ASSIGNMENT 3

Unit planning

To:

Emmy Côté

EDES 334

Teaching Secondary Social Studies

From:

Alexandra Cadillo

McGill ID: 260871564

DISE, Faculty of Education

McGill University

April 10, 2019

 !2

Course (level): History and Citizenship Education, cycle one, year two
Duration: 7 classes 


UNIT TOPIC: COURSE LEVEL: cycle one, year UNIT # : 6

“A Woman’s Perspective” two

SUMMARY:
The unit plan is based on understanding freedom through the winning of civil rights and
freedoms by examining the feminist movement. The way this unit is presented is inspired by
the Canadian Encyclopedia’s (2006) time frames of the women’s movements in Canada. The
first movement is classified between 1867-1960, the second between 1960-1985, and the third
from 1985-present (Canadian Encyclopedia: Women’s Movements in Canada, 2006). In
general, the women’s movement in Canada is more appropriately defined “[…] as evolving,
overlapping and multi-focused” (Canadian Encyclopedia: Women’s Movements in Canada,
2006), rather than being characterized by specific dates, however, the chronological time
frames are useful in the classroom setting.

The unit plan has a clear emphasis on the first and second women’s movement because the unit
plan aims to address the emergence of civil rights and freedoms in the 1930s. Although brief,
the unit plan does include topics within the third and fourth feminist movement since they have
strongly been influence by the first couple of movements, and continue to have a presence in
contemporary society.

The incorporation of the denial of civil rights and freedoms for European Jews is also included
as demanded by the QEP, but the focus remains on a woman’s experience during the Holocaust.

The final assessment is meant to be a creative activity that will allow students to choose from
various projects. Giving the students the choice to choose their final assessment enables them to
create a project that is meaningful to them. Turning the classroom into an environment that is
meaningful to the students follows a constructivist approach to education. Moreover, the
students will be more inclined to learn and remember if they are the ones who are actively
involved in constructing their knowledge.
 !3

QEP COMPETENCIES:
The competencies listed below are all incorporated within the unit plan within different
lessons. Although multiple competencies and areas of learning often overlap in each lesson, the
lesson’s description box will provide detail about the most relevant concepts found throughout
that specific course.

SUBJECT SPECIFIC COMPETENCIES:

1. Examines social phenomena from a historical perspective
1.1. Contemplates the past of social phenomena
1.2. Considers social phenomena in terms of duration
1.3. Looks at social phenomena in their complexity

2. Interprets social phenomena using the historical method

2.1. Establishes the factual basis of social phenomena
2.2. Explains social phenomena
2.3. Puts his/her interpretation of social phenomena in perspective

3. Constructs his/her consciousness of citizenship through the study of history

3.1. Seeks the foundations of his/her social identity
3.2. Considers the factors that govern social participation
3.3. Understands the purpose of public institutions
3.4. Establishes the contribution of social phenomena to democratic life

CROSS CURRICULAR COMPETENCIES:

- Uses information
- Exercises critical judgment
- Uses creativity
- Communicates appropriately
- Adopts effective work methods

BROAD AREAS OF LEARNING:

- Media literacy
- Personal and career planning
- Citizenship and community life

HISTORICAL THINKING CONCEPTS:

The two historical thinking concepts that are echoed in this unit plan are continuity and
change, and historical perspective. The historical thinking concepts and the guideposts that are
critical to a specific lesson will be explained in detail in the description.

STAGE 1: DESIRED RESULTS
OBJECTIVES/STANDARDS:
- To appreciate powerful female figures
who stood up for a cause.
- To understand activism.
- To recognize how societal norms took
time to change, and women are still
fighting for equality today.
!4
ESSENTIAL QUESTIONS:
- How did the feminist movement
advance civil rights and freedoms?
- How is the Charter of Rights and
Freedoms a reflection of the
women’s movement in Canada?
- Why were the European Jews’
experience much different from
Canadian society?
 !5

FACTUAL/ PROCEDURAL CONCEPTUAL

DECLARATIVE KNOWLEDGE:
 KNOWLEDGE:
KNOWLEDGE:




Students will know: Students will understand: Students will do:
- terminology that deals - understand feminism. - students will recognize
with civil rights and - understand the negative the benefits of activism.
freedoms. consequences - students will recognize
- regions in the world accompanied by racism the importance of
where civil rights and and sexism. tolerance.
freedoms were granted, - students will embrace a
and other regions in diverse society.
which they were denied.
 !6
STAGE 2: ASSESSMENT EVIDENCE

PERFORMANCE TASK: UNIT PRE-ASSESSMENT:

Various performance tasks will be
conducted throughout the unit
plan, for example, when the
teacher asks students to share their
ideas and opinions. Moreover, a
successful performance task will
be achieved when the students are
able to clearly articulate their
point of views by backing up their
arguments with evidence.
Furthermore, the final assessment
will allow students to showcase
their comprehension of the unit
through a creative project of their
choice.
EXTENSIONS:
- Depending on the textbook used - The pre-assessment activity is used as a way to
by the school, students would be
expected to keep up with the
readings that mirror what is
taught in throughout the unit.
- http://www2.unwomen.org/en/
csw
- Schindler’s List
- The Diary of Anne Frank
- Four-Corners activity sheets (refer to lesson #2).
OTHER EVIDENCE/ASSESSMENTS:
- Class discussions after viewing documentaries
or short clips.
- Choice Board final summative activity (refer to
lesson.
- Recaps of previous lectures before starting a
new topic.
DIFFERENTIATION CONSIDERATIONS:
differentiate, by getting to know the students
and their prior knowledge of the unit material.
For example, the teacher will be able to gauge
which topics need to be explained in greater
detail in order to ensure every student is on the
same track.
- The use of multimedia within lectures is meant
to stimulate visual learners. Class discussions
are also encouraged during lectures as a way for
students to share their ideas and opinions.
- The summative assessment is inspired by a
differentiated framework created by Gregory
and Chapman (2013). The final creative project
is offered through a choice board which allows
students of multiple intelligences to choose the
final assessment format that best suits their
interests and skills.
 !7

STAGE 3: LEARNING PLAN

LESSON #1: TERMINOLOGY

Lesson Objective To become familiar with terminology used in the beginning of
the 1930s, as referred to the era of winning of civil rights and
freedoms.
Methods/Activities 75 minutes: 15 minutes hook, 60 minutes definition activity
Resources - 10 dollar bill
- Blank pieces of paper
- Coloured markers
- Student device to access the internet
- Powerpoint
- Video on Viola Desmond: https://www.youtube.com/watch?
time_continue=3&v=ie0xWYRSX7Y

Assessment The assessment will be formative for this lesson. The teacher
Strategies/Criteria will circulate the class and check that students are correctly
defining each term.
Connections to QEP Cross curricular competencies:
Exercises critical judgment:
- When searching definitions for the term they were assigned,
students will qualify their judgment choosing the definition
that is most suitable for the unit.

Broad areas of learning competencies:

Media literacy:
- Students will have to access the internet to find definitions of
their assigned term. Consequently, students will be presented
with an immense amount of information and must choose the
most appropriate source.
Connections to HT N/A
Concepts
 !8

LESSON #1: Description

The teacher will begin with a short 10 minute introduction/hook, by presenting the
class with the most recent ten dollar Canadian bill, and ask them if they know who is
on it. The teacher will then explain that Viola Desmond is an important historical figure
during the civil rights movement in Canada. The teacher should then show ‘A Heritage
Minute’ YouTube clip about Viola Desmond, which can be found in the following link:
https://www.youtube.com/watch?time_continue=3&v=ie0xWYRSX7Y.

The remainder of the class will be dedicated to familiarizing the students with
important terminology for the unit such as; anti-semitism, boycott, censorship,
dehumanize, democratization, denunciation, discrimination, dissidence, enfranchise,
equality, feminism, freedom of expression, freedom of religion, ghetto, Holocaust
(Shoah), propaganda, repression, rights, segregation, suffrage, suffragettes, etc. One
word will be assigned to every student, and they will be permitted to access the internet
in order to find the definitions for each term. The teacher will hand out blank pieces of
paper and the students will have to use the whole page to decorate and define the word
which will later be posted on a section of the wall in the classroom. These keywords
can be used as a reference for students throughout the unit. If time permits, the teacher
can go over a few definitions which are more complex and need further clarification.

LESSON #2: Four-Corners

Lesson Objective To pre-assess students’ knowledge about civil rights and
freedoms, more specifically in relation to the feminist
movement, and the denial of rights for the European Jews.
Methods/Activities 75 minutes: 20 minutes for pre-assessment, 55 minutes for
lecture and class discussion on civil rights and freedoms
Resources - Four-Corners Pre-assessment hand out
- Powerpoint
- Students’ notebook
Assessment The pre-assessment will take place during this lesson and will
Strategies/Criteria be useful for students to recall what they know about the topic.
Also, it will help the teacher to get to know the students’
knowledge about the unit, therefore enabling him or her to
better prepare for the following lecture.
 !9

LESSON #2: Four-Corners

Connections to QEP Subject specific competencies:
1. Examines a social phenomena from a historical perspective
Contemplates the past of social phenomena (1.1):
- Students will be introduced to several certain civil rights and
freedoms. This will allow them to reflect on how these rights
were achieved and under what specific contexts.

Cross curricular competencies:

Uses information:
- Students will be expected to reflect upon their prior
knowledge of the feminist movement and the Holocaust.
They will also be asked to come up with questions
concerning these phenomenons.
Exercises critical judgment:
- Students will be asked to share what they think are civil
rights and freedoms. Through sharing their ideas students are
expressing their judgment through justifying their position.

Broad areas of learning competencies:

Personal and career planning:
- By asking to share their knowledge with the class, students
will recognize their abilities.
Citizenship and community life
- Through the discussion of various civil rights and freedoms
students will appreciate what an open and peaceful society
consists of.
Connections to HT N/A
Concepts
 !10

LESSON #2: Description

As the students enter the class, the teacher will hand out the four-corner pre-assessment
activity (Gregory & Chapman, 2013, p. 67). One side of the paper will contain
questions referring to the feminist movement, on the other side it will include the
questions about the Holocaust. This activity will then be collected by the teacher and
will be used for the pre-assessment of the following courses which will closely examine
the feminist movement and the Holocaust in relation to human rights.

In addition, the activity will also allow students to reflect on their prior knowledge and
participate in classroom discussions about civil rights and freedoms. For example, the
teacher should begin the lecture by asking students what they know about civil rights
and freedoms, and write the answers on the board. The teacher should ensure that
certain concepts of civil rights and freedom are mentioned, for example; the right to
vote, the right to justice, equality before the law, freedom of expression, freedom of
religion (Progression of learning in secondary school: History and citizenship
education, 2005, p. 28).

Refer to Annex 1 for sample of pre-assessment

LESSON #3: Early Women’s Movement (1867-1960)

Lesson Objective To characterize the first women’s movement, more specifically
through the suffragists perspective.
Methods/Activities 75 minutes: a mixture of lecture and class discussion
+1 hour of homework
Resources - Powerpoint
- Students’ notes
- Video on Nellie McClung: https://www.youtube.com/watch?
v=SdbG6EIHrbs&list=PLiE7YBxN9zmIxXjwYHPslcQpGr
v7_Mxhi&index=16&t=0s
- Video on Agnes Macphail: https://www.youtube.com/watch?
v=2W5DgXqaRU0&list=PLiE7YBxN9zmIxXjwYHPslcQp
Grv7_Mxhi&index=19&t=0s

Assessment The teacher will be able to assess students through class

Strategies/Criteria discussions, especially after viewing the short videos. The
students’ homework will be collected in the following class and
this will also be a great source of evidence for the teacher to
keep track of student progress.
 !11

LESSON #3: Early Women’s Movement (1867-1960)

Connections to QEP Subject specific competencies:
2. Interprets social phenomena using the historical method:
Establishes the factual basis of social phenomena (2.1):
- Students will be asked to choose a suffragist and therefore
will identify actors and witnesses of the suffrage movement.

Cross curricular competencies:

Uses information and communication technologies:
- By navigating the Canadian Encyclopedia website students
should recognize how easy and accessible technological tools
can be for educational purposes.

Broad areas of learning competencies:

Media literary:
- Students will be exposed to the Canadian Encyclopedia
which is a reliable source of information on the internet.
Connections to HT Continuity and Change:
Concepts Guidepost 4:
- Students will be able to recognize the characteristics that
marked the beginning of the first feminism movement.
 !12

LESSON #3: Description

The first women’s movement is significant as it is the foundation of equal rights for
women, and can defined by the suffragist movement. The teacher should begin the class
by showing the YouTube video of Nellie McClung, a great example of one of the first
suffragists and activists. After viewing the video, the teacher should ask the class to
write a short paragraph about what ‘feminist activism’ means to them, then share their
answers through a class discussion.

The teacher can then show the YouTube video of Agnes Macphail as the first women in
House of Commons, however, it is important for students to realize that although
Macphail held a powerful governmental position, sexism was still rampant in the early
half of the twentieth century.

It is important for students to realize that the women’s movements was also taking
place in other areas of the world during the same time frame. For example, in France,
the Second Sex by Simone de Beauvoir was gaining attention.

As homework, students will be asked to pick a suffragist, which can be found on the
‘articles by topic,’ sidebar on left hand side of the following link: https://
www.thecanadianencyclopedia.ca/en/collection/womens-suffrage-in-canada. Students
will be ask to answers the following questions about their chosen suffragist, which can
be male or female;
1. Which region in Canada were they most active?
2. In which time frame were they active?
3. Name something interesting about your chosen suffragist.
4. What is your chosen suffragist most known for?

LESSON #4: Anti-Semitism in Europe

Lesson Objective Students should understand that while some parts of the world
were celebrating winning of rights, anti-semitism was prevalent
in Europe which deprived Jews, and other minority groups, of
their civil rights and freedom.
Methods/Activities 75 minutes: 10 minute introduction to anti-semitism in Europe,
40 minutes watching One Survivor Remembers, 25 minutes to
discuss the film

Resources - Documentary, One Survivor Remembers

- Students’ notebook
 !13

LESSON #4: Anti-Semitism in Europe

Assessment Students will be asked to take notes while watching the film,
Strategies/Criteria writing down ideas they found to be most striking. The teacher
will collect these notes at the end to ensure students were
paying attention and grasped the main issues in the film.
Connections to QEP Subject specific competencies:
1. Examines social phenomena from a historical perspective:
Considers social phenomena in terms of duration (1.2):
- Students will consider the denial of civil rights and freedoms
of the European Jews as happening concurrently to the
feminist movement in Canada.
2. Interprets social phenomena using the historical method:
Puts his/her interpretation of social phenomena in perspective
(2.3):
- Students will identify similarities and differences among
European and Canadian societies in the 1930s-1940s.

Cross curricular competencies:

Communicates appropriately:
- Students will be asked to share their thoughts of the
documentary with the class. Considering that the content of
this documentary is difficult to concede, students will have to
become familiar with the mode of communication that is
appropriate with the content being discussed.

Broad areas of learning competencies:

Citizenship and community life:
- After learning about the Holocaust in terms of civil rights and
freedoms, students should be able to comprehend how respect
for diversity can avoid such atrocities from ever happening
again.
Connections to HT Historical Perspective:
Concepts Guidepost 1:
- Students will understand differences between world views
(European society and Canadian society).
Guidepost 4:
- Students will take the perspective of a historical actor, in this
case Gerda Weissmann Klein
 !14

LESSON #4: Description

The significance of showing the class, One Survivor Remembers, is a two fold: it
demonstrates the story of a young Jewish girl during the Nazi regime, which the
students can relate to being similar in age. Secondly, it is narrated by Gerda Weissmann
Klein as an adult, providing a female perspective of the experiences of the Holocaust.

After viewing the documentary, the teacher should encourage classroom discussion by
asking students what they found to be the most compelling part of the film. Other
questions that could be ask by the teacher are; what’s important about this film? What
is the purpose of a film like this? (Greenbaum, 2001, p. 138).

Lastly, it is important for students to be exposed to the cruelty and dehumanization

influenced on the Jews by the Nazis, for truly no purpose. This should clash with their
knowledge about civil rights movements in Canada. As a result, it will encourage
students to reflect on how when parts of humanity were taking steps forward, a part of
the world was also experiencing unimaginable atrocities.

LESSON #5: Second Women’s Movement (1960-1985)

Lesson Objective To characterize the second women’s movement, more
specifically through the protesters perspective.
Methods/Activities 75 minutes: 50 minutes of lecture and discussion about the
second women’s movement, 25 minutes for lecture and
discussion about reactions to the movement
+ 1 hour of homework

Resources - Powerpoint
- Students’ notes
- Video on Rosemary Brown: https://www.youtube.com/
watch?time_continue=197&v=G_APUcDKSmw
- Video on Mary Two-Axe Earley: https://www.youtube.com/
watch?time_continue=6&v=0AXc9u5SuRA
- ‘Decoding Political Cartoons Chart’ handouts
Assessment With their knowledge about the first and second feminist
Strategies/Criteria movements, students will be asked to examine primary sources
and answer questions. Examining primary sources is a useful
skill for students to become familiar with as it will help them in
their final creative project.
 !15

LESSON #5: Second Women’s Movement (1960-1985)

Connections to QEP Subject specific competencies:
2. Interprets social phenomena using the historical method:
Explains social phenomena (2.2):
- Students will be asked to explain a political cartoon by
analyzing the source and connecting their prior knowledge to
understand its meaning.
3. Constructs his/her consciousness of citizenship through the
study of history:
Considers the factors that govern social participation (3.2):
- Students will understand how the political cartoons, mostly
created by the government, influenced society.

Cross curricular competencies:

Uses information:
- Students will become familiar with a primary source that they
most likely have not dealt with before. They will have to
think about new ways to explore what the cartoon is trying to
convey.
Adopts effective work methods:
- Students must consider all aspects of the political cartoon, for
example, the content as well as the context in which it was
created.

Broad areas of learning competencies:

Media Literacy:
- Students will be exposed to a form of media that influenced
society in the early twentieth century. Students should reflect
on the different ways in which media dominates our current
society.
Connections to HT Continuity and Change:
Concepts Guidepost 2:
- Students will be able to recognize the turning point from the
first feminism movement to the second.
 !16

LESSON #5: Description

Before the class begins, the teacher will ask students to create a T-chart that will
compare and contrast Rosemary Brown and Mary Two-Axe Earley. Both Brown and
Earley are examples of advocates for equal rights for women, but also for minorities.
The teacher should then show the short YouTube clip of Brown, then discuss in class.
The YouTube clip of Earley should be presented, then also followed by a discussion.
Students will be asked to share their thoughts on both characters, and the teacher should
write these characteristics on the board.

The teacher should also provide students with knowledge about the women’s
movement elsewhere in the world, such as the Dinner Party in the United States.

The last 25 minutes of class will be dedicated to the reactions towards the feminist
movement. For example, the teacher should show the class political cartoons which can
be found in the following link: https://www.historicacanada.ca/sites/default/files/PDF/
Suffrage%20Worksheets%20EN.pdf. Students will be asked to choose one of the
cartoons, and complete the worksheet in Annex 2. The students will not likely complete
the chart in class, and the rest will be for homework.

Refer to Annex 2 for sample of political cartoon.

LESSON #6: Relevance

Lesson Objective To understand the consequences of the feminist movement in
contemporary society while also making reference to other
social movements such as, racism, homophobia, xenophobia,
speciesism.
Methods/Activities 75 minutes: 15 minutes to recap the political cartoon activity,
40 minutes dedicated to lecture and class discussion about third
women’s movement and “fourth” wave of feminism, 20
minutes to the current feminist issues

Resources - Powerpoint
- Students’ notes
- Video on Charter of Rights and Freedoms: https://
www.youtube.com/watch?v=YAIM1qzO9_w&t=118s
- Video on Michelle Douglas: https://www.youtube.com/
watch?v=sDbcZxMx1_U
Assessment Students will be asked to make a link between what they have
Strategies/Criteria learned about the past, and how those events have impacted out
current society.
 !17

LESSON #6: Relevance

Connections to QEP Subject specific competencies:
1. Examines social phenomena from a historical perspective:
Looks at social phenomena in their complexity (1.3):
- Students should be able to understand the contemporary
effects of the multiple feminist movements.
3. Constructs his/her consciousness of citizenship through the
study of history:
Seeks the foundations of his/her social identity (3.1):
- Students identify their own social identity while also
appreciating the diversity that exists within social identities.

Cross curricular competencies:

Uses information:
- Students will put their new information to use to reflect on
how it applies to their current life.

Broad areas of learning competencies:

Citizenship and community life:
- Students will have a better idea of where they place
themselves among diverse traditions, beliefs, values and
ideologies.
Connections to HT Historical Perspectives:
Concepts Guidepost 2:
- Students will be able to recognize the importance of avoiding
presentism. Students should be able to understand why
feminist perspectives were different in the past versus now.
 !18

LESSON #6
In order to clarify any questions about the political cartoon, the first 15 minutes of class
will be used to discuss the activity. The activity will then be collected for the teacher to
assess what the students have learned from the activity.

The teacher should begin by introducing the third women’s movement, as marked by
the Canadian Charter of Rights and Freedoms. Since this document is complex and
perhaps difficult for students in secondary 2 to understand, the teacher should present
the charter through a short YouTube clip: https://www.youtube.com/watch?
v=YAIM1qzO9_w&t=118s. The teacher should emphasize on the feminist movement
as a large contributor to the creation of the Canadian Charter of Rights and Freedoms.
The teacher can provide students with a more recent success story in the this women's
movement by showing YouTube clip on Michelle Douglas (stop at 1:25). This is a more
recent example of the demand for equality and civil rights among the LBGTQ
community. The teacher should then encourage a class discussion by asking students to
share their thoughts.

The teacher should mention that the third women’s movement is characterized by “[…]
multiple campaigns, from employment equity and daycare, to anti-racism and ending
poverty and violence against women” (Canadian Encyclopedia: Women’s movements
in Canada: 1985-present, 2006).

The teacher should also briefly mention that with the rise of social media, there has
been an assertion of the fourth wave of feminism. This wave is different from the third
because it is characterized by feminist critique in public spaces and social media
(Sheber, 2017). The teacher should also make reference to current issues, such as the
#MeToo movement. Other contemporary concerns surrounding sexism that the teacher
should mention are harassment in the workplace, the missing and murdered Indigenous
women and girls, and equal pay for equal work.

LESSON #7: Choice Boards

Lesson Objective To allow students to display what they have learned throughout
the unit.
Methods/Activities 75 minutes: 20 minutes to recap 20 minutes explaining final
assignment, 55 minutes for students to brainstorm ideas

Resources - Class preferably located in a computer lab

- Powerpoint
- Students’ notes
 !19

LESSON #7: Choice Boards

Assessment Students will be assessed through an option of their choice. The
Strategies/Criteria choice board was created to “[…] give students multiple ways
of processing information and rehearsing content and
skills” (Gregory & Chapman, 2013, p. 171).
Connections to QEP Subject specific competencies:
1. Examines social phenomena from a historical perspective:
Looks at social phenomena in their complexity (1.3):
- Students should be able to understand the complexity of the
feminist movement and reflect their learning in the final
assignment.
2. Interprets social phenomena using the historical method:
Establishes the factual basis of social phenomena (2.1):
- Students will select relevant information from the feminist
movement to create a final project that is factually accurate.
3. Constructs his/her consciousness of citizenship through the
study of history:
Establishes the contribution of social phenomena to democratic
life (3.4):
- Students should be able to recognize how the events during
the feminist movements played a key role in the
establishment of a democratic life.

Cross curricular competencies:

Uses creativity:
- Students will choose a creative way of demonstrating what
they have learned throughout the unit.

Broad areas of learning competencies:

Personal and career planning:
- Students will have to adopt strategies to successfully
complete their final project.
Citizenship and community life:
- Through finalizing their creative project, students should
appreciate of civil rights and freedoms, for example,
recognizing the significance in participating in the democratic
system.
Connections to HT Continuity and change and historical perspectives should take
Concepts on multiple forms in the final assessment depending on the
option chosen by the student.
 !20

LESSON #7
Students are given the choice to work in pairs or alone, depending on the activity. If
students choose the wild card option they will have to run their activity by the teacher
first. The teacher will circulate the class to answer any questions.

Evaluation Grid

Summative evaluation grid completed by the teacher for:

Student’s name: ______________________________________

A B C D
Exemplary Relevant To work on To do again
1- Content Student uses Student uses Student rarely refers Student’s work is
(40%) historical content historical content to historical content incomplete,
that is factually that is factually therefore does not including historical
accurate. There is accurate but does make an argument inaccurate content.
evidence that not include any for continuity and
supports continuity evidence of change.
and change. continuity and
change.
2- Student explains Student explains Student explains the Student’s work is
Incorporation civil rights and civil rights and civil rights and incomplete and
of feminist freedoms from a freedoms from a freedoms but does excludes civil
perspective feminist feminist perspective not include a rights and
(40%) perspective by but does not use feminist freedoms.
using evidence to evidence to support perspective.
support their their argument.
argument
3- Creativity Student’s creation Student’s creation is Student’s creation is Student creation is
(20%) is meaningful and original but lacks not original and incomplete, it does
original. personal meaning. lacks meaning. not reflect one of
the options from
the choice board
 !21

ANNEX 1:
Name:______________________

FOUR-CORNER

Inspired by Gregory & Chapman, 2013

 !22

FOUR-CORNER

Inspired by Gregory & Chapman, 2013

 !23

ANNEX 2:

!
 !24

(Historica Canada: Women’s Suffrage Education Guide Worksheets Package, n.d.)

ANNEX 3:
Name:________________

Inspired by Gregory & Chapman, 2013

 !25

References

Antholis, K. (1995). One Survivor Remembers. United States: HBO.

Greenbaum, A. B. (2001). Bearing witness: Teaching about the Holocaust. Portsmouth,

NH: Boynton/Cook Publishers, Inc.

Gregory, H. G., & Chapman, C. (2013). Differentiated Instructional Strategies. Thousand

Oaks: Ca: Corwin.

Historica Canada. (n.d.). Women’s suffrage education guide worksheets package.

Retrieved https://www.historicacanada.ca/sites/default/files/PDF/
Suffrage%20Worksheets%20EN.pdf

Historica Canada. (n.d.). Women’s suffrage in Canada [Education Guide]. Retrieved

http://education.historicacanada.ca/files/108/Womens_Suffrage.pdf

Quebec Education Program. (2005). History and citizenship education [Program of

Studies]. Retrieved from http://www.education.gouv.qc.ca/fileadmin/site_web/
documents/education/jeunes/pfeq/PFEQ_histoire-education-citoyennete-premier-
cycle_EN.pdf.

Quebec Education Program. (2005). Progression of learning in secondary school:

History and citizenship education cycle one [Program of Studies]. Retrieved from
http://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/jeunes/
pfeq/PDA_PFEQ_histoire-education-citoyennete-premier-cycle_2010_EN.pdf.

Seixas, P., & Morton, T. (2013). The Big Six. Toronto, Ont: Nelson Education.

Sheber, V. (2017, December 16). Feminism 101: What are the waves of feminism?
FemMagazine. Retrieved from https://femmagazine.com/feminism-101-what-are-the-
waves-of-feminism/.

Springtide. (2013, June 13). The Charter of Rights and Freedoms [Video File]. Retrieved
from https://www.youtube.com/watch?v=YAIM1qzO9_w&t=118s.

The Canadian Encyclopedia. (2006). Women’s movements in Canada: 1985-present.

Retrieved from https://www.thecanadianencyclopedia.ca/en/article/womens-
movements-in-canada-1985present
 !26

The Canadian Encyclopedia. (2006). Women’s movements in Canada. Retrieved from

https://www.thecanadianencyclopedia.ca/en/article/womens-movement