Grade 10 History
Home Page Table of Contents Unit Introduction Unit Outline Unit Overview
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Project Bibliography LESSON 5

Women's Work

Grade:  10

Time: one 72 minute class

Expectations:
Students will:

Knowledge

  • produce an evaluation of the contributions to Canadian society by its regional, linguistic, ethnocultural, and religious communities.
  • explain how immigrants, individually and as communities, have participated in and contributed to the development of Canada.
  • assess the contributions of the Women's Movement.

Skills

  • use terms related to historical organization and inquiry correctly.
  • formulate different types of questions.
  • record and organize information effectively using notes.
  • distinguish between primary and secondary sources of information, and demonstrate an understanding of how to use each appropriately in historical research.
  • demonstrate competence in research and writing.
  • produce and evaluation of the contribution to Canadian society by different groups.

Preparation:

Lesson Plan:

  1. Write the word "work" on the board. Explain the concept of reading a picture as described in Honing Students' Observational Skills on The CRB Foundation's Heritage Project website or project the site onto a screen in the classroom. Place the picture of Sewing Room ca 1900 on the overhead. Orally analyze the picture the class according to the criteria described by The CRB Foundation. Repeat this process for the other three pictures. Discuss the student interpretations and write jot notes on the board to be copied down by the students.
     
    Image of Sewing Room
    Sewing Room
    The Saskatoon Women's Calendar Collective
    Image of Munitions workers
    Armaments
    The Saskatoon Women's Calendar Collective
    Image of Deanna Brasseur
    Pilot
    ©The Saskatoon Women's Calendar Collective
    Image of Antoinette Martens
    Carpenter
    The Saskatoon Women's Calendar Collective

  2. Discuss with the class the different historical working roles of women and the way those roles have evolved through Canadian history. Areas to discuss include women's involvement in agriculture, women's issues, and women's organizations. Women's role in munitions factories should also be discussed (see unit Bibliography). Compare and contrast women's occupations in the past and those of today.
  3. Hand out copies of oral narratives from the book No Burden to Carry by Dionne Brand (see unit Bibliography for other collections containing oral narratives of working women). These narratives outline personal accounts of Black Canadian working women in Ontario from 1920 to 1950. Divide the class into groups of two, with each group responsible for examining one oral narrative. Each group will make notes on their copy of an oral narrative and communicate the essentials of their oral narrative to the class through a brief, informal presentation.
  4. Distribute Suggested Requirements for Conducting an Interview handout describing how to conduct an interview.4  Discuss the 3 components of an interview:
    • preparing for the interview;
    • conducting the interview; and
    • analyzing the results.

      Talk about the importance of interviews and photographs as a primary sources of information and their role in information collection.

  5. Introduce the assignment and asks students to interview their mother, grandmother, aunt, female family friend, etc. Instruct the students to concentrate their interview on obtaining the interviewee's work and attitudes towards women's work. This interview should be taped either on video or audio cassette tape. Interviews will be conducted independently with the due date made clear by the teacher.

Possible Extensions

  1. Invite women in various work fields to discuss their work with students. You also could organize a women's job fair.
  2. Ask students to interview a women and make a collage with a picture of the person in the centre surrounded by images, symbols, and words about their work.

Evaluation
Informal:

  • observe student work habits and participation during photo analysis and oral narrative activities

Formal:

Bibliography

Women's Work
Suggested Requirements for Conducting an Interview


  1. Preparing for the Interview:

    To prepare for your interview you should make clear the purpose for conducting the interview. In this case, the purpose is to discover information pertaining to women's work through interviewing someone from your family or another woman that you know. Contact the person you will be interviewing, explain the purpose for the interview, and arrange a time that the interview will take place. Make sure to have your questions prepared before you begin the interview so that you will gain the information that you want. Also be prepared for the conversation to move to other areas of the subject at hand. Use one of the questions you have prepared to bring the interview back on track if you feel that the conversation is straying too far from the purpose of your interview.

  2. Conducting the Interview:

    Make sure that you are on time for the interview, that you are properly prepared, and that you have the necessary recording materials. Have a time line in mind for your interview but be prepared to be flexible as the interview progresses. Use the questions you have prepared and add any more as you feel necessary. Make sure to thank the person you have interviewed at the end of the session.
     

  3. Analyzing the results:

    Once the interview is completed, check the information you have gained to ensure that you have answers to the questions you prepared and that the interview provided you with the desired material. If you find that you do not have all of the information you need, you may set up a second interview to gain this information.

Women's Work
Suggested Rubric: Interview Assignment




Student's Name:___________________________
Date:_________________________________

 
Knowledge/Understanding Mark
Below Average (0)
-demonstrates insufficient knowledge to conduct interview with limited effectiveness
Average (3)
-demonstrate sufficient knowledge to conduct interview with effectiveness
Above Average (5)
-demonstrates thorough knowledge to conduct interview with a high degree of effectiveness		 /5
Thinking/Inquiry
Below Average (0)
-applies few inquiry skills to formulate relevant questions with limited effectiveness
Average (3)
-applies inquiry skills to formulate relevant questions with effectiveness
Above Average (5)
-applies inquiry skills to formulate relevant questions with a high degree of effectiveness		 /5
Communication
Below Average (0)
-interviewer communicates with limited clarity
-interviewer displays limited active listening skills
Average (8)
-interviewer communicates with adequate clarity
-interviewer displays adequate active listening skills
Above Average (15)
-interviewer communicates with a high degree of clarity
-interviewer displays superior active listening skills		 /15
Application
Below Average (0)
-uses technology and equipment (i.e. Internet and audio/video) with limited effectiveness
-makes connections (e.g. past, present, and future role of women) with limited effectiveness
Average (8)
-uses technology and equipment (i.e. Internet and audio/video) with adequate effectiveness
-makes connections (e.g. past, present, and future role of women) with adequate effectiveness
Above Average (15)
-uses technology and equipment (i.e. Internet and audio/video) with a high degree of effectiveness
-makes connections (e.g. past, present, and future role of women) with a high degree of effectiveness
 

/15
Total Marks:  

/40
Comments (strengths/considerations for improvement):
 

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