"The enemy is bad but the enemy is war itself."
Today's Itinerary and Activities
Today we discussed the end of the First World War and considered how wars end. We then transitioned from discussing the First World War to the Second World War.
Following breakfast, we packed our gear into the vans and drove from Arras to a field located between Cambrai and Bourlon. On the way there, we crossed over the Canal du Nord and passed the Dury Canadian Memorial, which commemorates the Canadian Corps' attack of Arras, its capture of German lines, and its breach of the Canal du Nord in August/September 1918. When we arrived at the field, we spent a few minutes investigating the terrain. Following this, Lee shared his insights into Canada's role during the final days of the First World War (also know as the Hundred Days Offensive). Before getting back in the vans, Cindy asked us to consider the First World War's impact on civilians. Blake also spoke briefly about assessing students in History class.
Our second and third stops of the day were Crest Cemetery and Hangard Wood British Cemetery where Lee and Lynzee presented their soldier biographies. Before heading north to Normandy where we began examining the Second World War, Zakk facilitated a seminar during which we discussed the beginning of the end of the First World War.
Our drive to Normandy was about three hours in length. Before arriving at our final destination of Dieppe, we stopped at Puys, a nearby fishing village. As we approached Puys' rocky beach (Plage-Baignade Puys), we noticed a memorial to Canadians. Upon examining it, we discovered that it commemorates the Royal Regiment of Canada's actions during the 19 August 1942 Dieppe Raid. Following an interrogation of Puys' beach, Lee briefly explained his perspective on the significance of Puys during the Dieppe Raid.
After leaving Puys, we drove a short distance to Dieppe, our home base for the night. Before dispersing, Cindy asked that while exploring Dieppe, we keep an eye open for evidence of Canada and Dieppe's longstanding connections.
Following breakfast, we packed our gear into the vans and drove from Arras to a field located between Cambrai and Bourlon. On the way there, we crossed over the Canal du Nord and passed the Dury Canadian Memorial, which commemorates the Canadian Corps' attack of Arras, its capture of German lines, and its breach of the Canal du Nord in August/September 1918. When we arrived at the field, we spent a few minutes investigating the terrain. Following this, Lee shared his insights into Canada's role during the final days of the First World War (also know as the Hundred Days Offensive). Before getting back in the vans, Cindy asked us to consider the First World War's impact on civilians. Blake also spoke briefly about assessing students in History class.
Our second and third stops of the day were Crest Cemetery and Hangard Wood British Cemetery where Lee and Lynzee presented their soldier biographies. Before heading north to Normandy where we began examining the Second World War, Zakk facilitated a seminar during which we discussed the beginning of the end of the First World War.
Our drive to Normandy was about three hours in length. Before arriving at our final destination of Dieppe, we stopped at Puys, a nearby fishing village. As we approached Puys' rocky beach (Plage-Baignade Puys), we noticed a memorial to Canadians. Upon examining it, we discovered that it commemorates the Royal Regiment of Canada's actions during the 19 August 1942 Dieppe Raid. Following an interrogation of Puys' beach, Lee briefly explained his perspective on the significance of Puys during the Dieppe Raid.
After leaving Puys, we drove a short distance to Dieppe, our home base for the night. Before dispersing, Cindy asked that while exploring Dieppe, we keep an eye open for evidence of Canada and Dieppe's longstanding connections.
Key Points to Consider About Canada During the Final Years of the War
During our first stop of the day, Lee explained some interesting facts about Canada and the Canadian Corps during the final years of the First World War:
- In 1917, following three years of bloodshed, Canada earned its own seat at the Commonwealth Conference.
- By 1918, Canada had run out of volunteers and the government was faced with imposing Conscription or slowing down Canada's participation in the war. The government chose to impose Conscription, which became a hotly debated issue that divided Canadians on the home front.
- The Canadian Corps' most significant contribution to the First World War was its August 1918 assault of the Arras-Cambrai Road.
- The series of battles during the final days of the war are historically significant because innovative tactics were implemented to ensure wins on the battlefield.
Do wars end for civilians?
Following Lee's talk, Cindy gave a brief description of the humanitarian disaster that resulted from the First World War. For example, she explained that the war made entire regions uninhabitable and that it took many years for towns and cities to rebuild. She also posed the question Did the First World War end for those living along the Western Front?.
After some reflection, Alex, Lorelei, and Vanessa shared their responses to Cindy's question:
After some reflection, Alex, Lorelei, and Vanessa shared their responses to Cindy's question:
- Alex: "Wars end in the accepted definition via armistice or surrender. The aftereffects of wars do not end, as we have all come to realize over the past week."
- Lorelei: "Wars do not end... The human condition seems to dictate that we cannot get over ourselves enough to love, appreciate, and truly understand one another. I find it sad..."
- Vanessa: "Although the Great War officially ended on 11 November 1918, it still continued for civilians. We see evidence of this in the ground. For instance, the French and Belgian countrysides are pockmarked with shell holes and it is common to find pieces of shrapnel during walks through farmers' fields. Also, the presence of memorials and cemeteries along the former warring zone keeps the war alive and meaningful to the civilians living there."
Best Practices For Assessing Students of History
Today Blake explained that assessment practices have remained relatively stagnant since the late 1800s. He advised that History teachers adopt assessment practices that complement twenty-first century learners.
Traditional Assessment Practices
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Twenty-First Century Assessment Practices
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While discussing assessment practices, Blake pointed out that twenty-first century teachers must consider the eight intelligences outlined in Howard Gardner's Multiple Intelligences Theory. He also explained that when developing projects, preparing assessments, and evaluating students, teachers must ensure that their students are working at the higher levels of Bloom's Taxonomy.
Films as a Teaching Tool
There are many historical dramas and documentaries about the First World War and the Second World War. Paul Gross' Passchendaele, Steven Spielberg's Schindler's List, and Pascal Vuong's D-DAY: NORMANDY 1944 are just three of many examples. Blake shared with us how films can be used effectively in their teaching.
Students watch (part of) a film and then conduct primary source research to determine whether the events and people depicted throughout the video are based on evidence. Teachers can take this project a step further and ask their students to use evidence to rewrite the less historically-accurate parts of the film.
Another possibility is to have students consider the questions Whose voice is heard? and Whose voice is missing? while they watch the film. They can also ask their students to rewrite the script from a different group's perspective.
Students watch (part of) a film and then conduct primary source research to determine whether the events and people depicted throughout the video are based on evidence. Teachers can take this project a step further and ask their students to use evidence to rewrite the less historically-accurate parts of the film.
Another possibility is to have students consider the questions Whose voice is heard? and Whose voice is missing? while they watch the film. They can also ask their students to rewrite the script from a different group's perspective.
The Significance of Puys
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After exploring Blue Beach, Lee provided us with some insights into why there is a monument commemorating the Royal Regiment of Canada beside the rocky shores of Puys:
The August 1942 Dieppe Raid (code-named Operation Jubilee) required the Canadian Army to raid the ports of the coastal city of Dieppe. Canadian regiments landed on four beaches: Green Beach, Blue Beach, Red Beach, and White Beach. The Royal Regiment of Canada, reinforced by the Black Watch (Royal Highland Regiment), landed on Blue Beach (Puys Place-Baignade) on 19 August 1942. |
Normandy and Canada: An Enduring Connection
During our exploration of Dieppe, we discovered plaques and monuments that demonstrate the centuries-old connection between Normandy and Canada. We came across a plaque commemorating the Filles du roi, French women who voyaged from France to present-day Canada in the seventeenth century to marry the French settlers of New France. We also discovered the Square du Canada (Canada Square). Located directly beneath the Château de Dieppe, the Square du Canada features a monument that commemorates the ties between Canada and Normandy. The square also includes a plaque that commemorates Canada's actions in the August 1942 Dieppe Raid.
Soldier Biographies
Lynzee's Soldier
Private John Bernard Croak, V.C.
13th Canadian Infantry Battalion
Hangard Wood British Cemetery
Private John Bernard Croak, V.C.
13th Canadian Infantry Battalion
Hangard Wood British Cemetery
Seminar
Before we left the Hangard Wood British Cemetery, Zakk conducted his seminar. After Zakk posed the questions below, he facilitated a circular group discussion.
- How do you end a war?
- Why is the movement of the One Hundred Days Campaign forgotten, yet the attritional battles (e.g. Somme and Ypres) are remembered so disproportionately?
- What punishment do the Central Powers deserve? What statement should the Entente be making?
- Who deserves most of the blame?
- What of post-war reconstruction? Do Entente Powers have an obligation to help in this effort?
- How do you teach the First World War given its infinite complexity and the multiplicity of pertinent (and potentially illuminating) stories?
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