Page 1 of 22

Identify Desired Results:

Essential Question:

How did the years of 1929-1945 and the events, impact the societal landscape and different cultural
communities for Canadians, contributing to an emerging national identity?

Grade Level: 10
Course: Canadian History Since World War I, CHC2D
Stand: Canada, 1929-1945
Rationale: This question for the grade 10 history curriculum encourages students to better understand the
results of war and how its effects determine the shaping of our society. It invites students to discuss and
research the cause and effects of World War II to help them better understand Canadas role in the outcomes
of the conflict. This unit provides students with the opportunity to develop ideas for themselves based on
factual evidence they will learn. Through an analysis of differing aspects of the war and war society, students
will be challenged to envision conclusions based on the information they have collected - formulating them
into differing forms of summative and formative assessment. This question will challenge students through
various aspects of history to assess World War II from multiple perspectives. In doing, they will build a better
understanding of how complex war is, and the mass effect that war has on both Canada and the greater
world.

Determine Acceptable Evidence:

In the following pages, information is provided on the various assessments that will be included in the unit
with a final unit culminating assessment task. All of the assessments fit within the achievement chart for
history and will address the four main components, giving students numerous and varied opportunities to
demonstrate the full extent of their achievement of the curriculum expectations across all four categories of
Knowledge and Understanding (K/U), Thinking (T), Communication (C), and Application (A).

Unit Culminating Assessment Task:

Students will be assessed through a culminating test that will incorporate many of the most major aspects of
the unit. It will be divided up into 3 sections consisting of True/False questions, Timeline (placing events in
order based on occurrence), and a final Essay with different questions for the students to choose from. They
will be expected to know the basic factual information provided in each lesson plan and the general
sequencing of events to fully understand how WWII happened and why. The essay will provide students with a

Page 2 of 22
more subjective question through which they can incorporate the information collected from class and their
own personal beliefs about certain aspects of Canadian society. The essay questions will be provided and they
will span the entirety of the unit, providing students with the opportunity to choose which part of the wars
history most intrigues them.

Connection to Curriculum:

Overall Expectation(s):
C1. Social, Economic, and Political Context: describe some key social, economic, and political events, trends,
and developments between 1929 and 1945, and assess their impact on different groups in Canada (Cause
and Consequence; Historical Perspective)
C2. Communities, Conflict, and Cooperation: analyze some key interactions within and between communities
in Canada, and between Canada and the international community, from 1929 to 1945, with a focus on key
issues that affected these interactions and changes that resulted from them (Cause and Consequence;
Continuity and Change)
C3. Identity, Citizenship, and Heritage: explain how various individuals, groups, and events, including some
major international events, contributed to the development of identity, citizenship, and heritage in Canada
between 1929 and 1945 (Historical Significance; Historical Perspective)
Specific Expectations:

C1. Social, Economic, and Political Context:

C1.1 Describe some key social changes in Canada during this period, and explain their main causes as well as
their impact on different groups in Canada
C1.2 Identify some major developments in science and/or technology during this period and assess their
significance for different groups in Canada
C1.3 Describe some key economic trends and developments in Canada during this period and assess their
impact on different groups in Canada
C1.4 Describe the main causes of some key political developments and/or government policies in Canada
during this period and assess their impact on different groups in Canada
C2.Communities Conflict and Cooperation:
C2.1 Identify some significant ways in which Canadians cooperated and/or came into conflict with each other
during this period

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C2.2 Explain how some key issues and/or developments affected Canadas relationships with Great Britain and
the United States during this period
C2.3 Describe some ways in which World War II changed the lives of different groups in Canada
C3. Identity, Citizenship, and Heritage
C3.1 Describe how some individuals, organizations, and symbols contributed to the development of identity,
citizenship, and/or heritage in Canada during this period
C3.2 Describe responses of Canada and Canadians to some major international events and/or developments
that occurred between 1929 and 1945, including their military response to World War II
C3.3 Explain the significance of the Holocaust for Canada and Canadians
Rationale:
Each of the listed overall and specific expectations will be connected with the essential question and the big
ideas of the strand through a variety of activities. Creating cross-curricular activities that include subjects
such as language and geography, allows for the history elements to be even clearer to the students. The
themes identified in the strand will be prevalent in all lessons and through the selected specific expectations.
The first overall expectation entitled Social, Economic, and Political Context will be exemplified to students
through lessons and activities surrounding The Great Depression, the politics of World War II and the differing
political ideologies, as well as the changing social norms during wartime. The second overall expectation is
Communities, Conflict, and Cooperation and will be examined through the lens of Canadas wartime decisions
such as Japanese Internment Camps and Canada-US relations during this period. Finally, the third overall
expectation, Identity, Citizenship, and Heritage, will be heavily touched up as we begin to understand the
development of Canadian Foreign Policy and the shifts in Canadian identity both internally and externally.
Each of these topics will allow students to have a good grasp on the tumultuous time of 1929-1945 and they
ways in which events shifted global perspectives.

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Unit Plan:

Unit Curriculum and Assessment

Plan

Unit: Grade 10 History, 1929-1945

Focus on Learning: Factors leading up to the Great

Depression, economic factors of the Great
Depression, emerging Canadian Identity, political
conflicts, causes, impacts and effects of World War II,
and maps.

Big Ideas:
How changes in economic, political and social factors
resulted in World War II
How each role within society was affected during the
Great Depression
Identifying, comparing and contrasting each political
party that influenced this time period

Title of Culminating Task:

Unit Test

Essential Skills:
Understand and discuss causes and effects
Analyze the validity of sources
Analyzing primary and secondary sources and
identifying
biases in each type of source, specifically focusing
on differing
perspectives of historical events
Compare and contrast different social groups during the
time period
Understand and analyze differing views of political
parties
Analyze graphs and maps
Research skills
Utilize proper citing

Description:
This culumating unit test highlights the main themes
of the unit, including The Great Depression, World
War Two and the emerging Canadian Identity. The
test has three components that will allow students to
outline their knowledge of the subject matter through
True and False questions, Historical Timeline
questions and an Essay question.

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Unit Curriculum and Assessment Plan (Continued)

Enabling and/or Other Assessment Tasks
Learning Skills:
Use of
Information

Achievement
Categories:
C: Expression and
organization of
ideas and
information in
visual/written form

Lesson 1: Causes of the Great Depression

Title: Exit cards
Identifying important questions that
students have about The Great Depression
to address in later lessons.
For/As/Of: Of/As
Write/Do/Say: Write

Learning Skills:
Class
Participation

Achievement
Categories:
C: Expression of
thoughts and ideas
concerning the
topic in a verbal
statement
A: Application of
knowledge and
skills in familiar
context
A:Making
connections within
and between

Lesson 2: Daily Life of The Great

Depression
Title: Class discussion about the conditions
of different groups in Canada during the
era.
For/As/Of: Of/As
Write/Do/Say: Say

Overall/Specific
Expectations:
- C1: Social, economic, and
political context
-C1.1: Describe some key
social changes during this
period, and explain their
main causes as well as their
impact on different groups in
Canada
Overall/Specific
Expectations:
- C1: Social, economic, and
political context
-C1.3: Describe some key
economic trends and
developments in Canada
during this period and
assess their impact on
different groups in Canada

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various context

Learning Skills:
Use of
Information
Problem Solving
Co-operation
Class
Participation

Learning Skills:
Problem Solving

Achievement
Categories:
T:Use of processing
skills
T:Use of
critical/creative
thinking processes
A: Making
connections within
and between
various context

Lesson 3: How The Great Depression led

to World War II
Title: Class discussion based on political
cartoons

Achievement
Categories:
K/U: Knowledge
and understanding
of content
T:Use of
critical/creative
thinking processes
A: Making
connections within
and between
various context

Lesson 4: Communism
Title: Compare and contrast

Understanding the social conditions of

different groups in Canada since 1929 by
analyzing and inferring a variety of political
focused cartoons.

Overall/Specific
Expectations:
-C2: Communities, conflict,
and cooperation
-C2.2: Explain how some key
issues and/or developments
affected Canadas
relationships with Great
Britain and the United States
during this period

For/As/Of: Of/As
Write/Do/Say: Say

Students will be assessed through a

compare and contrast assignment which
asks them to examine the similarities and
differences between the political beliefs of
Canada and Russia.

For/As/Of: Of/For
Write/Do/Say: Write

Overall/Specific
Expectations:
-C1: Social, economic, and
political context
-C1.1: Describe some key
social changes during this
period, and explain their
main causes as well as their
impact on different groups in
Canada
-C2: Communities, Conflict,
and Cooperation
-C2.1:
identify
some
significant ways in which
Canadians
cooperated
and/or came into conflict
with each other during this

Page 7 of 22
period

Learning Skills:
Use of
Information
Co-operation

Learning Skills:
Use of
Information
Problem Solving

Achievement
Categories:
T: Use of planning
skills
T: Use of
critical/creative
thinking processes
C: Expression and
organization of
ideas

Lesson 5: Fascism
Title: Election Presentation

Achievement
Categories:
T:Use of processing
skills
T:Use of
critical/creative
thinking processes
A: Application of
knowledge and
skills in familiar
context

Lesson 6: Pre-war Canadian Politics

Title: Jigsaw

In groups, students will create an ideology

and present to the class, urging their
classmates to vote for their new political
party.
For/As/Of: As/Of
Write/Do/Say: Do/Say

Analyze Canadas contribution to the war

effort (e.g., with reference to the Battle of
the Atlantic, the Battle of Hong Kong, the
Italian campaign, D-Day, the liberation of
the Netherlands, the liberation of
concentration camps, the British
Commonwealth Air Training Plan, Camp X;
the contribution of individuals such as Paul
Triquet and Charles Tompkins; the
contributions of women) by using a jigsaw

Overall/Specific Expectations:
- C1: Social, economic, and
political context
-C1.4: Describe the main causes of
some key political developments
and/or government policies in
Canada during this period and
assess their impact on different
groups in Canada
-C2.Communities Conflict and
Cooperation
-C2.1 identify some significant
ways
in
which
Canadians
cooperated and/or came into
conflict with each other during this
period

Overall/Specific
Expectations:
- C1: Social, economic, and
political context
-C1.1: Describe some key
social changes during this
period, and explain their
main causes as well as their
impact on different groups in
Canada
-C1.4: Describe the main
causes of some key political

Page 8 of 22
activity for students in groups of four or
five.
For/As/Of: As/Of
Write/Do/Say: Do/Write

Learning
Skills:
Use of
information

Achievement
Categories:
K/U: knowledge
and
understanding
communication
C: Use of
appropriate
terminology
C: Expression and
organization of
ideas and
information in
written form

Lesson 7: Causes of the World War II

Title: Essay
Choose three factors that contributed to
the outbreak of WWII and indicate why
you believe they are the most influential
factors.
For/As/Of: Of/As
Write/Do/Say: Write

developments
and/or
government
policies
in
Canada during this period
and assess their impact on
different groups in Canada
Overall/Specific
Expectations:
-C2: Communities, conflict, and
cooperation
-C2.1: identify some significant
ways in which Canadians
cooperated and/or came into
conflict with each other during
this period
-C3: Identity, Citizenship, and
Heritage
-C3.2: Describe responses of
Canada and Canadians to some
major
international
events
and/or
developments
that
occurred between 1929 and
1945, including their military
response to World War II

Page 9 of 22
Learning Skills:
Use of
Information

Achievement
Categories:
K/U: Knowledge
and Understanding

Lesson 8: Events during World War II

Title: Exit cards
Intended to surmise where the students are
with their knowledge of WWII after this
lesson, in order to gauge readiness for a
cumulative test.
For/As/Of: Of/As
Write/Do/Say: Write

Learning Skills:
Use of
information

Learning Skills:
Use of
Information-

Achievement
Categories:
K/U: Knowledge
and understanding
content
C: Expression and
organization of
ideas and
information
A: Application of
knowledge and
skills in familiar
context

Lesson 9: Canadas Role in World War

2
Title: In class assignment
Pick a social group in Canada (women, men,
farmers, etc) and write a paragraph
describing their experience, keeping in
mind the importance of Canada as an
individual nation during World War II.

Achievement
Categories:
K/U: knowledge
and understanding
T: Using and
processing

Lesson 10: The Holocaust

Title: Journal Entry

For/As/Of: Of/As
Write/Do/Say: Write

Write a short journal entry from the

perspective of a person during the

Overall/Specific
Expectations:
-C2: Communities, conflict,
and cooperation
- C2.2: Describe responses
of Canada and Canadians to
some major international
events and/or developments
that occurred between 1929
and 1945, including their
military response to World
War 2
Overall/Specific
Expectations:
-C2: Communities, conflict, and
cooperation
-C2.1: Identify some significant
ways in which Canadians
cooperated and/or came into
conflict with each other during
this period
-C3: Identity, Citizenship and
heritage
-C3.1: Describe how some
individuals, organizations and
symbols contributed to the
development of identity,
citizenship, and/or heritage in
Canada during this period

Overall/Specific
Expectations:
-C3: Identity, Citizenship and
heritage
-C3.3:
Explain
the

Page 10 of 22

Learning Skills:
Use of
information

Learning Skills:
Reflection
Use of
Information

information learned
in class and in
readings
C: Expression and
organization of
ideas
Achievement
Categories:
K/U: knowledge
and understanding
T: Using and
processing
information learned
in class and in
readings
A: use of
knowledge and
skills to make
connections within
and between
various contexts

Holocaust.

Achievement
Categories:
T: use of
critical/creative
thinking process
C: Expression and
organization of
ideas and
information
A: Making
connections within
and between

Lesson 12: Effects of the time period on

Canadians
Title: Movie and reflective essay

For/As/Of: As
Write/Do/Say: Write

significance of the Holocaust

for Canada and Canadians

Lesson 11: Outcome of World War II

Title: Homework assignment

Overall/Specific
Expectations:

Create study notes for the upcoming

cumulative test.

-C1: Social, economic, and

political context
-C2: Communities, conflict,
and cooperation
-C3: Identity, Citizenship and
heritage
-C3.2: Describe responses
of Canada and Canadians to
some major international
events and/or developments
that occurred between 1929
and 1945, including their
military response to World
War 2.

For/As/Of: As
Write/Do/Say: Write

The movie will sum up and give a general

historical perspective of the changing
complications and daily social aspects
during the Great Depression, and before
and during World War 2. Students will be
asked to reflect on the movie, asking
questions they still do not understand,
taking the specific information, and forming

Overall/Specific Expectations:
- C1: Social, economic, and
political context
-C1.1: Describe some key social
changes during this period, and
explain their main causes as well
as their impact on different groups
in Canada
-C2: Communities, conflict, and
cooperation
-C2.1: identify some significant
ways in which Canadians
cooperated and/or came into
conflict with each other during this

Page 11 of 22
various context
K: Understanding
of content

a bigger picture in a journal response, in

preparation for the cumulative assessment.
For/As/Of: As
Write/Do/Say: Write/Do

period
-C3: Identity, Citizenship and
heritage
-C3.2
describe
responses
of
Canada and Canadians to some
major international events and/or
developments
that
occurred
between 1929 and 1945, including
their military response to World
War II

Unit Culminating Assessment

Task Plan
Unit: Grade 10 History 1929 - 1945

Assessment Task Title: Unit Test

Description of Task:

Overall Expectations:

This culumating unit test highlights the main themes of

the unit, including The Great Depression, World War Two
and the emerging Canadian Identity. The test has three
components that will allow students to outline their
knowledge of the subject matter through True and False

questions, Historical Timeline questions and an Essay

question.

Social, Economic, and Political Context: describe some

key social, economic, and political events, trends, and
developments between 1929 and 1945, and assess their
impact on different groups in Canada (Cause and
Consequence; Historical Perspective)
Communities, Conflict, and Cooperation: analyze some
key interactions within and between communities in
Canada, and between Canada and the international
community, from 1929 to 1945, with a focus on key
issues that affected these interactions and changes that
resulted from them (Cause and Consequence; Continuity
and Change)
Identity, Citizenship, and Heritage: explain how various
individuals, groups, and events, including some major
international events, contributed to the development of
identity, citizenship, and heritage in Canada between

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1929 and 1945
Perspective)

Big Ideas:
How changes in economic, political and social factors
resulted in World War II
How each role within society was affected during the
Great Depression
Identifying, comparing and contrasting each political
party that influenced this time period

Essential Skills:
Understand and discuss causes and effects
Analyze the validity of sources
Analyzing primary and secondary sources and
identifying biases in each type of source, specifically
focusing on differing perspectives of historical events
Compare and contrast different social groups during
the time period
Understand and analyze differing views of political
parties
Analyze graphs and maps
Research skills
Utilize proper citing

(Historical

Significance;

Historical

Specific Expectations:
C1. Social, Economic, and Political Context:
C1.1 Describe some key social changes in Canada during this
period, and explain their main causes as well as their impact on
different groups in Canada
C1.2 Identify some major developments in science and/or
technology during this period and assess their significance for
different groups in Canada
C1.3 Describe some key economic trends and developments
in Canada during this period and assess their impact on different
groups in Canada
C1.4 Describe the main causes of some key political
developments and/or government policies in Canada during this
period and assess their impact on different groups in Canada
C2.Communities Conflict and Cooperation:
C2.1 Identify some significant ways in which Canadians
cooperated and/or came into conflict with each other during this
period
C2.2 Explain how some key issues and/or developments
affected Canadas relationships with Great Britain and the United
States during this period
C2.3 Describe some ways in which World War II changed the
lives of different groups in Canada

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C3. Identity, Citizenship, and Heritage

C3.1 Describe how some individuals, organizations, and
symbols contributed to the development of identity, citizenship,
and/or heritage in Canada during this period
C3.2 Describe responses of Canada and Canadians to some
major international events and/or developments that occurred
between 1929 and 1945, including their military response to
World War II
C3.3 Explain the significance of the Holocaust for Canada and
Canadians

Unit Culminating Assessment Task Plan (Continued)

Student Product and Processes

Page 14 of 22
Assessment Strategy and Tool: (Do)
True/False
Multiple Choice
Timeline
Achievement Categories/Assessment Criteria:

K/U: Knowledge of content

K/U: Understanding of content
T: Use of planning skills
T: Use of processing skills
C: Expression and organization of ideas and
information in visual/written form
C: Use of appropriate terminology

Assessment Strategy and Tool: (Write)

Essay Question
Achievement Categories/Assessment Criteria:

K/U: Knowledge of content

K/U: Understanding of content
T: Use of planning skills
T: Use of processing skills
T: Use of critical/creative thinking processes
C: Expression and organization of ideas and
information in written form
C: Use of appropriate terminology
A: Application of knowledge and skills in familiar
context
A: Making connections within and between various
contexts

Learning Skills:
Use and Retention of Information
Problem Solving
Organizing skills

Learning Skills:
Effective communication/writing skills
Organization Skills
Understanding and Application of Information

Resources/Technology Integration:
None

Resources/Technology Integration:
None

Accommodations/Modifications:
Give extended time if needed
For the timeline, give two options instead of three
ESL: provide english dictionary if needed.

Accommodations/Modifications:
Give essay question ahead of time and/or assign essay
question for homework
ESL: provide english dictionary if needed.

Cross-Curricular Integration:
Draws and builds on concepts learned in previous units
Provides knowledge and understanding that will lead
up to events in the next and future units

Cross-Curricular Integration:
Draws and builds on concepts learned in previous units
Provides knowledge and understanding that will lead up
to events in the next and future units

Page 15 of 22

Unit Instruction Plan/Lesson Sequence

Unit: Grade 10 History 1929-1945

Focus for Learning: Factors leading up to the Great Depression,

economic factors of the Great Depression, emerging Canadian Identity,
political conflicts, causes, impacts and effects of World War II and
maps.

Introduction:
Description: Introducing the time period of 1929-1945, highlighting the major events, people and places that
we will be discussing throughout the unit.
Assessment: Class discussion on previous knowledge of The Great Depression, WWII, and students ideas
about current and past Canadian Identity.
Lesson 1: Causes of The Great Depression
Description: analyze major causes of The Great Depression, such as the political, economic and social
factors during the 1920s and 1930s
Assessment: Exit Cards - identifying some questions that students have about The Great Depression to
address in later lessons.
Lesson 2: Daily Life of The Great Depression
Description: Analyze the changing social conditions affecting Canadians since 1914.
Assessment: Class discussion about the conditions of different groups in Canada during the era.

Page 16 of 22
Lesson 3: How The Great Depression led to World War II
Description: Identifying the perceived role of political parties during The Great Depression, programs used
for recovery (Hoover vs. Roosevelt- New Deal) and factors that contributed to the tensions leading up to
WWII.
Assessment: Exit Cards - Ask students to highlight one event that they think was instrumental during the
Great Depression that contributed to World War II.
Lesson 4: Communism
Description: Identifying the major Communist regimes that existed during the time period and influenced the
era of 1929-1945 greatly.
Assessment: Students will be assessed through a compare and contrast assignment which asks them to
examine the similarities and differences between the political beliefs of Canada and the USSR.
Lesson 5: Fascism
Description: Identify the major Fascist countries and their respective leaders that played a role in the era of
1929-1945. Students will understand the origin of Nazism through Hitler's regime and ideology.
Lesson 6: Pre-War Canadian politics
Description: Describe the main causes of some key political developments and/or government policies in
Canada during this period (e.g., Mackenzie Kings Five Cent speech; the formation of the Cooperative
Commonwealth Federation or Social Credit; the establishment of the Canadian Broadcasting Corporation
[CBC] or the National Film Board [NFB]; provincial Sexual Sterilization Acts targeting people with disabilities;
social welfare policies; the Dominion Elections Act of 1938), and assess their impact on different groups in
Canada.
Assessment: Class discussion on what Canadians and the government might think about the World War as it
approaches.
Lesson 7: Causes of the War
Description: Analyzing the contributing factors that lead to the outbreak of the Second World War (e.g.,
economic hardship in Germany produced by the Treaty of Versailles and economic depression; invasions by
fascist Italy, Nazi Germany, and imperial Japan; the inadequacy of the League of Nations to address
international crises).

Page 17 of 22
Assessment: Homework assignment - pick one of the factors that contributed to the outbreak of WWII and
indicate why you believe it is the most influential factor.
Lesson 8: Events during World War II
Description: Focus on Canadian soldiers experience during the war discussing main concepts such as trench
warfare, food and supplies, air force involvement. Discussing the basic sequence of events (referencing
major battles to be discussed in next lesson) and important factual information for summative assessment
on quizzes or tests.
Assessment: Exit Cards - Intended to surmise where the students are with their knowledge of WWII after this
lesson, in order to gauge readiness for a culumlative test.
Lesson 9: Canadas Role in World War II
Description: Analyze Canadas contribution to the war effort (e.g., with reference to the Battle of the
Atlantic, the Battle of Hong Kong, the Italian campaign, D-Day, the liberation of the Netherlands, the
liberation of concentration camps, the British Commonwealth Air Training Plan, Camp X; the contribution of
individuals such as Paul Triquet and Charles Tompkins; the contributions of women)
Assessment: Class discussion on the importance of Canada as an individual nation during World War II.
Lesson 10: The Holocaust
Description: Focus on the ramification of World War II with relation to The Holocaust. Highlighting the
persecution of the Jewish peoples as a result of Nazism. Outlining the role Canada played in liberating the
concentration camps. Analyzing the effect that this had on people around the world.
Assessment: Write a short journal entry from the perspective of a person during the Holocaust.
Lesson 11: Outcome of World War II
Description: Focusing on the outcome of the World War in relation to the Treaties created and the emerging
roles of countries that were active during the war. Analyzing the shift in global powers as a direct result of
the war.
Assessment: Creating study notes for the upcoming cumulative test.
Lesson 12: Effect on Canadians
Description: Emerging Canadian Identity as a result of World War II. Emphasis on Canadas role in the Treaty
of Versailles and its newly founded presence on the global stage. Highlighting Canadas internal sense of

Page 18 of 22
identity with the shift in gender and societal roles that occurred during the war (eg. the decision to intern
Japanese Canadians; the 1944 Racial Discrimination Act).
Assessment: Preparing sample essay questions for the cumulative test.

Page 19 of 22
Assessments:

Grade 10 History Test:

True/ False:
-choose the correct answer by circling True (T) or False (F)
1.

Before the War, Germany participated in a bombing of the Spanish town Guernica.
T
F

2.

On D-Day, Canadian forces landed at Juno Beach.

T
F

3.

Mussolinis black shirts believed in a communist ideology?

T
F

4.

The raid at Dieppe was a disaster for Canadians.

T
F

5.

Canada did not play a big role during the battle for the Atlantic Ocean.
T
F

6.
7.

Every year, France thanks Canada for liberation by giving them thousands of tulips.
T
F
World War Two began when Germany invaded Poland on September 1 st, 1939.
T
F

Timeline:
-place the events in chronological order by writing their corresponding letters from first to last
1. A) The Nazi party takes control of Germany
B) The New York Stock Market crashes
__ __ __
C) The Holocaust

Page 20 of 22

2.

A) D-Day

B) Nuclear Bombing of Hiroshima and Nagasaki

__ __ __
C) Attack on Pearl Harbor
3.

A) Canadas entry into the War

B) Americas entry into the War

__ __ __
C) Great Britains entry into the War
4. A) Invasion of Yugoslavia
B) Invasion of France
__ __ __
C) Invasion of Poland
Essay Questions:
-Choose ONE of the following questions/ Topics and write a well constructed short 2-3 page essay (double
space) to answer
1. Compare and contrast the experience of World War Two for two or more Canadian social groups (ex.
Women, visible minorities, working men)
2. Describe the main reasons that World War Two started. Make sure to include specific references to
economics, politics and events that preceded the War.

Test Answer Key

1.
2.
3.
4.

True or False:
True
True
False
True

Page 21 of 22
5.
6.
7.
1.
2.
3.
4.

False
False
True
Timeline:
BAC
BCB
CAB
ACB

Essay Question:
Criteria

Level 1

Question # 1

Describes only one

group in Canada
or is missing many
details about the
experience of
Canadians in
World War Two

Describes and
compares two
social groups in
Canada, but is
missing details
about their
experiences
during World War
Two

Sufficiently
describes and
compares two
social groups in
Canada and has a
few details about
their experiences
during World War
Two

Thoroughly
describes and
compares three
or more social
groups in
Canada and has
a lot of details
about their
experiences
during World
War Two

Portrays the main

factors that
contributed to
World War Two
with limited
details and
evidence

Portrays the main

factors that
contributed to
World War Two
with some details
and evidence

Accurately
portrays the main
factors that
contributed to
World War Two,
using acceptable
evidence to back
up perspectives

Thoroughly
portrays the
main factors
that contributed
to World War
Two, using high
degree of
evidence to

Question # 2

Level 2

Level 3

Level 4

Page 22 of 22
back up
perspectives

References:
Ontario Ministry of Education. (2013) The Ontario Curriculum Grades 9 and 10, Canadian and World Studies.
(pgs 133-135).

**All assignments, group activities, individual work, and the cumulative exam was created by our group
members, and was not taken from any other outside source.