 | You are to create a scrapbook which has been in your family since World War I. The scrapbook should consist of newspaper articles, momentos, and a cover page. Each article should read as if it was written during World War I. You may wish to create your scrapbook using Comic Life (on the school library computers), Canva (free when you collect your own images), Glogster, or another program of your choice. Your scrapbook must include at least five of the following: |
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  | Letter to Family You are 18 years old and the year is 1916. You have left your family to assume a role in the war. Select one of the five descriptions below and write a letter home to your family describing the overall conditions, the prospects for returning home and the general progress of the Canadian war effort. Use realistic and accurate details to describe the war from the perspective of where you are stationed. Volunteers for the Canadian Expeditionary Force (CEF) enlisted and were sent to a mobilization camp at Valcartier, Quebec. Here the green troops were taught the basics of marching, battle tactics, combat skills, physical training and military equipment. Many women had to take jobs that were very different from traditional female roles. Some of these women moved to work in munitions and arms factories while others assisted with farm work. Nurses and support staff were required at the front. For many who had only worked in Canadian hospitals, this could be a painful and psychologically exhausting experience. Although women were not considered for "front line" duty, many died serving their country. The shortage of labour meant that many young people were encouraged to leave school and seek employment. Manufacturing plans and farms alike were always facing labour shortages. Life at the front consisted of long periods of waiting and boredom under terrible conditions in the trenches broken up by the terrible carnage of battle. |
 | Propaganda Posters Propaganda was an important tool for politicians to drum up support from the Canadian population for various wartime activities. A number of examples are given in the video and from other sources. Create a poster about one of the following: Victory Recruitment Labour Shortages Farm Workers YMCA Red Cross You may wish to create your poster using Comic Life (on the school library computers), Canva (free when you collect your own images), Glogster, or another program of your choice. |
 | Quotations from the Front Respond to each of the quotations listed below from the video World War I: Canada's Role. Your response should answer the 5 W's: Who, When, Where, What, and Why. To answer "what", summarize the quotation and to answer "why", describe why the quote is appropriate for the Canadian experience at war. "You secretly wondered if would every see home again. You couldn't get out of your mind the strained look on your mother's face as she said goodbye." "The war of course would be over in three months...war was still a chivalrous, romantic thing." "The only thing we could do was soak our handkerchiefs in urine and hold them over our noses...but we held our positions." "I never felt like a Canadian until Vimy. After that I was Canadian all the way." "We saw our first prisoners of war...he was not a square-head with a double chin on the back of his neck, a spike helmet low on his head and a big pipe in his mouth." Visit the following sites for background information: |
 | Editorial on Conscription Write an editorial, which might have appeared in a newspaper in 1917 after Prime Minister Borden announced the Military Service Act. This law bitterly divided the country -- most French Canadians opposed conscription while some English Canadians supported it. Your editorial should be written either from the Canadian or Canadien point of view. Be sure to use editorial writing style. |
 | Biography Research one of the famous personalities of Canada's war effort listed below. The biography may be done in the form of a Wanted Poster, Smile of the Day, Personality Profile, Resume, or Obituary Billy Bishop Col. Sam Hughes Lt. Gen. Arthur Currie John McCrae Henri Bourassa Robert Borden Nellie McClung |
 | Treaty of Versailles Create a diagram that illustrates the main details of the Treaty of Versailles. This diagram should explain the following: the main details Canada's role during the Treaty of Versailles negotiations |
 | Front Page Story Select one of the following events and write a front page newspaper article which reads like it appeared in a Canadian newspaper at the time. Use newspaper style. The article should try to explain the importance of the event as it might have been described at the time. Somme Hill 70 1917 Election Mons Ypres Vimy Treaty of Versailles Beaumont Hamel Passchendaele |
| Political Cartoon Either select two political cartoons from the WWI era and copy them or create an original cartoon which could have been published at the same time. Then interpret the cartoon by answering the following questions: 20 Best Words Select the 20 most appropriate words or terms which would come up during an intelligent discussion about WWI. Rank them with the most important word as number one and the least important as number twenty. Then define each word or phrase and explain why it is important to an understanding of WWI. |
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 | Citing Your Sources As with any research project, ensure that you are using information ethically. Taking point form notes, using your own words, including quotation marks when necessary, and building a Works Cited list, are all elements of this process. Step One: Before taking notes, record your sources (a source sheet is available here) Step Two: Record point-form notes. Use quotation marks when stringing three or more words together from your source. Step Three: Sequence your notes by topic. Highlighting can be helpful at this stage! Step Four: Begin writing, in your own words. Step Five: Build a Works Cited list. Social Studies projects follow the rules of MLA Style. You can consult EasyBib as you construct your Works Cited list. The access code for EasyBib is available from Ms. Wilton, Mr. Thatcher, or Mr. Clark. Step Six: Begin editing your assignment! |
| Criteria for Evaluation Accuracy of information Historical detail Depth of understanding Visual appeal (does it look like an old scrapbook handed down from the time of WWI?) |
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