Download 9: Was a “Secret War” necessary in order to win the Second World

LESSON PLAN 9
9: Was a “Secret War” necessary in order to win the Second
World War?
LESSON
DURATION
LESSON MATERIALS &
PREPARATION
OTHER NOTES FOR EDUCATORS
1 class period
(75 minutes)
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HISTORICAL
THINKING
CONCEPT &
RATIONALE
Print and Prepare
“Learning Centres” for this
lesson.
Arrange tables in your
classroom into 6 groups (4
or 5 desks at each group).
Any props that might make
for a good “disguise” for a
spy.
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You can adjust the number of Learning Centres
accordingly by selecting relevant content for your
students. Knowing your learners will determine
whether you run 4 or 6 centres.
You can expand each centre to include further
research by students into the topics presented.
I find that students are readily curious in this
lesson.
Role-playing, props, “spy clothes” are welcome
additions to this lesson.
HISTORICAL SIGNIFICANCE
Students will explore the impact of a ‘Secret War’ on the outcomes of the Second World
War in this lesson. It may also be prudent to discuss the connection between espionage and
a “Total War” (previous lesson), and the role of espionage in the development of Canada’s
identity (why do so few people know about this part of Canada’s history and contribution
to the Second World War? Does this prove or disprove its significance?) If something is
“necessary” then it can also be seen as having had a significant impact (then and now).
CLASSROOM INQUIRY PROCESS
Formulate
Questions
Gather
& Organize
Activation: Code
Breaking
Learning Centres
1. SOE
2. Codes & Enigma
Machine
3. Operatives
4. Artifacts
5. Camp X
6. POWs
Exploration: AntiSpy Propaganda
Lesson Plan 9
Interpret
& Analyse
Evaluate
& Decide
Communicate
Use Historical Significance
Criteria to explore the
“necessity” of a Secret War.
Class discussion.
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1. FORMULATE QUESTIONS: (15 minutes) - With Activation and Exploration
*Note: A little role-playing here goes a long way. I try to introduce this lesson as Spy Training. Activities are
designed to help train and inform operatives about to enter the field as Canadian Spies in WWII.
1. Activation: Can you break this code? (5 minutes)
Use the following code (or create your own) for this famous WWII quotation from Winston Churchill “Set
Europe Ablaze.” This quote encapsulated the orders given to the Allies first spies in the Second World War.
Learn more about it at http://www.bbc.co.uk/history/worldwars/wwtwo/soe_01.shtml
Create a cipher from this code A = 9, C = 11, S = 1, U = 3 to decode the following message.
1
13
2
13
3 26
23
24
9 10 20
9
8
13 13
*Note: I usually use this quick challenge as a qualifying test for prospective spies. Groups work together and
once they think they’ve solved it, they check with me. The first team to win, gets additional disguises. I usually
pick up some fake mustaches from the Dollar Store near my home.
2. Exploration: What are we afraid of? (5 minutes)
Lead students through an analysis of an Anti-Spy propaganda poster (or film – i.e. US Private SNAFU clip in
Additional Resources) from the Second World War. The frank reality here is that if we know that we have spies
in Europe and around the world, it is fair to assume that there are enemy spies here in Canada. This paranoia
led to human rights violations of German and Japanese Canadians during WWII (particularly in Internment
Camps - another lesson altogether).
Your discussion can focus on questions like:
• What are we afraid of?
• Why is information so important in warfare?
• What lengths should we go to protect ourselves?
• Is our fear rational or irrational? Is this just paranoia?
Lesson Plan 9
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The Set Up:
The rest of this lesson utilizes Student Learning Centres set up in your classroom. At each table, different
resources will allow students to explore topics relating to the experience of Spies and the practice of Espionage
during the Second World War.
Each centre also provides opportunities for further exploration by groups through research. You can decide
to run the activities as they are (10 minutes each = 1 period lesson) or add time for additional research and
learning in each area (20 minutes each = over 2 periods).
*Assuming Each Learning Centre takes 10 minutes to complete. Students rotate from table to table to
complete the accompanying worksheet in 60 minutes.
Students will complete the section of their worksheet associated with each Learning Centre and discuss the
“Interpret & Analyse” question that is the focus of each centre (seen on student worksheet).
2. GATHER & ORGANIZE
Exploring a variety of Historical Evidence
3. INTERPRET & ANALYSE
Thinking about Historical Evidence
Centre 1 - Prisoners of War
• Explore images and information relevant to
the Battle of Hong Kong and of the treatment
of Prisoners of War (P.O.W.s) in the Second
World War.
What’s at stake for those engaged in espionage?
Centre 2 - Secret War: Allied S.O.E.
• Watch this video clip/montage to better
understand the use and purpose of a Special
Operations Executive.
Why did we have a Special Operations Executive?
Centre 3 - Camp X
• Information about Camp X is reviewed with
the group. Is Camp “X” significant to the development of
Canada’s identity in the Second World War and
beyond?
Centre 4 - Gadgets
• Review the images and brief descriptions
of artifacts used in the act of espionage to
create codes, courier information, and conceal
weapons and personnel.
What do artifacts of espionage reveal about the
purpose and nature of spy work?
Centre 5 - Agents
What did it take to survive?
• Several Agent Profiles are shared and discussed
with a focus on the characteristics of Special
Agents.
Centre 6 - The Enigma Machine
• Images and information about the Enigma
Machine and the importance of Codes and
Codebreakers during the Second World War.
Lesson Plan 9
Did codes and code-breaking work?
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4. EVALUATE & DECIDE – Using Historical Significance Criteria (5 minutes)
3. Which of the Historical Significance Criteria applies best to the topic of espionage and spies in the Second
World War? Select one.
a. Impact (at the time).
i. Quality - has a profound impact on Canadians and the World at the time.
ii. Quantity - involves a number of people, groups or places
iii. Duration - has a duration that is significant (either for its short-ness or long-ness).
b. Resonance - teaches us a valuable lesson.
c. Relevance - is still important today.
5. COMMUNICATE – Class Discussion (5 minutes)
4. Students and teacher will engage in a discussion of our investigation question “Was a ‘Secret War’ necessary
to our success in the Second World War?” Using historical significance criteria they will work to question the
impacts of a Secret War on the development of Canadian identity (was it?), and on the outcomes of the Second
World War (it was!)
*Note: The core of this question revolves around the idea of “necessity” (even a “necessary evil.”) There’s a
moral question here too; one that says “should we spy?” Is this honourable conduct in a war? How far should
we go?
Lesson Resources:
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Uncommon Courage (book online at Veteran’s Affairs Canada)
http://www.veterans.gc.ca/eng/remembrance/history/second-world-war/uncommon-courage
Camp X - Canadian Encyclopedia
http://www.thecanadianencyclopedia.ca/en/article/camp-x/
“The Secret Life of Women Spies” from the Toronto Star, 2008
http://www.thestar.com/news/2008/11/09/the_secret_life_of_women_spies.html
Private SNAFU - Cartoon Propaganda (including racist portrayals) Video (3:45)
https://www.youtube.com/watch?v=WMqPv6YJMoI
“X-Company” is a modern day Canadian series about the historical events of Canadian spies and spy training at
Camp X in the Second World War
https://www.youtube.com/watch?v=sLJHFX6gtyI
WWII Propaganda Poster about “Spies”
http://www.warmuseum.ca/cwm/exhibitions/propaganda/poster12_e.shtml
http://www.canadaatwar.ca/forums/showthread.php?t=2486
Camp X - official site
http://www.camp-x.com/camp-x.html
Article: “Camp X has rich history as Canadian Spy School”
Lesson Plan 9
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http://www.torontosun.com/2014/07/12/camp-x-has-rich-history-as-canadian-spy-school
Secret War content from BBC Schools
http://www.bbc.co.uk/history/worldwars/wwtwo/
The Enigma Machine - Information and Video Clips
http://www.bbc.co.uk/history/code_breaking/
Code Breaking in WWII
http://www.history.co.uk/study-topics/history-of-ww2/code-breaking
Unbreakable Canadian Codes in WWII - Cree Code-talkers
http://www.rcinet.ca/en/2015/07/15/the-unbreakable-canadian-code-of-the-second-world-war/
Lesson Plan 9
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