Critical Learning

Guiding Questions

In this lesson students will begin with an exercise to bring them closer to the feeling of discrimination. Students will then focus on the great strides women made almost a century ago in the evolution towards work place and societal equality. Students will participate in role play, develop scenes, and create tableaux centred around the experiences of women in the work force during World War One. 
How does it feel to be discriminated against?
What kinds of challenges did women have to overcome to assert their place in the workforce?

Do stereotypes about women's abilities exist today? What about non-binary of transgender people?

 

 

Curriculum Expectations

Learning Goals

A1.1 use a variety of sources as a basis for creating scenes about workplace issues 

A1.3 create a scene or sequence of scenes featuring a character who demonstrates employ-ability skills 

A2.1 combine and arrange the elements of drama to create scenes that explore common workplace roles and situations 

A2.2 use a variety of drama conventions to interpret roles and issues in the workplace

B1.1 use the critical analysis process to determine the  responsibilities attached to different roles within the group and to guide and monitor progress;

B1.2 analyse presentations about workplace topics to determine how accurately they depict workplace realities; 

B2.1 demonstrate an understanding of how knowledge and skills developed through drama can be used in social and workplace contexts

B2.3 explain how drama activities provide insight into different types of roles, social or occupational hierarchies, and issues they may encounter in the workplace;

C1.1 identify a variety of forms, elements, conventions, and techniques of drama and describe some of their functions

C1.2 use correct terminology for the styles, components, processes, and techniques of drama in creating and responding to drama works.
At the end of this lesson, students will be able to:
  • recognize that women are capable of performing many of the jobs traditionally considered "men's work"
  • connect discrimination to personal experience 
  • explain the evolution of women's rights
  • relate how drama can deepen our understanding of history and social issues

Instructional Components

Readiness

Students must be willing to reconsider their own views and be sensitive to the experiences and beliefs of others. The ability to engage in authentic role play is essential. Students should also understand the concept of satire and be able to work in the genre.

Terminology

Narration
"Temporary men"
Suffragette
Satire
Teacher in Role

Materials

Name tags with "Y" written on them (enough for 1/2 the class)
Name tags with "X" written on them (enough for 1/2 the class + one)
Inexpensive bulk candy or treats
A soft, medium sized ball

 

Approximately 75 minutes

Minds On

Pause and Ponder

Whole Class > Discussion

Hand out a copy of BLM #2 Rules for Women Teachers 1915. Read it over as a class.

Invite the students to share their  impressions and reactions. Are the restrictions reasonable? What if we restricted men in a similar manner?

Small Group > Tableau 

Direct students to form groups of three or four. Each group then selects a profession other than teaching for men and creates a list of rules for that profession using the "teacher rules" as a model. Groups should generate a list of five rules to be depicted in a tableau slide show. 
Instruct the students to rehearse with narration and transitions, and then present the slide show.
Assessment for Learning (AfL)
Use reflection and discussion to focus students on their personal connection to the issue.
Continue to listen and observe students to monitor their willingness to listen and change their thinking about the issues.

Assessment as Learning (AaL)

Discuss with student effectiveness of choices in role play.

Assess effectiveness as a team member during group work .
Create a student generated evaluation sheet for role play.
Use the exit card to gauge their emotional and intellectual connection to the role play.

Differentiation (DI)

Students take on characters in role play based on comfort and prior knowledge.

Perform some scenes simultaneously to reduce performance anxiety.
Side coach students in need.
Quick Tip
Prior to the primary role play, create a series of very short simultaneous role plays to decrease anxiety about performing before an audience.
Inform students that by the end of World War One (1918) over 350 000 women were employed in war time manufacturing, to say nothing of other sectors. This was the largest employment of female workers in history. For more information go online and visit any number of World War One websites. For this lesson, An Archival Look at World War One and History of Women's Suffrage in Canada may be particularly useful.
Link and Layer
Prior to starting the role play, consider asking students to find a spot in the space and begin to write a letter. Invite them to read sections from their writing in role from the previous lesson.
Hyperlinks in the Lesson

An Archival Look at World War One

BLM #5 Propaganda Poster
Approximately 100 minutes

Action!

To follow this lesson, please go to BLM #3 Instructions for Small Group Role Play and follow the steps.

Whole Class > Teacher in Role

Tell the students that they will be embarking on an evaluated whole class role-play. Go over the evaluation sheet with students (BLM #4 Role Play Checklist).

Invite students to imagine it is 1918 and the war is coming to an end. Thousands of women now enjoy great success working outside the home. They have money, freedom, confidence, and independence. Many would very much like to continue working.  Explain that they have been asked to attend a meeting with the factory owner.  

Exit and re-enter the space in role as the factory owner.  Introduce yourself and read the announcement created by the Ontario government asking women to give up their jobs to make way for the returning soldiers (BLM #5 Propaganda Poster).

Invite the women to ask any questions or make any comments.  Field and respond to their questions in role.
Approximately 50 minutes

Consolidation

Individual > Exit Cards

After a few minutes (or when it feels like the role play has reached an ending), tell students that the role play has ended.  Engage students in a reflection on the role play.  

Key Questions for Discussion:

How did you feel as the women who were being asked to leave?
Did you think it was fair? Unfair? Why?  
What didn't you say during the role play that you wished you could have said?

Give students an Exit Card to complete with the following prompts:
  • When the factory owner made the announcement, I felt. . .
  • The drama made me wonder about. . .
  • I would like to know more about. . .