National Empowerment Canada at the Turn of the 20th Century

Grade 7 Social Studies UNIT #6: NATIONAL EMPOWERMENT

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Table of Contents:

Specific Curriculum Outcomes 2

Section One: How Canada Became Internationally Independent 3-4

Section Two: Canada’s Role in World War One 4-5

Section Three: How World War One Changed Canada and Her People 5-6

Final Project 7

Appendix A 8-10

Appendix B 11

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Specific Curriculum Outcomes:

7.6.1 Examine how events in the early 20th century led Canada toward independence

Explain the different perspectives on what the peoples of Canada at that time felt about Canada, Britain

and the United States

Explain how events like the Boer War, the Alaskan Boundary Dispute and the Naval crisis affected the

relationships between Canada and Britain, and Canada and the United States

7.6.2. Explain Canada’s participation in WWI

Explain what caused WW I and why Canada became involved

Explain how advances in technology changed how the war was fought

Demonstrate an understanding of Canada’s role in WWI

7.6.3. Demonstrate an understanding of the impact of WWI on Canada and her people

Examine the human and social impact of WWI on Canadians

Examine the economic changes that resulted from Canada’s participation in WWI

Analyze some of the political issues resulting from Canada’s participation in WWI

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Lesson Plan: Goals: Lesson Content: Resources: Assessment Strategies:

How Canada

Became

Internationally

Independent

(3-4 days)

Within the first section of

this unit, students will be

expected to learn about

Canada’s changing

relationship with Britain

and the United States as

Canada increasing

becomes more

independent. This will be

demonstrated by

studying events such as

the Boer War and the

Alaskan Boundary

Dispute, and Canada’s

role within these events

in relation to their

relationship with Britain

and the USA.

For the first day or two of

this section, students will

listen to material on the

background of the Boer

War and the Alaskan

Boundary Dispute. These

lectures will provide

information of what these

two events were, and will

recount Canada’s role

within them. The Boer

War being deemed

Canada’s first “foreign

war” and the Alaskan

Boundary Dispute showed

the beginning of the

changing relationship with

Britain.

After the two days of

lecturing, the students will

spend the next two days on

“Storyboard That” where

they will pick one of the

two events. The students

will be expected to create a

storyboard of either an

experience of the Boer

War as depicted by a

Canadian citizen or

soldier, or an opinion on

For lecture materials,

there are a series of links

that relay information

about the background of

the Boer War and the

Canadian perspective of

the war.

http://www.warmuseum.

ca/education/online-

educational-

resources/dispatches/for-

queen-and-country-

canadians-and-the-south-

african-war-1899-1902/

http://www.victoria-

park.com/the-boer-war-

canadas-first-foreign-

war/

Information on the

Alaskan Boundary

Dispute and the different

participants can be found

here:

http://canadachannel.ca/

HCO/index.php/The_Ala

ska_Boundary_Dispute:_

Anglo-

Canadian_Imperialism_a

nd_the_American_Influe

Within this category,

students will be using

the Storyboard That

website to display their

understanding of how

Canadians reacted to the

events leading into the

20th

century. Through

telling the story of one

of these two events from

the perspective of a

Canadian, students will

need to demonstrate that

they understand how

Canadians see their

changing relationship in

the world as they engage

in changing international

relations.

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the Alaskan Boundary

Dispute from a Canadian

citizen.

nce,_1898-1903

http://www.mysteriesofc

anada.com/bc/alaska-

boundary-dispute/

And for the “Storyboard

That”

http://www.storyboardtha

t.com/

Canada’s Role in

World War One

(11 days)

The next section, being

the largest, will discuss

Canada’s role in WWI.

This section will explain

what caused WWI and

why Canada became

involved initially.

Students will also discuss

how advances in

technology changed how

the war was fought.

Students will use this

unit to demonstrate an

understanding of

Canada’s role in WWI

and how this solidified

their independence in

international relations.

This section will begin

with a one day video about

the causes of the war. This

will summarize the

assassination of Franz

Ferdinand, the multiple

declarations of war within

Europe and why Canada

joined the war.

The next day will be spent

discussing Canadian

recruitment efforts in land.

Students will look at

recruitment posters and

discuss the effect that

these posters have on

Canadians- considering the

opinions of those for the

war effort and those

against the effort.

The next four days will be

Video for day 1 parts one

and two:

https://www.youtube.co

m/watch?v=PoPwSSX73

VQhttps://www.youtube.

com/watch?v=oYXs5ms

7c64

List of example

recruitment posters

provided as Appendix A

at the end of the unit.

Students will need to

research sites that

provide information

about technology used in

war. A list of examples:

http://en.wikipedia.org/w

iki/Canadian_Expedition

ary_Force#Equipment

And vessels:

http://en.wikipedia.org/w

Students will be

assessed during this

section on their ability to

demonstrate knowledge

on the Canadian war

effort overseas and at

home. During the

section on recruitment

posters, students will

demonstrate that they

understand how many

different Canadians felt

about the war- either

positive or negative

perceptions.

The research project on

technology will provide

students the opportunity

to show that they

understand the role

technology plays in

changing war time.

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spent on a research project.

Students will research one

piece of technology used

by the Canadians during

the war. They will discuss

what it is, how it works,

why Canadians chose it

and how it made a

difference in the war

effort.

The next week will be

spent on researching the

major battles Canadians

fought during the war. The

first day will be a lecture,

and the following four

days will have students

working on Tiki Toki to

create a timeline of these

battles.

iki/Military_history_of_

Canada_during_World_

War_I#Royal_Canadian_

Navy

Students will also need to

research what the major

battles are and provide

information about where

the battle was, who lead

the battle and the

outcome for their

timeline.

Tiki-Toki:

http://www.tiki-toki.com/

The final project will

give students the

opportunity to learn

about the progression of

battles overseas. They

will also be able to see

how important the

Canadian effort was in

the grand scheme of the

war.

How World War

One Changed

Canada and Her

People

(7-8 days)

The final aspect of this

unit will leave students

with a sense of how

WWI changed the

society, economy and

political system in

Canada as they came into

a new international

world. Students will

examine the social

impact of the war, then

The first two to three days

of this lesson will be spent

discussing major issues

that came up after WWI

was over. For Canadians,

they were faced with

societal, economic, and

political changes due to

the war effort. Students

will learn about the

changing role of women in

society and the workforce,

A few resources from the

Canadian Encyclopedia

can help with either

lectures or a resource for

students to further read:

http://www.thecanadiane

ncyclopedia.ca/en/article/

womens-suffrage/

http://www.thecanadiane

ncyclopedia.ca/en/article/

women-in-the-labour-

The project for this

section of the unit will

demonstrate the

understanding that

students have for the

experiences of

Canadians after the war.

They will be able to

demonstrate an

understanding of one

perspective of the war

after it had concluded.

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look at the economic

changes that have

occurred because of the

war. Finally, the lesson

will be concluded with

an analysis of the

political issues resulting

from Canada’s

participation in the war.

Students should finish

this unit with an

understanding that

Canada is entering a

period of great change

and advance as they enter

the 1920s and on.

the economic hardships of

bringing back veterans

into that workforce, and

the political aftermath of

the war.

These days will

concentrate primarily on

certain incidents, such as

the development of

women’s rights, the

Winnipeg General Strike,

and the Conscription

Crisis. This will lead into

the five day activity that

will be creating a

newspaper heading after

the war.

The newspaper will need

to detail which province it

is coming out of and

explain how people were

reacting to either the

economic, social or

political changes in the

country. Students will

spend the week writing a

brief article for their front

page, create a headline and

draft it out on paper or on

the computer to be handed

in for assessment.

force/

http://www.thecanadiane

ncyclopedia.ca/en/article/

working-class-history/

http://www.thecanadiane

ncyclopedia.ca/en/article/

winnipeg-general-strike/

http://ww1.canada.com/h

ome-front/quebecs-

conscription-crisis-

divided-french-and-

english-canada

Although the students

will be drawing their

own newspapers, this

website provides a good

template for all the

information needed to

compile their newspaper:

http://www.makethefront

page.co.uk/

Provided as Appendix B

at the end of the unit plan

is a template for how the

students will draft their

newspapers.

They will be able to

choose an aspect that

interests them and dive

deeper into learning

about perspective and

experience within this

particular aspect of post-

war Canada.

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Final Project

(5 days)

To show that students are

engaging with one

experience, story or

event that occurred

between 1899 and 1920.

Students will be creating

their own “Heritage

Minute.” Although not

actually being filmed, the

students will write the

script for a Heritage

Minute as seen on

television. This script can

depict the story of an

individual between the

years studied, a battle in

one of the wars, the debate

during the Alaskan

Boundary Dispute, etc.

Any subject that has been

discussed during this unit

can be chosen by the

students to write about.

Examples of Heritage

Minutes can be found at:

https://www.historicacan

ada.ca/content/heritage-

minutes/agnes-

macphail?media_type=4

1&media_category

Idea for the project can

be found at:

https://www.historicacan

ada.ca/content/education/

write-your-own-world-

war-i-historica-minute

The final project will

show how students are

engaging critically and

creatively with the ideas

that they have learned

over the previous weeks.

Picking one aspect of

this unit will allow

students to pick

something they find

interest in and research

it more fully and tell the

story in their own terms

and ideas.

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Appendix A: Recruitment posters

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http://www.warmuseum.ca/firstworldwar/wp-content/mcme-uploads/2014/07/4-a-4-e-resources-propaganda-posters_e.pdf

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Appendix B: Template for newspaper