Canadian History: People and Events



Canadian History: People and Events

Unit 2: World War I

Instructions: Using the textbook or other resources:

a) Identify or define each of the following figures, events or terms for the specific time frame / unit

b) Explain the historical importance of each figure, event or term for the specific time frame or unit

People and Events should be completed using the chart below. You may use point form in the chart. You should construct a table and fill in information. The most important part is the Historical Significance. It’s the “so what?” that tells us why that person or event is so important.

|Figure, Event or Term |Identify |Historical Significance |

|Robert Borden | | |

|Billy Bishop | | |

|Sam Hughes | | |

|Halifax Explosion | | |

|Trench Warfare | | |

|Vimy Ridge | | |

|Enemy Aliens | | |

|Victory Bonds | | |

|Convoys | | |

|Treaty of Versailles | | |

|League of Nations | | |

|Passchendaele | | |

Canada’s Military Contributions to World War I

|Battle / Date |Description of Battle / Tactics / Strategies |Role of Canadian Soldiers / Troops |Results / Casualties |

|Ypres | | | |

|April 1915 | | | |

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|Somme | | | |

|July, 1916 | | | |

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|Battle / Date |Description of Battle / Tactics / Strategies |Role of Canadian Soldiers / Troops |Results / Casualties |

|Vimy Ridge | | | |

|February, 1917 | | | |

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|Passchendaele | | | |

|October 1917 | | | |

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Do you think military leaders were to blame for the high number of causalities? Explain.

Would soldiers ever be justified in refusing the order to fight? Why or why not?

World War I Scrapbook Assignment

Use the WWI scrapbooks to complete the following questions on a separate piece of paper.

Trench Warfare (p. 8-9)

1. List three reasons why life in the trenches was difficult.

2. Describe "no man's land" and "over the top".

3. Describe the effects of poison gas.

4. How long would men spend in the trenches? How long did they get to rest?

Life in the Front Lines (p. 12-15)

5. What was another name for lice? Why were some of the methods to avoid lice unrealistic for soldiers' in the trenches?

6. What was "trench foot"? How would a soldier get this ailment? How could it be prevented?

7. Examine the articles on page 15.

a) What evidence is there that the Canadians were quite friendly with the enemy during the first war time Christmas in 1914?

b) What evidence is there that the Canadians were much less friendly at Christmas in 1916?

Propaganda (p. 33)

8. Read the section "Enemy Atrocities reported...". What emotions would these stories produce in their readers?

9. Examine the poster, "Daddy, what did you do...". What do you think this "Daddy" did in the war? Who is this poster aimed at?

10. Read the poster, "To the Women of Canada". What is the message of the poster? Its it effective and why / why not?

11. Read the "Under the Defence of the Realm Act". What kind of stories could newspapers NOT published during the war?

Why not, do you think?

Fighting the War on the Homefront (p. 34-35)

12. List three ways how Canadians, young and old, contributed to the war effort.

13. According to the Food Controller 1917, what four things were to be produced, consumed and never wasted? Why?

Women and the War Effort (p. 36-37)

14. Name five ways women contributed to the war effort.

Paying for a War (p. 40-41)

15. What three methods were used to raise money to help pay for the war?

16. In 1918, how much did the war cost Canada per day?

17. My 1919, how much had the war cost Canada in total?

Conscription (p. 42-43)

18. Examine the Enlistment / Casualty rate for 1917. Why would Prime Minister Borden introduce conscription?

19. According to the "Military Service Act", who was eligible for conscription? Who was exempted?

20. Examine the "Wartime Elections Act". Who was granted the vote? Who was denied the vote?

You are to assume the role of a Canadian Soldier fighting in the trenches of World War I. In your letter you must include the following information:

a) Details on one of the four major Canadian battles of WWI.

b) Comments on the diet of a Soldier.

c) Conditions in the trenches - mud, lice, rats, dead bodies, etc.

d) At least five words from the list that soldier’s used at the time.

These requirements should be included into your letter so that they actually seem as part of the story that you are weaving together. Do not just throw these criteria into your story, make them flow into the rest of the sentence.

List of Words used During World War I

|What it means now |What it meant then |

|A friend is a |Comrade |

|Friendship is |Comradeship or fellowship |

|A horse is |Steed or charger |

|The enemy is |The foe, the host, the Hun, or Fritz |

|Danger is |Peril |

|To conquer is to |Vanquish |

|To attack is to |Assail |

|To be brave is |Plucky, staunch, gallant |

|Bravery considered after the fact is |Valour |

|The dead on the battlefield are |The fallen |

|To be nobly enthusiastic is to be |Ardent |

|The front is |The field |

|Obedient soldiers are |The brave |

|Warfare is |Strife |

|Actions are |Deeds |

|To die is to |Perish |

|To show cowardice is to |Swerve |

|The draft notice is |The summons |

|To enlist is to |Join the colours |

|Cowardice results in |Dishonour |

|Not to complain is to be |Manly |

|To move quickly is to be |Swift |

|Nothing is |Naught |

|Nothing but is |Naught, save |

|To win is to |Conquer |

|One’s chest is one’s |Breast |

|Sleep is |Slumber |

|The objective of an attack is |The goal |

|A soldier is a |Warrior |

|One’s death is one’s |Fate |

|The sky is |The heavens |

|Things that glow or shine are |Radiant |

|The army as a whole is |The legion |

|What is contemptible is |Base |

|The legs and arms of young men are |Limbs |

|Dead bodies constitute |Ashes or dust |

|The blood of young men is |The red-sweet wine of youth |

Format:

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|Date |

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|Name (who is receiving this letter?) |

|Address |

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|Greeting (ie. Dear, Sally) |

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|Body of Paragraphs |

|□ Paragraph #1 ( a brief introduction) |

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|□ Paragraph #2 (life in the trenches) |

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|□ Paragraph #3 (a close call; in the trenches or going “over the top” into battle) |

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|□ Paragraph #4 (what do you think of war?) |

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|□ Paragraph #5 (what do you miss about home?) |

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|□ Paragraph #6 (brief conclusion/farewell) |

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|Closing (ie. Yours truly, ) |

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|Signature |

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|Postscript (P.S.) – any afterthoughts or additional information |

|Criteria for evaluation: |

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|Thoroughly discusses one battle in detail and facts were accurate. | |

|Battle is woven in as part of a flowing story | |

|Trench life was explained accurately and in immense detail. | |

|A soldier’s diet was perfectly described, wow! Did they have to eat that stuff? | |

|All required vocabulary and language words were used as part of a flowing story and in the proper context. | |

|Complete mastery of structuring and communication | |

|Only one or two spelling and grammatical errors and they do not have or make an impact on the expression of ideas and| |

|content. | |

|Tremendous, this letter belongs in the Canadian War Museum. Is this real? | |

|Fantastic and innovative ideas. Very creative and interesting. | |

|Met and went beyond all expectations for this assignment. | |

World War I - Letter Home from the Trenches

|Criteria |Level 0 |Level 1 |Level 2 |Level 3 |Level 4 |

| |(0-49%) |(50-59%) |(60-69%) |(70-79%) |(80-100%) |

|Communication |Poorly structured, poorly written,|There is a minimal amount of structure|Somewhat structured, but there is |Letter is properly structured. |Complete mastery of structuring and |

| |and very poor spelling. |and order |still some difficulty with the flow of|A few spelling mistakes, but they do |communication |

| |Writing interfered with the |Numerous spelling and grammatical |information. |not interfere with the expression of |Only one or two spelling and |

| |delivery of information and main |errors throughout the letter. |Spelling mistakes are less frequent, |ideas and content. |grammatical errors and they do not |

| |ideas. |Writing moderately interfered with the|but they still interfere with the |Well written. |have or make an impact on the |

| | |delivery of information and main |communication of the main idea. | |expression of ideas and content. |

| | |ideas. | | | |

|Application |Just used lined or whatever paper |Used fresh paper |Limited effort has been made in making|Wow, this letter almost looks |Tremendous, this letter belongs in the|

| |was lying around. |Still just going through the motions, |the letter appear authentic |authentic. |Canadian War Museum. Is this real? |

| |Very boring letter, did not put |little innovation of expression of new|A few interesting ideas |Some real interesting ideas. |Fantastic and innovative ideas. Very |

| |any effort into this task |and exciting ideas. |Approaching the desired length for |On target for the desired length of |creative and interesting. |

| |ZZZZZ, almost put me to sleep. Not|Yawn, not very exciting |this assignment. |assignment. |Met and went beyond all expectations |

| |creative. |Not meeting the expected length of | |Highly creative. |for this assignment. |

| |Did not meet required length |assignment. | | | |

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