Ethical Dilemmas 1920-1945

This project allows you to voice your opinion and express how you feel the lessons from the past
can inform our actions when we face a crisis today. For this project, respond to one of the ethical
dilemmas listed below. In your response support your position with historical research using a
point/proof/analysis format.
Choose one of the following modes of persuasion to express your opinion on the prompts:
- write a mini-essay (2 pages double spaced, multiple paragraphs)
- create a 1-2 minute film / public service announcement (a work cited is required)
- deliver a public speech (You must provide a transcript and work cited for the speech)
- a mode of your choosing (please ok with me)

Ethical Dilemmas discussed from WWII include:

1. Did the 1920’s really roar? Consider the experience of certain groups during this time like
First Nations people, Chinese immigrants, workers)
2. To what extent was Canada complicit in appeasing Germany in the 1930’s? Did Canadian
politicians do enough (or anything to stop his rise?)
3. Consider Canada’s immigration policies and anti-semitism prior to the Holocaust. To what
extent did Canada fail Jewish refugees?
4. What were the Canadian government’s policies towards enemy aliens during World War II.
Specifically consider the treatment of Japanese Canadians.
5. How did marginalized groups contribute to the war? How were these groups treated by
Canadian society & the Canadian military?
6.Consider Canada’s role in the creation of the atomic bombs used on Japan? Should Canada
have participated in the Manhattan project. What impact did uranium mining have on FN
communities?
7. During World War II the RCAF participated in bombing missions of European
cities, and civilian targets were often a part of these missions. To what extent was this ethical?
TIPS for this PROJECT

● Use expository format in your response (logical organization - introduction, body paragraphs, conclusion).
Ensure your piece has a clear point of view.
● Use primary source evidence to highlight your points. All sources must be cited using APA formatting.

● Be passionate and persuasive.

 ● Connect to a contemporary crisis (synthesis).

Below Level 1 Level 1 Level 2 Level 3 Level 4

0 – 49% 50 – 59% 60 – 69% 70 – 79% 80 – 100%

Students expresses ideas Student expresses ideas
inadequately with many and information almost
grammatical and spelling errors. adequately, many
grammatical or spelling
errors.
Communication
Student expresses Student expresses Student expresses ideas and
ideas and information ideas and information information with a high degree of
adequately, some effectively, minimal effectiveness, no grammatical or
grammatical or grammatical or spelling spelling errors.
spelling errors. errors.

0 1 2 3 4 5 5.5 6 6.5 7 7.5 8 8.5 9 9.5 10

Below Level 1 Level 1 Level 2 Level 3 Level 4
0 – 49% 50 – 59% 60 – 69% 70 – 79% 80 – 100%

Student applies no knowledge or
skills developed in class.
Footnotes and work cited were
not included.
Application
Student applies Student applies Student applies Student applies knowledge and skills
knowledge and skills knowledge and skills knowledge and skills developed in class with a high degree
developed in class developed in class developed in class of effectiveness. Footnotes and work
with marginal somewhat effectively. effectively. Footnotes cited correctly completed.
effectiveness. Footnotes and work and work cited were
Footnotes and work cited were partially mostly correct.
cited not correct. correct.

0 1 2 3 4 5 5.5 6 6.5 7 7.5 8 8.5 9 9.5 10

Below Level 1 Level 1 Level 2 Level 3 Level 4
0 – 49% 50 – 59% 60 – 69% 70 – 79% 80 – 100%

Knowledge and Understanding

Student demonstrates no Student demonstrates Student demonstrates Student Student demonstrates thorough
knowledge or understanding minimal knowledge and some knowledge and demonstrates good knowledge and understanding of the
of the period in Canadian understanding of the understanding of the knowledge and period in Canadian History.
History. period in Canadian period in Canadian understanding of the
History. History. period in Canadian
History.
0 1 2 3 4 5 5.5 6 6.5 7 7.5 8 8.5 9 9.5 10
Below Level 1 Level 1 Level 2 Level 3 Level 4
0 – 49% 50 – 59% 60 – 69% 70 – 79% 80 – 100%

Student does not employ
historical thinking skills,
data is not used, no
planning is evident.
0 1 2 3
Student barely employs
historical thinking skills,
unorganized data,
minimal planning.
4 5 5.5
Thinking
Student partially Student employs Student effectively employs
employs appropriate appropriate historical appropriate historical thinking
historical thinking thinking skills; data is skills; data is thoughtfully
skills; data is organized, and planning is organized, and planning is
somewhat organized evident. evident.
with some planning.
6 6.5 7 7.5 8 8.5 9 9.5 10