Opposition+to+War

Usha's comments in Blue.

Your name: Steph Eschle

===**Initial Reading and Assessment of Textbook Treatment of the Topic** ===

Name of Gr. 10 Textbook examined: The Canadian Challange

Name of more "scholarly" source examined: The Collapse of Liberal Pacifism - Thomas P. Socknat

__Your Initial Thoughts:__ Please provide a **brief** (5-10 sentences) initial assessment of the textbook's treatment of the subject. We have not developed any particular criteria by which to assess the textbook so this is really simply you initial reactions, feelings, questions about what you have read. Thanks!

The main thing that I noticed in this textbook was that it did not bring up any opposition to war until the debate over conscription was mentionned. Before this time, the text didn't mention any opposition. As a part of the topic of the debate over conscription, the text mentions that French canadian were unwilling to be volunteer as they felt no loyalty to France or Britain, and that conscription "unleashed a bitter storm" between the French and the English Canadians. The text also mentions that native-born Canadians were less willing to fight in the European arena and that in particular, farmers did not want to send their sons becuase they needed to manage farms and produce food for overseas. While these points are important I think the textbook is lacking any reference to pacifist sects such as Quakers, Mennonites and Doukhobors. Another Grade 10 textbook (spotlight Canada) does mention these groups and their unwillingness to fight and their battle within the conscription debate. I think this text would benefit from that addition.

Thanks for your comments, Steph, and for looking at more than one textbook. It is interesting that you identify what seems like an ommission that may actually distort (a bit) students' understanding of the topic.

(I suppose a judgment question like this would fall under judge the better or the best because its a question of who was more right.) You are right that this is a "judge the better or the best" and it is a good start. A few suggestions: - it might not make sense to ask if the government had the right... since it did - you might want to tighten it up a bit to ask "Was conscription justified?" or "did the government do the right thing?" This minor tweak in wording might just clarify the question a bit. Just a suggestion - what do you think? I like your suggestions. That is mostly what I was going for I just had trouble wording it properly. Hopefully this new question is better.
 * Critical Thinking Question**: In reference to those groups who were opposed to war (and conscription) did the government have to right to ask (and then force) them to go to war OR should the government have honoured all those who opposed the war and allowed them not to have to fight at any time.

Yes, I think wording does work better. It's clearer and it will be easier to build criteria around "the right thing". The dimension of historical thinking that the students will actively engage in during this lesson is historical perspective-taking and through the creation of a letter to the editor, they will build the skills they need to complete their end of unit newspaper assignment. The specific expectations from the curriculum document that will be addressed are: //Communities: Local, National, Global.// //Forging a Canadian Identity // - Identify contribution to Canada’s multicultural society by region, linguistic, ethno-cultural, and religious communities (In this lesson we will talk about the Doukhobors and Mennonites) //French-English Relations // - Describe how the conscription crises of WWI created tensions between English Canada and Quebec. Criteria for Judgement: Students will need the criteria for understanding why some groups of Canadians opposed the war and conscription, they will also need to the criteria to judge whether the government did the right thing by enforcing a policy of conscription during WWI. Yes, so what will that criteria be? Even if you plan on having students develop the criteria, you need to have thought it through ahead of time so you can guide them if necessary. So, try finishing this sentence to see if it helps frame the criteria: "The government does the right thing when it.... -  -  -
 * NEW Critical Thinking Question:** Did the government do the right thing by enforcing a policy of conscription during WWI?

The //Habit of Mind// which this lesson will develop is empathy. Students will need to be able to empathize with the pacifist sects who were now being forced to go to war, the French Canadians, and others who were opposed to war. They will need empathy to be able to place themselves in someone else’s shoes within the historical context of WWI. The //Critical Thinking Vocabulary// word that this lesson will develop is **empathy** because students will need the ability to imagine themselves in another’s place and understand the other’s feelings, desires, ideas and actions.

LESSON PLAN *note: Usha, I've been looking all over for more primary documents, but so far have only been able to find one picture, but I don't feel that this is enough ... any suggestions??

Canadian History (Grade 10)

**__Topic: __** Opposition to War

**__<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Expectations from the Curriculum: __** //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Communities: Local, National, Global. //

//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Forging a Canadian Identity // <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0cm 0cm 10pt 90pt; text-indent: -18pt;">- Identify contribution to Canada’s multicultural society by region, linguistic, ethno-cultural, and religious communities (In this lesson we will talk about the Doukhobors and Mennonites) //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">French-English Relations // <span style="font-family: 'Arial','sans-serif';">- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Describe how the conscription crises of WWI created tensions between English Canada and Quebec. **__<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Habits of Mind: __** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">This lesson will develop is empathy. Students will need to be able to empathize with the pacifist sects who were now being forced to go to war, the French Canadians, and others who were opposed to war. They will need empathy to be able to place themselves in someone else’s shoes within the historical context of WWI.

**__<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Thinking Strategies: __**
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; tabstops: list 36.0pt; tabstops: list 36.0pt;">Think-Pair-Share
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; tabstops: list 36.0pt; tabstops: list 36.0pt;">T-Chart
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; tabstops: list 36.0pt; tabstops: list 36.0pt;">Value Line

**__<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Prior Knowledge: __**
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; tabstops: list 36.0pt; tabstops: list 36.0pt;">Students will have already learned about WWI and the conscription crisis. They will already have knowledge of the pro side of the conscription debate.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; tabstops: list 36.0pt; tabstops: list 36.0pt;">In the previous lesson on the pro side of the war and the conscription debate, students will have filled in one side of a T-Chart with all the reasons for why those individuals or groups were in favour of participating in the war and supported the decision for enforcing a policy of conscription.

**__<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Critical Thinking Vocabulary: __** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0cm 0cm 0pt;">The vocabulary word that this lesson will develop is **empathy** because students will need the ability to imagine themselves in another’s place and understand the other’s feelings, desires, ideas and actions.

**__<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Critical Challenge/Criteria: __** //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Did the government do the right thing by enforcing a policy of conscription during WWI? //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">As a class, we will brainstorm ideas on the possible criteria for determining what ‘the right thing’ is. The critical challenge is critique the piece.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; tabstops: list 36.0pt; tabstops: list 36.0pt;">Takes into consideration the safety of the group.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; tabstops: list 36.0pt; tabstops: list 36.0pt;">Takes into consideration the beliefs and opinions of members of the group.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; tabstops: list 36.0pt; tabstops: list 36.0pt;">Takes into consideration the needs of the group as a whole.

**__<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Resources: __**
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; tabstops: list 36.0pt; tabstops: list 36.0pt;">Projector, Laptop, PowerPoint slide show.

<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">[10 min.]
 * **__<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Activity 1: __**

<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">[5 min.] || **__<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Mental Set __**
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; tabstops: list 36.0pt; tabstops: list 36.0pt;">Set up the problem. “There have been some incidences of bullying at a high school. It is the middle of October and the Halloween Dance is coming up. The student council has put in a lot of time planning a fun night with music and games and a lot of candy. However, in light of the problems with bullying, the Principal is trying to decide whether or not to cancel the Halloween Dance.” **Think-Pair-Share** Give students time to come up with some ideas on their own, then share their ideas with a partner or in small group, then as a class, create a list on the board with the two headings:
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; tabstops: list 36.0pt; tabstops: list 36.0pt;">What would be some reasons to //have// the dance??
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt; tabstops: list 72.0pt; tabstops: list 72.0pt;">Dances help build the school community.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt; tabstops: list 72.0pt; tabstops: list 72.0pt;">The student council has been working hard on planning the dance and it would be unfair to cancel it so late.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt; tabstops: list 72.0pt; tabstops: list 72.0pt;">Students have the opportunity to enjoy a fun night.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; tabstops: list 36.0pt; tabstops: list 36.0pt;">What would be some reasons to //cancel// the dance
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt; tabstops: list 72.0pt; tabstops: list 72.0pt;">Bullying could occur at the dance and therefore it may not be safe
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt; tabstops: list 72.0pt; tabstops: list 72.0pt;">Having the dance would mean that there are no group consequences for the number of incidents of bullying which have occurred.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt; tabstops: list 72.0pt; tabstops: list 72.0pt;">Not all students dress up for Halloween or ‘celebrate’ the holiday so not having the dance would

<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">[15 min.] || **<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Mini Lecture and PowerPoint ** <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">This mini lecture and slideshow will introduce those groups who were opposed to war and definitely opposed to conscription. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">NOTES FOR SLIDESHOW >> Source: Library and Archives Canada / C-006859 / Bibliothèque et Archives Canada / C-006859" <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">[15 min.] || **<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Weighing the pros and cons ** <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">Students will have opportunity to fill in the other half of their **T-Chart**. The half they will fill in today is on the __Opposition to War__ side of the T (a handout was provided in a previous class, I’ve included the Blackline Master). Students should take the information that they have gained from the mini lecture and slideshow and from the textbook. **Think-Pair-Share** Give the students time to fill in the chart on their own, then collaborate with their table group to include new ideas, then allow a representative of each group to come up to the board to write one of their reasons for opposing war on the board. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">[the rest of the period and take home to complete] || **<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Letter to the Editor ** <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">Students will now have the opportunity to begin working on the letter to the editor which can be included in their unit summative newspaper assignment.
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; tabstops: list 36.0pt; tabstops: list 36.0pt;">Ask the students whether or not they would cancel the dance and why? What factors were most important in coming up with your decision? As a class on the board, come up with a list of criteria for decision making.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt; tabstops: list 72.0pt; tabstops: list 72.0pt;">Takes into consideration the safety of the group.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt; tabstops: list 72.0pt; tabstops: list 72.0pt;">Takes into consideration the beliefs and opinions of members of the group.
 * 4) <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt; tabstops: list 72.0pt; tabstops: list 72.0pt;">Takes into consideration the needs of the group as a whole. ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Activity 2 **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">French Canadians
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">French Canadians were unwilling to be volunteer as they felt no loyalty to France or Britain, and that conscription "unleashed a bitter storm" between the French and the English Canadians.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">Photo for PowerPoint: Anti-conscription parade at Victoria Square, 24 May 1917
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Native-born Canadians, those who feel that they don’t have a connection with Europe any longer.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">Native-born Canadians were less willing to fight in the European arena and that in particular, farmers did not want to send their sons because they needed to manage farms and produce food for overseas
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Pacifist Sects: Quakers, Mennonites and Doukhobors
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">Explain the beliefs of these different sects and how they came to Canada, and their belief in peace. Also explain how originally, they did not have to fight in the war.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;">The government had promised these pacifist sects that they would not have to be involved in the war, but when conscription was implemented, these groups were included and their men were forced to go to war. ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Activity 3 **
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Activity 4 **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; tabstops: list 36.0pt; tabstops: list 36.0pt;">Based on the information gathered in their War-Time decision making T-Chart, students will be asked to decide whether or not they believe that the government did the right thing by enforcing a policy of conscription during WWI. On the board, the teacher will draw a **value line** and ask each of the students to come up to the board and place their own name on the value line. One side of the line will be entitled ‘pro war at the time of conscription’ and the other will be entitled ‘opposed to war at the time of conscription’.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; tabstops: list 36.0pt; tabstops: list 36.0pt;">Next, the teacher will introduce letters to the editor assignment. Students will be required to write a 1-2 page letter (typed, double spaced) in which they share their final decision on whether or not the government did the right thing and the reasons why they made this final decision. Start the assignment with ‘Dear Editor’ and complete with ‘Sincerely (your name). ||

<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;"> T-Chart Handout: <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0cm 0cm 0pt;"> WORLD WAR ONE: WEIGHING THE PROS AND CONS OF CONSCRIPTION Fill in both sides of the chart with information gathered in class and from the textbook.

|| ||
 * FOR CONSCRIPTION ||  OPPOSING CONSCRIPTION  ||