Women in Canadian History Education Guide

T his g ui d e c o m pl e m e nts pr ovi ncial a n d territorial curriculain middle and high school history and s ocial sci e nce class es. T h e historical t hi nki n g fra m e work d evel o p e d by Dr. Peter S eixas a n d t h e Historical Thinking Project hasinspired classroo m activiti es to pr o m ote res earc h a n d a nalysis, e n ga g e critical t hi nki n g, pr o m ote c o m m u nicati o n skills, a n d explore ethical questions. Thelessons may be used se que ntially ori n divi dually. O wi n g t o d e ma n d for m or e r es o urc es ex pl ori n g rece nt history, t his g ui d e c o nce ntrates o n t h e 2 0t h century. As we celebrate a century of wo men’s suffrage,it’si mportanttorecognizethat while this victory was aland mark achieve ment, social c ha n g e a n d t h e p us h for e q uality wer e n’t b or n fr o m, n or c o m pl ete d by, ac hi evi n g t h e ri g ht to vote. Putting girls and wo meninto social studies a n d history narratives b e gi ns wit h a rec o g niti o n of t h eir diversity, as well as a rec o g niti o n t hat not all perspectives arerepresentedinthis g ui d e. St u d e nts are e nc o ura g e d to re m e m b er t hat t h e ex p eri e nces of o n e wo ma n or gr o u p are n ot re pres e ntative of everyo n e, a n d ma ny stori es re mai n u ntol d. T h e c o m plicate d nat ure of rec ord e d history, c urric ular re q uire m e nts, a n d spaceli mitations do not allo w ustotell everyone’s stori es, a n d we h o p e t hat teac h ers will s hare ot h er perspectives, experiences, and stories. Teachers may wa nt to hi g hli g ht t h es e stori es d uri n g Wo m e n’s History Monthin October. Historica Canada’s bilingual education guides are a c olla b orative pr ocess t hat e n ga g es history educators, acade mic historians, and co m munity stakeholdersin content creation andlesson planning.

Sketch fro m the collection of a British wo manliving near Niagara Falls, inscribed:“The black wo man who with her husbandtookin + nursedthe poor sick black man who could not payfor hislodging - shelived near us and beca me a great friend.” Caroline Bucknall Estcourt,1838/1839(courtesy Library and Archives Canada/Acc. No. 1950-29-64/ C-093963).

in Canadian History

Wo men Say No to Racis m (courtesy City of Toronto Archives/ Fonds 493/File 3).

W o men have played a crucialroleinthe story ofthe past and ho wit shapes the present, but o fficial histories often overlooked wo men's contributions. Until recently, history textbooks were usually written by and about men. Those accountstendedto mini mizethe place of wo men and girlsinthe national narrative,insteadfocusing on men’s publicroles, particularlyin wars and politics. Fa mily histories were moreinclusive, presenting wo men’s diverse roles. Today, historians are startingtorecoverthe co mplicatedrealityin which both wo men and men have shaped hu man history. Wo men’s history seeks to write wo men back into the parts of the narrative fro m which they have been o mitted, with the g oal of telling a more co mplete story. Wo men and girls were(and are) agents of change, andignoringtheirroleleaves history biased,inco mplete, and misleading. Wo men’s historyinthisland began withIndigenous wo men, andlater French, British, and African wo men arrived. Overthefollo wing centuries,i m migrantsfro m aroundthe world beganto arrive, finding a ho me and shapingthelandthat would beco me Canada. Wo menfro m every corner ofthe world no w sharein creating Canada’s history. This education guide exa mines key mo ments and figures, ackno wledging broad changes over ti me and the diversity this entails. Class, race, ethnicity,language,religion, genderidentity, sexual orientation, politics, and geography allinfluence wo men’s experiences. No single guide can capture thefullrange of hu man experience, butthese pagesintroduce Canada’s on-going story of diversity, with a focus on girls and wo men. They provide sna psh ots of i mportant mo mentsin wo men’s history,thoughthousands of other stories are left unexplored. Ourjob as historians and studentsisto continuetoinvestigate those stories after we put do wn our texts. This guide ai mstoincorporate diverse perspectives on wo men’s history. The activities weavetogether keyideas and methodologiesthatteachers may wantto unpack with students. The Historical Thinkin g C once pts help students analyze the past and understand what happened and what those events mean. For more on the Historical Thinking Concepts, visit historicalthinking.ca. Historical Significance is a measure of what makes so meone or so mething i mportantinthe historical narrative. People and eventsinthe past are historically signi ficantifthey created changethat affected many people overti me, orifthey reveal so mething aboutlargerissuesin history orthe present day. Ho wever, historical signi ficanceis subjective: whatis signi ficantto one group may not be to another.

Acco m m odati ons for S pecial Educati on, ELL, and ESL students areincluded under the appropriate sections, andidentified as Modi fication . Many ofthe activitiesinthis guide require advanced reading skills. Consider pairing E L L students with stronger readers.

Reco m mended articles (i n it ali c s) can be accessed by visitingthe Wo menin Canadian History Collection on The Canadian Encyclopedia . Supple mentary worksheets (notedin bold throughout) can be do wnloaded on the Historica Cana da E ducati on Portal . Thefollo winglist of bilingualresources supports educators and students butis not exhaustive.

Having fun during a course on the use of gas masks, Chilliwack, British Colu mbia, 1945(courtesy Aileen Hanger/The Memory Pr oj e ct/ Hi st ori c a C a n a d a).

The Canadian Encyclopedia thecanadianencyclopedia.ca Historica Canada Education Portal education.historicacanada.ca/ Passages Canada passagestocanada.co m/ Dictionary of Canadian Biography biographi.ca/en/ Wo men's History Videos celebrate wo menshistory.ca

On the Cover: Rise Up:International Wo men’s Day,1984 (c o urtesy City of Tor o nto Arc hives/ Fo n ds 111/ S eri es 66 0/ Fil e 1 4). International Wo men’s Day Poster,1982 (c o urtesy City of Tor o nto Arc hives/ Fo n ds 111/ S eri es 66 0/ Fil e 1 4). Stop Violence Against Wo men button. Courtesy Rise Up Fe minist Archive. (riseupfe ministarchive.ca/culture/buttons/stopviolenceagainst wo men/).

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co mparisons bet ween mo mentsinthe past andthe present, or bet weent wo pointsinthe past. We evaluate change overti me using turning points andtheideas of progress and decline. Pri mary S o urce Evi d e nce is the ra w material that historians use to assessthe past. When evaluating sources —letters, ne wspaper articles, ph otogra phs, diaries, g overn ment rec ords, etc. — we search for clues to hel p us un derstan d the rati onale an d ai m of the creators, an d the historical c ontext of the s ource. Ca us e a n d C o ns e q u e nce: Historians want to un derstan d b oth the causes andi mpacts of past events. Exploringthis co mplex relationshipre minds usthat historical events are notinevitable. The origins and causes of events are multi-di mensional: we must explore long- and short-ter mfactors, study context(conditions, attitudes, andideologies), and considerthe po werthat hu mans exercise. So me consequences are expected, while others are unanticipated. Ex pl oring Hist orical Pers p ectives involves working to ward a better un derstan ding of the acti ons, decisi ons, worl dvie ws, an d ex periences of people wholivedin different historical contexts. We must not i ma gi ne or g uess w hat s o me o ne fr o m t he past believe d or val ue d, but exa mine evidenceto dra w observations andinferences. The pers pective of o ne pers o n fr o m t he past ca n pr ovi de a wealt h of evidence about an event, an experience, or a worldvie w, but we must c onsi der multi ple pers pectives to devel o p a broa d un derstan ding of the different vie wsthat existedinthe past.

The Ethical Di mension asks usto avoid making ethicaljudg ments a b out an event, p olicy, or pers on until we first exa mine the c ontext fro m different perspectives. Our current beliefs and values shape ho w we vie w the past, an d we nee d to be a ware that past worl dvie ws can differfro m our o wn. Good historical scholarship does notignore or atte m pt to c over u p discri minati on, cri mes, or events, but c onsi ders their ethical meaninginthe context oftheti mein whichthey occurred. Continuity and Change sho ws ho w events,ideas, and peopleinthe past are connected. Hu man societies areinterrelated and evolving ratherthanisolated. Continuity and change can be assessedthrough Pro minence: Was the person or event recognized as significant attheti me? Why or why not? What didit meanto be“signi flcant”? C onse quences: What effect(s) did the person or event have? I mpact: Ho w widespread andlong-lasting wasthe person or eve nt’si m pact? Revealin g: What does the person or event reveal about the larger historical context or currentissues? Ho w dothey infor m our understanding of a historicalissue or period? 1

E. Pauline Johnson, a Moha wk poet, writer, artist, and perfor mer, ca. 1900 (courtesy Vancouver Public Library/Cochran of Ontario/9429).

Peace, Pink, Power by Cheryl Braganza, 201 4.Braganza was a M ontreal artist and hu man rights activist wh o s p oke for wo men and minorities through her art, which continues to send a message of e mpo wer ment to girls and wo men.

A muralin Digby, NS,tellsthe story ofthe Acadian people ( Drea msti me.co m/ Meunierd/43286617).

key terms

Fe minis m: The belief that wo men and men are equal and should be treated as such. The fe minist m ove ment seeks to achieve e quality on allfronts,including social, political, econo mic, educational, and personal. Fe minis m can be classi fiedintothree waves, with each wave dealing pri marily with a different aspect of the move ment to ward equality. First- wavefe minis mfocused mainly onlegalissues, including wo men’srightto vote(suffrage) as well aste mperance, pro perty, parental, and marriage rights. Second- wave fe minis m, begininginthe1960s, was connectedtothe wo men’sliberation move ment, which workedto ward social equalityfor wo menin issueslike reproductive rights,legal barriers, sexuality,fa mily, the workplace, and do mestic violence. Third- wavefe minis m beganin t h e 199 0s, c o nti n ui n g t h e work of t h e s ec o n d wave b ut foc usi n g o n moreinclusiverepresentation;it soughtto eli minate gender-role stereotyping andtoinclude wo men with diverseracial and cultural identities. Fe minis m continuesto evolve,just asit continuesto work on changing attitudes and perce pti ons for a m ore e qual s ociety. Intersectionality:Theideathat socialidentities and categories are inherentlyinterconnected was developed by Blackfe ministthinker Ki mberlé Crensha wtoidentify ho w syste ms of po wer(advantage and disadvantage) affect everyone, beneffit so me, and exclude others

by reason of class, race, sexual orientation, age, ability, and gender. Many wo men face marginalizati on, exclusi on, and p overty because of multi ple, syste mic for ms of discri minati on. Institutionalized/Syste mic Discri mination: Discri minatory treat ment by society anditsinstitutions,including patterns of behaviour, policies, or practices that create or perpetuate disadvantages for marginalized pe o ple through bias or une qual treat ment.It can beintentional or unintentional, and many people are not conscious of the discri mination. Privile ge: Certain advantages are available only to particular groups of people, and socialinequalities apply onlyto certain groups. Privilege canincludethingslikerace, class, gender, ability, education, and many more. Students shouldlearnthattheir perspectives may be shaped by their privileges or disadvantages to build understanding of different situations, opinions, and actions. Presentis m: Thei mposition of presentideas on peopleinthe past, includingthetendencytointerpret past eventsinter ms of modern values. When exploring historical perspectives, we should avoid presentis m.

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1 Adaptedfro m“ Considering Signi ficance,” TC2, https://tc2.ca/pdf/T3_pdfs/ E HT_The Greatest Hits.pdf

a ctivities

Abolitionist and publisher Mary Ann Shadd Cary, ca.1855 1860 (courtesy Library and Archives Canada/ C-029977).

Create a collaborative museu m exhibit exploring the signi ficance of wo men and girls’ contributions to Canada. Museu ms can provide windo wsintothe past. Many museu m exhibits share historyin a waythat e mphasizesthe experiences androles of men, distorting our perception of history.I magine your class is res p onsible for a ne w exhibit that highlights a diverse range of wo men who made a differenceintheirti mes and ours. 1. Working as a pair or s mall group, choose a wo man or group fro mthelist belo wtoresearch. 2. Note your findingsinthe Museu m Panel Graphic Organizer , available on the E ducati on Portal . Begin your research on The Canadian Encyclopedia or the Dictionary of Canadian Bi o gr a p h y , and use other sources. • Indigenous wo meninthefurtrade such asCharlotte S mall and Thanadelthur • Early workers and entrepreneurs such as Lady Sara Kirke, Martha Black , andIsobel Gunn • Religiousleaders such as Jeanne Mance,Marguerite Bourgeoys , andMarie del’Incarnation • Filles du roi • Indigenous wo men who encountered settlers, such asSaint Kateri Tekak witha ,Mikak ,Molly Brant , andTookoolito • White pioneer wo men such as Catherine Parr Traill and Susanna Moodie • EarlyIndigenous activists such as Nahneebah wequa (Catherine Sutton) • Enslaved Black wo men such as Chloe Cooley andMarie Joseph Angélique • Anti-slavery activists such as Mary Ann Shadd Cary • Western settlers such as Marie-Anne Gaboury (Lage modière) • Wo menin Métis co m munities, such as Sara Riel • Rural teachers, such as Mathilda Davis

L’arrivée des Filles du Roi by Eleanor Fortescue Brickdale (c o urtesy Li brary a n d Arc hives Ca na da/Acc. n o 1996-371 1/ C-020126).

3. Usingthe Historical Signi fficance Criteria(see page 3), assess thei mportance ofthe wo man youresearched. Justify why she should be highlightedin a museu m exhibit. 4. Create a descriptive museu m panel on a poster or digitally, including the foll o wing: • A brief description of the wo man or group of wo men • An explanation of whattheyreveal aboutlife attheti me • An argu ment abouttheir signi ficancein Canada’s history • I magesthatillustrate your perspective,if available

5. Present the panel to the class, and together create a collaborative museu m gallery.

MODIFICATION: CHOOSE A WOMAN FROM THE LIST TO RESEARCH. ANS WER THE 5 WS. HO W LONG-LASTING WAS HERI MPACT ON SOCIETY? WAS SHE RECOGNIZED AS SIGNIFICANTIN HER O WN TI ME? JUDGE THEI MPORTANCE OF HER CONTRIBUTIONS. PRESENT THISINFOR MATION ORALLY TO THE CLASS.

Teacher Ti p : Have each pair or group research a different wo man or group.Ifthey choose another wo man or group, ensure adequate research material.

Molly Brant, also kno wn as Koñ watsi’tsiaiéñni (courtesy Library and Archives Canada/ ©Canada Post Corporation/e000008247).

1. Workingin s mall groups, choose one ofthe pri mary sourcesfro mthe Wo men and Work Worksheet , available ontheEducation Portal. 2. Co mplete each step of the Pri mary S ource Analysis Gra phic Organizer . 3. I magine you’rethe wo man or girlinthe source. Write aletterto a loved one, describing(if you can) your working conditions and wages. Include your day-to-day experiences and challenges, thinking about thingsliketroubles with sick children,li mitedjob prospects, desire for money,legalissues, or ho w yourfa mily orthe co m munity vie w you and your work. Teacher Ti p: Suggest to your students that after flnishing the pri mary source analysis chart,they cantake notes on any unclearlanguage and seek out de finiti ons for unfa miliar words. Tell the m to break d o wn di ficult sections andre- writethese passagesintheir o wn words.

Explore wo men and girls’ diverse roles, workplaces, and conditions using pri mary sources. What do they reveal about early Canadian history? Wo menin Canada have al ways worked, perfor ming differentrolesin a variety of workplaces. The majority were expected to bear and raise children and to care for men, the disabled, and the elderly. Wo men and girls re mained over whel mingly res p onsible for d o mestic labour even as paid work beca meincreasingly co m mon bythe 20th century(especially before marriage). Jobs, whetherin other’s ho mes,factories, o fices, or shops, were oftenlo w-paying, exploitative, and offeredlittle hope ofindependence. Class andrace deter mined opportunity. Takethesefactorsinto account when exa miningthetreat ment of wo meninthe workplace.

MODIFI CATION: THINK/PAIR/SHARE: WHATIS THE ORIGIN OF THE SOUR CE? WHATIS THE PURPOSE OFITS CREATION? WHAT DOES THIS EVIDENCE TELL US ABOUT THE PAST?

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An advertise mentinthe Upper Canada G a z ett e selling a young wo man as a slave, 179 5 (c o urtesy Arc hives of O nt ari o/ N- 31).

“ My poor husband, you co mplain of yourten hours of work.I’ve been working fourteen hours, and my dayis not yet over.” By Joseph S wain,1871 (courtesy McCord Museum/C572_A.02.532.1).

Wo men scraping and stretching deer skin, North West Territories,1936 (courtesy Library and Archives Canada/ Canada. Dept. ofInterior/ PA-047987).

Wo men vendors at Montcal m Market, Québec City, ca.1890 (courtesy Mc Cord Musue m/ MP-1977.182.1).

Tolearn about wo men’si mportantroleinthe First World War, explorethe First World War Education Guide ontheEducation Portal, and watchthe Nursing Sisters Heritage Minute .

MODIFICATION: PARTNER WITH A STUDENT WHO HAS CHOSEN A GROUP ORINDIVIDUAL THAT INTERESTS YOU. DRA W A BEFORE-AND-AFTER VISUALI ZATION FOR THEIR WRITING,ILLUSTRATING WHAT YOUR GROUP ORINDIVIDUAL CHANGED .

Re fiect on a wo man or organizationinthe early 20th century who pioneered equality, questioned prejudices, or challenged oppression, and write a textbook “Special Feature ” page about her and her achieve ments. Early organized wo men’s activist grou ps, often referred to as first- wave fe minists, began to achieve successinthe early 20th century asthey ca mpaignedfor suffrage, paciffis m, te mperance, andlabour and healthrights along withlegal and political equality. Prepare a one page s pecial feature secti on for a ne w Breaking Barriers textb o ok that focuses on wo men and girlsin Canadian history, workingtoincorporate diverse perspectives and narrativesin history classes. As a class, co mbine your work to create a ne w textb o ok for students at your sch o ol.

1. Using the criteria for historical significance(see page 3)

2. To prepare your specifictextbook page,identify: • the person or group • whatthey did( flve detailed andinfor mativefacts) • when and wherethey were most active • the speci fic barrier they tackled • an overall assess ment of their historical signi ficance

Miss A. Tho mas, a Cree registered nurse at the Wo men’s Pavilion ofthe Winnipeg General Hospital,1960 (courtesy Library and Archives Canada/ Canada. Dept. ofIndian Affairs and Northern Develop ment/PA-202475).

to structure your research, investigate an organization orindividualfro mthe

“Change makers”tabintheWo men in Canadian History collection on The Canadian Encyclopedia .

If possible,include a pri mary sourcefor extrainterest. This might be a photograph, a painting, a poe m, aletter, or a ne wspaper story aboutthetopic.

Wo men prospectors on their way to the Klondike, 1 89 8 (c o urtesy U S Li brary of C o n gress/ Pri nts and Photographs Division/B. W. Kilburn/LC USZ62-2129/2012646447).

Group of Black wo meninfront of a Y. W.C. A. boarding h o us e, Tor o nt o, O ntari o, 1917 (c o urtesy Li brary a n d Archives Canada/ Willia m Ja mes/PA-126710).

Wo men’s Bureau o ficers at Québec,1928 (courtesy Library and Archives Canada/Ed wards/C.G. Motion Picture Bureau/ C-045113).

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1. Dividethe classinto ffive groups, with each group assigned a me mber ofthe Fa mous Five. 2. Read the articles Fa mous Five a n d Persons Case , and the article on your me mber on The Canadian Encyclopedia , and use other sources as needed. 3. Each group should explore the perspective of their subject on one of the follo wing key aspects of the suffrage move ment: • The right of so me wo men to vote • The right of so me wo men to hold public o fice • Te mperance and prohibition • I mprove mentsin wo men’srights,including property, mothers’rights, equal pay, etc. • I mprove mentsin public health 4. Each group willresearch, write, and present a petition. Be creativein your three- minute presentation, during which all me mbers must participate. The petition will be no morethan 300 words and must be groundedin evidence. 5. Questionsto addressinthe petition: • What values orideas doesthe wo man you chosere fiect, speci flcallyin relation to your chosen aspect? • Ho w were her understandings of the rights and role of wo men different fro m those of suffrage opponents? Sho w the other side, but stay on m e s s a g e. • Ho w would you atte mptto convince your opponentsthat suffrageis an essential right of all wo men and that the area you exa mined must be r ef or m e d ?

Write a petition fro m the perspective of one of the Fa mous Five. Atthe end ofthe First World War, most wo men were grantedtherightto voteinfederal elections and stand for elected o fice. H o wever, under Canada’s c o nstit uti o n, t h e 1867 British North A merica Act , wo men were not o ficially“persons” andthus could not be appointed to the Canadian Senate. Alberta’s Fa mous Five challenged this exclusion. E mily Murphy, Nellie McClung, Louise McKinney, Henrietta Muir Ed wards, andIrene Parlby, all white wo men, petitionedthe Supre me Court of Canada, butin 1928itruledthat“persons” did notinclude wo men. The Five appealed to Canada’s highest court, the British Privy Council, whichin1929 overrodethe earlier decision and declared wo menlegal persons underthela w.It was not until muchlaterthat all Indigenous and Asian-Canadian wo men were given the funda mental rights of full citizenshi p, but the Fa mous Five did not concern the mselves with this exclusion. 2 Teacher Ti p: Students may need extra research to ans wer the questi ons. Pro p ose further res ources, assign this as ho me work, or give groups extra ti me. MODIFICATION: WITHIN YOUR CHOSEN GROUP, CREATE A COMIC STRIP OF SIX PANELS TOILLUSTRATE HO W YOUR FA MOUS FIVE LEADER VIE WED THE TOPIC YOUR GROUP RESEARCHED.

Learn more about suffrage and t h e ri g ht to vote wit h t h e Wo m e n's Suffragein Canada Education Guide, availa bl e o n t h e E d u cati o n Portal .

A model ofthe“ Wo men Are Persons!” statue, honouringthe contributions of the Fa mous 5. The sculpture by Barbara Paterson was unveiled on Parlia ment Hillin 2000 (courtesy Fa mous 5 Foundation).

Explorethe moral dile m mas weface when we co m me morate controversial historical figures, and write aresearch-based persuasiveletter. Experiences, values, worldvie ws, and beliefsrefiectthe erain which peoplelived. The way people vie wedthe worldinthe past, andthe choicesthey made, were a product of manyinfiuences and cannot belabelled si mply“good” or“evil.” We usuallyre me mberthe Fa mous Fiveforthe positive changethe Persons Case broughtfor wo men, andtheir co m mit mentto equal payfor equal work andjoint custody of children. These wo men, h o wever, su p p orted p olicies that m ost Canadians n o w consider discri minatory and wrong, such as the forced sterilization of people with develop mental disabilities(a key ele ment ofthe eugenics move ment, which supported controlled selective hu manreproduction),the denial ofthe voteto mostIndigenous and Asian wo men, andraciallyrestrictivei m migration. Ho w should modern Canadians make sense of this, and ho w should we re me mber these wo men?

Henrietta Muir Ed wards, ca.1890 (courtesy Glenblow Archives/ Pitta way/ N A- 26 07-7). Nellie Mc Clung,1914 (courtesy Library and Archives Canada/Cyril Jessop/PA-030212). Irene Parlby, ca.1910-1918(courtesy Glenbow Archives/NA-273-1). E mily Murphy (courtesy Provincial Archives of Alberta/A3460). Louise Mc Kinney,1925 (courtesy Glenbow Archives/NA-825-1).

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2 Tolearn abouttherestrictions on votingrights appliedto wo men,read Indigenous Wo men andthe Franchise,Rightto Votein Canada (Asian Canadians section), Black Voting Rightsin Canada , and Wo men’s Suffragein Canada o n The Canadian Encyclopedia .

Request for assistance fro m Mrs. Tho mas Hodgins to Pri me Minister R. B. Bennett, Septe mber 28,1933 (courtesy Library and Archives

Canada/ Micro fil m reel M-1321/396173-396182).

Readletters written duringthe Great Depressionto understand wo men’s beliefs, attitudes, and perspectives on what was happening to the m, their fa milies, Canada, and the world. Canadians were hit hard bythe Great Depression ofthe1930s.In di flcult ti mes, many wo men needed to take on paid work, while still being ex pected to care for their fa milies. Many struggled to kee p fa miliesfed and clothed, barely ableto cover basicliving expenses. Une mploy ment, destitution, and violence were widespread. Not only werethey oftenthelo west paid, but wo men were offered ali mited range ofjobs andtheir opportunities were generallyinferiorto men’s. Many struggling wo men(and men) addressedtheir concerns, anger, and despair by writing to Pri me Minister R. B. Bennett. They told of co m monplacetragedy, and askedforrelief(a co m monter mfor social welfare), or helpin gettingjobs. So meti mesthey de manded his govern ment find solutions to the econo mic crisis. 1. Workingin s mall groups,read aletter written by a Canadian wo manto Pri me Minister Bennettinthe Wo meninthe Great Depression Worksheet , available ontheEducation Portal. What doesitreveal aboutthei mpact ofthe Depression? 2. Usingthisletter and The Canadian Encyclopedia arti cl e Gr e at Depression , co mplete each step of pri mary source analysis with thePri mary Source Pyra mid ,located ontheEducation Portal.

MODIFICATION: FOCUS ON ONE OF THE LETTER WRITERS. WRITE A DIARY ENTRY FROM HER PERSPECTIVE THAT OUTLINES HER DAY-TO-DAY EXPERIENCES. BASE YOUR ENTRY ON HISTORICAL EVIDENCE FROM YOUR RESEARCH ABOUT WOMEN’S LIVES DURING THE GREAT DEPRESSION.

Hunger March duringthe Great Depression, Ed monton,1932 (courtesy Provincial Archives of Alberta/Roy Berlando/A9214).

PART A: 1. As a class, establishfourto six criteriato deter mineif a person should be co m me morated, andifthey are controversial, ho wto co m me morate the m. Consider the political and social context ofthe historical figuresinvolved. What shapedtheir beliefs and actions? Were other choices available? What are the bene fits and the dangers ofi mposingtoday’s standards as wejudge public ffigures fro m the past? PART B: 1. Workingindividually,read E u g e ni c s o n The Canadian Encyclopedia . 2. Choose one of the Fa mous Five to research, and read the corresponding Canadian Encyclopedia article:Nellie Mc Clung , Henrietta Muir Ed wards ,Louise Mc Kinney,E mily Murphy, orIrene Parlby. Teachers, make sure each wo manisrepresented. 3. Co mpletethe 5 Wsfor your choice: Whois she? What did she do? When and where was she active? Why was shei mportant? Ans wers can focus on p ositive or negative contributi ons. N ote which s ocial and econ o mic grou ps these wo men ca me fro m, and why thisisi mportant. 4. Record beliefs, actions, or opinions that might be considered controversial today, and consider ho w this affects your understanding.

5. Usingthe criteria you createdin Part A, deter mine whether she should be co m me morated, and ho w. 6. Write a persuasiveletterthatincorporates yourresearch and includes both sides ofthe debate.It couldtakethefor m of: • alettertotoday’s Govern ment of Canada arguingto keep or re move the statue of the Fa mous Five fro m Parlia ment Hill; • aletterto a school boardthat has a school na medfor Nellie Mc Clung, defending or objecting to the na me; • alettertothe City of Ed monton, which has parks na med after each ofthe Fa mous Five, arguingthatitrena me or preserve one of the parks; • alettertothe Govern ment of Canada defending or opposingthe “honorary senator” status giventothe Fa mous Fivein 2009. Extension: Research and discuss other exa mples of controversial figures and their me morialization across North A merica with your cl a s s. MODIFICATION: COMPLETE A T-CHART WITH POSITIVE CONTRIBUTIONS ON THE LEFT AND NEGATIVE CONTRIBUTIONS ON THE RIGHT. WRITE AN EXIT SLIP ANS WERING THE QUESTION “HO W SHOULD WE COMMEMORATE PEOPLE WHOSE POLITICS ARE UNACCEPTABLE BY TODAY’S STANDARDS?”

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1. Individually orin s mall groups, choose one ofthe posters availableinthe Second World War Posters Worksheet ontheEducation Portal. 2. Analyze the poster using the Pri mary S ource Pyra mid, available ontheEducation Portal. 3. Ans wer the foll o wing questi ons: • Describethe poster. Whatlanguage and/or sy mbols are used? Whoisrepresentedinthe posters and whois not? Think aboutrace, age, class, standards of beauty, etc. • Whatistheintended message? Whatisleft out? Whoistheintended audience? • Does the poster represent a departure fro m or a continuation of roles wo men traditionally played? • What does the poster tell us about vie ws and expectations about the roles of wo men during the w ar ? 4. Present your poster and analysis to the class. Explain what youlearned about wo men’s experiences and discuss whatthese postersleave out. MODIFICATION: HAVE STUDENTS FILL OUT A K/ W/L CHART ABOUT THEIR POSTER. Fro mlefttoright: “Attack on all Fronts,” Second World War propaganda ca mpaign, by Hubert Reginald Rogers,1943 (courtesy Library and Archives Canada/The Hubert Rogers Collection/ Gift of Mrs. Helen Priest Rogers/Acc. No.1987-72-105/ C-103527). “ Shoulder to Shoulder,” poster pro moting the Canadian Wo men’s Ar my Corps, ca. 19 4 4 (c o urtesy Li brary a n d Arc hives Ca na da/e 0 039 0 0663). Recruit ment posterforthe Wo men’s Royal Naval Service,1943 (courtesy Jean MacDonald/The Me mory Project/Historica Canada).

Explore the meaning of propaganda posters for attitudes to ward and beliefs about wo men duringthe Second World War. During the war, the govern ment and various organizations produced thousands of propaganda postersthat used po werfuli mages and slogans to boost morale, generateinvest ment, and pro mote patriotis m, enlist ment, military production, and sacrifice. Many were explicitly ai med at wo men. So me sho wcased traditional roles such as motherhood and nursing and highlighted protection and moral superiority, while others pro moted wo men’s entryintojobstraditionally filled by men. All wereintendedtorouse wo mento support the war effort.

For moreinfor mation onthe history of wo meninthe Second World War, visit the me moryproject.co m andthe Second World War Collection on The Canadian Encyclopedia (choosethe“ Wo men”tab), and exploretheSecond World War Education Guide ontheEducation Portal.

1. Choose a wo manfro mthelist belo w andreadthe corresponding article on T h e Canadian Encyclopedia . Take notes on her signiflcance(see page 3).

DEEPA MEHTA DIONNE BRAND DJANET SEARS EDEN ROBINSON EMILY CARR ESI EDUGYAN GABRIELLE ROY JONI MITCHELL JOYCE WIELAND JOY KOGA WA

JUDY KANG K.D. LANG KENOJUAK ASHEVAK KIM THUY MARGARET AT WOOD MARGARET LAURENCE PORTIA WHITE TANTOO CARDINAL TREY ANTHONY YING CHEN

ALANIS OBOMSA WIN ALICE MUNRO ANITA RAU BADAMI ANNE HEBERT ANNE MURRAY ANTONINE MAILLET BUFFY SAINTE-MARIE CAROL SHIELDS CELINE DION DAPHNE ODJIG

Develop an argu ment about why we should co m me morate a certain wo man, and explain her historical signi fficance. Wo men have made vital and groundbreaking contributions to Canada’s arts and culture scene, writing, dancing, acting, and painting their wayinto history.I magine you must co m me morate one wo man’s infiuence onthe culturallandscape. Choosing a wo man who was active fr o m 195 0 o n ward, n o mi nate h er for a Great Canadian Contributor Award, whichis a wardedto a wo man who has made a significant contribution to Canada’s culturallandscape.

2. Prepare an a ward no mination arguing why your choice should be honoured, using the historical signi ficance criteriatojustify heri mportance.

Singer-song writer k.d.lang ( Drea msti me/30075897/ Carrienelson1).| Author Gabrielle Roy,1946(courtesy Library and Archives Canada/ Ronny Jaques/ R3133-679-3- E) .| Inuit artist Kenojuak Ashevak dra winginside hertent, Cape Dorset, Nunavut,1960(courtesy Library and Archives Canada/ Rose mary Gilliat Eaton/e010835887).| Fil m director and screen writer Deepa Mehta,1996(courtesy Library and Archives Canada/Susan King/R11941-5/e006610231).

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4. Write a ne wspaper article on one ofthefour develop ments(see works heet) for wo me n d uri n g t he Q uiet Revol uti o n. Yo ur article s h o ul d a ns wer t he foll o wi n g: • What happened? • When and where didit happen? • Who wasinvolved? Who was affected? • Why and ho w didit happen? • What werethe short-ter m andlong-ter m consequences? What might be so me unintended consequences? Teacher Tip: Encourage studentsto considerthei mpactthatrace, class,(dis)ability, and/or sexual orientation might have had on ho w wo men responded to the key develop ments. Extensi on: Co mplete your exploration of this topic with a s mall group or class debate about whether the Quiet Revolution was as “revolutionary”for wo men asit wasfor Québec society.

This activity explores the origins and effects of the Quiet Revolutionfor wo menin Québec. The1960s was a period of great changein Canada, particularlyin Qué bec. During the Quiet Revoluti on, the provincial g overn ment ma de s wee ping refor ms to pr ovi de Qué béc ois with greater c ontr ol over their culture and econo my;the po wer ofthe Catholic Churchin society and education waned; and a modern and nationalist senti ment e merged. Theserefor ms, coupled with social change across Canada,ledto a funda mental shiftfor wo men. Legislation and civilla w offered wo men ne w free d o ms a n d a ge nerati o n of fe mi nists p urs ue d e q uality t hr o u g h organizati ons such as the Fé dérati o n des fe m mes d u Q ué bec ( F F Q). 1. C o nsi der t he ca uses a n d c o nse q ue nces of c ha n ge for Qué béc oise wo men as you rea d Wo men an d the Quiet Revoluti on o n The Canadian Encyclopedia . 2. Usingthe develop mentslistedinthe Quiet Revolution Worksheet , available ontheEducation Portal,readthe brief c orres p o n di n g article fr o m t he Musée québécois de culture p o p ul air e an d c o m plete the chart. 3. On a scale of1(noinfiuence)to 5(highinfiuence),rankthe i mportance ofthefourtopicsinthe chart. Who and whatis mi s si n g ?

MODIFICATION: DIVIDE STUDENTSINTO S MALL GROUPS, AND ASSIGN EACH GROUP AN ARTICLE TO READ. ASK STUDENTS TO COMPLETE A FISHBONE CHART ASSESSING THE CAUSES OF THEIR ASSIGNED EVENT, AND HAVE THE MIDENTIFY THREE CONSEQUENCES. GROUPS CAN PRESENT THEIR FINDINGS TO THE CLASS.

T h ér ès e Cas grai n, fe mi nist, p oliti cia n, a n d s e nat or, 19 37 (c o urtesy Library and Archives Canada/Yousuf Karsh/PA-178177).

1. In pairs or s mall groups, select one ofthereco m mendationsfro mthe Reportin theRoyal Co m mission Worksheet , available ontheEducation Portal. 2. Deter mine ho w well your selectedissue has been addressed beforethe re p ort, after t h e re p ort, a n d to day. Re m e m b er t hat c ha n g e occ urs at differe nt rates; pr ovi nces a n d territori es may have vari o us a p pr oac h es to t h e Re p ort’s reco m mendations. 3. Co metogether as a classto share yourresearch. Afterlearning aboutthe various r ec o m m e n dati o ns, disc uss t h e foll o wi n g q u esti o ns: • To what extent did the Royal Co m mission on the Status of Wo men make a differencein wo men’slivesin Canada? Which wo men? • Wasthe Royal Co m mission aturning pointin Canadian history? • Whichreco m mendation hadthe greatestlastingi mpact? Why? On who m? • Whatissues stillrequire actiontoday?

Explore so me key reco m mendations of the Report of the Royal Co m mission on the Status of Wo men to deter mine the extent to which progress has been made. The Royal Co m mission on the Status of Wo men was establishedin1967inresponseto de mands by multiple wo men’s groups that Otta wa tackle prejudiceininstitutions as well asinthe personal sphere to counteract the real hu man costs of discri mination. After extensive public hearings andthousands ofletters andtesti monies,the Co m missionissued areportin1970, making167 reco m mendati ons for federal acti on to achieve equality bet ween men and wo men. Leadingissues included political representation, education, poverty,fa milyla w, birth control and abortion rights, child care, maternityleave, pay equity, and the status ofIndigenous wo men.

Extension: Investigate wo men who were active participantsinthe pushfor wo men’srights, such as Florence Bird, Dorothea Pal mer, or Barbara Cadbury.

MODIFICATION: CREATE A FLO W CHART VISUALIZING YOUR SELECTEDISSUE. HO W WASIT ADDRESSED BEFORE THE REPORT, AFTER THE REPORT, AND TODAY?

Meeting ofthe Royal Co m mission onthe Status of Wo menin Canada (courtesy Library and Archives Canada/Do minion Wide Photographs Li mited/1971-191 NPC).

Inthe1960s, a“Second Fe minist Wave” de mandedlegislativerefor msto create a more equal society,including issues of peace and disar ma ment, greater politicalrepresentation,reproductiverights, pay equityin e mploy ment, l e gal ri g hts, a n d m ore. O n D ece m b er 21, 1967, t h e n– J ustice Mi nister Pi erre Tr u d ea u si g nal e d a maj or c ha n g e for Canadian society when he declaredthat“there’s no placeforthe stateinthe bedroo ms ofthe nation.” His govern ment’s Cri minal La w A mend ment Act(CL AA)legalized abortion under certain conditions and decri minalized ho mosexuality, contraceptives, and birth control(a mong otherthings)to“[bring]thela ws oftheland upto conte mporary society.”

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Plaque on the exterior wall of L’École Polytechnique co m me morating the victi ms of the Montreal Massacre (courtesy wikico m mons/ Bobanny).

Explore the Montreal Massacre events and violence against wo men and girls. O n D ece m b er 6, 1989, a ma n e ntere d M o ntreal’s Éc ol e Polytec h ni q u e a n d s e parate d mal e a n d fe mal e students, shooting and killing14 wo men while screa ming“You are allfe minists.” Canadians were shocked and horrified, but where so me sa w only a crazedindividual gun man, othersidentifiedinstitutionalized anti-fe minis m and violence against girls and wo men. The bloodshed encouraged many to take this event, kno wn asthe Montreal Massacre, seriously as an expression of a wider proble m.In1991, Canada declared Dece mber 6 a National Day of Re me mbrance and Action on Violence Against Wo men. In your classroo m, you will create a me morial poster that honours victi ms and educates students about the continued reality of violence against wo men and girls.

3. Decide as a clas s what the mes and co mponents would be appropriate, and then create a poster using materials of your choice. 4. Conduct a gallery walk and debrief. Extension: Have a class discussion about misogynyin current events, addressing the e mergence of the # Me Too and #Ti mesUp move ments. Discuss what has changed and what has not.

1. As a class, watch the foll o wing vide o fro m the C B C Archives, htt ps:// w w w.youtu be.c o m/ watch?v=n dk w 0y K85z 4 , and read about the victi ms and survivors of the massacre at htt p:// w w w.cbc.ca/ montreal/features/re me mber-14/ and http:// montrealgazette.co m/ne ws/local-ne ws/polytechnique massacre-lives-forever-chan ge d . Read more about the events on The Canadian Encyclopedia andin mediareports. 2. Partner up to research the events. • What happened? • Why didit happen? Whatisthe context ofthis event? • Whyis this event historically signi fficant? » Ho w didthis eventresultin change? » Ho wisthis eventtoldto us? • Why did the Montreal Massacre produce such an over whel ming response? What diditreveal aboutthelargerissue of violence against wo men and girlsin Canadian society?

MODIFICATION: PAIR STUDENTS. HAVE ONE STUDENT CONDUCT THE RESEARCH, AND THE OTHER COMPLETE THE VISUALS.

Courtesy Rise Up Fe minist Archive. riseupfe ministarchive.ca/culture/buttons/ stopviolenceagainst wo men/.

Write a ne wspaper exposéthat explores violence againstIndigenous wo men and girls. I n di g e n o us wo m e n are s u bj ect to hi g h er rates of g e n d er- bas e d vi ol e nce t ha n n o n-I n di g e n o us Canadians. 3 The severity ofthis violence,including physical and sexual assault as well as murder, only beca me visiblethrough exposés byIndigenous wo men activists andtheir alli es. By t h e b e gi n ni n g of t h e 21st c e nt ury, Ca na dia ns fac e d, as n ever b efor e, t h e nati o n’s funda mentalfailure of hu manrights. Exploringthe origins oftheseissuesis essentialif we ar e t o eli mi nate g e n d er- bas e d vi ol e nc e a n d f ul fill o ur h u ma n ri g hts c o m mit m e nts. Draft a n e ws pa p er ex p os é t hat ex pl or es t h e ori gi ns a n d p ersiste nc e of o n e fac et of violence againstIndigenous wo men and girls, and suggest measuresto wardits eli mi n ati o n. 1. C h o os e o n e of t h e foll o wi n g fac ets t o r es earc h: • The Root Causes of Violence » Considerthe underlyingfactors(colonialis m, govern ment policies such as t h e Indian Act ,thei mpact of Residential Schools andintergenerational trau ma, andinstitutionalizedracis m) • TheI m mediate Causes of Violence » C o nsi d er t h e syste mic s ocial, p olitical, ec o n o mic, a n d c ult ural c o n diti o ns (inadequate housing, poverty, accessto services,racis m, poorlevels of education,lo w e mploy ment andinco merates, etc.) • The Effects of Violence » Consider boththe direct andindirect consequencesforIndigenous wo men and girls

TearsIn Heaven by Tanisha Spotted Bull, 2017 (courtesyIndigenous Arts & Stories/ Historica Canada).

Potential sourcesfor yourresearchinclude: • The Truth & Reconciliation Co m mission of Canada • TheInquiryinto Missing & MurderedIndigenous Wo men & Girls • Native Wo men’s Association of Canada: Sistersin S pirit • Status of Wo men Canada • U NiTEto End Violence against Wo men 2. Your exposé shouldinclude a breakdo wn and a nalysis of yo ur res earc h, a n d five calls to acti o n. T hi n gs to c o nsi d er: • What doIndigenous wo men and girls haveto say a b out strate gies t o eli mi nate ge n der- base d vi ol e n c e ? • What rec o m men dati ons or strate gies c oul d hel p tackle t he tra ge dy?

3 http:// w w w.statcan.gc.ca/pub/85-002-x/2011001/article/11439-eng.ht m 10

Wo menintraditional Eritrean dress at a festival, 2 017 ( Drea msti me.co m/ Losta fichuk/03194421).

Mrs. Tad Aihoshi and Mrs. Tatsuo Sakouye playing musicalinstru ments during a Cherry Blosso m Festivalin Montreal,1963 (courtesy Library and Archives Canada/Canada. Dept. of Manpo wer andI m migration/e011045039).

Korean wo men perfor m at Ed monton Heritage Days, 2013 (Drea msti me.co m/ Losta fichuk/33195226).

1. Splitthe classinto s mall groups, and have each watch a different videofro m Passages Canada : vi meo.co m/64650501 vi meo.co m/65146477 vi meo.co m/64751078 vi meo.co m/60271499 vi meo.co m/64588465 vi meo.co m/64650498 vi meo.co m/64907519 vi meo.co m/64751079 2. Take notes on ho wtheintervie wee describeslifein her ho me country andin Canada. 3. Create a T-chart with“Life beforeI m migration” and“Lifein Canada” headings and use your notes to describe experiences. • W hat c halle n ges di d t he wo ma n face? • What aspects of herlife does she not discuss? What might wo men not wantto share ( wit h stra n gers or eve n wit h fa mily me m bers)? W hat mi g ht sile nce tell us? • W hat c ha n ge d, a n d w hat staye d t he sa me? • N ote st ories or state me nts you fi n d t h ou g ht- pr ovoki n g. 4. For m ne w groupsto present your findings: each studentinthe ne w group will have watc h e d a differe nt vi d e o. Take t ur ns pres e nti n g t h e vi d e os to t h e n e w gr o u p. 5. Once each studentinthe ne w group has presented a video, ans werthefollo wingtogether: • What challenges and obstacles are most co m mon? • Exa minethe meaning ofintersectionality(see page 3): What aretheroot causes ofthe c halle n ges? To w hat exte nt are t hese c halle n ges base d o n ge n der a n d t o w hat exte nt are theytheresult of anotherfactor(ethnicity, sexual orientation, socio-econo mic status, education, disability, politicalinstability, etc.)? Ho w might challenges havein fiuenced each other? Ho w or why might we consider her challengesintersectional? Losta fichuk/ 103194269).

Investigatei m migrationthrough a pri mary s ource, an d research h o w wo men experienceintersectionality as t hey c o nfr o nt c halle n ges t o integration. M uc h of Ca na da’s p o p ulati o n to day is made up of people whoserootslie els e w h ere. T h e maj ority of t h e earli est colonial settlers were men,though wo men soon arrived, so meti mes as fill es d u r oi , slaves, orindentured s erva nts. T h e ti d e of n e wc o m ers e b b e d a n d ffi o we d over t h e ce nt uri es, a n d t h e population beca meincreasingly diverse asracist barrierstoi m migration were dis mantled.Inthe morerecent past, waves ofi m migration have brought wo menfro m aroundthe globeto Canadato make ne wlives. Stories fro mi m migrant wo men can highlight c hall e n g es faci n g fe mal e n e wc o m ers.

Salvadoran- Canadian dancers perfor m in Alberta, 2017 ( Drea msti me.co m/

Extension: Intervie w ani m migrant wo manin your co m munity about her experiencein Canada. Consider asking herto co mpare herrole within her co m munityin her ho me countryto herrole here.

Gender has been understood differently by different civilizations and culturesthroughout history.In Canada,roles, appearance, clothing and otherfor ms of genderidentity and expression have not al ways been flxed accordingto one’s biological sex. For exa mple, so meIndigenous groups haverecognized m ore t ha n t wo ge n ders, a n d ot hers have a c o nce pt calle d t wo-s pirit to refer to s o me o ne w h o pers o ni fies b ot h a masc uli ne a n d fe mi ni ne s pirit. To day, genderis an evolvingter m, and peoplefro m many co m munities continueto debateits meaning, as well asthe associated stereotypes andi mpacts.

Abortion Caravan, a fe minist protest move ment opposing a mend mentstothe Cri minal Code,1970 (courtesy Archives of Ontario/Julien LeBourdais/C 1 9 3- 2).

Founders oftheIdle No More move ment, 2012 (courtesy Marcel P etit).

Write aletterrequestingfundingfor an activist organization, exploring the signi ficance ofits goals and achieve mentsin alarger historical c o nt e xt. Beginninginthe1960s, wo menin Canadareinvigoratedtheir efforts to pus h for e quality. Over t he foll o wi ng deca des, fe mi nis m devel o pe d into a morerepresentative wo men’s move ment, allied with workers, Indigenous peoples, and other marginalized Canadians, and they e mbracedincreasingly diverseinitiatives. 1. Research a wo men’s activist groupin Canada. Begin byreading The Canadian Encyclopedia article on your chosen group and visitingits website,if applicable:

Sign fro m the Wo men’s Marchin Toronto, January 2017 (Drea msti me. co m/Arinda m Banerjee/85035990).

• Wo men’s Legal Education and Action Fund • DisAbled Wo men’s Network Canada • Egale Canada • Native Wo men’s Association of Canada • Abortion Rights Coalition of Canada • Child Care Advocacy Association of Canada

• National Action Co m mittee on the Status of Wo men • Canadian Voice of Wo men for Peace • Equal Voice • Fédération des fe m mes du Québec • National Council of Je wish Wo men of Canada

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2. Using what you havelearned, write arequestforfundingforthe organization. You could direct yourrequesttoindividual citizens or to g over n m e nts t hat pr ovi d e gra nts to n o n- pr o fit orga nizati o ns that contribute positivelyto society.In yourrequest,include: • A brief history ofthe organization,includingthe 5 Ws i. Who — describethe peopleinvolved. ii. W h at — w hat d o es t h e orga nizati o n sta n d for? W hat s p urr e d its cr eati o n? Pr ovi d e facts for s o m e o n e w h o d o es n ot k n o w the group,including strategies usedto create change. iii. When — what years werethey active?

iv. Where —identify placesin whichthey were active. v. Why —isthis organization historically signi ficant? Consider ho wits actionsreveal so mething aboutthe ti me and/or nation, ho wthose actionsresultedin change, andtheirlastingi mpact. • A fe w of t heir si g ni fica nt acc o m plis h me nts • Future g oals of t he orga nizati o n • Ho wfunding would helpthe organization continueits work • A callto action outlining whyfundingis necessary, and whatit will acco mplish

MODIFICATION: HAVE STUDENTS COMPLETE A 5 WS CHART ABOUT AN ACTIVIST ORGANIZATION.

Fighting Racis m & Sexis m Together (courtesy City of Toronto Archives/Fonds 493/File 3).

Teacher Ti p: Consider having your students concentrate their exploration on alocal wo man or activist organization.

As you prepare your essay, keepthefollo wingin mind: • De fine your criteria: Ho w can you deter mineif so methingis a major tur ni n g p oi nt? Refer t o t he Hist orical Si g ni fica nce Criteria o n pa ge 3. • Orga nize your t h ou g hts: Ca n you fra me your argu me nts ar ou n d generalthe mes such as social, political, or econo mici mpact? • Do your ho me work: What specific evidence will you use? • Research, research, research! Rea d wi dely an d fr o m different perspectives on yourtopic. Start with basic sourceslike T h e Canadian Encyclopedia a n d use t heir rec o m me n de d res ources t o expand your sources. Uselibraries, universityresources, and online j our nals. Try n ot t o deci de w hat t o argue u ntil you have c o m plete d your research. For ti ps o n str uct uri n g yo ur essay, visit t h e Writi n g a R es earc h Essay Worksheet ontheEducation Portal.

Wo men won a victory with suffragein1918. Wo men’srights arein constant evolution, and we’ve co me along way overthelast100 years. But d o wo m e n e nj oy a n e q ual sta n di n g wit h m e n to day? Write a res earc h essay t hat exa mi n es t h e si g ni fica nce of s uffra g e o n theroadto wo men’s equality. Ho w wasit a significant stepfor ward, and ho w wasit not? To what extent didit shape our society? Make suretoincorporatetheidea ofintersectionality and other overlappingfactorsinto your essay when you write about equality — factors otherthan sexis minfiuencedtherightto vote. Not all wo men (or men)in Canada could votein1918.

MODIFICATION: INSTEAD OF WRITING AN ESSAY, RESPOND TO THE QUESTIONIN THE FOR M OF ANINFOGRAPHIC USING THE GUIDANCE ABOVE.

Fro mlefttoright: Canadian Nursing Sisters votein Franceinthe1917 election. The Warti me Elections Act enfranchised wo men servinginthe military, as well asthose with afather, brother, or son overseas (courtesy Canadian War Museu m/ George Metcalfe Archival Collection/19930013-578).|" Votesfor Wo men" pennant(courtesy Manitoba Museu m/ H9-38-198).| Jeanne Sauvé, Canada's flrstfe male Governor General ( © Yousuf Karsh/ Miller Co mstock).| Cartoonin Grain Grower's Guide , July 8,1914(courtesy Glenbo w Archives/ N A-3818-14).

Wo men havefaced barriersin many arenas. Watchthefollo wing videostolearn aboutthree extraordinary wo men whose storiestell of overco ming adversityto create positive changein Cana dian s ociety. Fin d the vi de os sharing these ins pirati onal stories at cel e brate wo m e ns hist ory.ca .

wasthe first Black wo man electedto alegislature in Canada. She was aleaderinrecognizingthat discri mination affects wo men on manylevels, and t hat we nee d to strive for e q uality o n all of t he m. S he e mi grate d fr o m Ja maica to atte n d u niversity and e merged as aleading hu manrights ca mpaigner an d the first wo man of c ol our to c ontest the leadership of a major Canadian political party.

was a Moha wkleaderfro m Kahna wake, and an activist whofoundedthe organization Equal Rights forIndian Wo men. She was keyin fightingthe I n di a n A ct ’s discri minatory policythat denied StatusIndian wo mentreatyrightsifthey married non-Status men. She was the ffirst wo man to have her status reinstate d when the p olicy was reverse d.

joinedthe Canadian militaryin1986 but was dis missedin1989for being“ Not Advantageously E m pl oya ble Due to H o m osexuality.” She sue d the Depart ment of National Defence.In1992,just before her case went to trial, the Cana dian military abandonedits policy banning gays andlesbians and settled out of court.

Fro mlefttoright: Mary T wo- Axe Earleyreceivingthe Governor General's Persons Case A wardfor contributingto equalityfor wo men and girlsin Canada,17 October1979(courtesy Library and Archives Canada/Status of Wo men Canada/ E002415954). | Michelle Douglasin Otta wa, July 2018(courtesy Ryan Barnett/ Historica Canada).|Rose mary Bro wn,1990 (courtesy Library and Archives Canada/ Barbara Woodley/1993-234/ PA-186871).

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