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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) • • • • 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. • • 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. Page 1 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 Page 2 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? Page 3 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: • • • • • • • • 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 Page 4 • • • • 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 Page 5