Description
Please select any three (3) of the following six questions and answer them to the best of your ability. Your answers will be based on your knowledge of the material covered in your lecture notes and the readings listed in your class schedule. These readings included sections from your textbook by Andrew Iarocci and Jeffrey Keshen, articles and chapters posted under the
“Additional Assigned Readings” heading on Brightspace, and chapters from the book Out of the
Shadows: Canada in the Second World War, which is available in electronic format through the Novanet online library catalogue. Please note, my assessment of your exam will be based on your use of these readings and lecture notes. No research in any further sources is required. If you base your answers on research in outside sources, such as Wikipedia and other internet sites designed for the general public, your exam may not be accepted or may receive a failing grade.
Each question is worth 20 marks. Total value of exam: 60 marks (35 % of the course grade).
- Compare and contrast the experiences of Canadian women during the First and Second World Wars. Be sure to examine women’s participation in both civilian and military contexts. Did one of the two conflicts feature more dramatic changes regarding the social status of women? Or did dramatic change not occur as a result of either war? Support your position with evidence.
- Do amateurs or professionals make the best soldiers? Be sure to support your position with specific evidence from Canada’s involvement in the South African War, the First World War, and the Second World War. In answering this question, do not forget to discuss the various attributes of professionalism and how they may apply to your position on this question, and do not forget to define and apply the concept of the Militia Myth.
- Does the effectiveness of a strategy or type of weapon justify its use in wartime if the result is mass destruction of civilian lives and property? Support your position by outlining the course and results of the strategic bombing campaign during the Second World War, making sure to highlight the prominent Canadian role in the campaign.
- Compare and contrast the Canadian government’s handling of the conscription issue in both the First World War and the Second World War. In which conflict did the government handle conscription most effectively? Support your stance on this question.
- Select one of the following battles or campaigns and analyze the reasons why you believe it was successfully carried out or why it may have failed: Vimy Ridge, Dieppe, the Battle of the Atlantic, Operation Overlord.
- For the most part, did both world wars prove to be beneficial for visible minorities or other ethnic groups in terms of their status, rights, and general treatment within Canadian society? Or did tensions, inequalities, and prejudice generally increase during wartime? Or was there a blend of positive and negative outcomes depending on which ethnic groups one examines within the Canadian population? Whatever position you take, be sure to support it with evidence from both world wars.
Format: Please include a title page featuring your name, course number, course name, and the date. Simply title the document “Take Home Exam.” The text of your answers must be doublespaced and typed using Times New Roman font (12 point size) with 1 inch (2.54 cm) page margins. Number each of your answers with the corresponding number of the question, as it appears above. The font for your footnote citations for each answer can be smaller (down to 10 point size), and footnotes should be single-spaced.
Your answers for each of the three essay questions that you select should average three doublespaced pages in length (giving a total suggested average length of nine double-spaced pages for the completed exam, not counting the title page). If one of your answers is a bit shorter than three full double-spaced pages, that may be acceptable, depending on the nature of the question. But in any case, the text of your completed exam should not be less than eight full double-spaced pages in length, not counting the title page.
Please be sure to cite the sources of the ideas and information expressed in your answers using footnotes – just as you would in a research essay. Citations for lecture material should appear like this example:
Class notes, HIST 2379 1, Canada at War, “Recruiting the CEF.”
The title appearing in quotation marks in the above example is the title of one of our lectures. You will need to change the title given in this example to match the title of whatever lecture you wish to cite at any point in your exam. Titles for specific lectures may be found on Brightspace and on the first slide of each set of Power Points posted on Brightspace for the lectures.
Footnote citations for your textbook by Iarocci and Keshen, and for the electronic book, Out of the Shadows, should employ the normal format for a book by two authors. If you use an additional article or chapter listed on the class schedule and found on Brightspace, then you should employ the citation format for a scholarly journal article or for an essay or chapter from an edited collection. See the History Department’s online Style Manual for history essays for examples.only approved souces:
Explanation & Answer
Please find attached. Hit me up if you need any edits.✌
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TAKE HOME EXAM
Take Home Exam
Student’s Name
Course Number- Name Of Course
Instructor’s Name
Date
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TAKE HOME EXAM
Question 2
From a war perspective, it is apparent that civilians fall as victims in just the same
way as the military personnel suffer during a war. Actually, in previous war cases like the
Second World War, a massive number of civilians came out as casualties and victims in
comparison to the military. From a personal point of view, I agree with the notion that the
effectiveness of a strategy or a type of weapon justifies its reliability if at all there is mass
destruction of civilian property and loss of lives. An article by Grayling supports the
argument through pinpointing out that nearly 800, 000 civilians died in the last war of
Germany blockade, and surprisingly, the majority of the casualties were majorly the old
people, women, and children1. The deaths which happened in the First World War were
majorly catalysed by the fact that the rival group had to keep the soldiers adequately fed, in
return subjecting the civilians to much more life threating scenarios including being
vulnerable to attacks.
The bombing of Japanese Cities by the United States in the Second World War by
atom-bomb was a form of effective strategy after it emerged that there was massive
destruction of civilian lives and property2. The article by Grayling further explores that
civilians have always been the target in different kinds of war looking back at various civilian
deaths either through bombing or starvation as in the case of blockade-induced starvation that
happened in Germany. Most notably, a war strategy that fully undermines civilian morale is
the most effective form of attack. In this regard, the efficiency and capacity of the enemy’s
war industries are reduced, thereby creating logical economic damage. When this happens,
there is a likelihood that the administration has to deal with issues of refugees and repairs and
1
Class notes, HIST 2379 1, Canada at War, “The defence of area bombing.”
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Class notes, HIST 2379 1, Canada at War, “The defence of area bombing.”
TAKE HOME EXAM
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in return, the soldiers and fighters planes are kept away from the battle-fronts forcing them to
protect the cities. It is important to note that this form of strategy also distracts the enemy
soldiers at the front and makes them uneasy and worried about the safety of their families at
home.
On the other hand, the strategies adopted during the bombing campaign of the Second
World War proved to be effective after it emerged that there was mass destruction of property
and lives, especially from a German perspective. An article by Bashow explore that Germany
had invaded a huge part of continental Europe towards the start of the Second World War3.
The Allies had to strategise well on their moves and needed time to build resources that
would prove to be fundamental to liberate the conquered countries. This form of strategy
made Canada enter the war in 1939 with the Royal Canadian Air Force (RCAF) the only
military service4. The strategy adopted was an air campaign that involved bombing strategic
targets in Germany with the intention of reducing the enemy’s industrial and military
capacity. Bashow further elaborates that during the latter stages of the bombing campaign,
there were attacks on the industrial cities within Germany and the attacks were more tactical
than strategic. Moreover, Canada provided command aircraft that were used for
reconnaissance especially for deception operations and electronic warfare.
During the strategic bombing campaign, Canada stood as the main training depot to
almost all the commonwealth aircrew. Moreover, Britain obtained their warplanes from
Canada in the course of the war with Canada proving to be the main supplier. It is perceived
that during this period, Britain lacked a large standing army due to the small population it
had. Moreover, From the British perspective, a significant force of specialised volunteers was
Class notes, HIST 2379 1, Canada at War, “The Balance sheet: The Costs and the Gains of the Bombing
Campaign.”
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Class notes, HIST 2379 1, Canada at War, “The Balance sheet: The Costs and the Ga...
