WHAT DID YOU DO: 1. YOU LEARNED ABOUT MAJOR POLITICAL AND SOCIAL EVENTS OF THE 1950S 2. YOU LEARNED ABOUT CANADA'S CHANGES REACTIONS AND ADAPTATIONS TO POST WWII REALITY Review from previous classes: LOOK AT THE POWER POINT ABOUT POLITICAL EVENTS IN CANADA AND THE WORLD IN THE 1950-60 PRESENTATION SLIDES -CLICK HERE Go through the slides 1-33 with your partner Answer the Questions in "keeping you sharp" sections A. Go through the slides 1-33 and review what you already know from previous classes B. Complete all the quiz type question and compare your answer with your partner's answers C. Summarize Canada's role in the events of the Cold War in 1950s and 1960s and think about a Newspaper type headline that will summarize Canada's role. Write down your headline TASK 1. LOOK UP THE DEFINITIONS FOR THE FOLLOWING WORDS ONLINE: (WRITE DOWN IN YOUR NOTEBOOKS) * BABY BOOM * RISE OF SUBURBS IN CANADA IN 1950 * NEW APPLIANCES * THE RISE OF THE AUTOMOBILE INDUSTRY * BRANCH PLANTS TASK 2 WATCH THE VIDEO CLIP ABOUT 1905s. 1. How do you think life has changed compared to the per WWII and the Great Depression Generation? (remember the photos we saw in the Great Depression Lessons)? 2. What is the overall feeling about life in the 1950s? 3. Why do you think that the societies generally go through an upheaval and revival after major wars like WWII? TASK 3. LOOK AT THE NOTES ABOUT CANADA'S POST WAR SOCIETY -CLICK HERE ANSWER THE QUESTIONS IN TWO WORKSHEETS (BELOW) USE TEXTBOOK PAGES TO HELP YOU FIND THE ANSWERS 1. FIRST ONE WILL SHOW YOU THE GUIDE FOR A HOUSEWIFE FROM 1950S. READ IT AND ANSWER THE QUESTIONS. -CLICK HERE HOW DID OUR FAMILIES CHANGE TODAY COMPARED TO 1950S? PROVIDE YOUR OWN SUGGESTIONS FOR A SIMILAR GUIDE (IN THE END OF THE WORKSHEET ;) 2. THE SECOND WORKSHEET HAS QUESTIONS ABOUT SOCIETY IN THE 1950S -CLICK HERE Using the textbook pages (see pdf file below) explain the following terms and events (Describe in point form 3-5 points for each) demographics and the impact of the baby boom+(p.170) growth of suburbs and suburban lifestyle (p.170) impact of the automobile (p. 170) changing role for women in the 1950s (p. 171) teen culture in the 1950s (p.172) impact of television and advertising (p. 173) promoting Canadian culture & arts (p.176) immigration policy and impact in the 1950s (p. 177) Aboriginal issues in the 1950s (p.178) HOMEWORK: 1. Answer the practice questions on pages 173 and 178 IN THE TEXTBOOK 2. Finish the worksheet work you did not finish in class ![]()
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What did we do today
1. We examined the role Canada played in Cold war events: Korean War, Suez Crisis, Cuban Crisis and Vietnam War
2. We examined the role that sports played during Cold War: Olympics Men's Basketball 1972; Canada-USSR Hockey Summit Series 1972 The Hook: "What if it happened today?"
Think about a Cold War situation today.
A. Which countries could be involved in it? Why? B. Which side would Canada take? Why? C. Can you actually think of any present day events that would help you answer the above questions? Write your response in Schoology discussion titled: "What if Cold War happened today"? Task 1. The "Hot spots" of the COld War
Look through the slides 1-33 of the PowerPoint about Canada in the Post WWII World CLICK HERE
You will work in Groups of 4-6 students and will assemble a set of notes to describe Canada's participation or role in the following events: A. Create a sharable document so that it can be uploaded on this website for all to copy B. The document should be in a form of a Mind or Concept map or a set of point form notes (if you can not create a Map) C. Aim at answering the 5Ws type questions and include any other important information deemed necessary: Describe the event and Canada's role D. Research: I will suggest one website, but you must look at a few more Group 1: Canada in Korean War (1950-1953) Korean War group document; Block C Korean War Group 2: Canada and the Suez Crisis (1956) Suez group document; Block C Suez crisis Group 3: Canada and the Cuban Crisis (1962) Block C Cuban Crisis Group 4: Canada and the Vietnam War (1965-1975) Vietnam group document; Block C Vietnam War Task 3 -Review Canada's role in the COld war's hot spots
Look at the two power points as a class and analyze the events in detail Then complete questions questions and analyze the cartoons in the second document
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Cold War Canada -Events/Cartoons -CLICK HERE
Task 4 -COld war and Sport
A. Discuss with a partner:
The year was 1972 and the stage was the Olympics. The finalists were the USA and the USSR. Do you think that the Cold War may have played a role in this controversy? Why or why not? 2. Canada vs USSR Summit hockey Series 1972 -read this summary -CLICK HERE Watch the following documentary -the intro from 0:00 to 5:00 and then from 1:08:30 to 1:18:30
Discuss with a partner:
Hockey was the National sport for both Canada and the USSR. Beside the sport aspect, why was this 8 game series so important? Do you think Canada's win was a defining moment for Canada? Why or why not? What other defining moments for Canada can you remember from our course in SS10? Can you compare the final goal in Game 8 in the 1972 Hockey series to any of the other moments? Which one feels more important? Why? WHAT WE DID TODAY: 1. WE LEARNED ABOUT THE TWO WORLD ORDER AFTER WWII -COMMUNISM ADN LIBERALISM 2. WE DISCUSSED CANADA'S POSITION IN THE NEW WORLD 3. WE LOOKED AT EVIDENCE OF ANTI-COMMUNISM PROPAGANDA IN CANADA AS WELL AS REAL EVIDENCE OF COMMUNIST SCARE THE HOOK: (20MIN) AN ARTICLE BY GEORGE ORWELL (ABOUT THE ONSET OF A DIFFERENT ERA WITH NEW TYPE OF WEAPONS)-CLICK HERE Answer the questions: A. WHAT WEAPON IS GEORGE ORWELL DESCRIBING? B. WHAT IS THE DANGER OF THE NEW WEAPONS FOR THE HUMANITY OVERALL AND FOR ANY CITIZENS OF ANY COUNTRY TO BE OPPRESSED BY THEIR OWN GOVERNMENT? TASK 1. WATCH THE VIDEO Use your headphones if needed. TASK 2. COLD WAR BEGINS (20 MIN) SYMBOL OF COLD WAR -THE BERLIN WALL (look at the pictures) A. Look at the phrase "Cold War". Think about what you already know about the events of WWII and how it ended. Write down phrases, words and ideas that would describe what you can already say about the Cold War. What was it, who was in it, why did it begin? B. Watch the video about the real Cold War event -"The Gouzenko affairs" While watching and after watching create a Concept map of the video Address: 1. Spy networks and why they were necessary 2. What they were spying on? 3. Why were there spies in Canada? 4. Who was Gouzenko? 5. Describe what Gousenko did 6. Do you think something like this is happening TODAY? ( e.g. USA is spying on China and vice versa). Why? TASK 3 (30 MIN): LOOK THROUGH THE POWER POINT BELOW AND WRITE DOWN DEFINITIONS OF THE FOLLOWING TERMS: (IN YOUR NOTEBOOKS) COLD WAR EAST BERLIN WEST BERLIN TRUMAN DOCTRINE MARSHALL PLAN BERLIN AIRLIFT READ THE LAST 4 SLIDES CAREFULLY. IT TALKS ABOUT THE KOREAN WAR OF 1950-1953 DESCRIBE THE WAR: (IN YOUR NOTEBOOKS) A. WHO FOUGHT B. BEGINNING OF THE WAR C. TURNING POINT D. HOW DID THE WAR END ![]()
TASK 4 (20 MIN): READ THE ARTICLE ABOUT "THE RED SCARE" (SCARE OF COMMUNISM) IN CANADA IN 1950S Create a short Concept map style analysis of the article ![]()
HOMEWORK:
1. FINISH READING THE ARTICLE FROM TASK 4 2. EXAPLAIN YOUR MIND MAP TO A MEMBER OF YOUR HOUSEHOLD VERBALLY What we did today1. We reviewed the WWII unit 2. We wrote the Mind Map style Unit Test for WWII Task 1. Open these Oral exam questions -CLICK HERE and test yourself and your partner by asking each other questions Check the following topics and information What is on the Unit test -CLICK HERE Task 2.
Complete a Mind Map of the Unit. Use the above "What should be on the Unit Test" information You can work by yourself or with a partner or even a group of 4 Work in groups of 4: Each person is responsible for the following topics. A. Use your notes and your knowledge to prepare a short presentation to your group B. Present in a 5 minute presentation (verbally to your group Group 1/Person 1 (Topics: Rise of Dictatorships -Names of Dictators; Canada Before WWII (Including Anti-Semitism stories) Group 2/Person 2 (Topics: German, Italian and Japanese Steps of Aggression; Reasons for the War; End of War -D-Day and Atomic weapons) Group 3/Person 3 (Topics: Main Battles of the War -list and explain; Holocaust Group 4/Person 4 (Topics: Canada's Issues in WWII; Short and Long Term Consequences) *Groups write versions of their Mind Maps (covering the topics assigned to them) on their part of the Board * Everyone in the group must write (take turns) * Present and explain what you wrote to the rest of the class Task 3 -Play the Review Kahoot -CLICK HERE What should be in your Unit Test Mind map: 1. Rise of Dictatorships A. Reasons for the rise for Dictatorships B. Connection with the Great Depression C. Names of the Dictators and countries they led 2. Canada before WWII A. Canada's reaction to German aggression B. Anti-Semitism in Canada (examples of two stories we learned about) 3. German, Italian and Japanese steps of Aggression A. List all the steps of aggression (before the war) that we learned about 4. WWII Major events A. When did the War begin and end B. Which countries fought in the war C. Major battles (Invasion of Poland, Fall of France, Battle of Britain, Invasion of the USSR, Pearl Harbor attack, D-Day Landing at Normandy, France) D. Major Canadian Battles ( Battle of Hong Kong, Raid on Dieppe, Invasion of Sicily, Italian Campaigns, D-day landing on Juno beach, Liberation of the Netherlands); Battle in the Ocean, Battle in the Air, British Commonwealth Air Training Plan E. 5 mandatory historic figures (and 5 optional) with descriptions F. Short and long terms results of the War 5. End of the War A. Landings in Normandy B. Atomic Bombs and the Manhattan Project 6. Canada's issues A. Conscription crisis B. Internment of Japanese Canadians 7. The Holocaust A. Stages of the Holocaust
WHAT WE DID TODAY:
1. WE LEARNED ABOUT THE MAIN STAGES AND EVENTS OF THE HOLOCAUST OF 1933-1945 2. We learned about Genocides in general and speculated what causes governments and other political and social groups to turn on others
The Hook "Fist they came" By Martin Niemöller -CLICK HERE
"First they came …" is the poetic form of a 1946 post-war confessional prose by the German Lutheran pastor Martin Niemöller (1892–1984). It is about the cowardice of German intellectuals and certain clergy—including, by his own admission, Niemöller himself—following the Nazis' rise to power and subsequent incremental purging of their chosen targets, group after group. Many variations and adaptations in the spirit of the original have been published in the English language. It deals with themes of persecution, guilt, repentance, and personal responsibility. tASK1. tHE hOLOCAUST
1. Definitions:
A. Genocide -a deliberate persecution and elimination of large groups of populations (often sanctioned by governments and often done against its own populations) B. Holocaust - (origin of the word -a Jewish sacrificial offering that was burned completely on an altar.). Persecution and deliberate elimination of Jewish populations of Europe during the Nazi Germany's regime in 1933-1945. During the Holocaust other minorities (Roma peoples, disabled people homosexual people and political dissidents, communists and anti-nazists were persecuted as well) C. Look at the poster with 10 stages of a Genocide. -CLICK HERE. Often the early states are HARD to recognize and some people do not notice that until it is too late. Ask your partner: Why do you think genocides occur? What steps could and should societies undertake to avoid and prevent genocides? In these 10 steps, at which step, in your opinion, a society absolutely must stop its perpetration in order to avoid the disaster of a genocide? How should a society act and when? 2. Watch the video -a story of the Holocaust survivor -CLICK HERE 3. Stages of the Holocaust Stage 1. Definition: Jews are defined as the “other” through legalized discrimination. (The Nazis decided who is considered a Jewish person by law -Nuremberg laws) Stage 2. Isolation: Once individuals are labeled as Jews, they are separated from mainstream society. Stage 3. Emigration: Jews are encouraged to leave Germany. With the beginning of World War II in 1939, the Nazis apply their racial laws to the countries they invade and occupy. Thus, Jews in these territories also tried to emigrate outside of the Third Reich. Stage 4. Ghettoization: Jews are forcibly removed to segregated sections of Eastern European cities called ghettos. Stage 5. Deportation: (To concentration camps) Jews are transported from ghettos to concentration camps and death camps. Stage 6. Mass murder: It is estimated that the Nazis murdered approximately 11 million innocent civilians during World War II. These are civilians killed not in the crossfire of armed combat but murdered for being an “enemy of the state” or for belonging to an undesirable group. The Nazis and those who worked for them killed children, women, and men mostly through shooting, suffocation in gas chambers, and imprisonment in labor and death camps. Conditions in the camps were such that many prisoners died from disease, such as typhus, malnutrition, and exhaustion from overwork. Of those killed, six million were Jews. Two-thirds of the entire European Jewish population was killed by the Nazis. 4. Look through the presentation with the teacher -CLICK HERE 5. Read the article about the Holocaust during WWII Use the THREE reads system (we have already tried it) Look at the Questions for Read TWO Answer the final question after read THREE and discuss with your partner 6. Open the poster with the 10 stages of a Genocide. -CLICK HERE A. Compare them with the stages of the Holocaust we learned about. B. Look at the timeline of the Holocaust events of 1933-1945 -CLICK HERE Can you match each particular stages of the Nazi Holocaust of 1933-1945 with a stage of a Genocide?
HOMEWORK:
1. Read the article about the Holocaust during WWII Use the THREE reads system (we have already tried it) Look at the Questions for Read TWO Answer the final question after read THREE and BE READY TO discuss with your partner 2. LOOK AT YOUR NOTES FROM CLASS TODAY. ANSWER ALL THE QUESTIONS FROM THE ARTICLE IN TASK 4. 3. KNOW ALL THE DEFINITIONS AND THE STAGES OF The HOLOCAUST What we did today
1. We learned about one of the key moments of the EUROPEAN war theatre -the Landings in Normandy (D-Day June 6th 1944)
2. We learned about the Manhattan Project -the development of the Atomic bomb and its use on attacks on Japanese cities of Hiroshima and Nagasaki 3. We learned about the Holocaust -a deliberate extermination of the "undesirable" populations in Europe by Nazi regime in Germany Video of the lessonThe hook:
*Recall Canada's participation in the landings in Normandy
Which beach did the Canadians land to? Why were the landings in Normandy important to the success of the war?
Omaha Beach (USA sector) in 2016 ( Mr. Melnik's personal files)
Task 1. Open this website
1. Browse through the website. Look at infographics and statistics
2. Create notes reflecting the 5Ws and H. What, When, Where, Who Why and How 3. Explain the story of what happened on D-Day to your partner in form of a verbal story (using your Mind map as a guide) Task 2 -Watch the opening scene of "Saving Private Ryan film
Canada (BC) 18A – 18 Accompaniment – Persons under 18 years of age must be accompanied by an adult.
1. Really think what these soldiers went through and how massive the effort was in preparation and the execution of this Operation Overlord
Task 3 -The Manhattan project
11. Atomic weapons are being developed
A. Physicists from Great Britain, Italy, Denmark, The USA and France all worked together during peaceful times exchanging information in the 1900-1920s 2. During 1930s Germany and Italy had made their programs "closed" 3. Nuclear fission (splitting of an atom) development reached the highest point in 1938 in Germany, its physicists knew how to make a bomb. However some of the brightest German minds escaped Nazis early in the 1930s. One of them was Albert Einstein 4. Read the letter to USA president Roosevelt by Albert Einstein in 1939 A. Spend 15 minutes writing a response to this letter by Roosevelt B. Role play a conversation between Einstein and Roosevelt (use your understanding of the issues raised in the letter and your response to it) Consider the following: *It is 1939 and a World War is looming * Germans are developing their Atomic weapons program What is your decision as a president of the USA? Share with your partner verbally and in character 2. The Manhattan Project -read this article and complete the 5Ws information put into a Mind Map A. What? A super secret project by international body of scientists and the Government of the USA to develop an atomic bomb ahead of Germany Continue with Where? When?, Who? Why? and How? also include the Results Task 4 -Hiroshima and Nagasaki
1. The Bombings
Aug 6th Hiroshima (Bomb -"Little Boy") kills 120 000 people Aug 9th Nagasaki (Bomb -"Fat man") kills 90 000 people 2. Legacy Immediate: Japan ends the war; people suffer and keep dying Long Term: For decades Japan reported high rates of cancer associated with the Atomic explosions in 1945.many thousands more perished as a result 3. Why use it? American story -Read about the FOUR options Harry Truman could have chosen. He chose option #4 Carefully examine all options. Can you justify Truman's decision? Why or why not? Which option would you chose? Why?
HOMEWORK:
1. STUDY THE MIND MAP YOU MADE TODAY 4 times 2. EXPLAIN THESE TOPICS TO A MEMBER OF YOUR HOUSEHOLD 3. Finish all the tasks of the lesson What we did today1. We learnt about Canada's WWII home front 2. We learnt about the WWII Conscription crisis and Internment of Japanese Canadians Task 1 -COnscription crisisRecall: 1. Canada already experienced a similar crisis on Conscription issue in WWI (1917) Fast Forward to 1939: 1. Mackenzie King pledges support for Britain, but is reluctant to call general conscription (For example the USA announced conscription once they entered the war on Dec 9, 1941) 2. This divided Canada once again: The British supported the war and volunteered to go; the French Canadian did not support the war and refused to go 3. Politicians from Quebec also did not support the war and Mackenzie King's Cabinet of Ministers got split on the issue of Conscription 4. Mackenzie King delayed the conscription as long as he could, relying on volunteers only. Many of these volunteers will be send to Hong Kong (1941) Italy (1943-44) France (1944) and Holland (1944-45). 5. Conscription was finally announced in November of 1944. 44 000 Canadians died in WWII most of them volunteers. Only 300 conscripts died in the war. It meant that Mackenzie King masterfully delayed conscription and was able to save Canada's face and save the lives of the soldiers. Watch the film produced by the National Board of Canada Mackenzie and the Conscription crisis A. As you are watching pay attention to the immense pressure and the struggle of Prime Minister Mackenzie King torn between helping Britain and sending Canadians to war and protecting the country and its men as well as his own political career B. After watching: Answer the questions:
* Write a paragraph response: "Do you think Mackenzie King did the right thing delaying Conscription? Why or why not * "If you were asked to fight in a war for a country of your origin, would you fight? Why or why not?" Task 2-Internment of Japanese Canadians1. On Dec 7-8 Japan attacked US Naval base in Pearl Harbor Hawaii, and British colonies in Hong Kong, British Malaya (Today's Malaysia) and Singapore 2. Britain declares war on Japan (and so does Canada) 3. In Feb 1942 Canadian government decides to intern (arrest) the Japanese Canadians and send them to labor camps 4. 12 000 Japanese Canadians were sent to camps, including women and children (they were in separate camps, or settled farther away from the BC coast) 5. Their property (homes, boats, cars) were confiscated and sold in auctions) 6. After the war many Japanese Canadians went to live in Japan, even though 60% of them were born in Canada 7. Canadian Government apologized to these people only in 1988 A. Watch the video about the Internment during 1941-1943 in British Columbia. B. Think about if it was your country of origin at War with Canada, how would the Canadian government treat you and why? Do you think it would be justified? C. Read the article about the Internment during WWII
D. Create 2 questions based on what you learned from the video and from the article about the Internment of the Japanese Canadians What we did today1. We looked at Major events of WWII and created a Big Mind Map 2. We looked at the Battles and events Canada took part in Last class review -Questions for partner discusionTask 1. Listen to a teacher's presentation and Create a Mind MapWWII: Sep 1, 1939 -Aug 15, 1945 (Ceasefire) and Sep 2nd 1945 Signed agreement by Japan Who Fought: 1. Axis Powers: Germany, Italy, Japan, Romania, Hungary, Vichy France (1940), Croatia, Bulgaria, Finland, Slovakia, Czech Bohemia/Moravia Allies: United Kingdom (Great Britain), USSR, USA (1941), China, Free France (In exile) Key events: 1. Sep 1 1939 Germany attacks Poland 2. April 8 1940 Germany invades Denmark, Norway 3. May 1o 1940 Germany invades Belgium, Netherlands, Luxemburg and France 4. May 26-June 4th -Evacuation of Dunkirk 5. June 14 1940 Paris falls and June 25 1940 France capitulates and divided (German North, French Vichy France south -collaborates) 6. July 10-Oct 31 Battle of Britain 7. Oct 28 1940 Italy invades Greece; 8. April 6 1941 Germany invades Greece(to help Italy) and Yugoslavia 9. June 22 1941 Germany invades the USSR (in violation of their non-aggression pact.) Oct 1941-January 1942 Battle of Moscow 10. Dec 8th 1941- Pearl Harbor (Japan Attack USA in Hawaii); Philippines Guam, Singapore, Hong Kong, Malaya (Malaysia) 11. Aug 19 1942 Raid of Dieppe (Canada) 11. Oct-Nov 1942 North African campaign and battle of Al-Alamein 12. Battle of Stalingrad July 1942-February 1943 13. Italian Campaigns -July 1943 Sicily (landings on beaches); Dec 1943 Ortona; January-May 1944 Monte Cassino 14. June 6th 1944 D-Day Normandy landings; Liberation of Netherlands (Canada) 1944 15. April-May 1945 Battle of Berlin 16. February-June 1945 Iwo Jima and Okinawa 17. August 6 and 9 Hiroshima and Nagasaki Atomic bomb attacks 18. Aug 9th 1945 USSR invades Manchuria (China) Work in groups of three: Choose one event from each group of events and do a quick internet research for 4Ws: What, where, who, when, how -15 min Share in your group of three -5 min Task 2. Canada's Contribution to WWII1. Battle of Atlantic ( Canadians served on shipment convoy protection -corvettes; 1500 Canadians died 1 in 7 of all who served -highest rate of casualties in the entire war) 2. Canadians in the Air (RCAF) Canadians flew bomber, fighter, reconnaissance, transport, and other missions around the world. CRAF participated in the epic Battle of Britain in 1940. For the rest of the war, Canadian fighter-bombers attacked coastal areas in German-occupied Europe while Canadian heavy bombers struck at targets much further inland. In addition, Canadian maritime patrol bombers based in Canada, Newfoundland, Iceland and Britain fought German submarines. By 1945, the R.C.A.F. had grown to be the world’s fourth- largest air force. More than 17,000 Canadian airmen perished during the war. 3. Battle of Hong Kong ( Dec 8th-Dec 25th 1941) 550 died, 1500 taken prisoner until 1945 4. Raid of Dieppe (Aug 19th 1942) Of the 4,963 Canadians who embarked for the operation, only 2,210 returned to England, and many of these were wounded. There were 3,367 casualties, including 1,946 prisoners of war; 916 Canadians lost their lives 4. Battles in Italy ( Sicily, Ortona, Monte Cassino) 93 000 Canadians fought in Italy; 6 000 dead, 20 000 wounded 5. Liberation of Normandy D-Day: Juno Beach -Canadians were very successful (21 000 Canadians landed on Juno; 340 Canadians killed, 574 wounded, and 47 captured for a total of 961. There were also 243 British Army casualties in the Juno sector. 6. Liberation of Netherland 7600 Canadians died in the 9 months campaign in 1944-45 7. Non-Combat Contribution -British Commonwealth Air Training Plan Canada paid 1.6 billion out of the 2.2 billion price tag in 1939 and provided airplanes, instructors, airports and fuel to train British pilots for the war. This effort helped during the Battle of Britain (30 000 pilots by 1940 and 100 000 pilots by 1945 graduated) Task 3 reading and viewing with understandingA. Read this article. Use the three-read approach described in the beginning of the reading -CLICK HERE B. Watch the video and think about the events of WWII Results of the War:Key People: (record 5 people in red color +5 more of your choice) -do a quick search and write down who these people were 1. Adolf Hitler 2. Benito Mussolini 3. Emperor Hirohito 4. Joseph Stalin 5. Georgij Zhukov 6. Franklin Delano Roosevelt (FDR) 7. Harry Truman 8. Dwight Eisenhower 9. Winston Churchill 10. Heinrich Himmler 11. Joseph Goebbels 12. Erwin Rommel 13. Fredrich Paulus 14. Douglas Macarthur 15. George Marshall 16. William Lyon Mackenzie King Short term results: 1. Nazism and Fascism was defeated. 2. Great Britain and the USA benefited politically and economically and ended German or Slavic attempts at dominating Europe 3. United Nations was formed under the leadership of the USA 4. Cold War (between Communism and Liberal Capitalism) began Long Term results: 1. The world fell into the hands of two camps -Communist states and Liberal Capitalist states a so called "two world's order" 2. Space race, technological, weapons and nuclear races. 3. End of colonial and imperialistic domination and beginning of economic domination Task 4 Check your understandingComplete this worksheet and questions -CLICK HERE Writing Assignment -CLICK HERE HOMEWORK:
1. STUDY AND EXPLAIN YOUR MIND MAP VERBALLY TO A MEMBER OF YOUR HOUSEHOLD 2. FINISH TASK 3 -READ THE ARTICLE AND WATCH THE VIDEO 3. Record the famous people of the War -describe them 4. FINISH TASK 4 -WORKSHEET CHECK YOUR UNDERSTANDING What we did today
1. We looked at the 6steps of Aggression by Germany
2. We looked at Aggression by Italy and Japan 3. We looked at the Main events of the first Phase of WWII 1939-1941 Task 1. Dictators become Aggressive
A. Recall from last class that in 1930s Dictatorships became popular
* Italy (Mussolini) -elevated the Italian pride; improved economy * Germany (Hitler) -took Germany out of Great Depression; rebuilt economy * Stalin(USSR) -rebuilt economy * Hirohito/Tojo (Japan) -improved economy and nationalistic feelings B. Recall the Treaty of Versailles: Germany was: W -ar Guilt (blamed for WWI) A -rmy Forces (denied any Army, Nave, U-boats, etc) R-eparations (Paid money and raw material and goods to teh Allies) M -ap (Lost territory: Alsace-Lorraine to France; Rhineland demilitarized; Bohemia (Sudetenland) to Czechs, east Prussia to Poland, North territories to Denmark Discuss with partner: "Do you think the Treaty of Versailles conditions were too harsh on Germany? Why or why not?
Record these into your notes: Hitler's steps of Aggression (He wanted to restore everything Germany lost in WWI)
* When Hitler came to power in 1933 he cancelled the Reparation payments (violation of Treaty of Versailles) * He promised to restore German pride so that Germany can get rid of its guilt for starting WWI * January 1935 Germany invades Saarland (France) on bicycles (Hitler's biggest bluff) * He began a massive re-armament in 1935 (Violation of Treaty) * He announced conscription to the Army in 1935 (Violation of Treaty) * Naval agreement with Britain. Britain allowed Germany to build a fleet equal to size of Britain's (Question: Why?) * The Rome-Berlin Axis agreement with Mussolini and the Anti Comintern Pact with Japan, which was an agreement to jointly oppose Communism 1936 * Anschluss (Joining) with Austria 1938 (Violation of Treaty of Versailles) * Munich Agreement (Germany takes over Sudetenland)- Sep 1938 * Germany invades the rest of Czechoslovakia 1939 * Germany signs a non-aggression pact with the USSR Aug 23 1939 (and secretly agree to divide Poland) * Sep 1 1939 Germany invades Poland Task 2 -Assessment of the Aggression
Work with your partner (each reads and completes separate tasks and then shares with partner)
Partner 1 chooses option A and Partner 2 chooses option B 1. Click on the links below (they are underlined) 2. Read through the information and complete the tasks and questions 3. Create a set of notes in point form to help you understand the material and present it to your partner 4. In the next class (tomorrow) you will share your larning Choice A look at the topics of * Treaty of Versailles, Effects of the Treaty on German people; Hitler's speech (Read the documents; Write a -"Hitler's Speech" -What would you say to the German people if you were Hitler based on your dissatisfaction with the Treaty of Versailles) Criteria: Three paragraph speech: Paragraph 1 -Describe why Hitler was not happy with the Treaty of Versailles Paragraph 2 -Describe how Hitler would avenge the Treaty of Versailles and what he would do for German people Paragraph 3 -Describe what Hitler would do to expand the German nation in terms of territory * What Hitler did (Read information and complete the worksheet with Hitler's actions) Read the information and complete the tasks
Choice B looks at the topics
* Policy of appeasement ( Britain and France) (Read information about Appeasement; Re-write the quotes and sort them out. Act out a conversation for your partner in character ;) * Failure of the League of Nations ( Read information; explain the cartoons in writing ( a few points about each), then complete a dialogue and act it out in character to your partner
Lesson #2 Warm up -CLICK HERE
Present your results from Task 2 from last class 3 paragraph writing (Option A) -read out loud to your partner 2 skits in character -(Option B)act out to your partner Task 3 -Aggression by Italy and Japan
Open the textbook Chapter 5 fig. 5-7; 5-8; 5-9; on pp. 124-126
see below Read pages 124-126 and draw maps in your Mind Maps. Label the maps showing aggressions by Germany, Italy and Japan in 1930s
Maps of Aggression (blank)
HOMEWORK:
1. READ THROUGH YOUR NOTES AND MIND MAPS. EXPLAIN VERBALLY TO A MEMBER OF YOUR HOUSEHOLD. 2. RECORD YOUR EXPLANATIONS AND BRING TO CLASS TO SHARE WITH PARTNER 3. FINISH TASK 3 TEXTBOOK AND QUESTIONS what we did today1. We learnt about attitudes towards new ideologies in Canada 2. We learn about Anti-Semitism in Canada before WWII Record the following: * In 1936 population of Canada was 11 million people * Fun fact: Nazi Olympics in Berlin (1936) Basketball at the 1936 Summer Olympics. Canada places second and got Sliver medals -the only basketball medals for Canada ever The 1936 tournament was an experiment with outdoor basketball. Lawn and dirt tennis courts were used for the competition, but this caused problems when the weather was adverse, especially during the final of the tournament. The final between the USA and Canada was played in driving rain, turning the court into a quagmire such that it was impossible to dribble, while the conditions kept scoring to a minimum: highest scorer in the game was Joe Fortenberry of the United States, with seven points. In addition, almost all of the nearly 1,000 in attendance had to stand in the rain throughout the final as there were virtually no seats for spectators. TASK 1 READ THE ARTICLE ABOUT CANADA'S REACTION TO HITLER'S AGGRESSION IN EUROPE -CLICK HERE 1. Create an analysis of the main points in the article A. I helped you by highlighting (IN yellow) the main ideas in each paragraph B. Create a Mind map or a flow chart with main concepts of the article and connect them with arrows TASK 2. CANADA AND ANTI-SEMITISM Antisemitism: hostility to or prejudice against Jewish people. Partner read and discuss A. One of you reads an article about SS. St. Louis -the ship that nobody wanted B. Another person reads an article about Victoria beach on Lake Winnipeg (a resort) C. Create notes as you read. After you finished, share with your partner (3 minutes speaking time each) D. After your discussion ask your partner:
TASK 3. WHY PEOPLE HATE OTHER PEOPLE? 1. This is a big and loaded question. But still, why do we? Brainstorm with your partner and come up with 5-10 reasons for why certain groups of people dislike or discriminate against others HOMEWORK:
1. FINISH THE READINGS FROM TASKS 1 AND 2 IF NOT DONE IN CLASS. BE READY TO DISCUSS WITH PARTNER 2. READ AND STUDY YOUR MIND MAPS CREATED IN CLASS. EXPLAIN WHAT YOU LEARNED TO YOUR PARENTS in a 5-minute verbal presentation. |
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