Day 2 - Did he have freckles? (60 minutes)

Objectives

Students will:

• learn about Newfoundland and Labrador’s contributions during the First World War and the experiences and lives of those who served; and
• create a personal connection with history and those who shaped it.

Resources

• Did he have freckles? PowerPoint slide show (with embedded speakers notes)
• Handout: Create an unknown soldier’s portrait
• Handout: Make an unknown soldier’s thumbprint
• Templates: Thumbprint 1 | Thumbprint 2

Example of an unknown soldier’s thumbprint

Activity

Step 1

Remind students about the importance of the tomb of an unknown Newfoundland First World War soldier as a symbol. It contains the remains of one person but it represents everyone from Newfoundland and Labrador who died with no known grave.

We do not know who the person in the tomb is, but today we are going to imagine who he might have been.

Watch:

Spark students’ imagination about the unknown soldier by watching the Did he have freckles? video.

TIP! Many of the photos used in the presentation feature Newfoundlanders and Labradorians who died during the First World War with no known grave. For deeper learning, look at the photos in the video in more detail by downloading the Did he have freckles presentation. Check the notes on each slide for interesting information, such as where those pictured were from, what they did for a living, and which soldiers were brothers. These facts can help students make a local or personal connection and will also bring the images to life.

Step 2

Lead a discussion about what the life of the unknown soldier may have been like. Create space on the board or on chart paper to make a list of things we know about the person and things we don’t know.

Use the examples below as a guide.

What we know:

• We know that he was a soldier who served with the Royal Newfoundland Regiment.*
• Because he was an infantry soldier, we know he was a man. Women were not permitted to serve in combat roles during that time.
• We know that he died and was buried in northern France.

What we don’t know:

• What he looked like
• How old he was
• Where he was from
• What he liked to do
• Whether he had a family
• What his personality was like
• What his favourite food was
• What his racial, cultural or religious background was
• Why he enlisted (money? adventure? patriotism?)

Add to the list with your class...

Choose an art project for your class or create your own

• Handout: Create an unknown soldier’s portrait
• Handout: Make an unknown soldier’s thumbprint
• Templates: Thumbprint 1 | Thumbprint 2

Example of an unknown soldier’s thumbprint

*Important

Remind students that the tomb of an unknown Newfoundland First World War soldier represents Newfoundlanders and Labradorians from all branches of service who have no known grave. So when we imagine who the tomb represents, we can include those who served in the Royal Newfoundland Regiment, Newfoundland Royal Naval Reserve, the Newfoundland Mercantile Marines and other Allied forces.

For deeper learning

Here are a few facts you could share with students about life in Newfoundland and Labrador during the First World War:

• When the war began, Newfoundland and Labrador had a total population of about 242,000 people. That is about how many people would fit in the Rogers Centre in Toronto (Home of the Toronto Blue Jays) if we filled it five times.
• About half of those people were men. More than one out of every three (35.6%) men age 19 to 35 living in Newfoundland and Labrador served in the military. Think of people you know who are that age. Can you imagine 1/3 of them leaving to fight a far-off war?
• Most people lived in small, coastal communities. Newfoundland and Labrador's economy centred on the codfish industry. Local fish workers caught and processed fish. Mining and forestry industries were also important. In St. John’s, people may have worked as labourers, in manufacturing, as professionals or in sales.
• People communicated with those far away mainly by letter or telegraph. Only a small number of homes had telephones. Television hadn’t been invented yet and radio was still in its infancy.
• Just like today, people loved playing sports, reading books and playing games. They played music and went to dances. Many people also enjoyed hunting or fishing.

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