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Lesson: War on the Horizon
Created by: Adrienne Chong
CHC 2D1
Markville Secondary
Time: 1-2 periods
Overall Expectations
CGV.02D - demonstrate an understanding of the ways in which outside forces and events have shaped Canada’s
policies;
CGV.04D - demonstrate an understanding of Canada’s participation in war, peace, and security;
CCV.03D - explain how and why Canada's international status and foreign policy have changed since 1914;
CHV.01D - demonstrate an understanding of the contributions of various social and political movements to Canadian
history during the twentieth century;
SPV.01D - evaluate how and why changing economic conditions and patterns have affected Canadians
MHV.01D - ask questions, identify problems and effectively use historical research methods to investigate topics and
issues in history;
MHV.02D - use a variety of information sources effectively when researching historical topics or issues, accurately
record relevant information, and then organize information in a meaningful way;
MHV.03D - analyse and evaluate information when researching historical topics or issues;
MHV.04D - communicate effectively the results of research in presentations, and demonstrate an ability to apply
insights from history to other situations.
Specific Expectations
CH1.04D - evaluate the role of movements that resulted in the founding of political parties, such as Social Credit,
Union Nationale, Co-operative Commonwealth Federation;
SP2.05D - produce an analysis of how Canadian governments, at various levels, reacted to the economic conditions of
the Depression in the 1930s;
CG2.05D - produce a timeline that charts and identifies significant historical events related to the Holocaust and World
War II;
CG2.06D - analyse Canada's response to the Holocaust and the subsequent policy dealing with hate crimes and Nazi
war criminals in Canada;
MH2.03D - record and organize information effectively using notes, lists, concept webs, timelines, charts, maps,
graphs, and mind maps.
MH3.01D - identify different viewpoints and explicit biases when evaluating information for a research report or
participating in a discussion;
MH3.02D - distinguish between primary and secondary sources of information, and demonstrate an understanding of
how to use each appropriately in historical research;
MH3.04D - use relevant and adequate supporting evidence to draw conclusions;
MH4.04D - demonstrate, after participating in dramatizations of historical events, insights into historical figures
situations and decisions;
MH4.02D - demonstrate competence in research and writing.
PRINT RESOURCES
Cruxton, J. Bradley, Wilson, W. Douglas. Spotlight Canada: Fourth Edition.
Don Mills: Oxford University Press, 2000.
REPRODUCILBE WORKSHEETS
War on the Horizon http://www.markville.ss.yrdsb.edu.on.ca/history/chong/wh.html
WEBSITE
“Markville Secondary School: Grade 10 History” www.markville.ss.yrdsb.edu.on.ca/history/index.html
Description
Students review the major terms of the Treaty of Versailles that ended WWI. Students develop opinions of the short
and long term effects of the Treaty on Germany and Europe. Students investigate the responses that the Canadian
governments made to the Great Depression. Students understand that, while governments responded in relatively
minimal ways at that time, individuals and groups increasingly began to demand more active methods to deal with
problems. The students learn about the attitudes of people in Germany to the Treaty and the general living conditions
of Germany during the Great Depression.
Teaching/Learning Strategies
1. Review the major terms of the Treaty of Versailles: reparations, war guilt clause, territory restrictions and
military restrictions. Discuss the short and long term impact of the Treaty and the general attitudes of
Germans. Map of Post WWI Europe can be viewed.
2. Explore the irony of the Treaty of Versailles (formal peace treaty ending WWI = major cause of WWII)
3. Review how conditions of the Great Depression were dealt with by governments, groups or individuals.
Specific reference and review should be drawn upon political movements such as Union Nationale, Social
Credit, CCF, government relief camps, unions, soup kitchens, protests such as the On-To-Ottawa trek and
individual responses such as writing letters or traveling across the country. Why would new political parties
become popular during the Great Depression. Through discussin, parallels should be made to new political
parties that emerged in other countries (ie Germany) during the Great Depression.
4. The teacher raises the question: What were economic conditions like in post war Germany? Why would new
leaders and political parties gain new popularity? How did Hitler use the conditions of Germany to gain
power? Students brainstorm responses.
5. Through a jigsaw co-operative group strategy, students access information and discuss the political, economic
and social conditions of 1920s Germany. They note the economic conditions that existed after World War I,
and the reparations that Germany had to pay. They note the political nature of the Weimar Republic; the large
number of political parties that existed with proportional representation and how that provided an opportunity
for extreme political parties to have influence. They note how the Great Depression caused increasing support
for fringe parties such as the Nazis. See handout “War on the Horizon”.
6. Students examine and discuss the platform and ideologies of the Nazi party. Identify and explain the major
themes:
1. Extreme Nationalism (Aryan is the master race)
2. Authoritative Government (dictatorship)
3. Totalitarian Social and Cultural Control
4. Use of Force / Police (SA, SS)
5. Propaganda
6. Scapegoating (through racism)
Why would German’s support this party?
7. For homework, assign students a reflection paragraph: How did the political and economic instability of
Germany work to Hitler’s advantage?
Assessment/Evaluation Techniques
Students write a paragraph assessing the rise of Nazis and Hitler due to instability of Germany. This is submitted
for summative evaluation using rubric Argumentative Paragraph/Essay
Accommodations
 Use think/pair/share technique to reinforce main ideas about the Treaty of Versailles, methods governments used
to deal with the Great Depression and rise of Nazis
 Give instruction in, and provide time for, peer editing of paragraph.
Argumentative Paragraph/Essay
Criteria
weighting
StructureIntroduction
- states
thesis/main idea
- introduces
main points
StructureConclusion
- summarizes
thesis/main idea
- summarizes
main points
Supporting
Reasons or
Arguments
- arguments are
related to the
main idea
logically
Evidence and
Examples
- relevant
supporting
evidencesufficient
quantity of facts
used
Mechanics of
Writing
- correct
grammar and
spelling used
- use of correct
citation method
Level 1
(50-59)
Level 2
(60-69)
Level 3
(70-79)
Level 4
(80-100)
- simple opening
statement
- limited
identification of
main points
- thesis stated but
unclear
- main points
unclear
- thesis is stated but
somewhat unclear
- main points
introduced with
moderate clarity
- thesis is
precisely stated
- main points
clearly
introduced
- abrupt ending;
limited
summarizing of
main points
- thesis
summarized but
unclear
- main point
summarized but
unclear
- thesis summarized
but somewhat
unclear
- main points
summarized but
unclear
- thesis clearly
summarized
- main points
clearly
summarized
- arguments are
unrelated
- arguments are
unclear and not
logically related
to the main idea
- arguments are
usually clear and
logically related to
the main idea
- arguments are
quite clear and
logically related
to the main idea
- limited support of
points, evidence
mostly irrelevant
- limited or
unrelated facts
used
- some points
have been
supported, some
evidence not
relevant
- insufficient or
missing some
facts
- most points have
been supported with
relevant evidence
- sufficient use of
facts
- each point has
been supported
with relevant
evidence
- substantial facts
used
- grammar and
spelling used with
limited accuracy
and effectiveness
- citation method
not followed or
absent
- grammar and
spelling used
with some
accuracy and
effectiveness
- citation method
used but with
significant errors
- grammar and
spelling used with
considerable
accuracy and
effectiveness
- minor errors in
citation method
- correct
grammar and
spelling used
with accuracy
and effectiveness
almost all of the
time
- precise use of
citation method
Additional
Criteria
Comments and Suggestions for Improvement
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or
activity.