FAMILY HISTORY LESSON PLANS PROJECT
GRADE 10 | Canadian History with Hashtags
Table of Contents | Canadian History with Hashtags
LESSON PLAN .......................................................................................................................................................................... 3
TOTAL WAR CONCEPT: ‘Total’................................................................................................................................................. 9
TOTAL WAR CONCEPT: ‘War’ ................................................................................................................................................ 10
FIRST WORLD WAR LENSES ................................................................................................................................................... 10
FIRST WORLD WAR EVENT: Propaganda and Soldiers ............................................................................................. 13
FIRST WORLD WAR EVENT: Women During the War .............................................................................................. 19
FIRST WORLD WAR EVENT: Dear Sadie ................................................................................................................... 20
FIRST WORLD WAR EVENT: War Artists ................................................................................................................... 25
321 EXIT TICKET..................................................................................................................................................................... 32
REFLECTION PIECE................................................................................................................................................................. 33
RUBRIC ................................................................................................................................................................................. 34
Canadian History with Hashtags
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LESSON PLAN
Course: Canadian History Since World War I (1914-1929) (CHC2D)
Time: ~65 minutes
Topic: WWI Canadian History with Hashtags
Room No.:
Grade and Subject: 10 Academic History
Teacher:
Overview/Purpose
This lesson aims to engage students in primary sources from the First World War. With primary source photographs
and historic content given, students will modify the images given to appeal to modern audiences by capturing the
overall sentiments with hashtags. Students will work together to communicate the different perspectives of that era
by sharing their findings, as well as writing a reflection piece of how their parents and families experienced the war.
Curriculum Expectations
B1. Social, Economic, and Political Context (Focus on: Historical Significance; Historical Perspective)
B1.1 analyse historical statistics and other primary sources to identify major demographic trends in Canada between
1914 and 1929, and assess their significance for different groups in Canada
B1.4 explain the impact on Canadian society and politics of some key events and/or developments during World War I
B2. Communities, Conflict, and Cooperation (Focus on: Historical Significance; Cause and Consequence)
B2.4 explain the goals and accomplishments of some groups and/or movements that contributed to social and/or
political cooperation during this period
B2.5 describe attitudes towards and significant actions affecting ethno cultural minority groups in Canada during this
period, and explain their impact
Learning Goals
 Students will work in groups to analyze a specific event during the First World War using primary and secondary
source documents, and organize information in documentation form.
 Students will modernize their findings and communicate their thoughts through social media trends.
 Students will communicate their findings as a group for their peers to learn from.
Success Criteria
 I will work within my group to analyze and record information from our primary and secondary source documents.
 After learning about our topic, we will communicate overall messages to appeal to modern audiences.
 We will communicate our group findings by sharing the information in an informal presentation style.
Non-Academic Learning Opportunities
Communication
Group work
Critical thinking
Making connections
Marketing
Photo analysis
Time management
Vocabulary
Hashtag – a hash or pound sign (#) that is used on social media sites to identify messages on a specific topic. Hashtags
are used as a simple way for people to search for messages or material that have a common topic. For example,
“#WWII” would have material related to the event of the Second World War.
Photo analysis – observing a photo or image and making meaningful connections between the composition, subject
matter, and indirect relations to when it was photographed/created.
Primary source – a document or object that was written or created during the time being studied; they offer a view of
a particular event.
Propaganda – government communications to the public that are designed to influence opinion. The information may
be true or false, but it is always carefully selected for its political effect.
Secondary source – written after the event has happened; interpretations and evaluations of primary sources.
Total war – unrestricted warfare; involves both military and civilian resources as military targets.
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Victory bonds – Canadians loaned money (called victory bonds) to their government to support soldiers overseas.
Victory bond publicity campaigns encouraged contributions from the home front.
Preassessment
Visual Learner
Accomodations/Modifications:
Primary sources will serve as lenses to view the past and challenge visual learners to
reproduce these images by adding modern elements that would appeal to today’s
audience.
Active/Hands-on Learner
Active learners will benefit with the hands-on work that is provided in this lesson.
Students will practice active learning by making direct changes to the material that they
are given (circling, highlighting, recreating, being creative, etc).
Social Student
Social students will have opportunities to discuss the topic with their group member, and
feel a sense of team dynamics because of the responsibilities assigned.
Agenda Overview
“Total War” concept breakdown
First World War Events
Resources and Materials
Total War Concept ‘Total’ and Total War Concept ‘War’ handouts, prep:
photocopy
First World War Event reading packages: Propaganda and Soldiers, Women
During the War, Dear Sadie, War Artists prep: photocopy
First World War Lenses handouts, prep: photocopy
Optional: sticky notes to create a “Twitter wall” with student created hashtags
Strategy
Time (m)
Presentations
Reflection Piece
Exit Ticket
Reflection Piece handout, prep: photocopy
321 Exit Ticket handout, prep: photocopy
Description and Content
Introduction: Minds on
10-15 minutes
Concept Breakdown: “Total War”
The concept of ‘total war’ is a consistent theme throughout the Grade 10 history curriculum, and
especially important when discussing specific events during the First World War. Students can create their
own understanding of this concept by breaking down its meaning.
*The following minds on activity will have students thinking critically about new vocabulary learned. Having students
discover the definition of total war will set expectations for students to make connections, and encourage studentled learning.
Using the Total War Concept pages students will break down each word, total and war, to brainstorm
what the words mean individually. In groups of 4-5, students will write different words, circumstances,
and meanings on the word assigned to them.
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SAMPLE SCRIPT
“In groups of 4-5, each group will be assigned one word; either ‘total’ or ‘war’. Together, you will
deconstruct what each word means individually, and as a class we will share what each group came
up with, and construct a definition together to fully understand the concept meaning. Within your
groups, think about what each word means, what some examples are, what would be included or
excluded when thinking about that word (and the concept of ‘total war’), what would it
look/sound/smell like?”
After students brainstorm, include student discussion to construct a class definition for ‘total war’.
SAMPLE SCRIPT
Strategy
Introduction: Minds on continued…
Time (m)
10-15 minutes continued…
Description and Content
“I would like each group share what their assigned word was, and state a couple things that were
written for the rest of the class to hear.”
“Now that we have heard from each group about their deconstruction of ‘total war’, how should
we define it?”
After students brainstorm the concept, provide students with the accepted definition of total war –
unrestricted warfare; involves both military and civilian resources as military targets.
Group Work (30 minutes: 15 to read, 15 to write)
In groups of 4-5, students will read and analyze one First World War Event (one event per group) that will
include 1) a primary source photo and 2) a second source write up about the event that places the photo
in historical context.
On one of the printed photos that each group is given, students will consider what they have read about
the event that it relates to, and create a hashtag that communicates the general
feelings/message/reaction to the event that they just read about. In other words, students are recreating
the primary source material by incorporating a social media communication tool to demonstrate their
learning (while also making their own source to appeal to modern audiences).
SAMPLE SCRIPT
Instruction/Application
45 minutes
While students read and analyze the material, they should “mark up” the sources that they were given;
encourage students to circle, highlight, and underline aspects of the photos and material that they believe
is important. Each group member will record information about their specific First World War event in
their First World War Lenses organization sheet.
“Each group has been given an event package that has photos and images of events that
happened during the First World War, as well as a write-up explaining the event to put the images
in context. Each group is going to read their event, answer questions prompted in the First World
War Lenses handout. While reading, be sure to annotate the material given; highlight, underline,
and circle important aspects that you feel are important. For one of the images in your event
package, you will come up with a hashtag to communicate the overall message you discovered
during your investigation. Although this is a group assignment, everyone is responsible for
recording the information individually.”
Note: For American History examples, see the Buzzfeed article in Additional Resources.
Option 1: Have students hashtag more than one photo if they finish early, or want a challenge.
Option 2: Have students write their hashtag on a sticky note as well and have a “history Twitter wall”.
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Strategy
Time (m)
Description and Content
SAMPLE SCRIPT
While each group is presenting their material, other students should be recording the information being
delivered (so that all students have access to all the information learned from the lesson).
“Once everyone has read the material and recorded their findings, each group will have 3 minutes
to share their assigned event with the rest of the class. While other groups are presenting their
material, those listening should be writing important information being delivered, so that
everyone has access to the information.”
Reflection Piece (take home)
Students will write a short reflection about how their family experienced the First World War, and make
connections to “total war”, or an event learned about in class.
SAMPLE SCRIPT
Instruction/Application continued…
Consolidation
5 minutes
45 minutes continued…
Sharing Information (12-15 minutes total: 3 min/group)
Have students present their findings through informal presentations. One student from each group will
present the material gathered from their First World War Lenses section, and share their chosen hashtag.
“For the Reflection Piece, you will write a ~500 word or 1 page reflection on how your family
experienced the First World War, and make a connection to the concept of “total war”, or to an
event learned about in class.”
321 Exit Ticket
Students will complete this exit ticket to reflect on their productivity during class and group work.
Option 1: Instructor collects these and addresses questions to the class and/or assigns students to
research the answer to their one question that they recorded.
Option 2: Can be used to measure in-class productivity.
Discussion Questions/Discussion Prompts
What are your “first impressions” about what you have learned?
Did your perspective change after hearing about another groups’ work? Why or why not?
How are each of these groups affected by total war?
What do you think happened to these groups of people after these events occurred? Why do you think this is an
important question to ask yourself? (Answer: to be active learners by identifying cause and consequence).
Resources
Yours Not to Do or Die [Canada], [ca. 1918], Creator unknown, Archives of Ontario War Poster Collection, Reference
Code: C 233-2-1-0-5, Archives of Ontario, I0016144
Victory Bonds Will Help Stop This - Kultur vs. Humanity, [Canada], [ca. 1918], Creator unknown, Archives of Ontario
War Poster Collection, Reference Code: C 233-2-1-0-19, Archives of Ontario, I0016157
Here's Your Chance - It's Men We Want, [Canada], [between 1914 and 1918], Creator unknown, Archives of Ontario
War Poster Collection, Reference Code: C 233-2-4-0-200, Archives of Ontario, I0016180
'Send More Men' - Won't You Answer the Call, [Canada], [between 1914 and 1918], Creator unknown, Archives of
Ontario War Poster Collection, Reference Code: C 233-2-4-0-203, Archives of Ontario, I0016181
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You Are No Exception - Join Now, [Canada], [between 1914 and 1918], Creator unknown, Archives of Ontario War
Poster Collection, Reference Code: C 233-2-4-0-199, Archives of Ontario, I0016179
To the Women of Canada [Canada], [between 1914 and 1918], Creator unknown, Archives of Ontario War Poster
Collection, Reference Code: C 233-2-4-0-263, Archives of Ontario, I0016138
A Canadian miner resting after a heavy night's work, [ca. 1918], Unknown photographer., Canadian Expeditionary
Force albums, Black and white print, Reference Code: C 224-0-0-10-15, Archives of Ontario, I0004825
A Thanksgiving Service attended by Canadian troops being held in the Cambrai Cathedral, October 13, 1918, Unknown
photographer., Canadian Expeditionary Force albums, Black and white print, Reference Code: C 224-0-0-10-39,
Archives of Ontario, I0004849
Nurses at the Red Cross tent, Casa Loma, Toronto, Ontario, 1915, John Boyd, Black and white print, John Boyd fonds,
Reference Code: C 7-3, Item 12385, Archives of Ontario, I0003529
Portrait of Harry Mason in military uniform, [ca. 1914-1917], Black and white print, Sadie Arbuckle fonds, Reference
Code: F 848, Archives of Ontario, I0050214
Queen and Yonge streets, [ca. 1920], Ministry of Education, Black and white print, Photographs of the Audio-Visual
Education Branch, Reference Code: RG 2-71, Item COT-138, Archives of Ontario, I0012494
Letter from Harry Mason’s father, William E. Mason, to Sadie Arbuckle, [ca. 1917-1918], Sadie Arbuckle fonds,
Reference Code: F 848, Archives of Ontario, I0071691
Cross roads, Kemmel, 1917, Lieut. C. H. Barraud, Print, Reference Code: C 334-1-2-0-3, Archives of Ontario, I0003105
A view of St. Pierre from the Ypres, Ramparts, July, 1916, Lieut. C. H. Barraud, Print, Reference Code: C 334-1-2-0-6,
Archives of Ontario, I0003099
Mine crater on the road to Mons, [ca. 1918], Gerard de Witt, Print, Reference Code: C 334-1-3-0-4, Archives of
Ontario, I0013636
Munitions Fuse Factory, 1919, Dorothy Stevens, Reference Code: C 334-1-5-0-17, Archives of Ontario, I0013280
British Forgings, 1919, Dorothy Stevens, Reference Code: C 334-1-5-0-19, Archives of Ontario, I0013282
Ship Building the Freighter, 1919, Dorothy Stevens, Reference Code: C 334-1-5-0-16, Archives of Ontario, I0013279
The Sea Boat, Aeroplane, Factory no.1, 1919, Dorothy Stevens, Reference Code: C 334-1-5-0-20, Archives of Ontario,
I0013283
Ready for Shipment, Aeroplane, Factory no. 2, 1919, Dorothy Stevens, Reference Code: C 334-1-5-0-21, Archives of
Ontario, I0013284
Primary and secondary resources provided by the Archives of Ontario.
THE ACHIEVEMENT CHART: Encouraged best practices through the Ontario Curriculum and Growing Success
Additional Resources/Further Reading
What U.S. History Would have Been Like With Hashtags - examples of using hashtags by using American History
photos http://www.buzzfeed.com/katherinemiller/what-us-history-would-have-been-like-with-hashtags#.mljn6rrV0
House of Rebels Theatre, Fighting Season – a fictitious audio stream of consciousness of a soldier held up in the
Kandahar province of 2008. Lesson add-ons: comparing First World War events to present day conflict, having
students replicate a modern audio recording of a topic that they have learned and read about during in-class activities
http://www.rebelstheatre.com/rebels-ranting/2015/3/26/fighting-season
Historica Canada, Nursing Sisters – a video dedicated to the Nursing Sisters at the No. 3 Canadian Stationary Hospital
in France during the First World War https://www.youtube.com/watch?v=00n67k-f7Yw
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The Globe and Mail, Time machine: What life in Canada was like before the First World War – infographics and
statistics on the Canada that went into war http://www.theglobeandmail.com/news/what-life-in-canada-was-likebefore-the-first-world-war/article19342310/
War Museum – Canada in the First World War – good resource for photos, ordering artifacts to your classroom, and
secondary writing (*great resources for women’s experiences during the war)
http://www.warmuseum.ca/firstworldwar/ http://www.warmuseum.ca/supplyline/page/supply-line/
The Atlantic – The Harry Potter Personality Test http://www.theatlantic.com/health/archive/2015/06/harry-potterhouse-personality-study/396491/ see statement, “narrative collection-assimilation hypothesis; reading about a group
may be enough to make a person feel like a part of it” (The Atlantic)
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TOTAL WAR CONCEPT: ‘Total’
Brainstorm ideas about the following word. What does it mean? What are some examples (when thinking about ‘total
war’ and war in general), what is included/excluded? What would it look/sound/smell like?
TOTAL
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TOTAL WAR CONCEPT: ‘War’
Brainstorm ideas about the following word. What does it mean? What are some examples (when thinking about ‘total
war’ and war in general), what is included/excluded? What would it look/sound/smell like?
WAR
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FIRST WORLD WAR LENSES
Propaganda and Soldiers
Women During the War
What were victory bonds?
In the images provided, what are the women wearing? What
can this tell you about the conditions or context?
What is propaganda? Are the posters presented forms of
propaganda? Why or why not?
How did women contribute during the war?
What are the reasons for using war-focused posters during the
war?
What do you think women would have witnessed as nurses on
the field?
Compare and contrast the two photos to the posters.
What do you think women would have witnessed on the home
front?
How does this connect to total war?
How does this connect to total war?
How does this connect to your family history?
How does this connect to your family history?
Hashtag:
Hashtag:
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Dear Sadie
War Artists
Who are Harry and Sadie?
What are some of the challenges that war artists faced?
What do their messages reveal?
Make three observations about the sketches (mood, subject,
message, context, etc):
How does the language in their letters change over time?
What are people wearing in the sketches? What does this
reveal?
Consider Sadie’s last letter to Harry before hearing about his
death. Why is her message moving?
Where do these sketches take place?
How does this connect to total war?
How does this connect to total war?
How does this connect to your family history?
How does this connect to your family history?
Hashtag:
Hashtag:
Canadian History with Hashtags
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FIRST WORLD WAR EVENT: Propaganda and Soldiers
Victory Bonds
During the First World War, Canadians would loan money to their government (in the form of Victory Bonds). These
loans were used to support soldiers who were fighting overseas, as well as encourage work being done on the home
front. After 5, 10, or 20 years, these Victory Bonds could be redeemed. With each Victory Bond release, the Victory Loan
Dominion Publicity Committee would include a poster campaign to support war efforts.
Campaign posters were large and printed with vivid colour and imagery. These posters would also be printed in large
amounts. For example, the poster “VICTORY BONDS WILL HELP STOP THIS” had approximately 60, 000 copies printed.
The image shown on the posters is the Llandovery Castle (an unarmed hospital ship that was torpedoed with the loss of
234 lives, including 14 Canadian nurses).
Yours Not to Do or Die [Canada], [ca. 1918]
Creator unknown
Archives of Ontario War Poster Collection
Reference Code: C 233-2-1-0-5
Archives of Ontario, I0016144
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Victory Bonds Will Help Stop This - Kultur vs. Humanity
[Canada], [ca. 1918]
Creator unknown
Archives of Ontario War Poster Collection
Reference Code: C 233-2-1-0-19
Archives of Ontario, I0016157
Posters constantly urged everyone to purchase bonds. Women and children on the home front would make efforts to
save money in order to contribute. Women would put aside money from their housekeeping allowances, and children
were encouraged to collect Thrift Stamps. Thrift Stamps could be accumulated until enough had been saved to buy a
Victory Bond.
Communities that made large contributions to the Victory Bond campaigns would be rewarded with a Victory Loan Flag.
If a certain value had been reached, the citizens were rewarded with a Victory Loan Honour Flag.
Propaganda is a way in which the government communicates to the public in a way that aims to influence opinion. The
information may be true or false, but either way it is designed for its political effect.
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FIRST WORLD WAR EVENT: Propaganda and Soldiers Continued…
Recruitment
At the start of the First World War, the Canadian army numbers were very low (only three thousand men were on the
roster). There was an immediate appeal for recruits to join the Canadian Expeditionary Force, and large numbers joined
up during the first months of the war.
Recruitment was encouraged for the following reasons; high unemployment, newly arrived British immigrants and the
promise of regular pay, along with pride, honour, and glory. Prime Minister Borden committed his government to
avoiding conscription. However, that did not seem possible as the years continued.
Here's Your Chance - It's Men We Want
[Canada], [between 1914 and 1918]
Creator unknown
Archives of Ontario War Poster Collection
Reference Code: C 233-2-4-0-200
Archives of Ontario, I0016180
Canadian History with Hashtags
'Send More Men' - Won't You Answer the Call
[Canada], [between 1914 and 1918]
Creator unknown
Archives of Ontario War Poster Collection
Reference Code: C 233-2-4-0-203
Archives of Ontario, I0016181
History
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FIRST WORLD WAR EVENT: Propaganda and Soldiers Continued…
War recruitment messages started as passive and jovial. The goal was to appeal to the pride of prospective volunteer
groups. However, as the war progressed the poster messages and imagery became more aggressive when appealing to
men to do their duty. Some posters were created to shame men into enlisting or targeted women to influence the men
in their lives to enlist.
To the Women of Canada [Canada],
[between 1914 and 1918]
Creator unknown
Archives of Ontario War Poster Collection
Reference Code: C 233-2-4-0-263
Archives of Ontario, I0016138
You Are No Exception - Join Now
[Canada], [between 1914 and 1918]
Creator unknown
Archives of Ontario War Poster Collection
Reference Code: C 233-2-4-0-199
Archives of Ontario, I0016179
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A Canadian miner resting after a heavy night's work, [ca. 1918]
Unknown photographer.
Canadian Expeditionary Force albums
Black and white print
Reference Code: C 224-0-0-10-15
Archives of Ontario, I0004825
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A Thanksgiving Service attended by Canadian troops being held in the Cambrai Cathedral, October 13, 1918
Unknown photographer.
Canadian Expeditionary Force albums
Black and white print
Reference Code: C 224-0-0-10-39
Archives of Ontario, I0004849
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FIRST WORLD WAR EVENT: Women During the War
Nursing Sisters and Women on the Home Front
Nurses at the Red Cross tent, Casa Loma, Toronto, Ontario, 1915
John Boyd
Black and white print
John Boyd fonds
Reference Code: C 7-3, Item 12385
Archives of Ontario, I0003529
When the numbers of volunteers sent overseas for the war, employment among women increased, since jobs were left
behind. Over a million women joined the workforce in public transportation, munitions factories, and as Nursing Sisters
on the Home Front as well as the on the battlefields. As seen in Sadie’s reflections in the Dear Sadie handouts, women
faced many challenges during the war years. Having to balance home life and work was a new role that women played in
society, and it did not come without its challenges. Wartime and humanitarian aid was desperately needed at this time.
The Canadian Red Cross took on a major role during the war, and women were heavily involved in supporting its efforts.
Women involved themselves in fundraising efforts, producing clothing and comfort supplies (socks, sweaters, etc.), and
medical supplies. With their skill sets developed in the home with sewing, knitting, and their training as Nursing Sisters,
women proved their active participation and initiatives by contributing their skills.
Some women also took on work at munitions factories. With the continuation of the war, there was a growing demand
for combat materials.
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FIRST WORLD WAR EVENT: Dear Sadie
Harry Mason is one example of the many young men who enlisted in the Canadian Expeditionary Force. The call to arms
was heard throughout the country, and in 1915 Harry started his military career. Although it was a brief military career,
Harry moved across Canada, through Europe, and would expose him to the brutal horrors o the First World War.
Sadie Arbuckle experienced the war from the Home Front. Through her reflections, readers witness the level of patience
and frustration experienced during the war. Waiting for results while contributing on the Home Front was removed from
the direct experiences of war. However, uncertainty was a constant for everyone.
Harry and Sadie were sweethearts. They wrote to each other frequently, updating each other on their experiences
during the war while simultaneously protecting each other from the horrors experienced first hand. Their
correspondence throughout the war tells a love story, but also allows readers to gain insight to the experiences faced for
those at war and those waiting for news in Ontario.
The following collection of letters and photographs demonstrates how two young Ontarians coped with war. Harry and
Sadie demonstrate a personal account of love, life, and remembrance for the events of the Great War.
Harry Mason was born in Denver, Colorado in 1892. He and his family moved to Canada when he was 13 (near Toronto).
He started work at the Bank of Toronto at 16, and later transferred to the Sudbury and then the Winnipeg Branch.
Portrait of Harry Mason in military uniform, [ca. 1914-1917]
Black and white print
Sadie Arbuckle fonds
Reference Code: F 848
Archives of Ontario, I0050214
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Harry was 21 when he wrote a letter to Sadie Arbuckle. He had never met her. Sadie was a friend of Harry’s business
partner, Jack Wulff while Harry lived in the new settlement of Compeer, Alberta, working to open the town’s first store.
Sadie and Jack kept in touch, and Sadie also sent a card to Harry as a courtesy. Harry took the opportunity to continue
correspondence with Sadie; having moved West, he was facing loneliness and hardship.
The first letters exchanged by Harry and Sadie include updates on Harry’s store that would be situated along a future
CPR branch line, what life is like in the Canadian West, the behaviour of other settlers (for example, at social nights,
strangers would ask each other for dances without knowing each other’s names), and apologizes for writing to her,
“someone I never met personally.” Sadie forgave the beach of etiquette and responded.
While Harry was settling in the new land in the Canadian West, Sadie was living in Toronto (930 Queen Street East). In
1914, Toronto had reached a population of almost 500, 000. Sadie describes living in a busy urban setting where she
worked in an office, visited family and friends, attended church, and went to the movies. Sadie’s life in a densely
populated upper-middle class neighbourhood was very different to Harry’s occasional community dances.
Queen and Yonge streets, [ca. 1920]
Ministry of Education
Black and white print
Photographs of the Audio-Visual Education Branch
Reference Code: RG 2-71, Item COT-138
Archives of Ontario, I0012494
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In July 1915, Harry Mason enlisted as a Lieutenant in the Canadian Expeditionary Force. His training for the war effort
was to take place in Ontario. His first letter as a soldier had the return address to Napanee, Ontario. In his first letter, he
is enthusiastic about being in training as a soldier, and expects to be promoted to Captain soon.
During his first leave, he spent a day with Sadie.
Sadie’s letters reveals what news was available to those on the Home Front, and how she felt about it. In the following
excerpt, Sadie describes what aspects of the war that she saw while at the local movie theatre:
"There was a splendid picture being shown. A war picture showing both the German & British in action. It is the only
picture known to show actual fighting. We could see the Germans firing at the allies... Harry some of the scenes were
terrible... We saw one man fighting, saw him shot & saw him die. I thought they weren’t allowed to show pictures like
that."
Sadie, 14 Aug 1917
Sadie also reflects about the roles of women during the First World War. She discusses how women are involved in the
war, and thinks about her own contributions at the front.
" So you have quite a large hospital have you? Is there a possible chance of any amateur nurses getting in I wonder. Think
the next thing I will try for will be training for Red Cross nurse… I would love it but that is impossible. "
Sadie, Sunday @ 6 pm [1916]
"I wonder how many times I have wished I were a boy. I seem to like their sports much better like riding, climbing trees,
etc. Oh! I would just love to be going as a soldier & if I had been a boy (worse luck I’m not) I surely would have been one
of some kind. A girl has to wait for results, where a boy can go and see them. Suppose you are shocked at me by now."
Sadie, 6 Feb 1916
Harry’s final letter to Sadie describes the physical and emotional strain that the war is taking on him. Compared to his
initial exchanges, his perspective has changed. The writer has changed from a fresh soldier to an experienced man who
has seen the affects of the war first hand from the battlefield.
"[I]ts very strenuous Sweetheart and I’m tired... what’s the use Sadie of all this horrible slaughter, surely it has gone far
enough now for the world to learn its futility... there are shell holes and craters (mine craters) filled with blood – it turns
me sick – am afraid Sweetheart that this is getting on my nerves, the horror of it all is too continuous... This is a horrid
letter Sweetheart I should never write to you of war I know, you already hear too much about it and am afraid you will
worry dear – please do not..."
Harry, 22 Apr 1917
Lieutenant Harry Mason was killed in action on April 28, 1917. His plane was shot down over Arras, France and he and
his pilot were both killed instantly.
"Miss Sadie Arbuckle,
Toronto, Ont.
Dear Miss Arbuckle,
We received a cable gram from Ottawa that my brother Harry had been killed in action on April twenty-eighth. Harry
often spoke of you and we thought you should know of his death. We shall probably get further word as to the manner of
his death in a week or so and will send the particulars to you if you wish. We all feel his loss very keenly and knowing that
you were very dear to Harry wish you to accept our deepest sympathy. Very sincerely,"
A. Ruby Mason 5 May 1917
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Sadie had sent her final letter before receiving news of Harry’s death. In it, she attempts to help out where she can.
"Harry are you in need of sox, has your supply given out yet? You told me you had plenty but by this time you will have
worn them out. Please tell me and isn’t there anything else you would care for – luxuries of any kind. If you were in the
trenches I would know what to send you as it is I don’t know how you are treated or just what you are given to eat.
Please write and ask me for something."
Sadie, 7 May 1917
Sadie continued correspondence with Harry’s family, but none of her letters survive. The Mason family were very fond
of her, and Harry’s father signed his letters to her with “Dad.”
Letter from Harry Mason’s father, William E. Mason,
to Sadie Arbuckle, [ca. 1917-1918]
Sadie Arbuckle fonds
Reference Code: F 848
Archives of Ontario, I0071691
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The collection and exhibit of Dear Sadie exemplify the difficulties faced during the war. Harry was only one of the
soldiers, and Sadie was only one of the women at the home front, but the letters exchanged between the two pose as
reminders that Canadians had individual lives, loved ones, hopes, and dreams during the turmoil of the First World War.
Reading these exchanges help us recognize the humanity during an inhumane war, and gives readers perspectives of
those fighting overseas, or loved ones at home. Exposure to Harry and Sadie’s documents helps us remember all of
those who fought in Ontario’s First World War.
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FIRST WORLD WAR EVENT: War Artists
War artists from Britain, Canada, and other countries witnessed the scenes alongside allied troops in France to capture
scenes that they encountered. Some war artists documented the efforts at home in munitions factories or
manufacturing plants to portray civilian efforts in producing material for the war. The following images were created by
war artists between 1914 and 1918 that serve as reminders of the devastation of the war.
A view of St. Pierre from the Ypres
Ramparts, July, 1916
Lieut. C. H. Barraud
Print
Reference Code: C 334-1-2-0-6
Archives of Ontario, I000309
Cross roads, Kemmel, 1917
Lieut. C. H. Barraud
Print
Reference Code: C 334-1-2-0-3
Archives of Ontario, I0003105
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Mine crater on the road to Mons, [ca. 1918]
Gerard de Witt
Print
Reference Code: C 334-1-3-0-4
Archives of Ontario, I0013636
Mine Crater on the Road to Mons
By Lieut. Gerard de Witt
The subject of this etching, familiar to every soldier who took part in the advance through the various towns on the way
to Mons, is essentially typical. A huge crater extending almost the whole width of the narrow French street is depicted,
showing also the partial ruins of the tall houses on either side. In this, as in many other cases, barely sufficient space
remains between the walls of the buildings and the crumbing edge of the crater for the heavy guns to pass by. The artist
has treated the subject in a most masterly manner.
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Munitions Fuse Factory, 1919
Dorothy Stevens
Reference Code: C 334-1-5-0-17
Archives of Ontario, I0013280
Painting and sketching scenes on the home fronts in England and Canada was not an easy task. Artists seen sketching in
places of work such as dockyards and munitions factories were often met with aversion. War artists were often thought
of as spies and were frequently reported to the authorities. Permits were issued to ease the situation and tension
between artists and other civilians. However, the issuing made little difference.
There was hostility towards war artists because their work was seen as frivolous compared to other war efforts, and that
their time and energy could be used towards more practical uses. Many women artists recorded scenes of factories,
dockyards, military camps, and aircraft assembly plants.
Dorothy Stevens created the following images that captured the industrial processes that supported the war effort.
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British Forgings, 1919
Dorothy Stevens
Reference Code: C 334-1-5-0-19
Archives of Ontario, I0013282
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Ship Building the Freighter, 1919
Dorothy Stevens
Reference Code: C 334-1-5-0-16
Archives of Ontario, I0013279
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The Sea Boat, Aeroplane
Factory no.1, 1919
Dorothy Stevens
Reference Code: C 334-1-5-0-20
Archives of Ontario, I0013283
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Ready for Shipment, Aeroplane
Factory no. 2, 1919
Dorothy Stevens
Reference Code: C 334-1-5-0-21
Archives of Ontario, I0013284
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321 EXIT TICKET
Name: ______________________________
Three things I learned about ____________________________________________________________________.
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Two ways I contributed:
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One question I still have:
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---------------------------------------------------------------------------------------------------------------------------------------------------------------Name: ______________________________
Three things I learned about ____________________________________________________________________.
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____________________________________________________________________________________
Two ways I contributed:
____________________________________________________________________________________
____________________________________________________________________________________
One question I still have:
____________________________________________________________________________________
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REFLECTION PIECE
Name: _________________________________
In the space provided, describe and reflect how your family experienced the First World War. Make connections
between your reflection piece and the concept of “total war”, or an event studied in class.
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RUBRIC
Category
Name: ______________________________
Level 1
Level 2
THE ACHIEVEMENT CHART: CANADIAN AND WORLD STUDIES, GRADES 9-12
Encouraged best practices through the Ontario Curriculum and Growing Success
Level 3
Level 4
Knowledge and Understanding Subject-specific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding)
The student:
Knowledge of content - Demonstrates limited
- Demonstrates some
- Demonstrates
- Demonstrates
(e.g., facts, terms,
knowledge of content
knowledge of content
considerable
thorough
definition)
knowledge of content
knowledge of
content
Understanding of
- Demonstrates limited
- Demonstrates some - Demonstrates
content (e.g., concepts, understanding of content
understanding of
considerable
- Demonstrates
ideas, theories,
content
understanding of
thorough
procedures, processes,
content
understanding of
methodologies, and/or
content
technologies)
Thinking The use of critical and creative thinking skills and/or processes
The student:
Use of planning skills
- Uses planning skills with
- Uses planning skills
(e.g., focusing research, limited effectiveness
with some
gathering information,
effectiveness
organizing an inquiry,
asking questions,
setting goals)
Use of processing skills - Uses processing skills with - Uses processing skills
(e.g., analyzing,
limited effectiveness
with some
generating, integrating,
effectiveness
synthesizing,
evaluating, detecting
point of view and bias)
Use of critical/creative
thinking processes
(e.g., inquiry process,
problem-solving
process, decisionmaking process,
research process)
- Uses critical/creative
thinking processes with
limited effectiveness
Communication The conveying of meaning through various forms
The student:
Expression and
- Expresses and organizes
organization of ideas
ideas and information
and information (e.g.,
with limited effectiveness
clear expression, logical
organization) in oral,
visual, and written
forms
Communication for
- Communicates for
different audiences
different audiences and
(e.g., peers, adults, and purposes with limited
purposes (e.g., to
effectiveness
inform, to persuade) in
oral, visual, and written
forms
- Uses planning skills
with considerable
effectiveness
- Uses planning skills
with a high degree
of effectiveness
- Uses processing skills
with considerable
effectiveness
- Uses processing
skills with a high
degree of
effectiveness
- Uses critical/creative
- Uses critical/creative
thinking processes with thinking processes
some effectiveness
with considerable
effectiveness
- Uses
critical/creative
thinking processes
with a high degree
of effectiveness
- Expresses and
- Expresses and
organizes ideas and
organizes ideas and
information with some information with
effectiveness
considerable
effectiveness
- Expresses and
organizes ideas and
information with a
high degree of
effectiveness
- Communicates for
- Communicates for
different audiences and different audiences
purposes with some
and purposes with
effectiveness
considerable
effectiveness
- Communicates for
different audiences
and purposes with
a high degree of
effectiveness
THE ACHIEVEMENT
CHART:
CANADIAN
WORLD STUDIES, GRADES 9-12 History
Canadian
History
withAND
Hashtags
Encouraged best practices through the Ontario Curriculum and Growing Success
Page 34
Category
Level 1
Communication (cont.)
Use of conventions
- Uses conventions,
(e.g., conventions of
vocabulary, and
form, map
terminology of the
conventions),
discipline with limited
vocabulary, and
effectiveness
terminology of the
discipline in oral, visual,
and written forms
Level 2
- Uses conventions,
vocabulary, and
terminology of the
discipline with some
effectiveness
Level 3
- Uses conventions,
vocabulary, and
terminology of the
discipline with
considerable
effectiveness
Level 4
- Uses conventions,
vocabulary, and
terminology of the
discipline with a
high degree of
effectiveness
Application The use of knowledge and skills to make connections within and between various contexts
The student:
Application of
- Applies knowledge and
- Applies knowledge and - Applies knowledge and - Applies knowledge
knowledge and skills
skills in familiar contexts
skills in familiar
skills in familiar
and skills in familiar
(e.g., concepts,
with limited effectiveness
contexts with some
contexts with
contexts with a
procedures, processes,
effectiveness
considerable
high degree of
and/or technologies) in
effectiveness
effectiveness
familiar contexts
Transfer of knowledge
and skills (e.g.,
concepts, procedures,
methodologies,
technologies) to new
contexts
- Transfers knowledge and - Transfers knowledge
skills to new contexts with and skills to new
limited effectiveness
contexts with some
effectiveness
- Transfers knowledge
and skills to new
contexts with
considerable
effectiveness
- Transfers
knowledge and skills
to new contexts
with a high degree
of effectiveness
Making connections
within and between
various contexts (e.g.,
past, present, and
future; environmental;
social; cultural; spatial;
personal;
multidisciplinary)
- Makes connections within - Makes connections
and between various
within and between
contexts with limited
various contexts with
effectiveness
some effectiveness
- Makes connections
within and between
various contexts with
considerable
effectiveness
- Makes connections
within and between
various contexts
with a high degree
of effectiveness
Additional comments:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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THE ACHIEVEMENT
CHART:
CANADIAN
WORLD STUDIES, GRADES 9-12 History
Canadian
History
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Encouraged best practices through the Ontario Curriculum and Growing Success
Page 35
Thank you for using a Family History Lesson Plan provided by the Ontario Genealogical
Society.
Please complete this short survey (http://tinyurl.com/qho77u2) about your experience
with our lesson plans. Through this feedback we hope to collect important data on how
these lessons are used and how they can be improved for future initiatives.
Please be sure to visit the Ontario Genealogical Society’s website at ogs.on.ca/lessonplans
for access to other lesson plans for your classroom.
Generous support for this project was provided by:
Project supported by the Ministry of Tourism, Culture and Sport and the Ministry of Government and Consumer Services, under the
Government of Ontario’s employment program, the 2015 Summer Experience Program.
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