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All Categories. Grade Level. Resource Type. Log In Join Us. View Wish List View Cart. Grade Levels. PowerPoint PresentationsHandoutsRubrics. File Type. Product Description. The two leaders share a shockingly similar path to power and ultimate demise. After viewing the PowerPoint lesson and taking notes, students will complete a satirical obituary of either leader based on their research.
A marking rubric as well as student handout for the obituary is included for this engaging activity that challenges students to use satirical humour by thinking critically. Beside each purchase you'll see a Provide Feedback button. Simply click it and you will be taken to a page where you can give a quick rating and leave a short comment for the product. Each time you give feedback, TPT gives you feedback credits that you use to lower the cost of your future purchases. I value your feedback greatly as it helps me determine which products are most valuable for your classroom so I can create more for you.
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Buy licenses to share.Fast track courses offer an accelerated assessment turnaround time which allows students the opportunity to move through the course at a faster pace. This course explores social, economic, and political developments and events and their impact on the lives of different groups in Canada since They will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating key issues and events in Canadian history since This unit discusses Canada's role in the First World War, and how it contributed to Canadian identity.
It will address the issues of Canadian sovereignty, French- English relations, and the Aboriginal contribution to the war effort. The unit will also examine how, during this period and because of the war, the economy, the status of women, and immigration policy all changed.
This unit will address the following questions: How did Canada exert and gain sovereignty during this period? Why is it significant that Canada's sovereignty was recognized by other nations? How did the political climate of Canada change during this period of time?
Why were these changes significant? How did the economic state of regions of Canada, Canada as a whole, and the world, influence events and attitudes in Canada during this time? How have Canadian attitudes towards human rights changed since the s? This unit examines the ways in which the Great Depression affected Canadians' daily lives, as well as the changes in Canadian domestic and international policies.
This period marks the rise of Socialism, the Cooperative Commonwealth Federation, and new social welfare policies. In keeping with the course's larger themes, this unit also addresses the issue of Canadian identity and sovereignty with the introduction of the Statute of Westminster WWII was the deadliest conflict in human history.
This, in addition to the mass slaughter of civilians during this time, led to massive social, political, and economic changes in Canada, and throughout the world. International organizations were implemented to make sure atrocities, such as the Holocaust, would never occur again. Citizens felt entitled to more rights and a higher standard of living after what they had contributed to their country.
CHC2P CHC2D World War Two: Hitler & Mussolini
This led to the formation of many human rights organizations, and the implementation of new social welfare policies. This unit examines in greater depth the social, political and cultural themes from the previous unit.
During this era, racist policies were removed from immigration orders, the fight for equal pay for women began in earnest, and status Aboriginals were finally given the right to vote without having to give up being status Aboriginals.
Refugees, once turned away from Canada's borders, entered by the hundreds of thousands. However, despite these improvements to human rights, conflict continued. The Cold War started immediately after WWII between western capitalist democracies and eastern communist dictatorships, both sides testing nuclear bombs in Korea, Vietnam and elsewhere.
This unit deals with the era in Canada that spans Trudeau's time as Prime Minister with an interlude in of Joe Clark's premiership.The German "Blitzkrieg" moved swiftly to the west and the south, splitting the British and French defenders, trapping the British army at Dunkirk and forcing its evacuation from continental Europe. The British now stood alone, awaiting Hitler's inevitable attempt to invade and conquer their island.
Great Britain was in trouble. The soldiers rescued from Dunkirk were exhausted by their ordeal. Worse, most of their heavy armaments lay abandoned and rusting on the French beaches. After a short rest, the Germans began air attacks in early summer designed to seize mastery of the skies over England in preparation for invasion. All that stood between the British and defeat was a small force of RAF pilots outnumbered in the air by four to one. Day after day the Germans sent armadas of bombers and fighters over England hoping to lure the RAF into battle and annihilate the defenders.
Day after day the RAF scrambled their pilots into the sky to do battle often three, four or five times a day. Britain's air defense bent but did not break. By September, the Germans lost enthusiasm for the assault. Hitler postponed and then canceled invasion plans, turning his attention to the defeat of Russia. In appreciation of the RAF pilots' heroic effort, Winston Churchill declared: "Never before in human history was so much owed by so many to so few.
World War II. The Heinkel mainstay bomber of the German attack. A Londoner's view of the air war. The vapor trails mark the twisting turns of the combatants. The Supermarine Spitfire and the Hawker Hurricane fighter aircraft were the mainstay of the British defense during the Battle of Britain.Teachers Pay Teachers is an online marketplace where teachers buy and sell original educational materials. Are you getting the free resources, updates, and special offers we send out every week in our teacher newsletter?
All Categories. Grade Level. Resource Type. Log In Join Us. View Wish List View Cart.CHC2D World War 2
Grade Levels. ActivitiesHandoutsOutlines. File Type. Product Description. Using an in-depth reading students will take notes on both sides of the question: was the Canadian Government justified in their actions? After taking notes the class will have small, partnered debates on the topic using their notes as support for arguments. Beside each purchase you'll see a Provide Feedback button. Simply click it and you will be taken to a page where you can give a quick rating and leave a short comment for the product.
Each time you give feedback, TPT gives you feedback credits that you use to lower the cost of your future purchases. I value your feedback greatly as it helps me determine which products are most valuable for your classroom so I can create more for you. You will now receive email updates about this store. Total Pages. Report this Resource to TpT. Reported resources will be reviewed by our team.
Add one to cart. Buy licenses to share. Add to Wish List. Share this resource. Epic History Teach Followers.In this section of the World War II unit, students have the opportunity to hone their skills in source evaluation and experience using alternative historical sources, such as video games, films, comics, etc. This strategy encourages students to show their thinking while compiling research.
So often when conducting research, students simply record quotations excerpted from sources but do not comment on, connect or question the material they have gathered. The remainder of the unit not included in this package further examines the home front, the role of women in World War II and the Holocaust.
Formulate questions on topics and issues in the history of Canada since and use appropriate methods of historical research to locate, gather, evaluate and organize relevant information from a variety of sources.
Communicate the results of historical inquiries using appropriate terms and concepts and a variety of forms of communication. Allow students an opportunity to consider their options prior to making decisions in terms of role, format and topic selection. Using their textbook Spotlight Canadasee Appendix Keach group will summarize the Canadian involvement in their assigned battle.
Once they have completed the expert group portion of the task, students will be rearranged into jigsaw groups consisting of one member from each expert group.
Students will view a newsreel related to the Battle of Britain found on YouTube. The class will review the importance of historical film footage. Pose the following questions:. Students will attach sticky notes to the exemplar with additional information, making it more effective as a historical source.
Students will compare their improved comics, and the class will discuss the information the comic was missing and how they chose to make it more effective. Students will view a slide show on the Battle of Ortona. They will be assessed on their ability to show their thinking while reading. Set up stations prior to students arriving. As a class, view the opening scene of Saving Private Ryan. Students will complete the associated tasks and debrief the scene before breaking into stations. Form four groups.
Each group will spend approximately 15 minutes at each station. Stations are designed to take approximately the same amount of time. At the end of the second period, students will complete the D-Day Reflection chart Appendix F to check for understanding. Form groups of four. Students are instructed to carefully examine the photos located on the chart paper at their station.
Using the assigned colour blue, red, yellow or orangestudents will circle the area of the picture their question, comment, prediction or connection relates to. They will then draw a line out to the margin around the image and write their question, comment, prediction or connection in the margin.Towns and cities bustled with activity as factories converted to round-the-clock production of military equipment. Streets teemed with military personnel -- not just Canadians, but also thousands of personnel from Allied countries around the world.
The war was also omnipresent in the media. Radio, movie houses, newspapers, magazines featured constant news updates, and advertisements from the government and citizens groups promoting the war effort. On the east coast scores of German submarines sank more than a hundred ships, many within sight of shore.
CHC2P - Grade 10 Canadian History Since World War I
Volunteers in remote coastal areas worked as observers for the military to warn about enemy activity in the air and at sea. Across the country many people too young or too old, or not physically qualified for active military service joined student cadet corps and reserve military units to carry out evening and weekend service.
Most community groups and religious faiths performed volunteer work - knitting warm woollen clothing, collecting books and newspapers, or baking cookies and other treats to send to the men and women serving at the fighting fronts see Women and the War on the Home Front These efforts reflected a personal bond between the population and the war effort.
Nearly one Canadian in ten enlisted for full-time service in armed forces so that almost everyone still at home had a family member or friend in uniform. News of the hundreds or thousands of Canadian servicepeople killed or badly injured in periods of intense combat on the Atlantic, in Europe, and in Asia therefore deeply touched communities across the country. Back to Exhibitions.
Politics and Government. The War Economy and Controls. Life on the Homefront. The Canadian Armed Forces. Canadian Prisoners of the Axis Powers. Post-War Planning. Search for :. Detailed Search. Volunteers make warm clothing to send to military personnel on the fighting front Photo : National Film Board.Genocide of European Roma Gypsies Among the groups the Nazi regime and its Axis partners singled out for persecution on so-called racial grounds were the Roma Gypsies.
Drawing support from many non-Nazi Germans who harbored social prejudice towards Roma, the Nazis judged Roma to be "racially inferior. Under the Nazi regime, German authorities subjected Roma to arbitrary internment, forced labor, and mass murder. German authorities murdered tens of thousands of Roma in the German-occupied territories of the Soviet Union and Serbia and thousands more in the killing centers at Auschwitz-BirkenauChelmnoBelzecSobiborand Treblinka.
Both in the so-called Greater German Reich and in the so-called Generalgouvernement, German civilian authorities managed several forced-labor camps in which they incarcerated Roma. With German victory in the invasion of Poland assured, he intended to deport 30, German and Austrian Roma from the Greater German Reich to the Generalgouvernement that part of German-occupied Poland not annexed directly to Germany.
Governor General Hans Frank, the top civilian occupation official in the Generalgouvernement, foiled this plan when he refused to accept large numbers of Roma and Jews into the Generalgouvernement in the spring of German authorities did deport some Roma from the Greater German Reich to occupied Poland in and SS and police authorities incarcerated them in forced-labor camps.
The conditions under which they had to live and work proved to be lethal to many of them. The fate of the survivors is unknown; it is likely that the SS murdered those who were still alive in the gas chamber of Belzec, Sobibor, or Treblinka.
In the autumn ofGerman police authorities deported 5, Sinti and Lalleri Gypsies from Austria to the ghetto for Jews in Lodzwhere they resided in a segregated section. Nearly half of the Roma died within the first months of their arrival, due to lack of adequate food, fuel, shelter, and medicines.
German SS and police officials deported those who survived these dreadful conditions to the killing center at Chelmno in the first months of There, along with tens of thousands of Jewish residents of the Lodz ghetto, the Roma died in gas vans, poisoned by carbon monoxide gas.
Intending to deport them from the so-called Greater German Reich in the near future, German authorities confined all Roma in so-called Gypsy camps Zigeunerlager. With the suspension of deportations of Roma inthese facilities became long-term holding pens. Marzahn in Berlin along with Lackenbach and Salzburg in Austria were among the worst of these camps. Hundreds of Roma died as a result of the horrendous conditions.
At least 5, and perhaps as many as 15, persons fell under these exemptions, although local authorities often ignored the distinctions during roundups.
Police authorities even seized and deported Roma soldiers serving in the German armed forces Wehrmachtwhile they were home on leave. In general, the German police deported Roma in the Greater German Reich to Auschwitz-Birkenauwhere the camp authorities housed them in a special compound called the "Gypsy family camp.
Some 23, Roma, Sinti, and Lalleri were deported to Auschwitz altogether. Josef Mengelereceived authorization to choose human subjects for pseudoscientific medical experiments from among the prisoners. Mengele chose twins and dwarves, some of them from the Gypsy family camp, as subjects of his experiments. Conditions in the Gypsy compound at Auschwitz-Birkenau contributed to the spread of infectious disease and epidemics—typhus, smallpox, and dysentery—which severely reduced the camp population.
In late March, the SS murdered approximately 1, Roma from the Bialystok region in the gas chambers; they had arrived a few days earlier and many, though by no means all, were ill. In Maythe camp leadership decided to murder the inhabitants of the Gypsy compound. The SS guards surrounded and sealed off the compound.
When ordered to come out, the Roma refused, having been warned and having armed themselves with iron pipes, shovels, and other tools used for labor. The SS leaders chose not to confront the Roma directly and withdrew. After transferring as many as 3, Roma capable of work to Auschwitz I and other concentration camps in Germany in the late spring and early summer ofthe SS moved against the inmates on August 2 and killed up to 5, Most of the victims were ill, elderly men, women, and children.
The camp staff killed virtually all in the gas chambers of Birkenau. A handful of children who had hidden during the operation were captured and killed in the following days. At least 19, of the 23, Roma sent to Auschwitz died there. In German-occupied areas of Europe, the fate of Roma varied from country to country, depending on local circumstances.
The German authorities generally interned Roma and deployed them as forced laborers in Germany or transported them to Poland to be deployed as forced labor or to be killed. German military and SS-police units also shot at least 30, Roma in the Baltic States and elsewhere in the occupied Soviet Union, where Einsatzgruppen and other mobile killing units killed Roma at the same time that they killed Jews and Communists.