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Lesson Plans
Workshop 1:
Canada and the Second World War
Workshop 2:
Canada and the United Nations
Workshop 3:
Canada and Human Rights: Women’s Suffrage
Elements of the Lesson Plans
The following lesson plans are intended to take one hour each and are broken down into six
sections:
Introduction:
A presentation of the major themes and ideas of the
workshop that makes connections to the knowledge gained
in the other workshops
Activity:
An experiential initiative carried out by the students
Debrief:
An opportunity to draw connections between the activity
and the themes of the workshop
Teaching:
An introduction to the main knowledge components of the
workshop
Application:
Group discussions and case studies which enable the
students to learn more about the theme
Follow-up:
A take-home challenge for students to think about and
discuss themes with family and friends
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WORKSHOP 1:
Canada and the Second World War
Introduction
Ask: How many have heard of the Second World War (WWII)? What caused WWII?
Explain that WWII was the result of many factors but Adolf Hitler and his regime were the
main factors that ignited it.
Ask: Which countries were involved in this war?
Ask:
Can someone locate the main players of the war on a map and indicate their
allies?
Activity – The decision makers
Goal:
To lean about decision making in a war context
Purpose:
To decide whether this was the best decision after analyzing all factors
To teach the importance of communication
To show the fragility of international relations and the power of ideologies
Set Up:
Divide the students into “country” groups of 8-10 students using the
countries involved in WWII. Have the groups sit in circles, using the
document stating the Chronology of War. Ask the students to decide
whether they should go to war and if so, whether they should seek the help
of an ally. Prompt students to explain their decision.
See Section 5 for the Chronology of War.
Give students a couple of minutes to conduct this activity.
Debrief:
After the time is up stop the students.
Ask:
What did you decide? How did you come to that decision? Why was that
your final decision? In this situation was war necessary?
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Ask:
If you were leaders at that time, what would you have done differently based
on the information you have?
Think of your life. Did you ever have an ally in a conflict? Why would an ally
be important during a conflict? Why would you ally with a certain person? It
could be common threat, common history, common culture, common interest
or common ideology etc.
Teaching:
Explain that all the countries involved in the Second World War were doing what the
students just did. Leaders of these countries, including Canada, had to balance the costs of
war with the outcomes of war.
How did we get to another war? Why Did WW2 start?
Adolf Hitler came to power in Germany in 1933 and quickly put in place a dictatorship that
resulted into horrific human suffering and deaths. Hitler invaded Austria in 1938 and
occupied Czechoslovakia in 1938-1939. Italy under Mussolini attacked Abyssinia
(Ethiopia) in 1935 and occupied Albania in 1939. Japan had invaded Manchuria in 1931
and attacked China in 1937. On 1 September 1939 Germany invaded Poland, and two
days later Britain and France declared war on Germany. In Canada, Prime Minister King
was getting the troops ready as the possibility of war loomed. After many debates in
Parliament, Canada under the leadership of Prime Minister King, declared war on Germany
on 10 September. At the beginning 51, 000 Canadians went to war, not fully trained and
with no modern equipment for that time. The air force had fewer than 20 modern combat
aircraft and the navy’s combat consisted of only six destroyers, the smallest class of oceangoing warships. The number of Canadians going to war kept growing, and after 3 years
250, 000 Canadians had gone overseas.
By June 1940 Germany had defeated France and occupied most of Western Europe. On
June 10, 1940 Italy joined the war on Germany’s side.
By May 1942, the Germans had entered the Gulf of St. Lawrence and the St. Lawrence
River and sank over 20 merchant vessels and warships. Because of this Ottawa closed the
Gulf of St. Lawrence to ocean shipping. In 1942 German submarines put ashore an agent in
Gaspé, Québec and another near Saint John, New Brunswick. In 1944 and 1945 German
submarines returned and sank Canadian warships just off Halifax harbor. On May 7 1945
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Germany surrendered and the war in Europe ended. On August 14, 1945 Japan surrendered
marking the official end of the Second World War.
Retrieved from: www.warmuseum.ca - WWII
Application:
In groups of a minimum of 4 students list businesses and services that were being created
during the war and others that would have been created after the war.
Ask: How did the war change Canada both on national and international level?
Explain that the war created an industrial transformation, a larger economy and changed
women’s role during the war.
 There was the creation of new technologies and manufacturing of military supplies.
 Women were now able to work in war industries since the men were gone to war.
 Ottawa created social programs (i.e.: unemployment insurance in 1940 and family
allowance in 1944).
 Canada became recognized as an important international actor.
 This war created a sense of Canada’s identity as a country contributing to global
peace..
 At the end of the war Canada had the third largest navy, fourth largest air force and an
army of six divisions.
For a full list please see Canadian Production of War Materials and Women at War from
Veteran Affairs. http://www.veterans.gc.ca/eng/remembrance/history/second-world-war
Ask:
How many Canadians died in World War II?
Explain that more than 42, 000 Canadian died as a result of WWII. 23, 000
Canadians died in the army, 17,000 in the air force, 2000 in the navy and 1600 in
the merchant navy. 54,000 Canadian were wounded and thousands were physically
impaired and/or psychologically scarred for life. (Retrieved from: Warmuseum.ca.)
Ask: Were there any women fighting in the war? If so, how many?
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Explain that among the 731, 000 armed forces in the army (106, 000 in the navy
and 250,000 in the air force), approximately 50,000 were women serving as
members of the Canadian armed forces. Retrieved from: warmuseum.ca/WWII
Ask:
Who is a refugee?
A refugee is recognized as a person who was forced to flee his or her country
because of persecution, war or violence (UNHCR).
Ask:
How many people were displaced and became refugees during the WWII?
Explain that millions of Germans fled or were expelled from Eastern Europe. In
Czechoslovakia more than 2.2 million Germans were expelled and their properties
taken away. In 1946, 14,400 people a day were being dumped over the frontier.
About 60,000 Germans were among a large number of refugees who had fled from
Hungary before the end of the war.
Hundreds of thousands of Jewish survivors of the genocide carried out by the Nazis
left their native lands. There were also refugees from every country in Eastern Europe
who rushed to escape from the communist regimes (Post-War Scramble, bbc.co.uk).
Ask: What are the main countries accepting refugees?
Canada used to be one of the primary countries accepting refugees in the years
following end of WW11. Do you know anyone who arrived in Canada as a refugee?
Contrast this situation with the mid-2014 explaining that the top countries that
accepted refugees (according to the UNHCR Mid-year trends 2014 report) were:
1.
2.
3.
4.
5.
Pakistan
Lebanon
Islamic Rep. of Iran
Turkey
Jordan
6. Ethiopia
7. Kenya
8. Chad
9. Uganda
10. China
Explain that the end of World War II brought the creation of the United Nations in 1945
and later brought the creation of the 1951 Convention on Refugee following the overflow of
refugees from around the world.
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Follow-Up:
If you have a family member in the Canadian Forces ask them to talk to you about their
experience as a soldier and try to find some similarities and differences between being in
the force today and during World War II.
Or
Watch a short video on YouTube that explains Canada’s contribution during the Second
World War.
Video Options:
https://www.youtube.com/watch
https://www.youtube.com/watch?v=8pvs8mEumV8
https://www.youtube.com/watch?v=PA9xF197Hgo
https://www.youtube.com/watch?v=xkFEP6sFyqQ
https://www.youtube.com/watch?v=UnKTt8NYYe0
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WORKSHOP 2:
Canada and the United Nations
Introduction
Ask: Who has heard of the League of Nations? What was the purpose of this
organization?
Explain that the League of Nations was founded on the principles of collective security and
preservation of peace. It was an international organization, headquartered in Geneva,
Switzerland, created after the First World War to provide a forum for resolving international
disputes. Though first proposed by President Woodrow Wilson as part of his Fourteen Points plan
for an equitable peace in Europe, the United States never became a member.
Ask:
When was the League of Nations established? Explain that this society was
established in 1919 under the Treaty of Versailles.
Activity –
Video of League of Nations:
https://www.youtube.com/watch?v=2LCaA-XHFaI
https://www.youtube.com/watch?v=TdHA5uT9ocg
https://www.youtube.com/watch?v=r0ldr18Rnho
Goal:
To teach the students about the creation, work and failures of the League of
Nations
Purpose:
To teach students of the reasons of the creation of United Nations
To have a better understanding of the UN today
To start thinking about why the UN was important after WWII
Set Up:
Open a web browser and go to the following YouTube link;
https://www.youtube.com/watch?v=bLRjPzTmifk – League of Nations
NHD 2011 Documentary
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Debrief
Have the students discuss about the video.
Ask: Why do you think United Nations had to be created after the failure of the League
of Nations?
Ask: Why is the United Nations working better than the League?
Teaching
Explain Canada’s role in the League of Nations. Canada was a founding member of the
League and was on council from 1927-1930. Sir Herbert Ames was the financial director
from 1919 to 1926 which was part of the secretariat.
Raoul Dandurand in 1929, a Canadian representative on the Council, proposed
strengthening League procedures in overseeing the treatment of linguistic and religious
minorities in Eastern Europe.
In 1935 Canada supported the League`s sanctions against Italy and Walter A. Riddell, a
Canadian delegate, suggests stopping all exports of oil, coal and steel to Italy. However,
this action was not supported by Prime Minister William Lyon Mackenzie King.
Although the League of Nations was at the time an innovative idea advanced by the
President of the United States, Woodrow Wilson; it failed to uphold the very things it
believed in (See Background information on the failures of the League).
United Nations
Ask: What is the United Nations? What does the UN do? (Solicit several answers).
Explain that the main purpose of the UN is to stop countries from going to war.
The UN also exists to assist peoples in need around the world to overcome poverty,
starvation, disease and oppression and to provide opportunities for education, employment
and development (un.org).
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Ask:
Why is war something that should be stopped? What are some countries
who are fighting or have fought wars?
Activity -
Video of the United Nations (see page 21).
Goal:
Give students an overview of the United Nations
Purpose:
To teach students of the reasons of the creation of United Nations
To have a better understanding of the UN today
Set Up:
Open a web browser and go to this YouTube link;
https://www.youtube.com/watch?v=-4b0bEW-f9I&spfreload=10
Reflection
Ask: What are your thoughts on the mandate of United Nations? Is it realistic?
Teaching
The name "United Nations", coined by United States President Franklin D. Roosevelt was
first used in the Declaration by United Nations of 1 January 1942, during the Second World
War, when representatives of 26 nations pledged their governments to continue fighting
together against the Axis powers. These were diplomatic efforts of German, Italy and Japan
to secure their own expansionist interests in the mid 1930s. On September 27, 1940 these
three countries signed the Tripartite Pact which became known as the Axis Alliance.
In 1945, representatives of 50 countries (former members in the League of Nations) met in
San Francisco at the United Nations Conference on International Organizations to draw up
the United Nations Charter. The Charter was signed on 26 June 1945 by these
representatives. The UN Charter is a set of rules that all members of the UN sign to ensure
that countries cooperate and communicate well (un.org). The UN came into full effect on
October 24, 1945.
Ask: How many countries are now members of the UN?
As of 2015 there are 193 - almost every country in the world including one that
joined in 2011: The Republic of South Sudan.
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Application
Case study:
You are leaders on planet Oblum; you have realized that a set of rules is needed in order to
have peace and order on your planet. Too many countries are fighting and you want to offer
constructive solutions. You have decided to build a charter of governance for your planet.
What five (5) rules will you write down? Solicit ideas for different rules, and then get the
students to vote for their favorite one (one vote each). Compile a list of the top five.
Ask: How will these rules help bring peace on Oblum?
Explain that all member countries come to the UN and meet in the General Assembly to
discuss and decide on any issue of international concern. Explain that according to one of
the rules in the UN Charter all countries are equal, so each gets one vote and decisions are
made be a majority.
Explain that the General Assembly meets in New York, where the UN headquarters are
located. It works in six official languages.
Ask: What are the official languages of the UN? (English, French, Spanish, Arabic,
Chinese, Russian).
The General Assembly is one of the primary organs of the UN. It is the main deliberative
body. It is like a heart because it is central and it keeps everything beating and circulating.
The General Assembly has six main committees: Disarmament and International Security;
Economic and Financial; Social, Humanitarian and Cultural; Special Political and
Decolonization; Administrative and Budget; and Legal. Each committee presents it work in
the form of written resolutions to the GA Plenary which further discusses and votes on the
committee recommendations.
Ask: What are some of the organs in the body? Distribute the “Organs of the United
Nations” Chart (see section: Resource Materials).
Using a diagram of the human body, identify the organs mentioned below as students draw
comparisons between human organs and the organs of the UN.
Ask: What does the brain do? The Security Council is like the brain because it is in
charge of maintaining international peace and security and is able to call the UN to action
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against an aggressive country. The Security Council has 15 members, and 5 members are
permanent (US, UK, Russia, France and China). For the Security Council to pass a
resolution, there must be a majority vote, but if any one of the five permanent members
votes against it, the resolution is not passed. This is called ‘the veto.’’
Ask: What does the liver do? The International Court of Justice (ICJ) is like the liver
because it removes toxins from circulation helping to solve disagreements and conflicts that
countries bring to its attention. All UN Member States are automatic parties to the ICJ
Statue. 15 judges of 15 countries sit on the court, elected by the General Assembly to serve
renewable nine-year terms.
Ask:
What does the stomach do? The Economic and Social Council (ECOSOC) is like
the stomach because it takes in the world’s problems (problems of population,
drugs, crime, environment, trade, etc.) and digests them, figuring out ways to deal
with them. The mandate of ECOSOC is to coordinate economic and social efforts
between the UN and the various specialized agencies and institutions. It has 54
members and many specialized agencies and programs to help it carry out its
work (See Section: Background Information).
Ask:
What does the appendix do? The Trusteeship Council is like the appendix because
it no longer has a function- it used to take care of countries that had not become
independent from their colonial powers. The Council has amended its mandate so
that it can meet whenever and wherever the situation at hand warrants and the
urgency of a decision-making process. The membership of the Council consists of
the five permanent members of the Security Council.
Ask: What does the skin do? The Secretariat is like the skin because it covers the whole
organization. It is the external part of the UN, carrying out the day-to-day
operations, protecting the organs and representing the organization. It is made of a
staff of almost 10,000 from roughly 180 different countries. These are in effect the
International Civil Servants. The Secretariat and the UN in general is led by the
Secretary-General. Currently (until 2016), this is Ban Ki-moon, from South Korea.
Explain that Canada is in the blood of the UN. It plays a role in nearly every organ.
In 1998, 2001, 2006 and 2009 Canada was a member of the Economic and Social
Council. In 2000 it was member of the Security Council. Louise Fréchette a
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Canadian was the first Deputy Secretary-General of the United Nations. She
assumed her duties on 2 March 1988 after being appointed by Secretary-General
Kofi Annan. Historically, Canada has played a very important role in the UN.
Former Prime Minister, Lester B. Pearson won the Nobel Peace Prize for his work
in establishing the first ever UN Peacekeeping force in Egypt in the 1950s.
Canadians also played important roles in drafting the UN Charter and the Universal
Declaration of Human Rights. As of 2015 Canada continues to play a role in the
UN, though not as prominently as the country performed during the last 50 years of
the 20th century.
Mr. John Baird, Canada’s Minister of Foreign Affairs (2011-2015) attends United
Nations Security Council Ministerial Meeting on Iraq (September 2014).
Canada’s Ambassador & Permanent Representative to the UN, His Excellency
Guillermo E. Rishchynski is presenting his credentials to the UN Secretary-General
Ban Ki-Moon (September 2011).
Ask: What were some of Canada’s peacekeeping mission? (See Section: Background
Information for full list of missions) Explain that Canada has been very implicated in the
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UN, through different missions throughout the creation of this organization. Canada has
been involved in many peacekeeping missions on behalf of the UN, for example since
1956, over 120,000 Canadians have served in more than 50 operations ranging from
Congo, Cyprus to Cambodia and more recently East Timor, Haiti and Sudan. “Canada’s
last major contribution was in 2000, when the Liberal government sent 450 military
personnel to help secure the border between Ethiopia and Eritrea for two years. But
notwithstanding this successful mission, Canada’s commitment had already started to drop
dramatically in the late 1990s, in large part due to failures of UN missions to Rwanda and
Bosnia and Canada's shameful role in Somalia that ended with the death of a Somali
teenager” (Excerpt from article written by Michelle Shephard – National Security Reporter
for the Toronto Star, October 31, 2014). The full article can be accessed at the link below:
http://www.thestar.com/news/world/2014/10/31/how_canada_has_abandoned_its_role_as_
a_peacekeeper.html
To read more click on the links below:
http://natocouncil.ca/canadas-historical-shift-from-peacekeeping-to-peacemaking/
https://en.wikipedia.org/wiki/List_of_Canadian_peacekeeping_missions
http://walterdorn.net/32-canadian-peacekeeping-proud-tradition-strong-future
UN General Assembly – October 5, 2015
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WORKSHOP 3
Canada and Human Rights
Introduction
Recall:
The six organs of the United Nations
ECOSOC deals with many issues in its different Programs and Specialized
Agencies, like hunger, poverty and the environment.
Explain:
This workshop will deal with one of the most important of these issues:
human rights
Activity -
Video
Goal:
To learn about the evolution of human rights
Purpose:
To show that rights or laws are only created when people stand for them.
To show the sacrifice of many men and women in our world so today we
can have human rights.
Set Up:
On the internet connect yourself to YouTube. Type this link;
https://www.youtube.com/watch?v=oh3BbLk5UIQ – Story of human rights
Debrief:
What is this video telling us? Why do you think it was important for humans
to fight for their rights? What rights were people in this video fighting for in
their era?
Teaching
Ask: What international document, also created by United Nations protects the rights of
humans? Can someone explain what a human right is?
Explain that this document is the Universal Declaration of Human Rights (UDHR). Human
rights are those rights which are essential for us to live as human beings. Give some
examples. Human rights should be agreed upon by everyone, make sense and be fair. They
protect people from unfair rules and ensure not only access to basic needs as food and
shelter but also the chance to grow and develop beyond what is required for survival.
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Explain that after World War II and the formation of the UN, a group of representatives
from 50 countries got together and agreed on the Universal Declaration of Human Rights to
list the rights of every person. John Peters Humphrey, a Canadian from New Brunswick,
wrote the first draft of the Declaration, so Canada had an important role right from the start.
The UDHR is not a law; it is a statement about what countries should do. However, many
countries such as Canada have made the UDHR part of their own laws. Canada has done
this through the Canadian Charter of Rights and Freedoms (1982) and the Canadian Human
Rights Act (1977). There are also two international covenants (treaties) based on the
Declaration, which bind the countries that have signed them, one on civil and political
rights and other on economic, social, cultural rights. The UN has also adopted several other
treaties on specific rights, such as the Convention on the Elimination of All Forms of
Discrimination against Women (CEDAW) and the Convention on the Rights of the Child.
Explain that human rights come in different categories but they are all equally important.
Give examples for each category: Political rights (Right to vote), civil rights (right to
freedom of opinion), equality rights (right to be free from racism), economic rights (right to
be paid fairly for work), social rights (right to an education) and cultural rights (rights to
speak one’s own language).
Ask: How many of you speak another language other than French and English? Why is it
important for you to speak that language?
Explain that the UN works to protect human rights by setting standards and establishing the
UN Office of the High commissioner for Human Rights to coordinate all its human rights
related activities.
Ask: Does anyone know of any human rights violation committed by Canada? How do
you feel about those violations? Some examples of Canada’s violation of Human
Rights over time, include, concentration camps during World War 1, detainment of
the Japanese during World War 11, Residential Schools and genocide of the
Aboriginal Peoples, the Chinese Head Tax, and others. To read more about 10
awful violations of Human Rights in Canada check out the link below:
http://listverse.com/2014/06/03/10-awful-canadian-violations-of-human-rights/
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Application
Children’s rights
Explain that one of the special treaties on human rights is a treaty just about the rights that
children have. Upload the video on the rights of the child;
https://www.youtube.com/watch?v=VLwXtvLPWzA
Distribute the simplified version of the Declaration on the Rights of the Child. (See
“children’s rights” sheet in section 4: Resource materials).
Ask: The student to volunteer to read each right out loud. What does each mean?
Explain. Distribute a copy of the “New Schools Rules” to each student. Explain that
because of certain problems that many schools are having, a fictitious government
organization has drafted a new set of rules that all schools must follow (See “New
Schools Rules” in Section 4: Resource Materials). Read the rules out loud with the
students help.
Ask: What do they think of these rules? Divide them into groups of 4-6 and ask them to
decide which of the Rights of the Child each new school rule violates. Go over their
answers and clarify any questions.
Ask: How many have ever heard of UNICEF? Explain that UNICEF, the United Nations
Children’s Fund is a UN Program that takes the lead role in monitoring the rights of
children and in working to make sure children have good access to adequate health
care and education.
Explain that every right implies a responsibility and give the example of free speech:
We have the right to say what we want and the responsibility not to harm anyone else by
doing so.
Ask: According to the Convention who has the responsibility for protecting children?
What happens when those responsible for protecting children fail to do so? Solicit
answers.
Ask: Do you think in Canada everyone respects these rights?
Ask: Are the rights of children in Canada the same as rights of children in other
countries?
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Ask: Do you think it was necessary for a Treaty to be created especially for Children and
why?
In a group make a list of what you think the government can do to guarantee children’s
rights in Canada.
On Women
Ask:
Why was it important for women to have their own convention?
Ask:
Are there any women rights being violated in Canada? Solicit answers
Activity – Know your Canadian women
Goal:
To develop critical thinking of the students on questions of women’s rights
Purpose: To have students think about the contribution of women in Canada and
injustice done to women.
Set-Up:
In a group of 4-6 students, think of how women have contributed in the
advancement of human rights? Write your answer on a piece of paper.
Debrief
Ask: What did you come up with? Do you know any women that have fought for human
and women’s rights? (See in Section 4, Resources: Women’s contribution in human
Rights)
Teaching
Because of the extreme inequality between men and women before and during World War
I, many women got together and formed groups to fight against the injustice experienced by
women and they achieved some successes. Before World War I for instance, the husband
and father indirectly owned women and children. The women did not have property rights,
except for her own land and when she got married she was no longer able to own her land,
it was transferred to the husband. All the money the women had before marriage would be
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transferred to the husband after marriage. If the husband died without writing a will the
wife was not able to inherit anything.
Until 1891, husbands were allowed to beat their wives with a stick and to lock them in a
room if they wanted. If a woman worked she was not allowed education. By the end of the
19th century some universities started to accept only women who had money. Women had
to change the social structure. In 1897, 17 women’s suffrage groups came together to form
the National Union of Women’s Suffrage Societies. They conducted peaceful protest, wrote
letters to politicians, and published texts. In 1903 in Canada, the Women Social and
Political Union was founded.
In both World War I & II women had to stop their protest for rights and help in the war by
taking over some work usually done by men. After each war the women went back to their
regular role as the women in the kitchen. Some women continued the fight for rights to
work just like the men.
On January 29, 1916 women in Manitoba received the right to vote and to partially
participate in the provincial government. Women gained the right to vote on March 14
1916 in Saskatchewan and April 19th, 1916 n Alberta. In 1917 British Columbia and
Ontario, granted the right to vote to their women and other provinces shortly followed.
Women in Quebec received voting rights in 1940. However, First Nations, men and women
did not receive the right to vote until 1960.
“Aboriginal women in Canada frequently experience challenges and discrimination that are
not necessarily shared by non-Aboriginal women, nor are by Aboriginal men. Aboriginal
women have been described as facing a “double-burden” – that for being discriminated
against as a woman, and further for being Aboriginal. To begin to understand this situation,
and why the circumstances of Aboriginal women deserves their own careful consideration,
we must examine how both Native/non-Native relations and gender relations were
developed throughout Canada’s colonial history, where these two types of relations
intersect, and where they diverge. As non-Aboriginal settlers first arrived in what is now
Canada, they brought with them their patriarchal social codes and beliefs, and tried to make
sense of Aboriginal society through a patriarchal lens. As the colonies consolidated to form
the Dominion of Canada, Crown policies were created throughout the country with the goal
of assimilating and “civilizing” First Nations peoples based on a European model. These
policies had profound effects on Aboriginal women across the country”. (Excerpts from
http://indigenousfoundations.arts.ubc.ca/home/community-politics/marginalization-ofaboriginal-women.html
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Women of color, such as Black Canadian Women faced related discrimination and
violation of their Human Rights that prevented them from full political and socialeconomic participation. For additional reading on the violation of the economic
and social rights of African Canadians, check out the link below:
http://www2.ohchr.org/english/bodies/cescr/docs/info-ngos/ACLC.pdf
Ask: How would the world be if women had not fought for their rights?
Ask: Why do women have to continue the movement for women’s rights?
Follow-Up
Ask students to think of one rule that they believe is the most important for the world to be
peaceful and for everyone’s rights to be respected. Get them to write four lines:
My rule is………………………………………
The UN can help by………………………………
Canada can help by………………………………
I can help by ………………………………………
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United Nations Association in Canada
Association canadienne pour les Nations Unies
Web Resources
Canada and the Second World War
Mount Allison University – Canada’s role in WWII
http://www.mta.ca/library/courage/canadasroleinwwii.html
Canadian War Museum
http://www.warmuseum.ca/cwm/exhibitions/chrono/1931crisis_e.shtml
http://www.gakurin.co.jp/ibweb/pdf/historywarssample.pdf
Veterans Affairs Canada – Science and Technology in the Second World War
http://www.veterans.gc.ca/eng/remembrance/history/historical-sheets/science
Veteran Affairs Canada- Prisoners of war
http://www.veterans.gc.ca/eng/remembrance/history/historical-sheets/pow
Veteran Affairs Canada – Chronology of the Second World War
http://www.veterans.gc.ca/eng/remembrance/history/historical-sheets/wwchronol
Veteran Affairs Canada- Canadian Production of war materials
http://www.veterans.gc.ca/eng/remembrance/history/historical-sheets/material
http://www.veterans.gc.ca/eng/remembrance/history/historical-sheets/civilian Civilians support
to the Armed Forces
http://www.bbc.co.uk/history/worldwars/wwtwo/refugees_01.shtml
WWII – Veterans Affaires The War begins/ debut de la guerre
http://www.veterans.gc.ca/eng/remembrance/history/second-world-war/canada-and-thesecond-world-war/warbeg
War &Conflict: second world war - CBC Digital Archives /les archives
http://www.cbc.ca/archives/categories/war-conflict/second-world-war/second-world-war.html
Seconde Guerre mondiale (small videos)
http://archives.radiocanada.ca/categorie.asp?page=1&IDLan=0&IDCat=192&IDCatPa=148&dossie
r=1&diff=-1&cpar=0&chkdiff=1&x=42&y=4
Mr. Sagan’s history website – Elk River High school
http://www.elkriver.k12.mn.us/webpages/karlsagan/resources.cfm?subpage=10063
World War II Timeline
http://www.edu.gov.mb.ca/k12/cur/socstud/foundation_gr6/blms/6-2-4d.pdf
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United Nations Association in Canada
Association canadienne pour les Nations Unies
UNITED NATION
YouTube: United Nations Explained
https://www.youtube.com/watch?v=-4b0bEW-f9I&spfreload=10
1. http://www.un.org/en/aboutun/history/index.shtml --- History of United Nations
2. http://www.un.org/en/aboutun/history/quiz.shtml --- Quiz on the history of UN
3. http://www.un.org/en/documents/charter/chapter1.shtml -- Purpose of the UN
4. http://www.un.org/en/documents/charter/chapter4.shtml --- General Assembly
5. http://www.un.org/en/documents/charter/chapter5.shtml---- Security council
6. http://www.un.org/en/documents/charter/chapter10.shtml --- Economic and Social
council
7. http://www.un.org/en/documents/charter/chapter13.shtml --- Trustee council
8. http://www.un.org/en/documents/charter/chapter14.shtml --- International Court of
Justice
9. http://www.un.org/en/documents/charter/chapter15.shtml -- The Secretariat
10. http://www.un.org/en/members/growth.shtml --List of member countries from the
beginning to now.
11. http://www.un.org/en/aboutun/history/links.shtml -- Related links
12. http://www.un.org/en/rights/ - human rights page
13. http://www.un.org/en/documents/udhr/ - Universal Declaration of Human Rights
14. https://www.youtube.com/watch?v=oh3BbLk5UIQ--- video on story of human
rights
15. http://www.un.org/wcm/webdav/site/visitors/shared/documents/pdfs/Pub_United%2
0Nations_ABC_human%20rights.pdf - teachers guide to teaching human rights
Children’s Rights:
1. https://www.youtube.com/watch?v=y_2nA49p3yw -- -- Video on rights of the child
2. convention on the rights of the child
3. http://www.unicef.org/rightsite/files/little_book_rights.pdf -- Little book of
children’s rights and responsabilities
4. http://www.unicef.org/rightsite/files/standupfinal.pdf --- Teachers guide to
children’s rights
5. http://www.amnesty.ca/our-work/issues/indigenous-peoples/discrimination-againstfirst-nations-children ---6. http://www.amnesty.org/en/news/amnesty-international-announces-2013ambassador-conscience-award-2013-09-16 -- Malala
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United Nations Association in Canada
Association canadienne pour les Nations Unies
Women’s Rights
1. https://www.youtube.com/watch?v=co3-Uech1Fc ---Video, UN Women
2. UN Women
http://www.un.org/womenwatch/daw/cedaw/
3. http://www.chrc-ccdp.ca/en/browseSubjects/womenRights.asp--- history of Women
right’s in Canada.
4. http://www.chrc-ccdp.ca/en/browseSubjects/humanRights.asp --Human rights in
Canada: A historical perspective
5. http://www.hrw.org/sites/default/files/reports/tanzania1014_InsertWCvr.pdf --PDF, No way Out
6. http://www.hrw.org/sites/default/files/reports/canada0213_insert_low.pdf ---Those
who take us away, police brutality against indigenous women and girls in Northern
British Columbia
7. http://www.amnesty.ca/our-work/issues/indigenous-peoples/no-more-stolen-sisters
in Canada
8. http://www.ohrc.on.ca/en/women%E2%80%99s-rights-during-ww1-canada
9. http://www.thecanadianencyclopedia.ca/en/article/womens-movement/
10. http://www.canadahistoryproject.ca/1914/1914-08-women-vote.html
11. http://canadaonline.about.com/od/womeningovernment/a/firstswomengov.htm
12. http://famouscanadianwomen.com/famous%20firsts/politicians%20and%20public%
20servants.htm
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