The First World War, 1914–1918: “The Great War”

French school system: Cycle 3 • Canadian grade level: Grades 6 to 8

Presentation

This learning resource contains six sections of notes for teachers and six worksheets for students. Teachers will be able to use this resource to cover the sections of the history curriculum that deal with the First World War in a trans-disciplinary manner. By exploring the Apocalypse: 10 Lives platform together with this learning resource, teachers will be able to conduct classroom sessions with activities that will allow the students to acquire the skills and knowledge outlined below.

Grade level: grades 6 and 8 

Basic skills to be acquired

Skill 1

Writing

  •  To be able to answer a question in a complete written sentence.

Skill 4

Consulting documents for information

  • To know how to read digitalized documents.
  • To know how to carry out online research.

Skill 5

Acquiring relevant temporal/spatial reference frames

  • To be able to identify the historical periods covered in the curriculum.
  • To learn and memorize the principal chronological markers (events and characters).

Reading and practising different languages (sources, media supports)

  • To be able to interpret and use texts, maps, drawings, charts, etc.

2008 Curriculum

The violence of the 20th century: two world wars

  • Explain why the First World War is referred to as “The Great War.”
  • Using documents of different types, but with an emphasis on works of art, point out the ways that this war was different from the previous ones.

Reference markers

1916: The Battle of Verdun 

November 11, 1918: The Armistice of the First World War.

Place: Computer room (or a room equipped with an IWB/video projector)

Implementation

Teachers have the latitude to decide the order in which the session will unfold. They should be aware, however, that reading some of the supplementary documents that appear (in capsules) throughout the viewing of the Lives may be difficult for primary-school children, for example, Louise Masson’s report to Dr. Mignault in Scene 4.   Accompanying explanations by the teacher may be necessary.

Notes

© Réseau Canopé, 2015