Women+–+1920s

  





Usha's comments in Blue.

Your name: Cindy Fairbank

Name of Gr. 10 Textbook examined: Canada: //A Nation Unfolding//, Ontario Edition, Copyright 2000

Name of more "scholarly" source examined: Status of Women, Canadian Encyclopedia

__Initial Thoughts:__ I found that the grade 10 textbook touched on two of the important subjects of Canadian women in the twenties, namely: 1. The suffrage movement (the right to vote in all provinces except Quebec by the mid-twenties.)

2. Women and politics: Agnes Macphail, Canada's first elected female minister in 1921, and the topics she advocated for such as, unemployment insurance, old-age pensions, peace, equal rights for women, equal pay, divorce, and daycare. Also described is the Persons Case led by Emily Murphy declaring that women were "persons" in 1929.

There was no mention, however, of the various peace groups formed (eg. Women's International League for Peace and Freedom) which would go on to have a major influence on the second feminist wave. I felt that in both readings there could have been a stronger link between the feminist work of the women in the twenties and how that work would influence feminism in the sixties.

A section in the textbook entitled "Fighting for a Voice" described the discriminatory practices of limited job opportunities and governmental restrictions made to women, Black Canadians and Aboriginal peoples, however the details of these discriminations and restrictions were not particularly elaborated upon. There was a short description of the struggles of discrimination for immigrants in the 1920's, however female immigrants were not mentioned specifically.

This particular Canadian Encyclopedia source did not touch on the arts, however the textbook mentioned several female writers and painters of influence from that era, as well as a paragraph on the "Golden age of sports" for women in the 1920's, ending with how the Great Depression would push women back into more traditional and "feminine" roles.

Thanks for your comments, Cindy. I think you've raised an interesting possibility that perhaps is often overlooked which is drawing connections between this era and later feminist movements. Often students see these decades as self contained and we don't really do enough to highlight and have them grapple with issues of change and continuity. That would be an interesting angle to pursue, perhaps.

Question: How might the lives of Canadian women looked like //before// they were legally declared 'Persons' in 1929? //After//? (Rework the Piece) This is an interesting idea. I wonder whether it is a rework the piece, though, or whether it will require students to simply __describe__ the lives of women before and after. Also, did the Persons Case significantly change the lives of most Canadian women at all? Maybe that's the question you're getting at...

Thanks Usha, I wasn't sure if rework the piece best described the activity either. The question was intended to spark discussion on several levels. Students would draw out the sections from the chapter pertaining to women's lives and 1. Describe the lives before and after 1929. In doing so, they would (hopefully) have to: 2. Compare women's lives to men's lives. 3. Think about immigrant or aboriginal women's lives. 4. And finally, consider what it might have //felt// like to not be legally considered a person. How might a young girl see her future differently after 1929? How might a father see his young daughter's future differently? etc.

I was going for a question that might create a broader discussion. Maybe too broad? No, I don't think it's too broad at all. I think your final point (#4) hints at what you see the final result of this inquiry might be; it sounds like you foresee students maybe writing in role (e.g. what did it feel like...) or something. If that's the case, I think you will have a critical challenge here. I would hone in on the final task that would bring together all these pieces and frame it clearly. I think you've got it in your mind and it's beginning to come out here. Does that sound close to where you're going with it?

Hi Usha, how about this: 1. Write (in role) a letter from the perspective of a fifteen year old girl in 1929 describing to her grandmother how she feels the 1929 ruling of the Person's Case will effect her life. (design to specs) Or 2. Rank, in order of importance, the events occurring in the 1920's that had the most significant impact on the lives of Canadian women. (judge the better or best) Yes - both of these are good. I would choose one for your lesson but I think both are clearly critical challenges. Well done.


 * LESSON DESIGN**

KEY LEARNING: (second try!) Students will understand the key events and significant contributors to Canadian women's lives in politics,the arts, sports, and social changes throughout the 1920's. Students will also investigate which voices and perspectives were often overlooked.

Good start - consider expanding this to describe WHAT they will understand about key events and contributors (e.g. "that, while important, various voices and perspectives are often overlooked"... "that they made significant contributions to...").

CRITICAL CHALLENGE: //RANK, IN ORDER OF IMPORTANCE, THE EVENTS OCCURRING IN THE 1920'S THAT HAD THE MOST SIGNIFICANT IMPACT OF THE LIVES OF CANADIAN WOMEN. Good choice. //

SKILL SET: Letters to the editor **(Usha**, I like the idea of students writing letters to the editor from the different perspectives of women. For example, how might a white, educated, middle-class woman feel about the impact of having the right to vote. How might an Aboriginal or Asian immigrant woman feel about being barred from the provincial voter's list? -Or a woman living in Quebec? The problem with this idea is that it assumes the Aboriginal, french, or immigrant woman was literate in English. Would this require too much creative license? True - but I think that's OK. As long as you bring it up with students so they understand that they are taking creative license, I think it's acceptable. You might want to find other primary documents that might provide some insight into the lives of these women - e.g. documents that have been translated from the French, accounts in English of encounters with Aboriginal women - there may be useful documents to help students understand that it would be unlikely that these women would be writing in English but still allow them to take that leap. What do you think? )

HISTORICAL THINKING: Continuity and change


 * INTELLECTUAL TOOLS**

BACKGROUND KNOWLEDGE: Specific expectations: Analyse the the impact of changes in law and policies on all Canadian women in the 1920's. Explain how and why the Canadian government restricted certain rights and freedoms to some. Describe the achievements of the women's movement in the 1920's. Assess the contributions of significant individuals such as Agnes Macphail, and Emily Murphy. Content/skills: Distinguish between primary and secondary books and articles. Distinguish between fact, opinion, and inference in texts and visuals found in primary and secondary sources. CRITERIA FOR JUDGEMENT: Criteria for significance. HABIT OF MIND: Consultative

THINKING STRATEGIES:

CRITICAL THINKING VOCABULARY: Empathy