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The First World War and Canadian Points of View

  • Military History
  • Secondary – Junior

This lesson plan was created by members of Historica Canada’s teacher community. Historica Canada does not take responsibility for the accuracy or availability of any links herein, and the views reflected in these learning tools may not necessary reflect those of Historica Canada. We welcome feedback regarding the content that may be linked to or included in these learning tools; email us at education@HistoricaCanada.ca.


Overview


An exploration of different points of view of Canadians during the First World War.

Aims


Students will be able to explain the causes of the First World War and how Canada became involved. Students will be able to analyse the effectiveness of propaganda posters and create one that represents a specific point of view. 
Visually and in writing, students will be able to express a point of view from a specific group of Canadian people during the First World War. 

Activities


Time Allowance:
Approximately 4 hours

Procedures:

1. Brainstorm with the students what they know about the First World War.

2. Play First World War Heritage Minutes, stopping after each vignette to ask the students the WHO?, WHAT?, WHEN?, and WHERE? of each Minute.

3. Give students notes on the causes of the War and how Canada became involved.

4. Put students in groups of four and give each one of the following topics: French Canadians, Indigenous peoples, Women, English Canadians, Black Canadians, Japanese Canadians, Eastern European Canadians, etc. Ask students to brainstorm what their group of Canadians may have felt about the war.

5. Discuss the purpose of propaganda posters and show students a few examples. Ask students what point of view is being portrayed and who may have been behind creating the poster and why they may have created it.

6. In the groups that the students were in for Step Four, have students research their group (example: French Canadian) and their point of view regarding the war. The students must represent their research in the form of a newspaper that must include: two articles, a drawing and a propaganda poster.

7. Have the students discuss their findings in the form of a presentation. At the end of each presentation, ask the students to refer back to their brainstorm on their specific group's point of view on the First World War and compare it with their research.

Evaluation:

Marking rubric for presentation
Students' Names: ___________________

POINT OF VIEW CLEAR 3 points
ACCURACY OF CONTENT 3 points
CREATIVITY 3 points
SUFFICIENT CONTENT 3 points
PRESENTATION CLEAR 3 points

TOTAL: 15 points
COMMENTS:

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