CHC2P Unit 3 - Fort Frances High School

Transcription

CHC2P
Canadian History
Grade 10, Applied
Lesson 11
CHC2P – Canadian History
Unit 3 – Lesson 11
Lesson 11: The World on Trial
Expectations
•
•
•
Understand how outside forces and events shaped Canada's involvement in the
Second World War
Assess Canada's role during the Second World War
Explain the changes in Canada's international policy because of the war
Key Words: (for you to define)
exterminate
incarcerated
dictatorship
Support Questions
61.
Read pages 190 - 193 then complete this chart in your notes. Record the
political leaders of each country.
Leader
Country
Russia
Italy
Japan
Spain
62.
63.
Why did many people not accept the new national boundaries of Europe?
Why were so many people attracted to dictators?
Adolf Hitler
Adolf Hitler was the leader of Germany for many years. He is said to be the creator of
the WWII. Read pages 194 - 197.
Copyright © 2005, Durham Continuing Education
Page 2 of 27
Who was Adolf Hitler?
(http://www.holocaust-history.org/short-essays/adolf-hitler.shtml )
Adolf Hitler was the Führer (Leader) of
Nazi Germany, the instigator of World
War II and the driving force behind the
attempt to exterminate European Jewry,
otherwise known as the Final Solution or
the Holocaust.
Hitler was born in Braunau
am Inn, in Austria, on April
20, 1889, the third son of
Alois and Klara Hitler. The
family moved around a lot,
including to Linz, Leonding
and other places. Hitler did
well in school at the
beginning, but his marks
got progressively worse as
time went on. His father
died when he was 14, his mother when
he was 18. He tried twice to enter the
Academy for Art in Vienna, but was
rejected both times. Between 1909 and
1913, he lived in Vienna. There is
controversy as to whether he was
destitute there. He moved to Munich
(Germany) in 1913, and was still there
when World War I broke out in August
1914.
Hitler enlisted in the German army and
saw four years of front-line service
during which he was wounded several
times and decorated for bravery twice.
He was gassed near the end of the war.
During this time, he served as an
intelligence agent for the military
authorities, in the course of which he
attended a meeting of the tiny German
Workers Party in 1919. He later joined
the party, became its leader and
changed its name to the National
Socialist German Workers Party, later
called the Nazi Party. In 1920, the 25
Points of the Nazi Party were
proclaimed, one of which called for the
removal of the Jews from German
society.
The Nazis tried to seize power by force
in November 1923 (called the Beer Hall
Putsch), but were thwarted by the
Munich police. Hitler was convicted of
high treason and sentenced to prison,
where he served about a year. During
that time, he began to write Mein Kampf
("My Struggle"),
which later became
the second Bible in
Nazi Germany. Hitler
resolved to achieve
power legally, and
after a series of
events too numerous
to detail here, was
appointed Chancellor of Germany by
President von Hindenburg on January
30, 1933.
Over the next 6 years, Hitler undertook
a series of measures designed to rid
Germany of its obligations under the
Treaty of Versailles (imposed on
Germany after World War I), restore the
economy which had been devastated by
the Great Depression, rearm the
country, and acquire Lebensraum
("living space") for Germany. In Mein
Kampf, he had writ ten of the need for
this "living space" which he said could
only be acquired at the expense of
countries to the east, notably Russia. In
1938, by a series of intrigues, Germany
annexed Austria and the Sudeten
portion of Czechoslovakia, and, in 1939,
occupied the remainder of
Czechoslovakia.
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During this time, Hitler implemented a
series of measures designed to
eliminate the Jews from German life.
Among these were gradual exclusion
from most spheres of professional
activity, rules as to where they could
live, prohibition of marriage and other
relations between Germans and Jews,
economic sanctions and many others.
Jews were harassed, attacked, beaten
and otherwise persecuted. Many were
incarcerated in concentration camps
under "protective custody" orders that
were tantamount to indefinite
imprisonment. There they were beaten,
abused and frequently murdered.
World War II began in September 1939
with the German attack on Poland. By
mid-1940, Germany had conquered
Poland, the Netherlands, Denmark,
Norway, Belgium, and France, and had
Britain at its mercy. At this time, Hitler
began to think about attacking the
Soviet Union, with which he had
concluded a non-aggression pact just
before the outbreak of the war. His
motivation was both to acquire the
"living space" he had talked about in
"Mein Kampf" and to exterminate
Communism, which he saw intertwined
with Jewry. The attack took place in
June 1941.
It was roughly at this time that Hitler
ordered the extermination of the Jews,
which the Nazis called die Endlösung
("the Final Solution"). There is some
debate as to exactly when the order was
given (since no written order has been
found), but most experts place it in midto late-1941. It most likely was an
evolving process.
In any event, concurrent with the
invasion of the Soviet Union,
Einsatzgruppen under the overall
direction of Heinrich Himmler, Leader of
the SS, followed the German Army into
the Soviet Union and began to shoot
Jews - men, women and children where they were found. Starting in late
1941 and early 1942, stationary killing
centers were set up in various locations,
where Jews were gassed with hydrogen
cyanide or carbon monoxide. By the end
of the war, approximately 6 million Jews
had been shot, gassed, or worked to
death.
The fortunes of war turned irrevocably
against Germany at the end of 1942 and
it was all downhill from then until the end
of the war in 1945. Nonetheless, the
killing of the Jews continued right up to
the final days. With Soviet forces
approaching the underground bunker in
Berlin where he had been holed up
since early 1945, Hitler committed
suicide.
Page 4 of 27
Key Question #13
Create the following chart in your notebook and complete it for submission. Aim for a
total of 10 points in your chart. (10 marks)
You must now write three paragraphs explaining what you have learned. What do you
think about this time period?
How do you think that these War Crimes could have been avoided? (20 marks)
Something positive you
have read…
Something negative you have
read…
Something interesting you
have read…
Page 5 of 27
CHC2P
Canadian History
Grade 10, Applied
Lesson 12
Lesson 12: Canada at War Again!
Expectations
•
•
•
Second World War
Dieppe
Canada again was involved in a war. They played a more important role however as
they executed successful battles creating a name for Canadians.
To explore Canada's role at Dieppe read pages 206 – 209.
Key Question #14
In your opinion, was the lesson learned at Dieppe worth the cost of the lives? Explain in
a well-organized paragraph.
Page 7 of 27
Criteria
Level 1
2.5
Level 2
3
Level 3
3.5
Level 4
4-5
Knowledge/
Understanding
/5
-shows little
knowledge of
the issue
-shows some
knowledge of
issue
-shows
knowledge of
issue
-shows a
thorough
knowledge of
issue
Thinking/
Inquiry
-develops
argument with
limited logic
and coherence
-develops
argument with
some logic and
coherence
-develops
argument
carefully and
logically
-develops
arguments with
high degree of
logic, coherence,
and creativity
Communication
/5
-paragraph
does not have
a sense of
audience
-paragraph has
some sense of
audience
-paragraph has a
sense of
audience
-paragraph
evokes emotion
from the
audience
Application
-many spelling
and
grammatical
errors
-some spelling
and grammatical
errors
-few spelling and
grammatical
errors
-spelling and
grammar are
flawless
/5
/5
/20
Support Questions
64.
65.
66.
Provide two reasons for the raid on Dieppe.
Why were Canadians chosen for the raid?
What were the results of the raid?
Canada at War
Read page 210 – 213 to learn about Canada at war.
Support Questions
67.
68.
69.
In your view, what was the most important part of the Canadian war plan? Write
the components of the plan in order according to their importance.
Describe five ways in which ordinary Canadians helped the war effort.
How did the war affect Canadian- American relations?
Page 8 of 27
Japanese Canadians
Read pages 218 - 221 and the poem below to learn about how Canada treated
Japanese Canadians during the Second World War.
In the spring of 1941, more than six months before the bombing of Pearl Harbour, the
RCMP fingerprinted and photographed all Japanese Canadians over the age of 16.
Japanese Canadians were required to carry their registration card at all times until
1949.
This card belonged to Yosh Arai
Japanese Canadian poet and novelist, Joy Kogawa, was six years old when she was
interned with her family in 1942. She spent most of the next three years in the
internment camp at Solcan City.
What do I remember of the evacuation?
I remember my father telling Tim and me
About the mountains and the train
And the excitement of going on a trip.
What do I remember of the evacuation?
I remember my mother wrapping
A blanket around me and my
Pretending to be fall asleep so she would be happy
Though I was so excited I couldn’t sleep
Page 9 of 27
I hear there were people herded
Into the Hasting Park like cattle
Families were made to move in two hours
Abandoning everything, leaving pets
And possessions at guy point
I hear families were broken up
Men were forced to work. I heard
It whispered at night
That there was suffering and
I missed my dolls
I remember Miss Foster and Miss Tucker
Who still live in Vancouver
And who did what they could
And loved the children and who gave me
A puzzle to play with on the train
And I remember the mountains and I was
Six years old and I swear I saw a giant
Gulliver of Gulliver’s Travels scanning the horizon
And when I told my mother she believed it too
And I remember how careful my parents were
Not to bruise us with bitterness
And I remember the puzzle of Lorraine Life
Who said “don’t insult me” when I
Proudly wrote my name in Japanese
And Tim flew the Union Jack
When the war was over but Lorraine
And her friends spat on us anyway
And I prayed to God who loves
All the children in his sight
That I might be white.
Page 10 of 27
Key Question #15
Imagine you are a Japanese Canadian at the time of the Second World War and you
and your family is being subjected to internment.
Write a journal entry from this perspective using the text and the Internet as resources.
(20 marks)
Criteria
Level 1
2.5
Level 2
3
Level 3
3.5
Level 4
4-5
Knowledge/
Understanding
-shows little
knowledge of
Japanese
internment
-shows some
knowledge of
Japanese
internment
-shows
knowledge of
Japanese
internment
-shows a
thorough
knowledge of
Japanese
internment
Thinking/
Inquiry
-does not
represent a
interned person
-shows some
representation of
a interned
person
-shows
considerable
representation of
a interned
person
-shows a
thorough
representation of
an interned
person
Communication
-letter does not
have a sense of
audience
-letter has some
sense of
audience
-letter has a
sense of
audience
-letter evokes
emotion from the
audience
Application
-many spelling
and grammatical
errors
-some spelling
and grammatical
errors
-few spelling and
grammatical
errors
-spelling and
grammar are
flawless
/20
Page 11 of 27
CHC2P
Canadian History
Grade 10, Applied
Lesson 13
Lesson 13: Canada’s Role in WWII
Expectations
•
•
•
Second World War
Women Go to War
Women again played an important role during the Second World War. During this war,
not enough men enlisted. This caused conscription – men were forced to go to war.
This left many women alone with not enough help to run their businesses.
A propaganda poster encouraging women to do their part in the war effort.
Women continued to serve overseas through 1945 and at one point there were over
2000 WACs serving in North Africa alone. From there women were sent to Italy to serve
with the 5th Army and these women moved all over Italy during the Italian campaign
handling the communications; they earned commendations, bronze stars and the
respect of their fellow soldiers as they sloughed through mud, lived in tents, dived into
foxholes and dugouts during the Anzio air raids. During the battle on Anzio, six Army
Nurses were killed by the German bombing and strafing of the tented hospital area.
Four Army Nurses among the survivors were awarded Silver Stars for extraordinary
courage under fire. In all, more than 200 Army Nurses lost their lives during World War
II.
Page 13 of 27
Read page 222 - 225. This section will outline the role women played in the
Second World War.
Key Question #16
Copy and complete the mind map on women in the war. Include the major points from
the reading that show what women’s role were during the war. (10 marks)
Women
Page 14 of 27
Conscription
This is an article taken from the Globe and Mail September 19, 1939.
CONSCRIPTION ISSUE.
TUESDAY, SEPTEMBER 19, 1939.
This paper is receiving many
communications urging the prompt
introduction of conscription as the only
equitable method of organizing the
country's manpower for the war. A large
number are from young men, married
and single, who take a practical view of
the situation, expect to be called upon to
serve because of the prospective
magnitude and long duration of the
conflictive effort and who believe a fully
requires concentration of all the country
resources to one end.
Defeat is not contemplated as an
eventuality. Interest in the subject
becomes acute when previous
experiences are considered.
Canada adopted co ascription in 191418 in response to an urgent demand
from the front, but only after half a
million volunteers were in uniform. A
widely held opinion then was that it
should have been introduced in the
early stages. The United States began
with conscription. Britain, slow to forego
the voluntary system, has commenced
this time with mandatory enlistment.
The argument for conscription has been
expressed thus by a young man of 28
writing to The Globe and Mail from
Winnipeg:
The unanimous opinion of all the young
men to whom I have spoken, both single
and married, is that immediate
conscription in Canada is essential.
They, as I do, feel that this is the only
fair and equitable basis of carrying on a
war. By effecting immediate conscription
it will enable Canada to maintain a
steady flow of trained men in the event
that Canada decides to send an
expeditionary force overseas, assuming
that those not called up immediately
would be receiving military training. In
advocating conscription my idea is to
record and classify every able-bodied
man between the ages of 18 and, say,
60.
By no means would all these see active
service. Rather the older men,
particularly those with previous military
experience, would be valuable in many
clerical and administrative posts. All
men, say, between the ages of 18 and
41, fit for active service, to be divided
into classes, receive military instruction
in-spare time or evenings,---without pay,
and be prepared to answer the call as
needed . In this manner men would be
available as required, necessary key
men to industry would be weeded out,
and the administration of our industrial
and commercial life would be far more
efficient than by sponsoring volunteering
without questioning the force of
arguments like this or overlooking the
probability of conscription if the war is
pro-longed, there are aspects of the
Canadian picture to be considered.
We know that if the full force of the
country's manpower is to be brought into
play it must be based-on-a-united
national conviction. There is no doubt
about the ardent feeling in a Province
like Ontario with racial roots in British
traditions and where thousands of heirs
of United Empire Loyalist sentiment
Page 15 of 27
reside, shared, but perhaps not
recognized, by our Winnipeg
correspondent. A multitude of citizens
can be found throughout the country
with a similar attitude toward the Mother
Country.
On the other hand we have the FrenchCanadians, equally concerned for the
freedom assured by British institutions
but without the same background. We
have also a large percentage of
population that came to this country
since the last war from non-British
countries and lacking the urge to go
back to Europe to fight for a cause
sponsored by a nation to which
allegiance has no direct appeal. These
things have to be taken into account in,
seeking an undivided national effort.
Voluntary enlistment is proceeding inOntario at a pace testing present
equipment.
Reports from Ottawa state: that
recruiting in Quebec goes ahead on no
half-hearted scale. The spirit behind
freedom of action makes single amends
for the weaknesses of the voluntary
plan. Considering the situation, those
becoming impatient with the apparent
slowness of the process .might
advisedly restrain their feelings for the
time being in the common interests .
Undoubtedly there is an impression that
the loyal sons who offer themselves
unreservedly at pay which is a mere
pittance should not have to look back at
others, stay-at-homes, and even aliens,
receiving high wages such as were paid
in the last war without assuming any of
the war risks . If there is to, be equality
of sacrifice it will not be obtained in this
way. The voluntary recruit wants to
know that while he is enduring hardships and-risking life the man who would
not offer is not able to make the war a
bed of roses for himself. We are
convinced that the Government, fortified
by a unanimous Parliament, intends to
prosecute the war with all its vigour, and
that nothing essential to a successful
conclusion will be neglected; not even
conscription.
It is to be remembered that the struggle
has only started and we have yet to get
into it properly. The administrative
machinery will need many amendments
and changes, which will be forthcoming.
Changes in the situation abroad may
mean changes here. The active part
taken by the Communists may indeed
have a vital bearing on recruiting.
Read pages 226 - 227 for an overview of Conscription.
Support Question
70.
71.
72.
What is conscription?
Why is it a sensitive issue in Canada?
How well did Prime Minister King handle the
conscription issue?
Page 16 of 27
D-Day to V-E Day
Read page 232 - 235 to prepare for this lesson.
Key Question #17
Complete the following chart as you read this section. Aim for a total of ten points in the
three columns. (10 marks)
Something positive you
have read…
Something negative you have
read…
Something interesting you
have read…
Page 17 of 27
CHC2P
Canadian History
Grade 10, Applied
Lesson 14
Lesson 14: The Holocaust
Expectations
•
•
•
Second World War
The Holocaust occurred during WWII. A man named
Adolf Hitler decided that the only people that should be
allowed to live freely were the Germans – people with
blonde hair and blue eyes. This left many people;
especially people of the Jewish faith, to be captured
and either killed or forced to work for their life.
Starved prisoners of Mauthausen concentration camp
are typical of those who were liberated by the Allies ©
The enemy
http://www.bbc.co.uk/history/war/genocide/holocaust_overview_01.shtml
The Holocaust was the Nazis' assault on the Jews between 1933 and 1945. It
culminated in what the Nazis called the 'Final Solution of the Jewish Question in
Europe', in which six million Jews were murdered.
'The Jews figured in Nazi ideology as the arch-enemy of the Aryan race...'
The Jews were not the only victims of Nazism. It is estimated that as many as 15 million
civilians were killed by this murderous and racist regime, including millions of Slavs and
'asiatics', 200,000 Gypsies and members of various other groups. Thousands of people,
including Germans of African descent, were forcibly sterilised.
These programs are best seen as a series of linked genocides, each having its own
history, background, purpose and significance in the Nazi scheme of things. The
Holocaust was the biggest of the killing program and, in certain important ways, different
from the others. The Jews figured in Nazi ideology as the archenemy of the 'Aryan
race', and were targeted not merely for terror and repression but for complete extinction.
The Nazis failed in this aim because they ran out of time, but they pursued it fanatically
until their defeat in 1945. The Holocaust led to widespread public awareness of
genocide and to modern efforts to prevent it, such as the 1948 UN Convention on
Genocide.
Page 19 of 27
Origins of the Holocaust
Man blinded by continuous beatings.
The ideas and emotions that lay behind the Holocaust
were not new, nor were they uniquely German. The Nazis
were the heirs of a centuries-old tradition of Jew-hatred,
rooted in religious rivalry and found in all European
countries. When the Nazis came to carry out their genocidal program, they found
collaborators in all the countries they dominated, including governments that enjoyed
considerable public support. Most people drew the line at mass murder, but relatively
few could be found to oppose it actively or to extend help to the Jews.
Though it had ancient roots, Nazi ideology was far from a primitive,
medieval throwback - it was capable of appealing to intelligent and
sophisticated people. Many high-ranking Nazis had doctoral
degrees and early supporters included such eminent people as
philosopher Martin Heidegger, theologian Martin Niemoeller, and
commander-in-chief of German forces in the First World War,
General Erich Ludendorff. Hitler appealed with a powerful vision of
a strong, united and 'racially' pure Germany, bolstered by pseudoscientific ideas that were popular at the time.
'The Nazis were the heirs of a centuries old tradition of Jew-hatred...'
Antisemitism, the new racist version of the old Jew-hatred, viewed the Jews as not
simply a religious group but as members of a 'Semitic race', which strove to dominate its
'Aryan' rivals. Among the leading ideologues of this theory were a French aristocrat, the
Comte Joseph de Gobineau, and an Englishman, Houston Stewart Chamberlain.
Antisemitism proved a convenient glue for conspiracy theories - since Jews were
involved in all sorts of ventures and political movements, they could be accused of
manipulating all of them behind the scenes. Thus Jews were held responsible for
Communism and capitalism, liberalism, socialism, moral decline, revolutions, wars,
plagues and economic crises. As the Jews had once been demonized in medieval
Europe, so the new antisemites (including many Christians) found new, secular ways of
demonizing them.
The Nazis brought their own strain of radical ruthlessness to these ideas. They glorified
war and saw the uncompromising struggle for survival between nations and races as
the engine of human progress. They rejected morality as a Jewish idea, which had
corrupted and weakened the German people. They maintained that a great nation such
as Germany had the right and duty to build an empire based on the subjugation of
'inferior races'. They looked eastwards to Poland and Russia (where, as it happened,
the great majority of European Jews lived) for the territorial expansion of their 'living
space' (Lebensraum).
Page 20 of 27
Nazism was thus an unscrupulous and warlike ideology, which always had the potential
for genocide. But it took some time for an organised killing program to evolve.
A View of the Holocaust
by Dr Steve Paulsson
1933 - 1939
Soon after they took power, the Nazis began their persecutions with a barrage of antiJewish laws, including the infamous Nuremberg Laws (1935), which defined Jews
according to 'racial' criteria and stripped them of citizenship. Not yet securely in power,
however, the Nazis at first refrained from major acts of violence.
By late 1938, the Nazis could claim an impressive series of successes. Germany had
staged the 1936 Olympics, annexed Austria and part of Czechoslovakia, and was in the
midst of a strong economic recovery fuelled by rearmament. These triumphs had
increased the Nazis' popularity and their confidence. President Hindenburg had died
and all opposition parties had been abolished. The last conservatives in the cabinet had
been replaced by Nazis. The way was clear for radical action.
'By the outbreak of war in September 1939, half of Germany's 500,000 Jews had
fled...'
On the night of 9-10 November 1938, Nazi
Propaganda Minister Dr Josef Goebbels
organised the violent outburst known as
Kristallnacht ('Crystal Night', the night of
broken glass). While the police stood by, Nazi
stormtroopers in civilian clothes burned down
synagogues and broke into Jewish homes
throughout Germany and Austria, terrorising
and beating men, women and children. Ninetyone Jews were murdered and over 20,000
men were arrested and taken to concentration
camps. Afterwards the Jewish community was
fined one billion Reichsmarks to pay for the
damage.
After Kristallnacht, Jewish businesses were expropriated,
private employers were urged to sack Jewish employees,
and offices were set up to speed emigration. Imprisoned
Jews could buy freedom if they promised to leave the
country, abandoning their assets. By the outbreak of war in
September 1939, half of Germany's 500,000 Jews had fled,
as had many Jews from Austria and the German-occupied
parts of Czechoslovakia.
Page 21 of 27
Read pages 236 - 239 to begin to learn about the Holocaust.
Key Question #18
After reading about the Holocaust, write an editorial addressing the question: "How
should Canada deal with war criminals?" Remember to brainstorm ideas, write a rough
draft and carefully edit before continuing with your final draft. You may use the Internet
as a resource to help you formulate your opinion. The editorial should be a minimum of
250 words.
Keep the following tips in mind:
•
•
•
•
•
•
Maintain a clear opinion on the issue
Use a convincing, persuasive tone
You may use first person in this type of writing but still maintain a formal
tone in order to maintain a professional demeanour
Provide specific, logical reasons to support your opinion
Create an effective headline that draws in your audience
Consider effective layout and design
Criteria
Level 1
2.5
Level 2
3
Level 3
3.5
Level 4
4-5
Knowledge/
Understanding
-provides
limited
accurate
information
about issue
-provides some
specific,
accurate
information
about issue
-provides
considerable
specific,
accurate
information
about issue
-provides
thorough,
specific,
accurate
information
about issue
Thinking/
Inquiry
-develops
arguments with
limited logic
and coherence
-develops
arguments with
some logic and
coherence
-develops
arguments
carefully and
logically
-develops
arguments with a
high degree of
logic, coherence,
and creativity
Communication
-editorial does
not have a
sense of
audience
-editorial has
some sense of
audience
-editorial has a
sense of
audience
-editorial evokes
emotion from the
audience
Application
-many spelling
and
grammatical
errors
-some spelling
and grammatical
errors
-few spelling and
grammatical
errors
-spelling and
grammar are
flawless
Page 22 of 27
Support Question
73.
74.
75.
What actions did the Nazis take against the Jews after 1933?
What is the significance of the St. Louis?
What was the "Final Solution"?
The Mushroom Shaped Cloud
http://en.wikipedia.org/wiki/Atomic_bombings_of_Hiroshima_and_Nagasaki
During World War II, for the official
purpose of forcing the Japanese to
surrender unconditionally, the United
States military dropped atomic bombs
on the cities of Hiroshima and Nagasaki,
Japan on August 6 and August 9, 1945
respectively, killing at least 120,000
people, about 95% of which were
civilian, outright, and around twice as
many over time. These were the first
and only nuclear attacks in history.
Japan sent notice of its unconditional
surrender to the Allies of World War II
on August 15.
The role of the bombings in Japan's
surrender, as well as the effects and
justification of them have been subject
to much debate. In the U.S., the
prevailing view is that the bombings
ended the war, at least sooner than
otherwise, and saved many lives of both
sides that would be lost if the planned
invasion of Japan ever took place. In
Japan, the general public tends to think
that with hindsight the bombings were
needless as the preparation for the
surrender was in progress.
The survivors of the bombings are
called hibakusha, a Japanese word that
translates literally to "bomb affected
people." The suffering of the bombing is
the root of Japan's postwar pacifism,
and the nation has sought the abolition
of nuclear weapons from the world ever
since.
Read pages 240 - 243 for an understanding of the atomic bombings.
Support Question
75.
77.
78.
79.
80.
81.
What kind of weapon is the atomic bomb?
How was Canada connected to the atomic bomb?
What was the chief aim of the new United Nations?
What new superpowers arose out of the ashes of the Second World War?
The decision to drop the atomic bomb on Japanese cities has often been
criticized. Do you agree or disagree with U.S. President Truman's actions?
Was he justified in dropping the A-bomb on Hiroshima and Nagasaki?
Page 23 of 27
CHC2P
Canadian History
Grade 10, Applied
Lesson 15
Lesson 15: Adjusting To Peace
Expectations
•
•
•
Describe the impact of technological development on Canadian society
Explain how Canadians adapted to challenges of the "Cold War"
Describe the economic factors that resulted in prosperous times after 1945
Baby Boom
After WWII, many people began to start families. This left an above
average amount of babies to be born in a short period of time. This is
referred to as the “baby boom”.
Read from page 248 - 249 to gain an overview of this time frame. Read the
Advance Organizer on page 250 and 251.
Support Questions
83.
Name four events that took place in this time period.
Adjusting to Peace
Read pages 252 and 253 to answer the questions on adjusting to times of peace.
84.
Give three examples of the way Canada boomed after the war.
Newfoundland and Labrador Join Canada
Read pages 258 -261 to understand why Newfoundland and Labrador joined Canada.
85.
86.
What jobs did the people of Newfoundland depend on?
What happened to Newfoundland during the Depression?
The Boom in Resources
Read pages 262 - 267.
Page 25 of 27
Key Question #19
Complete this chart in your notes by writing the most important facts for each sub-topic
in the appropriate column. (10 marks)
Energy and Minerals
The Pipeline Debate
Deep River
Immigration
Read pages 270 - 271.
Key Question #20
When did your family immigrate to Canada? What events prompted your family to leave
their country of origin and choose Canada as their destination?
http://www.cic.gc.ca/english/department/legacy/chap-5.html
The growth of Canadian nationalism
As it had after the First World War,
Canada emerged after the Second
World War with more self-assurance
and confidence. There were good
reasons for this. Despite having fewer
than 12 million people, it had made a
huge contribution in manpower and
material to the Allied war effort and had
developed a host of new and durable
industries in the process. However, the
cost of its participation in the war had
been great: 43,000 men and women
had died and the national debt had
quadrupled. Yet casualties were much
lower than they had been during the
earlier conflict. Moreover, most of the
wartime spending had been in Canada,
resulting in the doubling of the gross
national product.
accorded legal recognition to Canada's
status as a self-governing dominion. A
decade later, the Second World War
confirmed Canada's place in the world.
It also compelled this country to grow up
technologically. Forced by wartime
conditions to reduce their dependence
on European and American goods, the
leaders of the Canadian economy
became far more daring, innovative, and
self-reliant.
As a result, the range and volume of
Canadian industrial production
increased dramatically. By war's end,
the country's steel-making capacity had
increased by more than 50 percent and
Canadian factories were producing
many items--aircraft, plastics, diesel
engines, electronic equipment -- that
they had not made previously.
The Statute of Westminster (1931) had
Page 26 of 27
Although everybody had expected that
the Second World War, like the First
World War, would be followed by a
severe recession, no such slump
materialized. Instead, the country
enjoyed a wave of prosperity. Initiated
by wartime spending, it would last, with
minor fluctuations, until the early 1970s,
fed by a pent-up demand for consumer
goods. Canadians had money in their
pockets and they were eager to spend
it. One by-product of Canada's new selfawareness in these buoyant years was
a vigorous nationalism, which found
expression in the Canadian Citizenship
Act of 1947.
Support Questions
86.
87.
88.
Explain the term war brides.
Why was the refugee issue a concern to Canadians?
How did postwar immigration change the nature of the Canadian population and
society?
Page 27 of 27

CHC2P Unit 3 - Fort Frances High School

Transcription

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