The Road to Vimy Project

The Goals of our Road to Vimy Project

Valour Canada has designed the Road to Vimy Website to illustrate the entry into the First World War by Canada, but more specifically to commemorate the 100th anniversary of the Battle of Vimy Ridge by presenting a description of the lead-up to Vimy, the actual battle, and its aftermath. Many see the cohesiveness that developed and culminated during the taking of Vimy Ridge as the birth of Canada; this topic will be explored in the final unit.

The educational materials presented on the Road to Vimy website are aimed towards our adolescent readers, but it is Valour Canada’s hope that the content provided is accessible to all ages and groups, including cadets, veterans, adult groups, or any other member of the public interested in Canada’s military history.




Our Background

Valour Canada is a charitable organization with Canadian citizenship and military history at its core. We develop and provide online content, professional development opportunities for teachers, and educational opportunities for students which foster a deeper understanding of who we are as a nation, in terms of our foreign policy goals and actions, and who we might become individually as humanitarians, military personnel, policy makers, journalists, etc.

We are an organization that believes in student engagement, academic rigour, teacher professional development, innovative teaching and learning practices, and the connection between curriculum and identity. As we grow, and begin to reach beyond, we are expanding our online offerings in an attempt to create a learning community that spans the country from coast to coast to coast.

In addition to our current Road to Vimy Ridge project, we have others that may be of interest to all Canadians. The Forgotten Fallen film, created in 2014-2015, breathes life into four monumental Canadians who made the ultimate sacrifice during the First World War and who are some of the 19,000 fallen who have no known grave. It can be viewed at: Forgotten Fallen

Also, our LLANDOVERY CASTLE educational package, which can be found here, delves into the specific case of Margaret Marjory Fraser, the nursing sister of the hospital ship the LLANDOVERY CASTLE, who lost her life at the hands of a German submarine-fired torpedo while taxiing wounded soldiers across the Atlantic.

It is our interest that Canadian teachers and students gain a deeper understanding of the contributions Canadians have made historically and the impact of those contributions on our national and international identity(ies). Furthermore, we believe that there are existential topics at the heart of these stories that may pique students’ and teachers’ curiosity, drive student-led inquiries into the historical and contemporary implications of these questions, and bridge the gap between knowledge and action beyond the classroom.

Contact Us

For general inquiries, to provide feedback on content and/or design, or for any other purpose, please contact us by clicking on the mail icon in the lower right of your screen.

For questions regarding education, please email our educator.


If you would prefer to use traditional mail, please send to:

Valour Canada

1820 24 Street SW

Calgary, Alberta, Canada

T2T 0G6

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If you would like to receive our quarterly newsletters, more information about our programming, or any notices on new releases, please join our mailing list by submitting your email address. Please note that you can opt out at any time and that ValourCanada takes your privacy very seriously.

Provincial Curricular Links

The various materials presented by the Road to Vimy site cover a wide range of historical facts, interesting figures, important events, and timeless issues. Consequently, numerous expectations dictated in various provincial curriculum documents are covered by the subject material on the Road to Vimy website. It is our aim that our presentation will not just assist teachers, but that learning for users will be facilitated in a meaningful and long-lasting manner. Please review below for expectations that would be covered should a class decide to review the entire Vimy site.

Teachers, please note that the following descriptive list is not exhaustive and that it is simply a means of outlining to teachers which topic areas are potentially covered.

British Columbia:

Social Studies 11

The following goals reflect and are represented in the prescribed learning outcomes for Social Studies 11 in each curriculum organizer:
• Students will become familiar with the rights, responsibilities, and practices of active Canadian citizenship.
• Students will explore Canada’s role in the conflicts of the 20th century and its contribution to global stability.
• Students will explore important issues related to Canada’s evolving identity.

It is expected that students will:
– describe Canada’s evolution as a politically autonomous nation
– identify and describe the significance of events contributing to national autonomy, such as − creation of the Canadian Corps in WWI − Paris Peace Conference/League of Nations
– assess Canada’s role in World War I and the war’s impact on Canada
– describe Canada’s military participation in WWI (e.g., Somme, Passchendaele, Vimy Ridge, Ypres, 100 Day Campaign) ‰
– relate Canada’s war losses to the nature of warfare (e.g., attrition, trench warfare, submarines)
– explain the war’s impact on the home front (e.g., “enemy aliens,” conscription, Halifax explosion, Victory Bonds, rationing, War Measures Act)

– apply critical thinking—including questioning, comparing, summarizing, drawing conclusions, and defending a position—to make reasoned judgments about a range of issues, situations, and topics
– give examples of critical-thinking processes (e.g., questioning, hypothesizing, inferring, predicting, summarizing, verifying, identifying relationships and patterns, using analogies, comparing, classifying, drawing conclusions, defending a position, reassessing a position)
-recognize connections between events and their causes, consequences, and implications (e.g., relate current events to historical contexts)
– develop pertinent questions to define a topic, issue, or situation
– compare a range of points of view on an issue
– draw conclusions about an issue, situation, or topic
– defend a position on an issue, situation, or topic

…illustrate Canada’s participation in the following aspects of World War I: Somme, Passchendaele, Vimy Ridge, Ypres, 100 Days Campaign, War Losses, treatment of enemy aliens, War Measures Act and conscription, Halifax Explosion, war on the home front (including Victory Bonds and rationing), and women’s role in the war at home and overseas.

Possible questions include the following:
− How important was Canada’s role in Vimy Ridge?
− How did the conscription issue divide Canadians? − What role did women play on the home front? What role did women play overseas? How important was the role of women in the war effort?
− Explain the changing nature of warfare (e.g., trench warfare, submarine warfare, battles of attrition).
− What were the conditions for soldiers in the trenches?
− What were Canada’s war losses?
− What were Canada’s role in specific military events including Somme, Passchendaele, Vimy Ridge, Ypres, and the 100 Days campaign?


Social Studies 30-1

– 2: Ideology- To what extent should we embrace an ideology?

Anthropology 30-1

– The Examination of Traditional-state and Empire Societies; Culture Interrelationships and CultureChange

Western World History 30

– The beginnings of national movements; Equality and revolution; Nationalism and imperialism

International Politics 30

– The nature and evolution of power in international relations; Historical forms of international relations; The effects of technology on international relations; International forums for peace

Social Studies 20-1

– 2: Nationalism- To what extent should we embrace an ideology?

Social Studies 10-1

– 2: Nationalism- To what extent should we embrace globalization?

Social Studies 9

– cooperation, conflict resolution, and consensus building

including Somme, Passchendaele, Vimy Ridge, Ypres, and the 100 Days campaign?


History 30

Unit 3: External Forces and Domestic Realities

– The First World war: The Power of the State (p.304)

– Conscription and a Divided Nation (p.306)

– Collective Security and Individual Rights (p. 308)

– Breaking the Old Ties (p.310)

History 10

Unit 5 Core Content:

– nineteenth century asumptions about international relations (p.510)

– the problem of defending strategic interests within an interdependent world (p.512)

– the impact of the alliance systems on international relations (pp.524-528)

– the effects of World War 1 (p.534)

– Consequences of World War I: search for National and Collective Security (p.536)


Grade 11 Social Studies

Essential Question 11.3.4: How was Canada’s identity as a nation shaped by the First World War and by its changing relationship to Great Britain and the world?

Canada and the First World War (1914–1918)

Origins of the war; brief overview of rising European nationalism and militarism

Canada supports Britain and enters the war; Imperial War Cabinet

Canada’s military contribution: the Western Front and trench warfare; major battles (e.g., Ypres [1915], Somme [1916], Vimy Ridge [1917], Passchendaele [1917], 100 Days [1918])

Significant involvement of Aboriginal peoples

Conscription crisis (1917) Q The home front: war industries; popular support for war effort; role of women; propaganda; enemy aliens (e.g., Ukrainian internment) (Note: Refer to social change in EQ 11.3.2.)

Armistice (1918)


Grade 12 Western Civilization – Historical Review of its Development (1995)

Unit VI Topics and Focusing Questions

World War I and Major Developments to 1939

 How did World War I change the balance of power in the world?

What were the aims of the League of Nations? To what extent was the League successful? Not successful? Why?

What were the ideological responses to conditions prior to, during, and after World War I?


Grades 9 & 10 Canadian and World Studies

Note: the information presented on this, our Vimy Ridge site, pertains predominantly to the History subject area, particularly to “Canadian History since World War I, Grade 10”, Academic (CHC2D) and Applied (CHC2P), however, the information can also be applicable for covering some of the learning expectations of “Civics and Citizenship, Grade 10”, Open (CHV2O). The following are some examples of expectations that could be covered:

Canadian History since World War I (CHC2D/P)

A: Historical Inquiry and Skill Development

  • A1. Historical Inquiry- A1.1-1.9
  • A2. Developing Transferable Skills- A2.1-2.4

B: Canada, 1914-1929: Strands B-E

  • B1. Social, Economic, and Political Context- B1.1-1.4
  • B2. Communities, Conflict, and Cooperation- B2.1-2.5
  • B3. Identity, Citizenship, and Heritage- B3.1; 3.3

Civics and Citizenship (CHV2O)

A: Political Inquiry and Skill Development

  • A1. Political Inquiry- A1.1-1.4
  • A2. Developing Transferable Skills- A2.1-2.4

B: Civic Awareness

  • B1. Civic Issues, Democratic Values- B1.1-1.3

C: Civic Engagement and Action

  • C1. Civic Contributions- C1.1-1.3
  • C2. Inclusion and Participation- C2.2

Grades 11 & 12 History

Note: the information presented on this, our Vimy Ridge site, pertains predominantly to the History subject area. Different learning expectations are covered in varying degrees amongst “World History since 1900: Global and Regional Interactions” (CHT3O), “Canada: History, Identity, and Culture” (CHI4U), “World History since the Fifteenth Century” (CHY4U), “Adventures in World History” (CHM4E), and Adventures in World History (CHM4E). The following are some examples of expectations that are covered:

 All courses

A: Historical Inquiry and Skill Development- all courses cover various sub expectations


World History since 1900: Global and Regional Interactions” (CHT3O)

B: Empires and Nationalism, 1900-1919

  • B1. Social, Economic, and Political Context- B1.1-1.4 see curriculum document
  • B2. Communities, Conflict, and Cooperation- B2.1-2.3 see curriculum document
  • B3. Identity, Citizenship, and Heritage- B3.1; 3.3-3.5 see curriculum document

Canada: History, Identity, and Culture (CHI4U)

D: Canada, 1867-1945

  • D1. Setting the Context- D1.1; 1.3; 1.5-1.6 see curriculum document
  • D2. Interactions and Interdependence- D2.1-2.4 see curriculum document
  • D3. Diversity and Citizenship- D3.1; 3.3 see curriculum document

World History since the Fifteenth Century (CHY4U/C)

E: The World since 1900

  • E1. Social, Economic, and Political Context- E1.1-1.2; 1.4
  • E2. Communities, Conflict, and Cooperation- E2.1-2.5
  • E3. Identity, Citizenship, and Heritage- E3.1-3.4

Adventures in World History (CHM4E)

D: Since the Early Nineteenth Century

  • D2. Politics and Conflict- D2.1-2.6


Secondary Cycle 2, Year 3:

Social Science: History of the 20th Century Program


Key Topics:

European Hegemony (Imperialism, Rivalries, Colonialism, Nationalism, Socialism, Total War, The Great War)

Crises and Conflicts (Totalitarianism, Communism, Diplomacy, Militarism, Propaganda)

New Brunswick:

Canadian History 122

Unit II: 1896-1920, Canada’s Century Begins

– Section 2: Canada and the Great War

Outcome #1- will demonstrate their understanding of the role and extent of Canadian participation in WWI.

Outcome #2- will… understanding of internal turmoil caused by Canada’s participation in WWI. Outcome #3- will… understanding of the full political maturing of Canada due to participation in WWI.

Modern History 111, 112, 113

Nationalism and Negotiation

3.1 Power, Authority and Decision Making

Students will:

– 3.1.1 Know, understand and be able to express examples of power relationships and rivalries between European nations, as causes of the First World War (1860s to 1914).

3.2 Historical Thinking Concepts Students will:

– 3.2.1 Be able to express how power is typically exercised on a continuum and that the exercise of power can have both intended and unintended consequences.

– 3.2.2 Analyze the ingredients of power potential. 3.2.3 Examine historical perspectives to explain the concept of ethnic nationalism and the role it played in the exercise of power by European nations from 1860 to 1945.

3.3 Making Connections Students will:

– 3.3.1 Examine the role nationalism plays in a modern society involved in conflict.

Destruction and Disillusionment

4.1 Destruction and Disillusionment Students will:

– 4.1.1 Know and understand that mechanized/industrialized warfare led to an increased level of destruction.

– 4.1.2. Comprehend the effects of war on individuals and societies.

4.2 Historical Thinking Concepts Students will:

– 4.2.1 Understand and be able to explain the points of view of those negotiating the treaties to end the Great War in 1919.

– 4.2.2 Demonstrate how the articles of the Treaty of Versailles were at odds with the stated goal of achieving collective security.

4.3 Making Connections Students will:

– 4.3.1. Compare and contrast the quest for collective security in 1919 with that of modern day efforts.

P.E.I. and Nova Scotia:

Canadian History 621A

Students will be expected to: identify those individuals, events, and/or symbols that they believe have contributed to the development of Canada and explain their historical significance

GL4- analyze the role played by WWI in shaping Canada’s identity

S1- demonstrate an understanding that struggles for sovereignty affect countries and peoples globally

S2- demonstrate how desires for sovereignty create conflict and compromise

Canadian Studies CAS401A

Unit 2: Canada’s Voices from the Past

– 10-2-3- describe several personalities who have contributed to the growth and development of Canada

– 10-2-5- illustrate on a timeline, major historical world conflicts in which Canadians have played a role


Canadian History 1201

Unit 1: Canada at the Turn of the 20th Century (1900-1914)

– 1.3- Changes in Society: the place of women, children, urban poor, Aboriginal peoples and minorities

– 1.4- Canadian nationalism: issues relating to international events and French-English

Unit 2: Canada in the First World War (1914-1918)

– 2.1- Entry into the War: Support for Britain, military preparedness, recruitment, attitudes toward war

– 2.2- War experiences: trench warfare, tactics and technology, experiences of various groups

– 2.3- Canadian contributions: battles and military operations, Aboriginals, women, and specific individuals, casualty rates

– 2.4- Home Front: economic, political, and social growth


World History 3201

 Unit 1: World War I (1914 – 1918)

Unit 1 examines the sources of tension among European nations that created the volatile political environment prior to the assassination of Archduke Franz Ferdinand which triggered war in 1914. Consideration will be given to the major causes and events of the war, the impact of new technologies applied to warfare, and the nature and terms of the peace process as the Allied Powers met at Versailles in January 1919.

– 1.1 Students will be expected to draw upon primary and/or secondary sources to demonstrate an understanding of the causes of World War I. (1.1.1-1.1.4;   1.1.6;   1.1.8)

– 1.2 Students will be expected to draw upon primary and/or secondary sources to demonstrate an understanding of important events of World War I. (1.2.1-1.2.4;   1.2.8;   1.2.9)

– 1.3 Students will be expected to draw upon primary and/or secondary sources to demonstrate an understanding of the peace process ending World War I. (1.3.6)

The Road to Vimy Ridge

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