Course: CHC2DStrand B: Canada, 1914 – 1929

This is the first unit in the Grade 10 history curriculum, and therefore diagnostic assessment is required to better understand the students’ prior knowledge of this time period and provide context, including potential misconceptions, or knowledge they may have that the students can investigate through the evidence. The teacher will also have to see if the students have been taught history through a critical inquiry perspective prior to Grade 10, and although it is hopeful this unit will work towards getting the students to question, and explore the information through the use of primary and secondary sources.

This unit aims to incorporate multiple intelligences and see what the areas of strength are, and what needs to be worked on. This unit would be adjusted depending on the class it is being taught to for accommodations and modifications that are necessary to set the students up for success in learning the historical content through critical inquiry using a combination of student-centered and teacher-centered learning. The unit may also have to incorporate a lesson on working with primary and secondary sources if the students have not been exposed to exploring the evidence in their social studies classes in the past.

This unit will include the four concepts of historical thinking: historical significance, cause and consequence, continuity and change, and historical perspective. This unit will also focus on Strand A, Historical Inquiry and Skill Development.

*Within Strand B: Canada, 1914-1929, the content will be broken into segments: 1. WWI: causes and conflict (significant battles) of the “Great” war 2. Technology: Military on the Western Front, and the Home Front 3. Social, Economic and Political Change

For the purpose of this assignment, I have focused on the unit Social and Political change.

Strand B – Central Question: What does Remembrance Day mean for Canadians? All of the content that we cover through Strand B will connect back to this central question for the overall unit. Remembrance Day originated on November 11, 1918 after World War I and we will learn through the unit that the war was much more than the soldiers fighting in it, and instead of focusing on the battles, we will focus more on the consequences, and on the alternative of peace. Although Remembrance Day is infamous for remembering the Veterans, we must go beyond the traditional expectations and have the students explore the social, political, technological changes that stemmed during and after the “Great War” through the 1914-1929 time period.

Big Idea (Central Question) for Social, Economic and Political Change:

Unit PlanCanadian History since World War I, Grade 10

How has the evolvement of women’s rights influenced contemporary Canadian identity?

Overall & Specific Expectations

B1: Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments between 1914 and 1929, and assess their significance for different groups in Canada

- B1.1: analyse historical statistics and other primary sources to identify major demographic trends in Canada between 1914 and 1929

- B1.3 describe some key economic trends and developments in Canada during this period (e.g., with reference to the wartime economy, new manufacturing sectors, postwar recession, consumerism, buying on credit, unions, rising prices), and assess their impact on various groups in Canada

- B1.4 explain the impact on Canadian society and politics of some key events and/or developments during World War I

B2: Communities, Conflict, and Cooperation: analyse some key interactions within and between different communities in Canada, and between Canada and the international community, from 1914 to 1929, and how they affected Canadian society and politics

- B2.3 describe some major instances of social and/or political conflict in Canada during this period, including conflict between French and English Canada

- B2.4 explain the goals and accomplishments of some groups and/or movements that contributed to social and/or political cooperation during this period

B3: Identity, Citizenship, and Heritage: explain how various individuals, organizations, and specific social changes between 1914 and 1929 contributed to the development of identity, citizenship, and heritage in Canada

- B3.1 explain how some individuals, groups, and/ or organizations contributed to Canadian society and politics during this period and to the development of identity, citizenship, and/or heritage in Canada

- B3.3 describe some significant developments in the rights and lives of women in Canada during this period and explain the impact of these developments on Canadian citizenship and/or heritage

The unit will also bring in Citizenship Education (p.10) through Identity:- Identify and develop their sense of connectedness to local, national, and

global communities- Consider and respect others’ perspectives,

UNIT OVERVIEW

How has the evolvement of women’s rights changed Canadian identity?Big Idea:

Topic Lesson

IntroductionCritical Question: Does Canadian identity exist? Criteria for Judgment: Flag, Land, People, Languages, Economy, Governments, Events, two political cartoons

The students will be asked the question “Does Canadian identity exist,” and asked to stand on a value line – one side meaning yes, Canadian identity does exist, the other side being no, Canadian identity does not exist, and the students can also stand anywhere in the middle if they are not sure.

The students will get into groups of four, and at each group there will one of the following pieces of evidence: a political cartoon (Appendix A), two short videos of Canada, fact sheet about Canada, and the Canadian Charter of Rights and Freedoms. Each group will have a piece of paper and write down what Canadian identity means to them using the evidence in front of them. The students will then rotate around to the different prompts, through making connections to Canadian identity.

The students will have a discussion, and then do the value line activity again, and discuss why they changed their view if they did.

The students will then discuss what our rights and freedoms are using the document, and have a discussion on if we have always had those rights and freedoms. Discuss: How does the rights and freedoms tie into Canadian identity?

Diagnostic AssessmentThrough the introduction lesson I will get a sense of the students prior knowledge and take anecdotal notes. The students will also do an exit card on what Canadian identity means to them, and any questions they may have. We will look at the comments at the end of the unit and see if their perspectives changed, and the students will also work to answer their own questions.

Primary Sources

This lesson will be done if the students have no prior knowledge or have not done any previous work with

primary sources.

Critical Question: Is this a credible primary source document? Criteria for Judgment Using two primary sources of the same event:

- Purpose of primary source- What is included/ missing? - Who wrote the primary source? - Consistency of facts - Access to information- Any biases present?

Course: CHC2D Strand B: Canada, 1914 – 1929

Overall Expectations/Objectives:

- B2: analyse some key interactions within and between different communities in Canada, and between Canada and the international community, from 1914 to 1929, and how they affected Canadian society and politics

Critical Challenge Lesson Plan #1

Canadian History since World War I, Grade 10

- B3: Identity, Citizenship, and Heritage: explain how various individuals, organizations, and specific social changes between 1914 and 1929 contributed to the development of identity, citizenship, and heritage in Canada

Specific Expectations/Objectives:

- B2.4 explain the goals and accomplishments of some groups and/or movements that contributed to social and/or political cooperation during this period

- B3.3 describe some significant developments in the rights and lives of women in Canada during this period and explain the impact of these developments on Canadian citizenship and/or heritage

Critical Tasks/Question:

- What contemporary Canadian female has positively shaped Canadian or global society? How has the suffrage movement during World War I contributed to their significance?

Overview:

The students will learn about and understand the contribution made by suffragist, Nellie McClung in comparison to Malala, a contemporary female who has made a positive impact on the lives of women.

Objectives:

The students will be able to compare and contrast significant historical figures through recognizing their contribution to society. The students will understand that there are social, political and economic changes that have occurred from WWI era, to now, and how the suffragist movement still has an impact on us today.

Broad Understanding:

Using primary resources from WWI era, and now as evidence to formulate an opinion and choose a significant Canadian figure that has made an impact. This will allow students to see similarities and differences in obstacles these individuals face, which have changed through time.

Requisite Tools for Thinking Critically:

Background Knowledge: The students will have already had a lesson on analyzing primary resources,

which will be the criteria for judgment that will enable them to form their opinion. The students will have already learned about the war effort on the

home front in Toronto during field experience at the Toronto Archives, and some challenges women faced regarding the vote, and their rights.

Criteria for Judgment: What it means to be significant What rights do women / men have today? What rights did women / men have during WWI?

By considering the above, the students will be able to critically think about what significance means to them, and base criteria off of that using evidence of the lives of women in WWI and now.

Critical Thinking Vocabulary: Significance Maternal feminist Oppression Women’s rights Suffrage Ways in which people are significant: education, health/medicine, politics,

economy

Concepts of Disciplinary Thinking: This lesson will focus on significance, through understanding why certain

women were significant in WWI, and why women in society are significant today and the impact that has on Canada, or globally. This lesson also targets continuity and change, as the students will use criteria and sources from the past and understand how they continue to contribute to present-day Canada.

Strategies: Worksheets / graphic organizers (ie. Venn Diagram to compare and contrast

a first wave feminist with a contemporary female Canadian) Modeling an example of a significant Canadian women Check for understanding and have students repeat the instructions to ensure

clarity of the task

Habits of Mind: Critical thinking Using primary sources Current events through historical thinking Research Constructing criteria Evaluating evidence

Suggested Activities1. Thumbs Up / Thumbs Down

- Ask a series of questions for the students to understand potential perspectives of people who have faced a difficult time when they tried to stand up for something they believed in.

- Teacher says the statement, and the students respond by showing a thumbs up if they agree, or a thumbs down if they disagreeModification: Tell students they can do this activity with their hand against their stomach to “hide” their responses. The students can put their thumbs at ‘neutral’ which is in the middle of thumbs up /thumbs down if they are unsure, or do not have a comment.

Questions: - Has there ever been a time where you got criticized for what you did,

even when you knew it was the right thing? - Have you ever gotten hurt (emotionally) when you tried to stick up for

what you believe in? - Put your thumbs up if you believe that everyone has an equal right to

education (worldwide). - Put your thumb up if you have been put down because of your gender.

2. Debrief of Thumbs Up / Thumbs Down- How did you feel when answering those questions- Does anyone want to share any examples, or talk about any of the questions

that were asked? - Do these questions remind you of anything?

Tie this activity back to identity how would you feel if you had any of your rights (education, life) taken away from you? Do men and women receive equal treatment? Have men and women always received equal treatment – if not how has this shaped Canadian identity?

3. Brainstorming ActivityThe quotes being used will be from Malala Yousafzai, and Nellie McClung.

- Have four different quotes placed at four corners of the classroom- Divide students into groups and have one group at each quote. - Have the students read the quote and on chart paper have the students

record questions, comments, thoughts. This is a brainstorming activity to get their ideas out.

- After 4 minutes at a quote, the students will rotate clockwise around the room to the next quote.

- The students must answer the question: who do you think wrote this quote, and when. This will hopefully show that anyone could have written these quotes in any time period, anywhere in the world. It will bring the idea home that one of the authors is a Canadian women, and the other will drive the point home that this still occurs today.

4. Discuss the quotes

- Does anyone know who these quotes were from? What do you think they were trying to accomplish?

- Briefly look at article: http://www.foxnews.com/opinion/2013/10/11/did-nobel-committee-snub-malala-yousafzai-because-it-fears-radical-islam/, and provide context to Malala.

- This will lead the lesson in to how women in Canada also had to fight for the rights hat we now have.

- Malala is now considered radical what does it mean to be radical? Who was considered radical in this time? Who would be considered radical today?’

- Nellie McClung is considered to be significant for what she did for women’s rights in Canada. What does it mean to be significant? Who today is significant for the work they have done? What Canadians? What female Canadians?

5. Analyze Primary Source- Article from 1914, speaks of Nellie McClung

This will help the students to understand the past, and how it has shaped and effected contemporary Canada.

- What are the similarities and differences of this article, and the Fox News article on Malala? Critical look at media literacy.

6. Mini Lecture- Who was Nellie McClung? - What were her goals? - What helped with the spread of radical ideas for Nellie McClung? - What has helped Malala spread her ideas?

7. Watch video: https://www.historicacanada.ca/content/heritage-minutes/nellie-mcclung-0Provides context to what women (Nellie McClung) were thinking at the time, and explain how this was innovative at the time. The video ends by saying that it was people fighting for their rights that has given us the vote – now we will work backwards and understand the events prior.

8. Have the students research, using primary and secondary sources approved by the teacher, and write a report about who is a significant contemporary female Canadian (Malala as a current non-Canadian example) to them and relate it back to the suffragist movement. The report should include current challenges faced by both women in WWI era, and contemporary Canadian society.

9. The students will be given an opportunity to discuss the figures they have chosen and vote on the top three by writing their names on cue cards, placing them around the room and giving students stickers to put on the cue cards and count up the stickers.

Assessment and Evaluation

Success Criteria:

The student uses critical thinking processes The student uses primary and secondary sources The student chooses a contemporary Canadian female and compares and

contrasts her to Nellie McClung The student understands the challenges and changes from WWI era to now The student makes connections to Canadian identity through significant

women in society The student includes information on the accomplishments of both Canadians

Extension: If the students finish early, they will continue to deepen their understanding

by taking a global perspective on the issue and looking at human rights and women’s rights across the globe. We discussed how both McClung and Malala were considered radical, the students would then answer the question: was Canada considered radical at the time for giving women the vote? The students will do this through research and looking at data (as evidence) of women’s and human rights worldwide.

References: An archival look at World War I. (n.d.). Retrieved November 26, 2013 from

http://archives.queensu.ca/Exhibits/archres/wwi-intro/women.html.

Bridges, A. (2011). Women’s rights in Canada. Retrieved November 25, 2013 from http://www.developingaglobalperspective.ca/wp-

content/assets/unitplans/gr10/Womens_Rights.pdf

Historica Canada. (n.d.). Nellie McClung: Heritage Minutes. Retrieved November 27, from https://www.historicacanada.ca/content/heritage-minutes/nellie-mcclung-0

Manore, J. (2012, October). Women and the Vote. Canada: 1867-1945. Lecture conducted from Bishop’s University, Lennoxville, Quebec.

Quotes for Brainstorming Activity

*To be divided up and placed at four corners of the classroom.

"I would tell him that shoot me but first listen to me. And I would tell him that education is my right and education is the right of your daughter and son a well. And I'm speaking up for them. I'm speaking up for peace."

“By nice women . . . you probably mean selfish women who have no more thought for the underprivileged, overworked women than a pussycat in a sunny window for the starving kitten in the street. Now in that sense I am not a nice woman, for I do care.”

"There are many problems, but I think there is a solution to all these problems, it's just one and it's education. You educate all the girls and boys. You give them the opportunity to learn."

“Women who set a low value on themselves make life hard for all women.”

Critical Challenge Lesson Plan 2

Canadian History since World War I, Grade 10

Course: CHC2D Strand B: Canada, 1914 – 1929

Overall Expectations/Objectives:

- B1: Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments between 1914 and 1929, and assess their significance for different groups in Canada

- B3: Identity, Citizenship, and Heritage: explain how various individuals, organizations, and specific social changes between 1914 and 1929 contributed to the development of identity, citizenship, and heritage in Canada

Specific Expectations/Objectives:

- B1.4 explain the impact on Canadian society and politics of some key events and/or developments during World War I

- B2.3 describe some major instances of social and/or political conflict in Canada during this period, including conflict between French and English Canada

Critical Tasks/Question:

- Did the Conscription Crisis have a legitimate role in the advancement of women’s rights? Who did the Conscription Crisis benefit most?

- How did this historical event contribute to contemporary Canadian identity?

Overview:

Using primary and secondary sources, the students will explore what the role of women was on the home front, and how the Conscription Crisis changed the lives of women and their role at home, and how the mandatory military enrolment may or may not have helped the suffragist movement and women gaining the vote. Although focusing on Toronto’s local history, the perspectives of the various provinces will be incorporated, especially the Quebec population and French Canadians. This will be tied in with connecting and critically questioning the relationship to the Conscription Crisis and women in the provinces who were given the vote to understand the mentality of those across Canada during WWI.

Objectives:

The students will be able to understand the various perspectives of political issues and how they are often controversial. We will talk about the Conscription Crisis and also relate it to current events. The students will be able to understand the motives and decision making power through critical analysis of the Conscription Crisis. This enables the students to complete the culminating task as it works on exposing the students to several influential historical figures who played a significant role in attaining the vote.

Broad Understanding:

The students will understand what the Conscription Crisis is, and ways that the war separated and united Canada at the same time depending on location and personal beliefs.

Requisite Tools for Thinking Critically:

Background Knowledge: The students will have already had a lesson on analyzing primary resources,

which will be the criteria for judgment that will enable them to form their opinion. The students will have already learned about the war effort on the home front in Toronto during field experience at the Toronto Archives, and some challenges women faced regarding the vote, and their rights, as well as significant women and those who have contributed to the suffragist movement and how they affect contemporary Canadian identity.

Criteria for Judgment: Accounts of women who had loved ones in the war Accounts of those who were against war Political records Newspapers variety of perspectives What had already been done for the suffrage movement The role of women on the home front and if that changed with

Conscription Perspectives of those across Canada Perspectives of those overseas The view of war and why some wanted to enlist while others were

hesitant

Critical Thinking Vocabulary: Wartime Elections Act

Home front War effort

Concepts of Disciplinary Thinking: Significance: what impact does the Conscription Crisis have on us today and

why is it important to study. Cause and Consequence: of politics and how the actions affect the following

generations. Interrelationships: the various relationships between the men and women,

women and the home front and their image during WWI, between the immigrants and Canadians and the French and English Canadians.

Strategies: Modeling an example of a significant Canadian women Check for understanding and have students repeat the instructions to ensure

clarity of the task Allowing the students to guide the discussion through their interests

Habits of Mind: Critical thinking Using primary sources Perspectives Constructing criteria Evaluating evidence

Suggested Activities:

During this lesson the students will be diving into the content and exploring the changes in Canada during the Conscription Crisis, and taking those changes and relating it back to whether they were a positive of negative influence for the women’s vote. We will also be making connections between the various provinces, their attitudes towards conscription, and the attitudes that the different provinces had towards the vote through political records, primary sources and understanding the attitudes of the people, and how that affected women’s rights.

The class will start off with a four corners activity, and there will be several propaganda posters, and images that will be posted on the board one at a time that are directed towards a specific group of people. In their tables they will be assigned a group of people (ie. French Canadians, Soldiers at War, English Canadians, immigrants, women) and they will have to share how they would feel taking on that perspective. Examples of posters here:

http://www.warmuseum.ca/cwm/exhibitions/guerre/conscription-e.aspx (Government of Canada website).

We will also discuss who is missing, were there any groups that posters did not target? Why would this be?

We would then discuss how they would feel as they are not far off from the age of those in the military, and talk about contemporary Canada – what would you do if this happened today? Borden promised that there would be no conscription however there was. This can bring up current events and have the students talk about different times that political leaders broke a promise: who did it benefit, why did they do it, etc? Who did Borden benefit when he did it?

As an increasing number of men went to war, this meant that women had to step in and fill the jobs that men had once been predominantly in. What did this mean for women? Did this change the perspectives of women? We will then examine primary sources and look at the changing role of women with Conscription.

Have the students, alone or in groups make a persuasive speech from Prime Minister Robert Borden targeting the specific groups of people. The students will go to the library to do research to make the speech historically accurate, convincing, and this will be evidence for students to form their opinions. The students will present their persuasive speech, and have a discussion on how this event could have led to the vote.

Extension: Conscription Crisis occurred during a time where there was a lot of

controversy, and a variety of opinions. The students will write a brief response to whether they believe that the Conscription Crisis had a positive, negative or neutral contribution to women gaining the vote.

Assessment and Evaluation

The students will be evaluated on their response. It will be towards the end of the unit and will enable the teacher to see whether the students are prepared for the culminating task in understanding perspectives and the opinions of different people during World War I.

References:

Canadian Museum of Civilization, Government of Canada. (n.d.). Canada and the First World War. Retrieved Novebmer 26, 2013 from http://www.warmuseum.ca/cwm/exhibitions/guerre/recruitment-

conscription-e.aspx

Manore, J. (2012, October). Women and the Vote. Canada: 1867-1945. Lecture conducted from Bishop’s University, Lennoxville, Quebec.

Appendix

Appendix A:

Political Cartoon on Canadian Identity, 1911

2013

Appendix B:

Appendix C:

Appendix D:

Source: Queens University Archives, Online

Source: http://www.learnnc.org/lp/editions/ww1posters/5080

Source: http://www.ww1westernfront.gov.au/fromelles/notre-dame.php

Appendix E: Worksheet on U-Shaped Debate, modified from Developing Curriculum to Nurture Critically Thoughtful Learners (www.otffeo.com)

U Shaped Debate Worksheet

Question: Who was the most influential Canadian in the fight for the vote for women?

Initial Thoughts: ___________________________________

Reasoning:

Where do you now stand after the debate?

Interesting arguments from primary or credible secondary sources that made you rethink and change your opinion?

Did you change your position?

YES NO

Justify why you changed your opinion, or what confirmed your original thoughts on the issue.

Your challenge: Find primary and secondary sources and write a paper to justify your position on who you believe was the most significant person in attaining the vote. Connect your paper to contemporary Canada: what does this person mean to us today?

Think about:

- Long-term consequences of their actions - Short-term consequences of their actions - Who they benefited most? - Who did they exclude, if anyone- Are there any modern day Canadians who have done work similar to your

historical figure?

ResourcesAn archival look at World War I. (n.d.). Retrieved November 26, 2013 from

http://archives.queensu.ca/Exhibits/archres/wwi-intro/women.html.

Bridges, A. (2011). Women’s rights in Canada. Retrieved November 25, 2013 from http://www.developingaglobalperspective.ca/wp-

content/assets/unitplans/gr10/Womens_Rights.pdf

Canadian Museum of Civilization, Government of Canada. (n.d.). Canada and the First World War. Retrieved Novebmer 26, 2013 from http://www.warmuseum.ca/cwm/exhibitions/guerre/recruitment-

conscription-e.aspx

Case, R., & Denos, M. (2006). Tools for Historical Understanding: Teaching about historical thinking. Vancouver, BC: The Critical Thinking Consortium.

CBC. (2001). The Conscription Crisis. Retrieved November 25, 2013 from http://www.cbc.ca/history/EPISCONTENTSE1EP12CH2PA3LE.html

Historica Canada. (n.d.). Nellie McClung: Heritage Minutes. Retrieved November 27, from https://www.historicacanada.ca/content/heritage-minutes/nellie-mcclung-0

Manore, J. (2012, October). Women and the Vote. Canada: 1867-1945. Lecture conducted from Bishop’s University, Lennoxville, Quebec.

Staton, P., Fine-Meyer, R., and Kim Gibson, S. (n.d.). Unfolding power: Documents in 20th century Canadian women’s history. Toronto: Green Dragon Press.

The Nellie McClung Foundation (n.d.). Primary Sources: Our Archive Catalogue. Retrieved November 25 from http://www.ournellie.com/primary-sources.