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Lesson Plan Template

SUBJECT/Grade: History/Grade 10 Suggested Time: 75 minutes

COURSE/Type/Code: Canadian History Since World War I, Academic, CHC2D

LESSON TITLE : Assess the role women in workplace had in leading to women's suffrage.
(written as critical challenge)

LESSON Description: In this lesson, students will evaluate how the roles of women changed during WWI and how this affected their place in Canadian society. Through the examination of women in the workplace, students will gain an understanding of how this brought about a desire for women to enter the political sphere. Women's suffrage will be examined, as well as the important role that Nellie McClung played in shaping the identity of Canadian women during the war.
Connection to CULMINATING ACTIVITY: In this class, students will examine the women's suffrage movement during the war, providing students with the opportunity to evaluate equity issues during the period. Through video and primary documents, students will recognize important individuals in shaping the identity of Canadian women. These sources serve as appropriate submissions for the time capsule under the criteria of a “newspaper editorial that deals with an issue of Equity for the period”as well as “newspaper headings related to major events or people who helped define this period”.

Planning Information:

Curriculum Connections

Overall Expectation(s):

  • CHV.01 - analyse the contributions of various social and political movements in Canada since


  • MHV.01 - formulate questions on topics and issues in the history of Canada since 1914, and use appropriate methods of historical research to locate, gather, evaluate, and organize relevant information from a variety of sources

Specific Expectation(s):

War I and World War II, as well as some of the effects the wars had on the home front (e.g.,

munitions industry, Halifax explosion, women war workers, British Commonwealth Air Training

Plan, Camp X, the war effort in local communities)

  • CH1.01 - analyse the impact of the women’s movement in Canada since 1914 (e.g., suffrage, the Famous Five, broadening access to employment, Royal Commission on the Status of Women, enshrining gender equality in the Charter of Rights and Freedoms, combating violence against

women, equal pay for work of equal value)

  • CH2.01 - assess the contributions of selected individuals to the development of Canadian identity

since 1914 (e.g., Nellie McClung, Arthur Currie, Thérèse Casgrain, Maurice Richard, Georges

and Pauline Vanier, Max Ward, Marshall McLuhan, Rosemary Brown, Matthew Coon Come,

Adrienne Clarkson)

- MH3.01 - express ideas, arguments, and conclusions, as appropriate for the audience and

purpose, using a variety of styles and forms (e.g., reports, essays, debates, role playing,

group presentations)

Learning Goal(s) or Enduring Understandings:

  • At the end of this lesson, students will understand the important role that women played during WWI at home, in the industrial sectors and overseas.

  • Through the examination of primary sources, students will be able to develop an understanding

of how women's contributions in the workplace during the war led to the women's suffrage

movement; creating equity in society.

  • Through video and primary documents, students will be able to recognize Nellie McClung as a prominent Canadian during WWI and will be able to assess her contributions to Canadian

women of the time.

Essential Questions:

  • What was the role of the suffragettes during WWI?

  • Assess how women's participation in the workplace changed women's roles in Canadian society.

  • Place yourself in the shoes of a man/working woman/political leader during WWI. Defend your position either for or against suffrage.

Prior Knowledge Required (the knowledge/concepts and skills students must possess to be successful in this lesson)

Students will have an understanding of the direct and indirect causes of WWI. Importantly, students will understand the process of conscription and the impact it had on the society and economy of Canadian towns. Gender roles in society will have been discussed, leaving students familiar with the concept of women traditionally being in the domestic sphere.

Differentiated Instruction Details
 How will you differentiate your lesson? Provide details

Knowledge of Students

Differentiation based on student:

 Readiness  Interests  Learner Profile:

 Styles  Intelligences  Other (e.g., environment,

gender, culture)
Need to Know

  • Students’ IEP's, learning needs as well as learning styles and the background of ELL students.

How to Find Out

  • Check student profiles before beginning the lesson to better aid the lesson development for incorporation of mixed media (visuals, newspaper clippings, handouts, key term sheets, videos etc).

Differentiated Instruction Response

 Learning materials (content)  Ways of learning (process)  Ways of demonstrating learning (product)  Learning environment

Students who have difficulty reading the first story handout will hear it aloud as well as have the aid of visuals from a powerpoint presentation. Key terms from the story are bolded and ELL students will be provided with key term charts to fill in throughout the lecture (Appendix F). When going through the pages in the text, there will be visuals on the projector to ensure they are not getting lost in the book. A short video clip will be shown to regain the classes attention. During the group work session, roam around the class to check that students who need extra attention are put on the right track.

Resources (for items in appendix, indicate with asterisk)

  • *Key Terms Sheet

  • *Handout, “Emily, The Working Mother

  • Canada: A Nation Unfolding, pages 96-98

  • *Powerpoint presentation to aid textbook

  • Heritage Moment: Nellie McClung

  • *Handout, “Of Roadmaps and Roadblocks”

  • *Rubric for Exit Activity

  • *Handout, “How do these connect?”

Agenda (to be listed on blackboard, in student language)

  • Re-cap: Conscription and its effects on Canadian


  • Women in the workplace

  • The right to vote (suffragists)

    • Nellie McClung

      • Group discussion: Should women get the vote?

      • Exit Activity

Minds On (Hook) - 20 minutes  Establishing a positive learning environment

 Connecting to prior learning and/or experiences

 Setting the context for learning


L: Literacy

AfL, AoL: Assessment for/of Learning

Whole Class or Groups of ?  Name of Activity and/or Strategy
Every student in the class receives a handout entitled “Emily, The Working Mother”. This story details the roles of women at home during WWI: replacing men in the job force, introduction to factory work, women recognizing their inequality in both wages and in the political world and the surfacing of women's suffrage. After students follow along in the reading aloud of this story, the following three questions are put up for discussion:

  1. What were some of the dangers of working in the munitions factory?

  2. Based on the story, what role do you think the suffragettes played during WWI?

  3. Evaluate how working in the factory changed Emily's view about women in society.

Students will engage in a discussion while mind mapping is done on the board, allowing students to gradually come to the conclusion that women entering the workforce was a pivotal moment in Canadian history; defining their place in society while gaining personal identities.

* Refer to Appendix A for handout.

AfL: Strategy/Assessment Tool

Action - 50 minutes

 Introducing new learning or extending/reinforcing prior learning

 Providing opportunities for practice and application of learning (guided > independent)

Whole Class or Groups of ?  Name of Activity(ies) and/or Strategy(ies)
Through the use of a powerpoint presentation, students will see how the lives of women developed during WWI. Posters aimed at women to work in munition factories, for the Red Cross overseas and to sustain efforts at home will be shown as well as pictures of women working in these environments. Students will reference the text Canada: A Nation Unfolding pages 96-98. Women's suffrage will be discussed as well as the importance of Nellie McClung.
1. Topics will be covered in the following order (text 96-97):

  • need for women to fill the roles of men in the workforce

  • women playing key roles in industrial achievement

  • wages, working conditions, transition from home to work

  • contributions overseas

2. Discussion Question:

Assess how women's participation in the workplace changed women's roles in

Canadian society.
3. Discuss the development of women's suffrage (text 97-98):

  • women having a stronger role in public life

  • suffragettes and the right to vote

  • Nellie McClung and Manitoba's right to vote in 1916

  • Thérèse Casgrain and her role in Quebec (1940)

  • Wartime Elections Act/Robert Borden

4. After going through changing roles of women in society and their increasing

desire to become a part of the political sphere, the class will watch a Heritage

Minute clip on Nellie McClung.


* Refer to Appendix B for PowerPoint Presentation.
6. Students will read the following quote from the powerpoint presentation and

take a moment to reflect on it.

“'Who will mind the baby' cried one of our public men, in great agony of spirit, 'when the mother goes to vote?'. One woman replied that she thought she could get the person that minded it when she went to pay her taxes - which seemed to be a fairly reasonable proposition.”

Nellie McClung, In Times Like These, 1915, p.51. 1972 ed.

7. Students will break into three groups. They will discuss for roughly 8 minutes and then be given 2 minutes to defend their position either for or against suffrage:

Group 1: man of the time

Group 2: working woman of the time

Group 3: political leader of the time

AfL: Strategy/Assessment Tool

Consolidation and Connection – 5 minutes

 Helping students demonstrate what they have learned

 Providing opportunities for consolidation and reflection

Whole Class or Groups of ?  Name of Activity and/or Strategy
Students will receive the handout entitled “Of Roadmaps and RoadBlocks” as an exit activity. They are asked to think of three key moments that led women from their traditional places in the home to standing up for equal pay and rights.
Hopeful answers:

      • men going overseas

      • need for women to work in factories

      • doing the same work for less money – wanted to be equal partners

* Refer to Appendix C for handout.

AfL or AoL: Strategy/Assessment Tool
* Appendix E for rubric.

Extension/PREP/Hwk (activities completed outside of class to reinforce/extend learning or prepare for next class)

AfL or AoL: Strategy/Assessment Tool

Accommodations/Special Needs: (this may have been identified above in DI section) How will you accommodate for students with IEPs, ELLs etc.

Teacher Reflection on Lesson: (to be completed after teaching, you do not need to fill this out for this assignment, just an FYI for reflective practice)

Aspects that worked:

During my micro-teaching session I went through the Roadmaps and Roadblocks activity. It worked well with my group as a mind's on activity, because the group had a lot of previous knowledge and was able to see where I was headed. The original handout had students going from women being involved trying to enlist men into the army to women wanting equal pay. It wasn't difficult for my group to pick out five key moments that happened along the way from women in the home to suffrage. Through the use of visuals we were able to map our way through the key events that happened during this period.

Changes for next time:

I decided this activity would be better suited as an exit activity to check for understanding in a high school class. After considering about the amount of time it would haven taken a class to complete because of lack of prior knowledge, I decided to use this activity to consolidate everything that was discussed in the lesson. Thinking of time constraints, I altered the start and end points to two more closely related topics: women in the home to women wanting equal pay. Also, I shortened the number of key points that I am asking from students from five down to three as I feel this will better allow students to walk away with a basic understanding of the lesson. In re-working the handout I made it visually pleasing for the students, as before it was simply one picture, followed by five blocks, ending with another picture. The new handout is stimulating and not nearly as daunting for the students to complete. I feel that this activity wouldn't take any longer than five minutes to complete after going through the activities and discussions in the lesson.

Emily, The Working Mother

Meet Emily. When World War I broke out in 1914, she was 22 years old living in Toronto and married with a two year old son. Her husband John volunteered to join the Army and Emily was left alone to look after her small son while running the home. The thought of being alone upset her at first, but she was very proud of her husband. Shortly after the war began, Emily's community realized that there were not enough men to run the factories and signs were being posted everywhere. Because so many men had gone overseas to fight, women were now being given the chance to work outside of the home filling untraditional roles. Emily desperately wanted to work, but was worried about her young son.

Before the war, women were limited to positions in the home, hospitals and schools, and Emily was surprised about all of the opportunities now available to her. Unfortunately, this was going to be a difficult change for Emily, since day care facilities were limited. Luckily, Emily's mother offered to take care of her small son during the day. Taking notice of an advertisement in a shop window for a position in a munitions factory, Emily decided to join the working world. She wasn't quite sure what it meant to work in a munitions factory, so decided to talk to other members of the community where she found out that it would involve making gun shells.

When applying for the job, Emily was told that she would start at $1.50 a day, and that she would be working long days - upwards of 12 hours. All things considered, Emily decided to take the job. On her first day she was surprised by the loud noises the machines made in the factory and covered her ears; but this ended up being the least of her worries. She had no idea that working in a factory was going to be so dangerous. Emily was briefly shown what to do and was put to work. She quickly felt very hot and tired from standing on her feet and being surrounded by the hot furnaces which the gun shells were made in. Also, many chemicals were used and Emily was nervous about an accident happening in the factory.

However, Emily kept going back. By the end, she was placed to work beside a man! This was great until she discovered that her co-worker Jim was getting $3.00 an hour to do the same job. That was twice as much as Emily made and she was certain that she was doing the same amount of work! Emily and many other women in the factory felt that they deserved the same wages as their men co-workers. She had heard about the suffragettes through other co-workers and decided to find out more. She was outraged that men were getting all the say and higher wages and was ready to have her voice heard. Working in the factory had changed Emily's point of view on women and their place in the political world and she was ready to stand up for the rights of women.

Discussion Questions:

  • What were some of the dangers of working in the munitions factory?

  • Based on the story, what role do you think the suffragettes played during WWI?

  • Evaluate how working in the factory changed Emily's view about women in society.

Rubric for Exit Activity:

Level 1

Level 2

Level 3

Level 4

Knowledge of Content

demonstrates limited knowledge of content

demonstrates some knowledge of content

demonstrates considerable knowledge of content

demonstrates thorough knowledge of content

Understanding of Content

demonstrates limited understanding of content

demonstrates some understanding of content

demonstrates considerable understanding of content

demonstrates thorough understanding of content

Key Terms Sheet:





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