Women+-+1920s+-+Catalina

Usha's comments in Blue. The textbook I have chosen to examine for this particular assignment is entitled “Canada a Nation Unfolding” by Diane Eaton and Garfield Newman. I will be critiquing on this text in relation to its treatment of the topic I am focusing on, which is __women in the 1920’s__. The text I will be looking at for additional insight on this topic is the following: //1.// “Enlisting women for the cause: Women, Labour, and the Left in Canada, 1890-1920” by Linda Kealey. **Initial thoughts:**
 * Text book examine:**
 * Additional scholarly sources:**

Considering the fact that women are such an important minority in the creation of Canadian history, I was really disappointed to see how little space the text book allots them. My first critique would be with the spatial designation to this topic and to women in Canadian history overall. Women’s cause is only given three paragraphs. In a subsection entitled ‘Women in the 1920’s and 1930’s’ three paragraphs seems obscured and quite frankly, as a woman, insulting. Granted there are pictures that stretch the material enabling the coverage of three pages, this still seem insufficient especially when the section entitled ‘innovations’ goes on for four pages of full text (only one picture available) on automobiles, radio, airplanes and film. This undermines the accomplishments of women, their contributions and their emerging visible involvement in the public sphere. The second point of contention I have with the text is regarding the inaccurate portrayal of women at this time. One section claims “during the 1920’s women enjoyed greater participation in society than ever before. They were involved in sports, politics, and new careers and enjoyed many leisure activities including dancing, swimming and snowshoeing”. This suggests that as soon as 1920’s came around so did all these new rights and opportunities for women, which is misleading. The text fails to draw attention to the sexual discrimination they continued to face in all these areas they were so called involved in. With specific examples to government participation, Agnes Macphail is mentioned along with her contributions. After the list ends, the student is informed that “the number of women elected to provincial governments across Canada remained disappointingly small”, but is not told why and left to wonder: were women incapable of facing the challenges these positions entailed? did women lack merit/ schooling? Was there a lack of interest amongst women for these positions? We never find out. Interesting insight, Catalina. Without the explanation or exploration for the reasons, it is entirely likely that assumptions about women's inability to step up to the challenge might prevail.

The last and final comment I have to make on the text is regarding content. It is lacking to say the least. The ‘persons case’ and a brief summary of Emily Murphy I would say is the only part that slightly redeems it. Aside from the fact that there is no mention of a united women’s front (ie. labour/work unions), and no mention of women’s cultural contributions (ie. Emily Carr), the text also asserts that women is equivalent to white, and fails to mention anything regarding women of other racial backgrounds who shaped Canadian history (ie.Carrie Best).

**Critical Challenge:** The pictures in this section depict women as happy and worry free. I would attempt to find pictures that perhaps depict them in a more realistic light and have students discuss how their interpretations are affected by these pictures and their perceptions changed. In small groups they would discuss/debate what is more accurate/reliable a photographic depiction of history or a written text and why. Using knowledge from the text, they would have to determine which form is more reliable? Once the debate is over, students would be asked to brainstorm some questions they should ask themselves when reading a historical text in order to determine whether or not that text is bias/ reliable. What questions should you ask yourself when reading a history text in order to determine whether its accurate, bias or reliable?

Very interesting idea, Catalina. It is manageable but clearly has students engaging in historical thinking. My only caution is that if you choose 2 pictures where one is obviously better, we might not be nurturing critical thinking since there is obviously a right answer we want students to get to. However, if you choose 2 (or more pictures) that depict women in slightly different ways, and if students could defend any one of the pictures based on evidence and criteria, it will clearly be a "judge the better or the best". It is a bit hard to work with "reliable" if you are working with photographs (although easier if you are working with illustrations) since photographs are traces or records of the past. If you choose to work with photographs, you may want to ask about which "better reflects" the reality of womens' lives. Let me know what you think.

**Revised Critical Challenge:** This makes more sense and I can see how this would engage students in critical thinking. I’ve considered the idea of illustrations and think this would allow for a wider range of realistic/unrealistic depictions for students to place in context. I also thought that perhaps it would be more challenging to have students select two or three illustrations that best reflect the realities of women’s lives and then compare them with the text images, in order to determine how- if at all- their perceptions changed.

__**Lesson design:**__ **//Identify key learning/ big idea/ learning target//** After this lesson, students will walk away understanding that life in Canada in the 1920’s was challenging for women. Women occupied a variety of roles in society and had diverse experiences as they were becoming more active in the public sphere. Illustrations in texts however, don’t always accurately reflect the realities of their lives. Very well framed key learnings.

**//Frame Critical Challenge//** Students are presented with illustrations of women in the 1920’s and asked to determine which 2 illustrations best depict the realities of women’s lives in this time period. Much better. Once students have selected their images, and justified their choices, they are invited to revisit the images in the text book and discuss how women are represented there. How or to what extent do the different images affect their perception/ understanding of what it meant to be a woman at this time? Brainstorming as a class we all determine questions students should ask themselves when viewing an illustration in order to determine whether or not it is accurate?

**//How will this lesson help students build skills they will need for the summative assessment task for the unit?//** This task will help students recall information and facts about women in the 1920’s. Students will have to practice critical thinking, and demonstrate knowledge as well as content understanding to successfully complete the task.

What skill or ability will you make them develop? Communication, application and critical thinking

**//What dimension of Historical Thinking will students actively encage in during this lesson?//** Evidence and Interpretation

**__Intellectual Tools:__** **Background Knowledge:** Engaging in this activity, students will learn to distinguish between primary and secondary sources, they will learn to question/evaluate the credibility of the sources they are examining, organize and record their information, distinguish fact from opinion and inference in texts/visuals and draw conclusions from the evidence provided. Good - but also cut and paste the expectations from the curriculum document that will be addressed through this lesson.

What content /skills will students need to learn to be successful? Factual dates and historical background on the lives and participation of women in 1920 Canadian society will allow students to determine which illustration best represents women’s reality at this time.

**Criteria for judgment:**

What criteria will students use to make a decision about the question being asked of them? Below are criteria for "An illustration that best depicts the realities of women's lives" (or, more succinctly, "a photograph that is an accurate reflection..." - correct? -representations of are women realistic  - image does not engage in stereotypical depictions  -the illustration exposes something new about women

What criteria will students use to develop an effective product? I don't think they're actually coming up with a product (they're not actually creating anything) in this lesson are they? If not, you don't need to worry about this section. -significance of message in the image correlates and supports readings -choice/comments are relevant to discussion

**Habit of mind:** ‘Criteria’ is the habit of mind this exercise will nurture.

**Thinking strategies:** **A rating scale of relevance, accuracy/ realistic portrayal**

**Critical thinking vocabulary:** In this exercise students will practice making judgements.

**Lesson Plan Assignment**

**CHC2D: Canadian History since World War I** **(Grade 10 Academic)**

**__Unit Context and Lesson Content:__** **This lesson plan is designed as part of the third unit of study outlined by the Ontario Curriculum and the World Studies Course Profile. In keeping with the unit context, this lesson will enable students to gain a deeper understanding of women’s involvement in the creation of Canadians’ identity. With specific reference to the lesson content, students will analyze various social and political contributions of women.**
 * __Topic:__** **Women in the 1920’s**

**__Key Learnings:__**

· after this lesson students will walk away understanding that life in Canada in the 1920’s was challenging for women · women occupied a variety of roles in society and had diverse experiences as they were becoming more active in the public sphere. · illustrations and accounts in texts however, don’t always accurately reflect the realities of their lives

**__Expectations from the Curriculum:__** **Citizenship and Heritage- Overall Expectations** ** · ****analyze the contributions of various social and political movements in Canada since 1914** ** · ****assess how individual Canadians have contributed to the development of Canada and the country’s sense of identity**

**Individual Canadians and Canadian Identity – Specific Expectations** ** · ****assess the contributions of selected individuals to the development of Canadian Identity since 1914 (ie. Mary Pickford and Emily Carr)** ** · ****assess the contributions of selected Canadian Political leaders since 1914 (ie. Agnes Macphail and Emily Murphy)**

**Methods of Historical Inquiry and Communication - Overall Expectations** ** · ****formulate questions on topics and issues in the history of Canada since 1914, using appropriate methods of historical research to locate, gather, evaluate and organize information from a variety of sources** ** · ****communicate the results of historical inquiries using appropriate terms /concepts and a variety of forms of communication**

**Interpretation and Analysis - Specific Expectations** ** · ****identify different viewpoints and explicit biases when interpreting information for research or when participating in a discussion**

**__Portal to Understanding:__** **Evidence and Interpretation** ** · ****students use primary and secondary sources in their construction of historical meaning** ** · ****students are asked to examine the reliability, authenticity and accuracy of the sources that inform them** ** · ****students also learn to draw conclusions based on the evidence that is available**

**__Habits of Mind:__** ** · ****question ideas - students don’t take accept everything at face value. In their activity, students are asked to assess the validity and reliability of their textbook.** ** · ****open minded and open to other inferences or ideas. Students will be working in groups so they must be respectful and receptive of their classmates’ thoughts and opinions**