Canada and World War I Teacher Resources

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Students research the Olympic Games and focus on the 1988 summer Olympics in Korea. In this Olympic Games lesson, students make a collage of sports pictures and a web of sports in the summer Olympics. Students complete related worksheets for the 1988 summer Olympic games and discuss how they would feel if the games were in their town. Students discuss the Korean Olympics and write a paragraph about an Olympic event they would like to participate in.
Young scholars examine the inspiration for the John Mc Crae's poem, In Flanders Field. They study sonnets and the use of tetrameter before discussing is considered to be a sonnet although it does not follow the pattern. They discuss the meaning of poppies to VFW volunteers and why they give them out when they receive a donation.
In this French history study guide worksheet, students read a brief overview pertaining to major events in history of France from circa 1500 to the present.
In this online interactive reading comprehension learning exercise, students respond to 25 multiple choice questions about Kate Chopin's The AwakeningStudents may submit their answers to be scored.
Students read an article on the British Empire.  In this ESL lesson, students explore the British Empire from the 1600's, then work in small groups to complete several activities that reinforce the information learned in the reading. 
Students examine primary source documents about the Seven Oaks Incident and consider the different perspectives written about it. They present their findings to the class orally or by creating posters.
Students analyze data on debt and write an equation. In this statistics lesson, students are given data from different time periods, and are asked to graph and analyze the data. They work in groups, and are assigned different parts of the data.
What is the difference between foreign and domestic policy? What are the primary differences in what the United States hopes to accomplish through foreign aid, the military, and the creation of treaties? Your class members will examine these questions through reading materials and worksheets, and will also consider the distinct responsibilities of the president and Congress in regard to foreign policy.
Creating an artifact that is representative of a specific time period provides an opportunity for amateur historians to understand the importance of primary sources. This resource describes the process for students to explore original or replica artifacts before researching and creating one from the era they are studying. These could include simulated diaries, propaganda posters, recipes, etc. A fun and educational activity!
Tenth graders discuss the events leading up to antisemitic behavior in Europe during World War II. Through various activities, 10th graders acquaint themselves with the political ideology of Nazism and assess responsibility for the Holocaust. Materials to complete this unit are included.
Students analyze different perspectives of the history of the Holocaust. They experience primary and secondary sources along with pieces from literature, documentaries, songs and letters. A commitment of honor and dedication is expressed through the thoughts and feelings experienced by the survivors of the Holocaust viewed in this lesson.
Seventh graders explore the geography of Eastern and Western Europe. They compare and constrast the culture of Jewish people from Eastern and Western Europe. They analyze deportation and confinement in concentration camps, using personal testimonies.
Students examine the wars the United States was involved in between 1898 and 1945. In groups, they determine the causes and effects of each war and how each war changed the way the United States handled their foreign affairs. As a class, they debate American imperialism and how we have used it to our advantage in each war.
Eleventh graders trace the history of intolerance in American history and familiarize themselves with the actions of the United States towards the Holocaust. They explore present day Holocaust denial and Neo-Nazism in the United States.
Students examine the contributions of African Americans in New Haven, Connecticut in the 19th and 20th centuries. After being introduced to new vocabulary, they review the elements of autobiographies and read excerpts of African American authors. To end the instructional activity they wrwite their own autobiography and interview a parent to gather more about their family history.
Students create new words to convey their thoughts. They find, list and discuss the poetic devices used by the poet in creating his or her war poem and create their own war poems. They use sensory perception words and memory in creating a poem.
Students consider the meaning of loyalty. They explore the history of Japanese in the United States. and consider the meaning of citizenship. They create a presentation for the class. It can be a poster, Power Point or other computer-generated presentation.
Students investigate the context, issues, important people, and outcomes of the Civil Rights movement of the 1950's and 1960's. They attempt to answer the essential question, "Would the Civil Rights movement of the 1950's and 60's have happened if Martin Luther King, Jr. had never been born?" They research primary and secondary sources.
Students examine seven different African-American artists. In groups, they use the internet to identify their contribution and techniques to the art world and examine the time period in which the artwork was produced. To end the instructional activity, they use the knowledge they have gathered to write a play or story.
Eleventh graders research and examine the significant individuals of the 1920s and their impact on American society. They identify characteristics of people who make a difference, and in pairs conduct research on two people with differing points of view from the 1920s. Each pair presents a dialogue performed as the two people researched.

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Canada and World War I