Today's Itinerary and Activities
Today we started in August 1918, looking at the the 100 Days campaign that defeats the Germany army on the battlefield, and offensive launched by the Canadian corps. Soldiers are tired but morale is high, and the weather is good in August and September before the rains start. There are a million American soldiers already over here, but who are not fully trained or equipped. Do we wait until the spring of 1919 when the Americans are fully ready and equipped? This may save lives, but by that time Germany will have new recruits ready.
We explore the ethical quandaries in the decision-making of commanders: Who dies, when, and how? Although this is the costliest operation of WW1, with 40,000 Canadian casualties over three months, there is no evidence to suggest that the generals squandered lives without careful consideration.
At Bourlon Wood we successfully employ Hill 70 tactics, and Milton Gregg won his Victoria Cross here.
We explore the ethical quandaries in the decision-making of commanders: Who dies, when, and how? Although this is the costliest operation of WW1, with 40,000 Canadian casualties over three months, there is no evidence to suggest that the generals squandered lives without careful consideration.
At Bourlon Wood we successfully employ Hill 70 tactics, and Milton Gregg won his Victoria Cross here.
Where we are |
Contact Us |
Student voice
Today our student participants shared some of their perspectives on history in the classroom.
"We're all history people... things don't just change, people make them change" - one of our students advocating for teachers and other education stakeholders to demand better for history education. At this point in the tour our teacher participants have voiced concerns regarding students not having foundational content knowldge and background before jumping into specific battles, etc.
"Make it messy" is what our students say they prefer, but the question remains: How do we create a student-centred, "messy" classroom that supports curriculum outcomes? Our students, who have all done soldier biographies via the Lest We Forget program in school, advocate for soldier bios as entry points. Why? They provide choice and allow students to make the connections to the bigger picture in their own ways. The purpose of doing a soldier bio is not simply to learn about that one soldier, it gives students skills that they can apply to all kinds of inquiry.
"If you do this once, just once, you have the skills to do it not just in school but in life" - another of our student participants argues.
"We're all history people... things don't just change, people make them change" - one of our students advocating for teachers and other education stakeholders to demand better for history education. At this point in the tour our teacher participants have voiced concerns regarding students not having foundational content knowldge and background before jumping into specific battles, etc.
"Make it messy" is what our students say they prefer, but the question remains: How do we create a student-centred, "messy" classroom that supports curriculum outcomes? Our students, who have all done soldier biographies via the Lest We Forget program in school, advocate for soldier bios as entry points. Why? They provide choice and allow students to make the connections to the bigger picture in their own ways. The purpose of doing a soldier bio is not simply to learn about that one soldier, it gives students skills that they can apply to all kinds of inquiry.
"If you do this once, just once, you have the skills to do it not just in school but in life" - another of our student participants argues.
Photo Gallery
Classroom questions
Should we teach Canadian history so people will be proud of their country?
Do national symbols represent an entire nation? Are there symbols and ideals we hold in common?
How does a memorial both show remembrance for the fallen and also a message for future generations?
Should commemoration intentionally leave some space for interpretation?
Are commemorative structures like memorials also art?
Do national symbols represent an entire nation? Are there symbols and ideals we hold in common?
How does a memorial both show remembrance for the fallen and also a message for future generations?
Should commemoration intentionally leave some space for interpretation?
Are commemorative structures like memorials also art?