Unit Plan Template

Subject: Canadian History CHC2D Grade level: 10 Academic IEPs: 4

Level of Difficulty: Medium Strand: 1919-1939 Roaring 20s and Dirty 30s

Big ideas: continuity and change, historical perspective, historical significance, cause and consequence

As the Great War ended Canadians transitioned into a time of peace. Soldiers returned home and the 1920s began. The “Roaring
Twenties” would be a time of unprecedented prosperity for Canadians. However, the Stock Market Crash of 1929 would begin a
decade of hardship for Canadians.

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.

Culminating Activity: Roaring 20s and Dirty 30s – Student Portfolio

What essential questions will be considered? (questions that What understandings are desired? (unit understandings)
might spark student interest/ engagement in the topic?) Students will understand …
 How did Canada exert and gain sovereignty during this  The differences between Canada 1919-1939 and Canada today
period? (groups, individuals)
 Why is it significant that Canada’s sovereignty was  Understand some of the challenges facing these
recognized by other nations? groups/individuals
 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 1920s?

What key knowledge and skills will students acquire as a result of this unit?
Students will know … Students will be able to …
The following themes are covered within the unit: 1. Explain the economic factors which resulted in the boom and
 From War to Peace bust cycle of the 1920's and 1930's.
 Canada as a Nation 2. Demonstrate how Canadians adapted to difficult economic
times.
 Entertainment 3. Describe the continuing impact of technological development
 A Time of Hardship on Canadian society.
 Continuity and Change

Core competencies:
 Intrapersonal skills
 Interpersonal skills
 Social skills
 Critical thinking
 Personal and social
responsibility
Teaching strategies: Formative assessment (what
 Videos – YouTube, movie are the students doing and
clips teacher doing to improve
 Pictures student learning? This is not
 Picture books for summative grades but to
 Maps inform “what next?”
 Journal entries
Summative assessment (student
demonstration of their learning,
snap shot):
Unit 2 Advertisement
Assignment & Rubric
Photo / Film Story Assignment
& Chart
  Primary sources- posters,
post-cards
 Think, pair, share
 KWL
 Four corners
 Conver-stations
 Exit tickets
 Think, pair, share
 KWL
 Four corners
 Conver-stations
 Check-ins with “quests”

Adapt/ modify:
IEPs-
Difficulty reading- listen to videos/audio, scribing, use of technology, reducing number of tasks, modify
culminating activity

Difficulty writing – verbal discussion option with a partner, having the other partner scribe, having
technology to write down ideas on a word processor, modify culminating activity- could be done online with
the help of a word processor, presentation.

Difficulty hearing- providing alternate locations, earphones, having a note taker, providing extra time for one
on one discussion, placement in classroom

ESL- providing learning appropriate assignments, giving ESL students ample opportunity to ask questions,
modify culminating activity

# Lesson title Lesson activities (learning experiences) Assessment Resources

1 Introduction to 1919- This lesson is meant to introduce the students to For learning: Woodrow
1939 roaring 20s and the topics and many of the key concepts that will Wilson’s 14
dirty 30s be covered throughout this period/unit. Students Exit ticket – what is Points:
will be asked general information questions that one thing from this http://wwi.lib.byu
will include basic facts. unit that stood out to .edu/index.php/Pr
1 class you and that you’re
esident_Wilson's_
It will begin by giving the students a context for excited to learn about?
understanding the differing opinions at the Paris Fourteen_Points
Peace Conference as well as a basis for making a
decision on how to proceed after war. Then, Treaty of
students will examine Woodrow Wilson’s 14 Versailles
points, critically analyzing the treatment of all Handout (Class
parties. After this, students will discuss how to set)
end war and how to negotiate peace. They will WW1 Document
then examine some of the terms of the Treaty of Archive:
Versailles considering the fairness and http://net.lib.byu.e
appropriateness factor of the treatment of du/~rdh7/wwi/ver
Germany after the war.
sailles.html
Terms:
Paris Peace Conference
Woodrow Wilson’s 14 Points (attached)
Treaty of Versailles (attached)

Introduction to Culminating Activity (attached)

Modern Times: By the early 1920s, America

was changing into a society that begins to look
quite familiar to us. Radios, automobiles, sports,
and consumerism often overshadowed the
cultural tensions surrounding race, religion, and
immigration. This new era is examined, and its
meaning is assessed. (28:53) – If needed as a
 resource for this unit.

http://learn360.infobase.com/PortalPlaylists.aspx
?wID=114048&xtid=77022

2 Soldiers Come Home – WWI- The Aftermath (3:00)

Aftermath of War &
Spanish Flu Terms:
The Spanish Influenza
1-2 classes New Fashion
New Music - Jazz
3 The Aftermath & The Winnipeg General Strike Video (11:17)
Winnipeg General
Strike Terms:
1 class Assembly line
Consumerism
Collective Bargaining
4 Canada Immigration Handout including: Groups will be chosen and will Alternative assignment Laptops
Policies be required to specialize in one of these years, the for IEP students: Handouts
lesson will consist of students researching their Considered
1 class year and situation and creating a group “poster” in Undesirable:
class that depicts the issues facing immigrants Immigration to Canada
during this time. in the Late Nineteenth-
Early 20th Century
One group per year. WEBQUEST
https://download.elear
1919- A Women’s Division was created within the
ningontario.ca/reposito
Immigration Department. Immigrant women who
ry/1197970000/Immig
engaged in sexual relationships outside marriage
were liable to be deported (sometimes on the ration.html
grounds of prostitution, or if they had an
illegitimate child, on the grounds that they had
become a public charge, since they would
generally be forced out of their job).

1919- Immigration Act amendments were made,

adding new grounds for denying entry
and deportation (e.g. constitutional psychopathic
inferiority, chronic alcoholism and
illiteracy). Section 38 allowed Cabinet to prohibit
any race, nationality or class of
immigrants by reason of “economic, industrial, or
other condition temporarily existing in
Canada” because of their unsuitability, or because
of their “peculiar habits, modes of life
and methods of holding property”.

June 1919- Doukhobors, Mennonites and

Hutterites were prohibited entry because of
their “peculiar habits, modes of life and methods
of holding property”.

1920’s- Citizenship could be revoked if anyone

were found to be “disaffected” or
“disloyal” or if the person “was not of good
character at the date of the grant of the
certificate”.

1920’s- Japanese men are paid 1/2- to 2/3 of what

white labour earn for the same type of
 labour 1920 Immigration official: “At the present
moment, we are casting about for some
more effective method than we have in operation
to prevent the arrival here of many of
the nondescript of Europe, whose coming here is
regarded more in the light of a
catastrophe than anything else”.

June 1922- Opium and Narcotic Drug Act

provided for the deportation of “domiciled
aliens” (i.e. immigrants who had been in Canada 5
years or more) with drug-related
convictions. This measure was particularly
directed against the Chinese. In 1923-4, 35%
of deportations by the Pacific Division were under
these provisions.
Jan. 1923- Order in Council issued excluding “any
immigrant of any Asiatic race” except
agriculturalists, farm labourers, female domestic
servants, and wife and children of a person legally
in Canada. (“Asia” was conceived broadly, going
as far west as Turkey and Syria).

1923- The door opened to British subjects,

Americans and citizens of “preferred
countries” (Norway, Sweden, Denmark, Finland,
Luxembourg, Germany, Switzerland,
Holland, Belgium and France).

June 1923- Chinese Immigration Act. This Act

prohibited all Chinese immigrants except
diplomats, students, children of Canadians and an
investor class. The day on which this
Act came into force - July 1 - became known to
Chinese Canadians as “Humiliation
Day”.

1930- As the depression took hold, the number of

deportations on the grounds of
“becoming a public charge” rose. From 1930 to
1934, 16,765 immigrants were deported
on this ground.
5 Canadian Indigenous Introduction to the “Indian Act” – refresher
Policies course
Minds on: How do you think the war and the role
1 class of the indigenous people played in its success (or if
they played a significant role at all) affected their
treatment in Canada? Do you think there was a
positive or a negative shift in attitudes?

Information: 1919 - Act amended so that “Any

Native woman, who marries any person other
than an Indian, or a non-treaty Indian, shall
cease to be an Indian in every respect within the
meaning of this Act”.

1920 - Indian Act amended for the compulsory

enfranchisement, the relinquishment of
Indian Status, in return for voting privileges. The
bill “allowed for the enfranchisement of
 an Indian against his will following a report by a
person appointed by the Superintendent
General on his suitability”.

1920 - Federal government passes legislation

making it mandatory for all native children, 7
years or older, in BC (the least Christianized
province) to attend residential schools or face
fines and prison terms.

1924 - Indian Act amended to allow the DIA to

“authorize and direct” the expenditure of
Band funds for capital projects which would
promote “progress”.

1927 - Indian Act amended to prohibit “lawyers

and other agitators from collecting
money from Indians for the pursuit of claims
against the government without
departmental approval”. For over 30 years First
Nations are prohibited from raising
money for, or even using the courts as a means to
pursue grievances on land issues and
claims.

1927 - $73 million held in “trust” fund for Indians,

accumulated through mineral and
resource extraction from Indian lands, is liquidated
to create Canada’s social programs.

1928 - Alberta passes its Sexual Sterilization

Act which allows for the sterilization of any
Residential School inmate.

1933 - BC passes its Sexual Sterilization Act

which allows for sterilization of Residential
School inmates.

6 Introduction to the Minds on: Beach Ball Activity: Students will  Beach Ball
Unit: 1920s gather in a circle around the classroom  Questions
 Divide students into teams (teacher will  Appropriate
Culture and name teams) space in the
Entertainment 1920s  Flip a coin to see who goes first classroom
 A member of the first team will throw the  Speakers
1 class beach ball in the middle of the circle, which
ever colour is facing upwards will determine
the type of question the student will have to
answer
 (See attached Colour Coded Questions)
 Teacher will read out the appropriate
question to the team
 The team will have one minute to
collaborate an answer – Play 1920s Jazz
music (lightly) to keep time
 If the team cannot answer, or answers
incorrectly the other team can steal
 Now the other team can throw the beach ball
and the game continues
  Students will be given 1 pt. for every correct
answer
 This game will continue for 15 rounds or
until desired

Life & Culture in the 1920's PowerPoint & 20's

Slang Words (attached)

20's Prohibition & Entertainment (Pictures)

Living in the 1920's (Pictures)

7 Economy in the 1920s Students will be given an introductory lesson to Between the Wars: Markers
1 class The Roaring 20s and 30s by first exploring the Worksheet Laptops
economy at this time and considering the post-war Economy in the 1920s Handouts
climate that we have just finished talking about. 1920s Mind Map Smartboard
This lesson is an introduction to the 1920s unit and activity – introduction Sticky Notes
involves a mini-culminating activity for this (attached)
specific of study through a 1920s Mind Map.
Additionally, students will work together to
present their findings on the economy of Canada
during this time and what would have caused the
economy to grow during this time and the post war
period.

Terms:
More leisure
Economy in the 1920s (handout attached)

9 Canadian Technology PowerPoint: Inventions (Pictures for discussion) “The Automobile” YouTube
and Innovations – New PowerPoint: Canada in the 1920s assignment (attached) Handouts
Technology 1920s – in class
Watch:
1 class Ford Model T (5:16)

Terms:
Inventions (Refrigerator, vacuum cleaner,
washing machine, electronic iron, radio)
Insulin
Ford Model T
Continuation on

Important People:
Sir Frederick Banting
Alexander Graham Bell
Henry Ford
Joseph Armand Bombardier: The Snowmobile

8 Consumerism in the This lesson will be discussing the rise in Canadian Handouts
1920s consumerism during the 1920s, and the impact it Consumerism Overhead /
had on the economy and society. Students will use Scrapbook and Smartboard
1 class primary sources such as advertisement and Advertisement
catalogues to understand the consumerism trend.
Computers
The consumer revolution also brings about a Exit Card
Exit Card
stream of new advertising techniques in print and Primary Sources:
radio. Students will learn how the middle and  Eaton’s
upper class begin this over indulging consumer Catalogue
culture, where people were buying new appliances 1920s
and items for health, beauty, and leisure. The
Document
 students will analyze these products to assist in a Pages (400,
further understanding of the 1920s Era and will 553 and 556)
make critical judgments as to why the stock market
 Canadian
crash occurred.
Scrapbook:
The Confident
Years: Canada
in the 1920s
Bondy, Robert
and Mattys,
William.
Canadiana
Scrapbook: The
Confident Years:
Canada in the
1920s.
Scarborough:
Prentice Hall of
Canada, 1978.
10 Prohibition 1. Students will be given a brief lesson Formative assessment: Computer
History & Questions outlining the social considerations of debate PowerPoint
why prohibition became a movement in Speakers
1-2 classes the 1920s, as well as an outline of the Handouts
. opposing movement

2. Students are shown examples of

prohibition advertisements and articles
from the 1920s and asked to write down
what they notice on them; what are the
arguments for prohibition?

3. Students are asked, how do anti-drinking

movements of modern day differ from
the ones in the past? (students should
touch on who organized them, the issues
surrounding gender roles, health issues
and changing technology)
Debate:
4. Students are then divided into teams, one
case for prohibition and once case
against, they will participate in a
fishbowl debate activity (students must
be sure to set their arguments in
historical context

Terms:
Rum Runners
Prohibition
Bootlegging
Speakeasy
Blind Pig / Blind Tiger
Giggle Water - Slang
Big Cheese – Slang
Spiffy
 Prohibition & Al Capone PowerPoint (attached)

11 Stock Market Crash Stock Market Key Terms Great Depression

and Great Depression Business Cycle and the Draught PowerPoint WebQuest (attached)
1-2 classes (attached)

Terms:
The Great Depression (1929-1939)
Hobo Jungles
The Dust Bowl (Draught and Grasshoppers)
Stock Market

The Stock Market Crash PowerPoint & Causes

for Depression PowerPoint

12 Life During the Great Depression PowerPoint Photo Task – Great Depression Grade 10 History
Depression Minds On Textbook Assignment Textbook
Read pages 187-196 assignment
2 classes Escaping the Depression PowerPoint (attached) and answer the
following questions
Terms:
Hobo Jungles
The Dust Bowl (Draught and Grasshoppers)
Transients (Riding the Rails)
Unemployment Relief Act
Relief Camps
On to Ottawa Trek
The Regina Riot
Transient
Black Blizzard
Relief Camps

Important People:
Dione Quintuplets, 1934
13 Politics During the Political Responses to the Depression
Great Depression PowerPoint

1-2 classes King vs Bennett Chart

Political Action Debate
Politics between the World Wars

Terms:
Unemployment Relief Act
On to Ottawa Trek

Important People:
Prime Minister R.B. Bennett (Conservative,
1930)
British North America Act, 1930
Privy Council, England

14 Political Parties Political Cartoon Designing a Political

Party Poster / Creating
2 classes Terms: a Political Cartoon
Co-operative Commonwealth Federation (CCF):
J.S. Woodsworth
 The Regina Riot: July 1st, 1935, Regina’s
Market Square
Regina Manifesto
New Leaders and Imports
Important People:
Union Nationale: Maurice Duplessis
Social Credit Party: William “Bible Bill”
Aberhart
Consumerism
15 Culture and Entertainment & Culture 1930's (Pictures)
Entertainment 1930s
Terms:
1 class Canada’s Economy built on exporting raw
materials and American Investment

16 Women’s Suffrage and Terms:

Person’s Case Women Suffragists
Woman’s Right to Vote
1 class Important People
Anges MacPhail 1st Woman MP
Emily Murphy 1st female Judge in Canada
Cairine Wilson, 1st female in Canadian Senate
The Famous Five
Irene Parlby
The Person’s Case 1929

The Role of Women 1920's PPT

Women's Suffrage & Persons Case PPT
The Person's Case Worksheet

Give students the review terms for the Unit 2

quiz (both attached)

16 1919-1939 roaring 20s

and Dirty 30s UNIT 2 QUIZ REVIEW SHEET &
QUESTIONS
QUIZ
(attached)
1 class
17 Culminating activity Students will get time to work on their portfolio. Culminating Task Students will be
2-3 classes Students will have time to finish their portfolios using their
in class and will be expected to have all parts assignments and
completed by the agreed upon date. their tasks from the
unit to complete the
culminating activity
that they were
given in the first
lesson of this unit.

1920s and ‘30s Portfolio – Culminating Activity

Purpose:
To gather evidence of learning and skill development over the course of one unit of study.
Learning Goals:
1. I will demonstrate my understanding of the concepts of historical thinking, including:
  Perspective
 Cause and consequence
 Change and continuity
 Historical significance
2. I will demonstrate my ability to use the skills of historical inquiry, including:
 Gathering and organizing researched material
 Interpreting and analyzing historical information
 Evaluating information and forming conclusions
 Communicating results of research effectively
3. I will explain why the decade of the 1920s was referred to as the “Roaring ‘20s”
4. I will demonstrate an understanding of the causes and effects of the Great Depression of the 1930s.
Content:
Evidence will be gathered throughout the unit and compiled in one body of work. Revisions may be made of key pieces.
Students will select the best pieces of evidence of mastery of the learning goals stated above for evaluation purposes.
The portfolio will be comprised of a variety of types of evidence, including but not limited to the following:
 Homework tasks
 Written responses (paragraphs)
 Letters to the editor
 Pamphlets
 Quizzes
 Speeches
 Graphic organizers (Roaring ‘20s Mind Map)
 Document analyses
 Oral presentations
 Diary entries
 Photo collections
Format:
Students will have a choice of using a traditional file folder format for their portfolio or an electronic portfolio using the
Brightspace portfolio tool on the class website.
Regardless of the selected format, the portfolio must satisfy the following criteria:
 Organized effectively and purposefully
 Evidence of “best” work is clearly indicated
 Contain multiple types of evidence of learning
 Be connected directly to the learning goals for the unit
 Include opportunities for and evidence of reflection about own skill development and progress
Evaluation: 100 marks
The portfolio will be considered the culminating activity unit and will therefore be the most significant evaluation task. A
detailed rubric will be provided.

‘20s and ‘30s Portfolio Evaluation Rubric Name: _______________________

Level One Level Two Level Three Level Four

Knowledge of content demonstrates limited demonstrates some demonstrates demonstrates
(40) (e.g., facts, terms, knowledge of knowledge of considerable thorough knowledge
definitions) content content knowledge of of content
Understanding of content
content (e.g., concepts, demonstrates limited demonstrates some demonstrates
ideas, theories) understanding of understanding of demonstrates thorough
*Learning Goal 3&4 content content considerable understanding of
understanding of content
content
Use of planning skills Uses planning, Uses planning, Uses planning, Uses planning,
(30) (e.g., organizing an processing, and processing, and processing, and processing, and
inquiry; formulating creative thinking creative thinking creative thinking creative thinking
questions; gathering and skills with limited skills with some skills with skills with a high
organizing data, effectiveness. effectiveness. considerable degree of
evidence) effectiveness. effectiveness.
Use of processing skills
(e.g., interpreting, Uses concepts of Uses concepts of Uses concepts of Uses concepts of
analysing, synthesizing, historical thinking historical thinking historical thinking historical thinking
and evaluating data) (cause, (cause, (cause, (cause,
Use of critical/creative consequence, consequence, consequence, consequence,
thinking processes (e.g., perspective, perspective, perspective, perspective,
applying concepts of significance, significance, significance, significance,
disciplinary thinking) change, continuity) change, continuity) change, continuity) change, continuity)
*Learning Goal 1 &2 with limited with some with considerable with great
effectiveness. effectiveness. effectiveness. effectiveness.
Expression and expresses and expresses and expresses and expresses and
organization of ideas organizes ideas and organizes ideas and organizes ideas and organizes ideas and
and information (15) information with information with information with information with a
(e.g., clear expression, limited effectiveness some effectiveness considerable high degree of
logical organization) in effectiveness effectiveness
oral, visual, and written
forms
*Learning Goal 2
Reflection on Communicates own Communicates Communicates Communicates own
Knowledge and Skills content learning and own content own content content learning and
(15) skill development in learning and skill learning and skill skill development in
(communication of self- limited detail. development in development in great detail.
assessment of skills and some detail. considerable detail.
knowledge acquired in Shows limited Shows excellent
unit) understanding of the Shows some Shows solid understanding of the
skills of historical understanding of understanding of skills of historical
inquiry and concepts the skills of the skills of inquiry and concepts
of historical historical inquiry historical inquiry of historical
thinking. and concepts of and concepts of thinking.
historical thinking. historical thinking.

1920s and ‘30s Portfolio Reflection

Name: _________________________
Identify the pieces you wish to be evaluated by listing them here. Also indicate your selections in the portfolio itself.
Indicate any revisions that have been made and include all originals.
Learning Goal Items selected Rationale for selection
for evaluation
5. I will demonstrate my understanding of the
concepts of historical thinking, including:
 Perspective
 Cause and consequence
 Change and continuity
 Historical significance

(Select two items that are evidence of at least

two of the above concepts)

6. I will demonstrate my ability to use the skills

of historical inquiry, including:
 Gathering and organizing researched
material
 Interpreting and analyzing historical
information
 Evaluating information and forming
conclusions
 Communicating results of research
effectively

(Select two items that are evidence of at least

two of the above skills)

7. I will explain why the decade of the 1920s

was referred to as the “Roaring ‘20s”
(Select two items that are evidence of this
learning goal)

8. I will demonstrate an understanding of the

causes and effects of the Great Depression of
the 1930s.

(Select two items that are evidence of this

learning goal)

Respond to the following questions in paragraph form:

1. How have your historical skills and knowledge developed since the beginning of the course? Identify at least
one topic or content piece that was new learning for you and least one specific historical skill that you feel you
have started to develop. Be specific and use examples as you explain this new learning and skill development.

2. What have you learned so far about the importance of studying about Canada’s history or about history in
general? How and why has your opinion changes since the beginning of the semester?

3. Identify one area of focus for your own improvement in the second half of the course (specific skills,
knowledge, learning skills, etc.) Explain your rationale for selecting it.
 Appendix 2.1 Name:
Woodrow Wilson’s 14 Points: January 8th 1918

Gentlemen of the Congress...

It will be our wish and purpose that the processes of peace, when they are begun, shall be
absolutely open and that they shall involve and permit henceforth no secret understandings of any
kind. The day of conquest and aggrandizement is gone by; so is also the day of secret covenants
entered into in the interest of particular governments and likely at some unlooked-for moment to
upset the peace of the world.

It is this happy fact, now clear to the view of every public man whose thoughts do not still linger in
an age that is dead and gone, which makes it possible for every nation whose purposes are consistent
with justice and the peace of the world to avow now or at any other time the objects it has in view.

We entered this war because violations of right had occurred which touched us to the quick and
made the life of our own people impossible unless they were corrected and the world secured once
for all against their recurrence. What we demand in this war, therefore, is nothing peculiar to
ourselves.

It is that the world be made fit and safe to live in; and particularly that it be made safe for every
peace-loving nation which, like our own, wishes to live its own life, determine its own institutions,
be assured of justice and fair dealing by the other peoples of the world as against force and selfish
aggression. All the peoples of the world are in effect partners in this interest, and for our own part
we see very clearly that unless justice be done to others it will not be done to us. The program of
the world's peace, therefore, is our program; and that program, the only possible program, as we
see it, is this:

I. Open covenants of peace, openly arrived at, after which there shall be no private international
understandings of any kind but diplomacy shall proceed always frankly and in the public view.
II. Absolute freedom of navigation upon the seas, outside territorial waters, alike in peace and in
war, except as the seas may be closed in whole or in part by international action for the
enforcement of international covenants.

III. The removal, so far as possible, of all economic barriers and the establishment of an equality
of trade conditions among all the nations consenting to the peace and associating themselves for
its maintenance.

IV. Adequate guarantees given and taken that national armaments will be reduced to the lowest
point consistent with domestic safety.

V. A free, open-minded, and absolutely impartial adjustment of all colonial claims, based upon a
strict observance of the principle that in determining all such questions of sovereignty the
interests of the populations concerned must have equal weight with the equitable claims of the
government whose title is to be determined.

VI. The evacuation of all Russian territory and such a settlement of all questions affecting Russia
as will secure the best and freest cooperation of the other nations of the world in obtaining for
her an unhampered and unembarrassed opportunity for the independent determination of her own
political development and
national policy and assure her of a sincere welcome into the society of free nations under institutions
of her own choosing; and, more than a welcome, assistance also of every kind that she may need and
may herself desire. The treatment accorded Russia by her sister nations in the months to come will
be the acid test of their good will, of their comprehension of her needs as distinguished from their
own interests, and of their intelligent and unselfish sympathy.

VII. Belgium, the whole world will agree, must be evacuated and restored, without any attempt
to limit the sovereignty which she enjoys in common with all other free nations. No other single
act will serve as this will serve to restore confidence among the nations in the laws which they
have themselves set and determined for the government of their relations with one another.
Without this healing act the whole structure and validity of international law is forever impaired.

VIII. All French territory should be freed and the invaded portions restored, and the wrong done
to France by Prussia in 1871 in the matter of Alsace-Lorraine, which has unsettled the peace of
the world for nearly fifty years, should be righted, in order that peace may once more be made
secure in the interest of all.

IX. A readjustment of the frontiers of Italy should be effected along clearly recognizable lines of
nationality.

X. The peoples of Austria-Hungary, whose place among the nations we wish to see safeguarded
and assured, should be accorded the freest opportunity of autonomous development.

XI. Rumania, Serbia, and Montenegro should be evacuated; occupied territories restored; Serbia
accorded free and secure access to the sea; and the relations of the several Balkan states to one
another determined by friendly counsel along historically established lines of allegiance and
nationality; and international guarantees of the political and economic independence and
territorial integrity of the several Balkan states should be entered into.

XII. The Turkish portions of the present Ottoman Empire should be assured a secure sovereignty,
but the other nationalities which are now under Turkish rule should be assured an undoubted
security of life and an absolutely unmolested opportunity of an autonomous development, and
the Dardanelles should be permanently opened as a free passage to the ships and commerce of all
nations under international guarantees.

XIII. An independent Polish state should be erected which should include the territories
inhabited by indisputably Polish populations, which should be assured a free and secure access to
the sea, and whose political and economic independence and territorial integrity should be
guaranteed by international covenant.

XIV. A general association of nations must be formed under specific covenants for the purpose
of affording mutual guarantees of political independence and territorial integrity to great and
small states alike.

In regard to these essential rectifications of wrong and assertions of right we feel ourselves to be
intimate partners of all the governments and peoples associated together against the Imperialists. We
cannot be separated in interest or divided in purpose. We stand together until the end.
For such arrangements and covenants we are willing to fight and to continue to fight until they are
achieved; but only because we wish the right to prevail and desire a just and stable peace such as can
be secured only by removing the chief provocations to war, which this program does not remove.

We have no jealousy of German greatness, and there is nothing in this program that impairs it. We
grudge her no achievement or distinction of learning or of pacific enterprise such as have made her
record very bright and very enviable. We do not wish to injure her or to block in any way her
legitimate influence or power.

We do not wish to fight her either with arms or with hostile arrangements of trade if she is willing
to associate herself with us and the other peace-loving nations of the world in covenants of justice
and law and fair dealing. We wish her only to accept a place of equality among the peoples of the
world, - the new world in which we now live, - instead of a place of mastery.

Neither do we presume to suggest to her any alteration or modification of her institutions. But it is
necessary, we must frankly say, and necessary as a preliminary to any intelligent dealings with her
on our part, that we should know whom her spokesmen speak for when they speak to us, whether for
the Reichstag majority or for the military party and the men whose creed is imperial domination.

We have spoken now, surely, in terms too concrete to admit of any further doubt or question. An
evident principle runs through the whole program I have outlined. It is the principle of justice to all
peoples and nationalities, and their right to live on equal terms of liberty and safety with one another,
whether they be strong or weak.

Unless this principle be made its foundation no part of the structure of international justice can stand.
The people of the United States could act upon no other principle; and to the vindication of this
principle they are ready to devote their lives, their honour, and everything that they possess. The
moral climax of this the culminating and final war for human liberty has come, and they are ready to
put their own strength, their own highest purpose, their own integrity and devotion to the test.
 Appendix 2.2 Name:
The Treaty of Versailles

Articles 1(30: The Covenant of the League of Nations

ARTICLE 4.
The Council shall consist of Representatives of the Principal Allied and Associated Powers, together with
Representatives of four other Members of the League. These four Members of the League shall be selected by
the Assembly from time to time in its discretion. Until the appointment of the Representatives of the four
Members of the League first selected by the Assembly, Representatives of Belgium, Brazil, Spain, and Greece
shall be members of the Council. With the approval of the majority of the Assembly, the Council may name
additional Members of the League whose Representatives shall always be members of the Council; the Council
with like approval may increase the number of Members of the League to be selected by the Assembly for
representation on the Council. The Council shall meet from time to time as occasion may require, and at least
once a year, at the Seat of the League, or at such other place as may be decided upon. The Council may deal at
its meetings with any matter within the sphere of action of the League or affecting the peace of the world. Any
Member of the League not represented on the Council shall be invited to send a Representative to sit as a
member at any meeting of the Council during the consideration of matters specially affecting the interests of that
Member of the League. At meetings of the Council, each Member of the League represented on the Council shall
have one vote, and may have not more than one Representative.

Articles 31(117: Political Clauses for Europe

ARTICLE 5l.
The territories which were ceded to Germany in accordance with the Preliminaries of Peace signed at
Versailles on February 26, 187l, and the Treaty of Frankfort of May lo, 1871, are restored to French
sovereignty as from the date of the Armistice of November 11, 1918.

The provisions of the Treaties establishing the delimitation of the frontiers before 1871 shall be
restored.

Articles 118(158: German Rights and Interests Outside Germany

ARTICLE 119.
Germany renounces in favour of the Principal Allied and Associated Powers all her rights and titles over her
oversea possessions.

Articles 159(213: Military, Naval and Air Clasuses

ARTICLE 160.
(1) By a date which must not be later than March 31, 1920, the German Army must not comprise more than
seven divisions of infantry and three divisions of cavalry.

After that date the total number of effectives in the Army of the States constituting Germany must not exceed one
hundred thousand men, including officers and establishments of depots. The Army shall be devoted exclusively
to the maintenance of order within the territory and to the control of the frontiers.

The total effective strength of officers, including the personnel of staffs, whatever their composition, must not
exceed four thousand.
 ARTICLE 166.
At the date of March 31, 1920, the stock of munitions which the German Army may have at its disposal shall
not exceed the amounts fixed in Table No. III annexed to this Section.

ARTICLE 170.
Importation into Germany of arms, munitions and war material of every kind shall be strictly prohibited.

The same applies to the manufacture for, and export to, foreign countries of arms, munitions and war material
of every kind.

After the expiration of a period of two months from the coming into force of the present Treaty the German
naval forces in commission must not exceed:

6 battleships of the Deutschland or Lothringen type, 6 light cruisers, 12 destroyers, 12 torpedo boats, or an

equal number of ships constructed to replace them as provided in Article l90.

No submarines are to be included.

All other warships, except where there is provision to the contrary in the present Treaty, must be placed in
reserve or devoted to commercial purposes.

Articles 214(226: Prisoners of War and Graves Articles

227(230: Penalties
ARTICLE 230.
The German Government undertakes to furnish all documents and information of every kind, the production
of which may be considered necessary to ensure the full knowledge of the incriminating acts, the discovery
of offenders and the just appreciation of responsibility.

Articles 231(247: Reparations

ARTICLE 231.
The Allied and Associated Governments affirm and Germany accepts the responsibility of Germany and her
allies for causing all the loss and damage to which the Allied and Associated Governments and their nationals
have been subjected as a consequence of the war imposed upon them by the aggression of Germany and her
allies.

ARTICLE: 232.
The Allied and Associated Governments recognise that the resources of Germany are not adequate, after
taking into account permanent diminutions of such resources which will result from other provisions of the
present Treaty, to make complete reparation for all such loss and damage.

The Allied and Associated Governments, however, require, and Germany undertakes, that she will make
compensation for all damage done to the civilian population of the Allied and Associated Powers and to their
property during the period of the belligerency of each as an Allied or Associated Power against Germany by
such aggression by land, by sea and from the air, and in general all damage as defined in Annex l hereto.
In accordance with Germany's pledges, already given, as to complete restoration for Belgium, Germany
undertakes, in addition to the compensation for damage elsewhere in this Part provided for, as a
consequence of the violation of the Treaty of 1839, to make reimbursement of all sums which Belgium has
borrowed from the Allied and Associated Governments up to November 11, 1918, together with interest at
the rate of five per cent (5%) per annum on such sums. This amount shall be determined by the Reparation
Commission, and the German Government undertakes thereupon forthwith to make a special issue of bearer
bonds to an equivalent amount payable in marks gold, on May 1, 1926, or, at the option of the German
Government, on the 1st of May in any year up to 1926. Subject to the foregoing, the form of such bonds
shall be determined by the Reparation Commission. Such bonds shall be handed over to the Reparation
Commission, which has authority to take and acknowledge receipt thereof on behalf of Belgium.
Articles 248(263: Financial Clauses
Articles 264(312: Economic Clauses
Articles 313(320: Aerial Navigation
ARTICLE 313.
The aircraft of the Allied and Associated Powers shall have full liberty of passage and landing over and in
the territory and territorial waters of Germany, and shall enjoy the same privileges as German aircraft,
particularly in case of distress by land or sea.

Articles 321(386: Ports, Waterways and Railways

ARTICLE 321.
Germany undertakes to grant freedom of transit through her territories on the routes most convenient for
international transit, either by rail, navigable waterway, or canal, to persons, goods, vessels, carriages,
wagons and mails coming from or going to the territories of any of the Allied and Associated Powers
(whether contiguous or not); for this purpose the crossing of territorial waters shall be allowed. Such
persons, goods, vessels, carriages, wagons, and mails shall not be subjected to any transit duty or to any
undue delays or restrictions, and shall be entitled in Germany to national treatment as regards charges,
facilities, and all other matters.

Goods in transit shall be exempt from all Customs or other similar duties.

All charges imposed on transport in transit shall be reasonable, having regard to the conditions of the
traffic. No charge, facility or restriction shall depend directly or indirectly on the ownership or on the
nationality of the ship or other means of transport on which any part of the through journey has been, or is
to be, accomplished.

Articles 387(399: Labour

Articles 400(427: Procedure
Articles 428(433: Guarantees
ARTICLE 428.
As a guarantee for the execution of the present Treaty by . Germany, the German territory situated to the
west of the Rhine, together with the bridgeheads, will be occupied by Allied and Associated troops for a
period of fifteen years from the coming into force of the present Treaty.

ARTICLE 431.
If before the expiration of the period of fifteen years Germany complies with all the undertakings
resulting from the present Treaty, the occupying forces will be withdrawn immediately.
Economy in the 1920s assignment:

Name: ______________________________

1. Use this map to indicate the major industries that developed across Canada in the 1920s. Devise appropriate symbols to represent these
industries. Indicate these symbols in a legend. Place the symbols in the appropriate locations on the map.

2. Include short notes on how and why these industries developed in these regions.

3. To what extent do you think regionalism impacted the national economy in the 1920s? What effect do you think this had on Canada?
 Great Depression WebQuest
Name:______________________

Complete the following WebQuest to enhance your knowledge of the Great Depression in Canada.

Learning Goals:

 I can describe the conditions and challenges faced by Canadians during the Great Depression
 I can summarize how different groups in Canada responded to the challenges of the Depression

Follow the links below and take notes in order to make a graphic organizer (chart/table/mind map) containing
facts pertaining to the conditions, challenges and responses to the Great Depression in Canada. Use these three
headings to organize your information. Select relevant facts to record.

Unemployment and the Prairies

http://www.thecanadianencyclopedia.ca/en/article/great-depression/

The Dust Bowl

http://www.pbs.org/kenburns/dustbowl/watch-videos/#2284399360

Bennett's Responses to the Depression

http://www.cbc.ca/history/SECTIONSE1EP13CH2LE.html

Relief Camps
http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA0008204

On to Ottawa Trek
http://www.ontoottawa.ca/index1.html

Be sure to select "The Trek" from the Navigation Bar at the top of the Website.

Letters to Bennett
http://www.cbc.ca/history/EPISCONTENTSE1EP13CH2PA3LE.html
http://www.thestar.com/News/Canada/article/602625
 Great Depression Textbook Assignment

Read pages 187-196 and answer the following questions.

1. Terms to define/describe:
Relief
Riding the rods
Five-cent speech
On-to-Ottawa Trek
Bennett Buggies
Bennett Blankets
Bennett Coffee
Bennett Barnyard

2. How many Canadians were out of work by 1933?

3. a. Who was Prime Minister at the start of the Depression?

b. What was his approach to the Depression?

4. Who was elected PM in 1930? What promises did he make to the Canadian people?

5. a. Describe the measures taken by Bennett to deal with the problems of the Depression.
b. To what extent were they effective?

6. Describe how the government system of relief worked.

7. How did people try to cope with the Depression?

8. Which part of Canada was hit hardest by the Depression? Why? How did the other regions fare?

9. Write a brief letter to Bennett pleading for help. Adopt an appropriate persona. Refer to the samples provided in
the textbook.
Political Cartoon Analysis- Minds on Activity

View the political cartoon that appears below and in a think pair share, discuss the following questions with
your elbow partner.

1. What is the message of the cartoon?

2. What is the purpose?
3. How does the artist convey the message? Refer to specific cartoon elements.
4. Evaluate the effectiveness of the cartoon. Explain your thinking.
5. Evaluate the usefulness of the cartoon to a historian studying politics in Canada in the 1920s and ‘30s.

“All Things to All Men”

1920s and ‘30s Review

Chanak Crisis King-Byng Crisis
Balfour Report Agnes MacPhail
Statute of Westminster Carine Wilson
Halibut Treaty W.L. Mackenzie King
R.B. Bennett Bennett buggy
WCTU prohibition
Rum runner Bootlegger
Nellie McClung Emily Murphy
Famous Five regionalism
New Deal Business cycle
Union Nationale Social Credit Party
CCF Bible Bill
Maurice Duplessis J.S. Woodsworth
Bloody Saturday On-to-Ottawa Trek
Regina Riot branch plants
5-cent speech the dole
“bees knees” jazz age
Credit buying stock market
Bear market bull market
 1920s and ‘30s Quiz

Name: __________________________ Total: /25

A. Fill in the blanks with the correct response /15

1. The first treaty signed by Canada on its own behalf was the ______________________.
2. Canada’s first female Member of Parliament was ________________.
3. Canada’s first female Senator was __________________.
4. The ____________________ of 1931 put into effect the recommendations of the ____________
Report.
5. Name one popular dance of the 1920s: _____________________.
6. During the ___________________ the Canadian government refused to support Britain’s request for
military assistance in their conflict with Turkey.
7. ______________________ and ____________________ were two women who were extremely
influential in the Canadian women’s rights movement of the 1920s.
8. The _____________________ was the Christian organization which advocated strongly for a
prohibition law in Canada in the 1920s.
9. Provide an example of 1920s slang: _____________________
10. The last Canadian province to give up on prohibition was _____________________ in the year
______________.
11. _____________________ was Prime Minister at the start of the Great Depression.
12. The On-to-Ottawa Trek was stopped in _______________ where a riot ensued.

B. Provide the meaning and significance of 5 of the following terms (5 x 2 marks each).

Business cycle New Deal The Dole

Branch plants 5-cent Speech CCF
Bennett Buggy Union Nationale Social Credit Party

C. Respond to one of the following questions in a detailed, well-developed paragraph. (10 marks) Use
the foolscap provided.

1. Was the stock market crash of 1929 a cause or a symptom of the Great Depression? Justify your view
by referring to specific events and aspects of the Canadian economy and the business cycle in general.

2. Did R.B. Bennett deserve to lose the 1935 election? Justify your response by referring to specific issues
that he faced and the methods by which he responded to them.