When Should Canada Go to War

When Should Canada Go to War?

What is the degree to which you believe each of the following situations are grounds for Canada to go to war.?

1 = strongly agree 2 = agree 3 = disagree 4 = strongly disagree

The Situations:

• When Canada is attacked._____

• When Canadians somewhere in the world are attacked or killed. _____

• When countries located close to Canada are attacked or invaded. _____

• When countries that are allies of Canada are attacked or invaded._____

(allies are countries who agree to help one another in time of need)

• When small or weak countries are invaded by powerful neighours._____

• When members of the British Commonweath (a group consisting ofcountries that were part of the old British Empire) are attacked or

invaded.______

• To stop a country that refuses to recognize the rights of other

countries to trade freely or develop economically.______

• To help Canada’s “mother” (founding) countries, Britain and France._____

• Under no circumstancesshould Canada go to war._____

MAP OF MAJOR EUROPEAN POWERS

1)Wright the names of the three main members of the Tripple Entente in the proper countries:

2)Write the names of the three main members of the Tripple Alliance in the proper countries:

3)Now using a different colour for the Alliance and the Entente colour in the three member countries using that colour.

4)Add a legend to the map demonsrating which colour was used for which group.

Questions to Consider

1)Which side do you think Canada would have fought on? Give two reasons why you think your answer is correct.

Technology in the First World War

Technology / Advantages/ Disadvantages / Interesting Facts
Airplanes / •more ______by the end of the war
•used at the beginning of the ______only for ______(spying, gathering information)
•by the middle of the war, pilots carried bricks and dropped them over the side
•by the end of the ______, they were equipped with ______(______often shot off their own propeller until the Germans developed a timing device to solve that problem) / •a fight between two planes was called a “______”
•an ______was a pilot that shot down five or more planes
•Canada’s greatest flying ace was Billy ______who shot down 72 planes (he was from Owen Sound, Ontario)
•Germany’s greatest flying ace was Manfred von Richthofen (The Red ______), who shotdown over 80 planes
•The Red Baron was eventually shot down by a Canadian, named Roy Brown
Artillery
(bombs, shells) / •caused a lot of ______
•fast
•good to ______into enemy trench with no risk to self / •the ______fuse exploded on contact with barbed wire, which helped clear paths through No Man’s Land
•the ______was only useful when it was close enough to the enemy to throw it into trench
Cavalry
(soldiers on horseback) / •______
•horses could not function in the
mud/trenches / •the German ______system was so sophisticated that they even had stables to house their horses properly
•there were also bunks for the soldiers and small stores
Chlorine Gas / •______
•BUT, dependent on ______direction - if the wind shifted and blew in the opposite direction, it was easy to kill your own soldiers / •used first by the ______on April 22, 1915 at the Battle of Ypres
•burns the eyes and lungs
•before gas masks were developed and during WW1, soldiers could protect themselves by ______on a cloth and covering their faces
Dreadnought
(warship) / •useful for bringing ______
•easy target for U-boats (submarines) / •usually ______in convoys (groups of ships)
•the dreadnoughts were often surrounded by other battleships for protection
Flame Thrower / •only ______a few meters, so practically useless in trench warfare
•only time it was useful was when one group attacked the enemy’s trenches / •first used by the ______
•Machine Gun / •most important ______in trench warfare
•fast, easy to reload, fired at long range / •fired ______of rounds of ammunition without stopping
•they were too ______to pick up and carry, so they were placed on stands
Tank / •useless at the start because they would often get stuck in the ______
•well ______by the end of the war / •first used by the ______at the Battle of the Somme, scaring the German soldiers who had not yet seen a tank
Technology / Advantages and Disadvantages/ / Interesting Facts
Repeating Rifle / •______
•shot long distances
•very hard to re-load in the trenches due to the mud, which would cause the rifle to jam / •______soldiers first used the Ross Rifle, which was excellent for sharp shooting, but jammed easily with mud and became useless in the trenches
•they began taking the Lee Enfield ______from the British soldiers because it did not jam as easily, eventually the Lee Enfield replace the Ross
Submarine
(Unterseaboot) / •destroyed ______ships crossing the Atlantic
•very ______

WAR IN THE AIR

The airplane was introduced to the war as a technologically advanced spy. It flew reconnaissance missions, not even carrying a gun on board (it was not until later that pilots began bringing pistols, rifles, and light machine-guns on board. It was still later that planes were actually equipped with weapons–the German Fokker had a built in machine gun that did not disturb the propeller rotation). Nonetheless, it was attractive. Pilots lived in luxury compared to their muddy lice-ridden companions in the trenches. Moreover, they did not die the impersonal and anonymous deaths of the foot soldier–their names and accomplishments were publicized and glorified. However, the average life span for First World War pilots was only two weeks.

WAR ON THE SEA

In 1914 Canada’s tin pot navy consisted of two ships, but by 1918 it had 112 war vessels. Canada’s shipyards also made a great contribution to the war at sea by producing more than 60 antisubmarine ships and over 500 antisubmarine motor launches. These, of course, were to combat the dreaded German U-boats (unterseaboot). Everybody knew that Britain still ruled the seas so U-boats became key in German strategy. By winning the war at sea, Germany hoped to starve Britain into submission by cutting off all imports from this island nation. German and British naval forces actually only met in one major battle–the Battle of Jutland. Britain fared horribly, losing 6000 soldiers, though the fleet remained large enough to defend the British Isles. As a result, the German navy returned to port and never sailed out again. British naval blockades against Germany continued, successfully, until the nation was almost completely devoid of supplies. In retaliation, Wilhelm ordered a policy of “unrestricted submarine warfare.”

One of the most important casualties of Wilhelm’s “unrestricted submarine warfare” was the Lusitania. The Lusitania sank on May 7, 1917. It was just approaching Ireland when a torpedo that had been shot from a German U-boat struck it. It took only 18 minutes for the Lusitania to sink. Of the 1 916 people on board, 1 198 were killed. Those killed included passengers and crew members that were on the ship (it was not a warship). The dead passengers included many Canadians and 115 neutral American citizens. The sinking of the Lusitania pushed the United States to finally enter the First World War by declaring war against Germany.

Activity

Read the description of the weapons above. Now decide which six weapons you would most like to purchase if you were a member of the Tripple Entente or Tripple Alliance and why? Put the weapons you chose in the left column of a chart. In the right column indicate the reasons for your choice in point form.

Weapon / Reasons

Activity 4: Nationalism

Analyzing the emotional impact of national anthems

Description:

Students will listen to three anthems and read over the lyrics to determine the emotional impact.

Enduring Understanding:

Students will understand nationalism as a motivating factor of armed conflict.

Resources:

Audio files of anthems

or

Lyrics

Lyrics attached for United States, Great Britain, and France

Strategies:

Show the lyrics on an overhead.

Listen to the audio tracks.

Discuss the impact.

Questions to Answer:

• What images are presented?
• Do any of the images or sentiments surprise you?
• What one sentence could you use to paraphrase the message of the anthem?
• Listen to the audio tracks. Do the melodies support the messages?
• Can nationalism make an individual feel good about him/herself?
• Can nationalism result in conflict?

U.S. National Anthem "The Star Spangled Banner"
Composed by John Stafford Smith - lyrics Francis Scott Key

Oh, say can you see by the dawn's early light
What so proudly we hailed at the twilight's last gleaming?
Whose broad stripes and bright stars thru the perilous fight,
O'er the ramparts we watched were so gallantly streaming?
And the rocket's red glare, the bombs bursting in air,
Gave proof thru the night that our flag was still there.
Oh, say does that star-spangled banner yet wave
O'er the land of the free and the home of the brave?

On the shore, dimly seen through the mists of the deep,
Where the foe's haughty host in dread silence reposes,
What is that which the breeze, o'er the towering steep,
As it fitfully blows, half conceals, half discloses?
Now it catches the gleam of the morning's first beam,
In full glory reflected now shines in the stream:
'Tis the star-spangled banner! Oh long may it wave
O'er the land of the free and the home of the brave.

And where is that band who so vauntingly swore
That the havoc of war and the battle's confusion,
A home and a country should leave us no more!
Their blood has washed out of of their foul footsteps' pollution.
No refuge could save the hireling and slave'
From the terror of flight and the gloom of the grave:
And the star-spangled banner in triumph doth wave
O'er the land of the free and the home of the brave.

Oh! thus be it ever, when freemen shall stand
Between their loved home and the war's desolation!
Blest with victory and peace, may the heav'n rescued land
Praise the Power that hath made and preserved us a nation.
Then conquer we must, when our cause it is just,
And this be our motto: "In God is our trust."
And the star-spangled banner in triumph shall wave
O'er the land of the free and the home of the brave.

(source:

National Anthem
God Save The Queen

God save our gracious Queen,
Long live our noble Queen,
God save the Queen:
Send her victorious,
Happy and glorious,
Long to reign over us:
God save the Queen.

O Lord our God arise,
Scatter her enemies,
And make them fall:
Confound their politics,
Frustrate their knavish tricks,
On Thee our hopes we fix:
God save us all.

Thy choicest gifts in store
On her be pleased to pour;
Long may she reign:
May she defend our laws,
And ever give us cause
To sing with heart and voice
God save the Queen.

(source:

National Anthemof France

1. Arise children of the fatherland

The day of glory has arrived

Against us tyranny's

Bloody standard is raised

Listen to the sound in the fields

The howling of these fearsome soldiers

They are coming into our midst

To cut the throats of your sons and consorts

To arms citizens

Form you battalions

March, march

Let impure blood

Water our furrows

2. What do they want this horde of slaves

Of traitors and conspiratorial kings?

For whom these vile chains

These long-prepared irons?

Frenchmen, for us, ah! What outrage

What methods must be taken?

It is we they dare plan

To return to the old slavery!

3. What! These foreign cohorts!

They would make laws in our courts!

What! These mercenary phalanxes

Would cut down our warrior sons

Good Lord! By chained hands

Our brow would yield under the yoke

The vile despots would have themselves be

The masters of destiny

4. Tremble, tyrants and traitors

The shame of all good men

Tremble! Your parricidal schemes

Will receive their just reward

Against you we are all soldiers

If they fall, our young heros

France will bear new ones

Ready to join the fight against you

5. Frenchmen, as magnanimous warriors

Bear or hold back your blows

Spare these sad victims

Who with regret are taking up arms against us

But not these bloody despots

These accomplices of Bouillé

All these tigers who pitilessly

Are ripping open their mothers' breasts

(source: