canadian).



Government extended its control over the wartime economy to ensure there were enough supplies for the armed forces.



Canadian factories produced over 800 000 military vehicles, 16 000 aircraft, 900 000 rifles,

200 000 machine guns, 6500 tanks, 900 ships.



Canadians lent their government $2 billion to help pay for the war effort.

 Canada’s armed forces grew from 10 000 to over 1 000 000 men and women (out of a population of almost 11 000 000).



261 000 women worked in munitions factories; 33 000 women worked to build airplanes.

Over 1 000 000 women worked in jobs outside the home. 45 000 women served in noncombat roles in the armed forces.

_____________________________________________________________________________________________



SN – Appendix 2.5.3: Government Action in World War II

For the following situations that arose during World War II:



 identify the actions taken by the government examine the impact of the government’s actions on Canadian society

French–English Relations

Role of Women

The Economy

Sacrifices Made

Use of Propaganda

Government Action on Individual Rights

Restriction of Rights for People of Enemy Ethnicity

Group Report:



Report/review what specifically happened during World War II.







Briefly explain why it happened.

How did this affect/change Canadian society?

Make connections of these changes during World War II to what your group sees as conditions in today’s Canada.

Group Instructions:



See SN – Appendix 2.4.6: Small-Group Instructions and Reflection Sheet .



Each group should have specific roles for members. Students should consult their role cards for the following positions: Leader, Manager, Note Maker, Reporter, Supporter.

_____________________________________________________________________________________________



Activity 6: World War II Collector Cards (summative assignment)

Time: 200 minutes

Planning Notes





Photocopy all relevant appendices for students.

You may want to provide materials for collector cards (such as construction paper, pencil crayons, glue).



You may want to book a library period to help students do their research and/or find visuals for their collector cards.


1.

Distribute the summative assignment entitled SN – Appendix 2.6.1: World War II

Collector Cards (summative assignment) . Explain to the students that they will be designing a set of collector cards on topics related to World War II. Many students will be familiar with collector cards for music stars, cartoon characters, fantasy characters, and sports figures; their task here will be to create a set of something similar, but about historical figures, events, and themes from World War II.

2.

Students should follow the procedures as outlined on the Collector Cards Planning Sheet while they do this summative activity.

3.

The students should be made aware of the Collector Cards Rubric that is in SN –

Appendix 2.6.1: World War II Collector Cards (summative assignment) in order to understand the evaluation method for this activity.

4.

When finished, students complete Defining Moments brainstorming list and select a defining moment to write a paragraph, using SN – Appendix 1.4.10: Defining Moments in

Canadian History .

Assessment/Evaluation Strategies

1,2,3. Summative teacher assessment of the set of collector cards, using SN – Appendix 2.6.1:

Collector Cards in World War II Rubric

4. Formative assessment of defining moments paragraph, using SN – Appendix 1.4.10:

Defining Moments in Canadian History

_____________________________________________________________________________________________



SN – Appendix 2.6.1: World War II Collector Cards (summative evaluation)

Expectations

– evaluate Canada’s participation in war and contributions to peacekeeping and security;

– identify the causes of World War I and World War II, and explain how Canada became involved in these two wars;

– describe some of the contributions Canada and Canadians made to the war effort overseas during World War I and World War II;

– describe some of the contributions Canada and Canadians made to the war effort at home during World War I and World War II, as well as some of the effects the wars had on the home front;

– assess key instances in which the Canadian government chose to restrict citizens’ rights and freedoms, in wartime and peacetime;

– explain how some key technological innovations in military and other fields have changed the way war has been planned and fought, and describe their impact on combatants and civilians;

– draw conclusions on the basis of relevant and sufficient supporting evidence;

– express ideas, arguments, and conclusions, as appropriate for the audience and purpose, using a variety of oral, written, and visual forms;

– communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication.

Task

Many people collect cards of baseball, hockey, and basketball players. Collector cards also exist for music, cartoon characters and movie stars. You are to design a set of collector cards on topics related to World War II, on events, people, and other related themes.

Directions for designing your collector set are as follows:

Create seven cards on construction paper or cardboard ( FIVE are required, two are your choice).

A picture should appear on the front of the card (may be original or not).

Include an original description on the back of the card, answering the questions of: who, what, where, when, why, and so what? Explain why this person/event/concept is important to

Canada.

Cards should be no larger than 15 cm x 10 cm.

Select SEVEN different topics from the following list: (*are required) a) leaders c) *technology of war e) war in the air g) Canada goes to war b) *a significant battle involving Canadians d) Nuremburg War Trials f) *women’s role in the war h) *civilians in war in Canada (rations, censorship) i) Battle of the Atlantic j) *Japanese Canadians

Due Dates: Planner Sheet ______________ Finished Cards ____________

Evaluation: See attached rubric.

_____________________________________________________________________________________________



Collector Cards Planning Sheet

Name __________________________________ Due Date ____________

Before beginning your collector card sets, complete the planning sheet below:

1. What are the topics you are planning to do? (The required ones are included.)

 the battle of _______________



Japanese Canadians



Civilians in war, focusing on __________________________









2. What materials will I use to complete this assignment?

3. What do I already know on these topics?

4. What information should I include for the topics I have chosen?

Topics Information















5. What creative and original ideas can I use to make my cards interesting, informative, and eye-catching?

6. What questions do I have so far? Where can I get the answers?

7. What are my next steps?

_____________________________________________________________________________________________



Collector Cards – World War II

Name: _____________________________________________

Criteria

Knowledge/

Understanding

– Seven cards all include understanding of key events, people, and government actions

Level 1

(50–59%)

– demonstrates beginning understanding of events/ people and role of

Canadian government in

World War II on seven cards

5.2, 5.5, 5.8

Level 2

(60–69%)

– demonstrates adequate understanding of events/ people and role of

Canadian government in

World War II on seven cards

6.2, 6.5, 6.8

Level 3

(70–79%)

– demonstrates successful understanding of events/ people and role of

Canadian government in World

War II on seven cards

7.1, 7.5, 7.8

Level 4

(80–100%)

– demonstrates remarkable understanding of events/ people and role of

Canadian government in World War II on seven cards

8.2, 8.5, 9.0, 9.5, 10

Thinking/Inquiry

– Seven cards explain clearly the significance of key events, people in the “So What?” section

– Evaluates

Canada’s role in victories

Communication

– Seven cards clearly communicate the events/people

Application

– Seven cards make connections in the

“So What?” section

– Selects visuals/ events appropriately

– seven cards explain passable understanding of significance of events, people,

Canada’s role in victories, and government actions during

World War II

5.2, 5.5, 5.8

– communicates in writing and visually with limited clarity on all seven cards

5.2, 5.5, 5.8

– seven cards make connections with passable success

– limited success in selecting appropriate visuals, events

5.2, 5.5, 5.8

– seven cards explain acceptable understanding of significance of events, people,

Canada’s role in victories, and government actions during World War II

6.2, 6.5, 6.8

– communicates in writing and visually with satisfactory clarity on all seven cards

6.2, 6.5, 6.8

– seven cards make connections with some success

– some success in selecting appropriate visuals, events

6.2, 6.5, 6.8

– seven cards explain accomplished understanding of significance of events, people,


7.2, 7.5, 7.8

– communicates in writing and visually with effective clarity on all seven cards

7.2, 7.5, 7.8

– seven cards make connections with success

– accomplished success in selecting appropriate visuals, events

7.2, 7.5, 7.8


– seven cards explain insightful understanding of significance of events, people,


8.2, 8.5, 9.0, 9.5, 10

– communicates in writing and visually with superb clarity on all seven cards

8.2, 8.5, 9.0, 9.5, 10

– seven cards make connections with outstanding success

– excellent choices in selecting appropriate visuals, events

8.2, 8.5, 9.0, 9.5, 10

_____________________________________________________________________________________________



UNIT 2: 1929 - 1945: DEPRESSION AND THE HORRORS OF WAR

Unit 2: 1929–1945: Depression and the Horrors of War

Activity 1: Causes and Impact of the Great Depression on Canadians

SN – Appendix 2.1.1: The Economy

SN – Appendix 2.1.2: The Economy: Boom Times

SN – Appendix 2.1.3: Recession–Depression: Bad Times

SN – Appendix 2.1.4: The Business Cycle

$ (wages, Prosperity

prices, Recession

sales)

Recovery

Depression

0 1 2 3 4

Years

SN – Appendix 2.1.5: Business Cycle Flow Chart

SN – Appendix 2.1.5: Business Cycle Flow Chart (cont’d.)

SN – Appendix 2.1.6: Idea Web for the Causes of the Depression

Causes of the

Depression

SN – Appendix 2.1.7: Prices Then and Now

SN – Appendix 2.1.7: Prices Then and Now (cont’d.)

SN – Appendix 2.1.8: Tolerance, Intolerance, and Discrimination in the

Great Depression (jigsaw groups)

SN – Appendix 2.1.9: Rubric for Evaluating Research and Oral Presentations

Activity 2: Social and Political Responses to the Great Depression in Canada

SN – Appendix 2.2.1: Major Problems of the Great Depression

SN – Appendix 2.2.2: Think/Pair/Share—Government Reactions to Problems

SN – Appendix 2.2.3:

Political Responses to the Great Depression:

Creating an Issue Organizer

SN – Appendix 2.2.3:

Political Responses to the Great Depression:

Creating an Issue Organizer (cont’d.)

SN – Appendix 2.2.3:

Political Responses to the Great Depression:

Creating an Issue Organizer (cont’d.)

SN – Appendix 2.2.4: Template for Drawing Conclusions

SN – Appendix 2.2.5: Opinion Paragraph

SN – Appendix 2.2.6:

Letters of the Depression (summative evaluation)

Depression Letter – Graphic Organizer

SN – Appendix 2.2.7:

Letters of the Depression Rubric (summative evaluation)

Activity 3: The Holocaust, Nazi Germany, and Canada

SN – Appendix 2.3.1: Why Canada Is a Great Nation

SN – Appendix 2.3.2:

Opinion Paragraphs and Opinion Paragraphs Checklist

SN – Appendix 2.3.3:

Some Were Less Equal: How the Depression Affected Race Relations

SN – Appendix 2.3.4: Film: Schindler’s List

SN – Appendix 2.3.4: Film: Schindler’s List (cont’d.)

SN – Appendix 2.3.4: Film: Schindler’s List (cont’d.)

SN – Appendix 2.3.5: Field Trip to the Holocaust Centre

SN – Appendix 2.3.6: Timeline of the Holocaust

SN – Appendix 2.3.7: Timelines, Flow Charts, and Timeline Checklist

SN – Appendix 2.3.8: How Did Canada Respond to the Holocaust?

SN – Appendix 2.3.9: First They Came for the Jews

Activity 4: World War II and Canada

SN – Appendix 2.4.1:

Causes of World War II - Treaty of Versailles, 1919

SN – Appendix 2.4.2:

Causes of World War II – The Road to War

SN – Appendix 2.4.2:

Causes of World War II – The Road to War (cont’d.)

SN – Appendix 2.4.3: Causes of World War II – Appeasement Timeline

SN – Appendix 2.4.4: Major Events of World War II

SN – Appendix 2.4.5: World War II News Report

SN – Appendix 2.4.5: World War II News Report (cont’d.)

LEAD

Uses a one-sentence summary of the main idea to catch the reader’s attention.

OPENING

Answers the 5W’s and H (who, what where, when, where, why, and how), providing the most important information about the event or topic.

BODY

Elaborates on the 5Ws and H, and provides other details and supporting information from most important to least important.

ENDING

Provides additional information to complete the story. This extra information is placed at the end in case the article has to be shortened to fit into the available space.

SN – Appendix 2.4.6:

Small-Group Instructions and Reflection Sheet

SN – Appendix 2.4.6:

Small-Group Instructions and Reflection Sheet (cont’d.)

**SN – Appendix 2.3.4: Film: Schindler’s List (cont’d.)**

**SN – Appendix 2.3.4: Film: Schindler’s List (cont’d.)**

**Causes of World War II - Treaty of Versailles, 1919**