Conscription+Crisis

Your name: Katelyn Krisman **Initial Reading and Assessment of Textbook Treatment of the Topic** Name of Gr. 10 Textbook examined:  Freeman-Shaw, Elizabeth and Jan Haskings- Winner. //Canadian Sources: Investigated 1914 to the Present.// Toronto: Emond Montgomery Publications Limited, 2008 Name of more "scholarly" source examined:  Francis, R.D, Richard Jones and Donald Smith. //Destines: Canadian History Since Confederation.// Toronto: Harcourt, 2000 __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! In the text book //Canadian Sources: Investigated 1914 to the Present//, the author’s seem to gloss over the details of the conscription crisis that occurred in 1917 between English and French speaking Canadians as well as some rural farmers. The textbooks treatment of the incident downplays the importance of specifics and seems to focus instead on displaying small blurbs of key facts, exhibiting photographs of key political players, and primary source evidence that highlights the political positions of important political figures. For instance, on the three pages that focus on the weakening support for the war effort the authors display the page with a picture of Henri Bourassa who was the leading French Political leader against the Military Service Act. Beside the photo is a speech which identifies Bourassa’s position in regards to conscription and in general his opposition to Canada’s participation in British imperial endeavours. There are just a couple facts that attempt to represent this historical event. Although I feel that this textbook in some respects oversimplifies the conscription crisis I must admit that the format captures the essence of history. I feel that instead of bogging kids down with a ton of historical dates and facts it presents a few key particulars and then presents a series of questions that stimulates critical thinking. I think this format is more engaging for students. It provides a more accessible approach to understanding the conscription crisis. However, I still feel that more information should have been included in order to provide a greater understanding of the event that transpired as well as it broader significance and impact on French- English relations. Thanks for your assessment, Katelyn. You have uncovered an interesting tension that these authors have addressed head-on. How do we present resources to students that engage them in the "doing of history" and yet support them with the background knowledge they might need in order to grapple with the issues. I look forward to hearing how you'll proceed. __ Critical Thinking Challenge __ __ The Conscription Crisis of 1917 __ Do you think Prime Minster Borden’s decision to implement conscription in the Military Service Act was an appropriate course of action? The Conscription Crisis of 1917 created substantial unrest between English and French Canadians. Your critical thinking challenge is to imagine yourself as either an English Speaking conscription supporter or a French- Speaking anti-conscription protestor. Design a persuasive poster that illuminates a clear reason for your position whether it be for or against the military service act. Do you think the military service act was an appropriate course of action? This critical challenge is # 4 Design a specs. It challenges students to put themselves in the position of an English or French Canadian allowing them to consider a particular view point and to develop a persuasive argument in a creative fashion. However, it also stimulates thought about the impact of Prime Minster Borden’s decision on the country itself. Students will possibly contemplate Canada’s loyalty and relationship to Britain, Canada’s responsibility to their own men fighting on the western front, its goal or lack of desire for independence, and the difficulty of unity. Nicely done, Katelyn. Your core question invites critical thinking and is, itself, a "critique the piece". The second piece (the poster) is definitely a design to specs. You'll have to see if creating a polished poster is feasible within the constraints of the lesson but designing or sketching one it probably would be.

**EDU1150Y Intermediate/ Senior History ** //Lesson Plan: Canadian Conscription During WWI // **//Lesson plan //**

**Grade: 10 Course: CHC2D Topic/ Unit: 1 1914-1929 **

__Initial Planning Stages __ __Identify Key Learning/ Big Idea/ Learning Target __ Students will understand that....

Although the majority of Canadians supported conscription and felt it was a necessary contribution to a faltering war effort strong opposition was felt by French Canadians and framers who felt it was an oppressive act dishonestly passed by a government more British than Canadian. Prime Minister Borden’s decision to implement conscription bipolarized the country along language and provincial lines and it had a minimal impact on Canada’s war effort.

__Frame Critical Challenge __ **Critic the Piece ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0cm 0cm 0pt;">Do you think Prime Minster Borden’s decision to implement conscription in the Military Service Act was an appropriate course of action?

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Building skills for the summative assessment __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0cm 0cm 0pt;">This lesson will help kids be successful in the summative because they will assess Robert Borden’s decision to implement conscription by constructing a mini report card.

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Dimension of Historical Thinking __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0cm 0cm 0pt;">Students will actively engage in historical perspective- taking

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Intellectual Tools __ __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Background Knowledge __

**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Ministry Expectations ** **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Overall Expectations ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0cm 0cm 0pt 36pt; text-indent: -18pt;">- Analyse the development of French- English relations in Canada, with reference to key individuals, issues and events.

**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Specific Expectations ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0cm 0cm 0pt 36pt; text-indent: -18pt;">- Assess the influence of Great Britain on Canada’s participation in war (WWI) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0cm 0cm 0pt 36pt; text-indent: -18pt;">- Students will be able to: describe how the conscription crises of World War I created tension between English Canada and Quebec <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0cm 0cm 0pt 36pt; text-indent: -18pt;">- Identify different viewpoints and explicit biases when interpreting information for research or when participating in a discussion

**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Content/Skills: ** **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">1) **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">General idea about Canada’s population demographic (1911 Census 55.5% British origin, 28.6% French, 5.9% Other European, etc)  **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">2) **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Aware of Canadians initial reaction to the war (first three week 45,000 signed up, belief it would be over by Christmas) **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">3) **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Aware of Canada’s relationship to the war (not Canada’s war but fighting to support mother land because Canada was a British colony **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">4) **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The nature of the war (over by Christmas to war of attrition)  **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">5) **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The extent of Canada’s contribution up to 1916 (sending soldiers “The Canadian expeditionary forces,” battles, Canadian women who participated in Nurse Services etc. Wheat export, munitions, military ship building, victory bonds, etc ) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0cm 0cm 0pt;">Skills:

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Criteria for Judgement __ //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">(Criteria to assess the appropriateness of the policy for conscription) // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0cm 0cm 0pt 36pt; text-indent: -18pt;">1) A Necessary Course of Action <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0cm 0cm 0pt 36pt; text-indent: -18pt;">2) Significant contribution to the war effort <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0cm 0cm 0pt 36pt; text-indent: -18pt;">3) Was supported by the Canadian population <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0cm 0cm 0pt 36pt; text-indent: -18pt;">4) Had few negative repercussions

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Habit of Mind __ //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Critically minded //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">: <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0cm 0cm 0pt;">Students need to be critically minded in order to sift through information (primary and secondary sources) about the conscription crisis in order to make a reasoned judgement in regards to whether or not Prime Minister Borden’s decision was an appropriate course of action.

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Thinking Strategy __ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0cm 0cm 0pt;">A report Card

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Critical thinking Vocabular __