Lesson 8

 | Women and Labour

106

Learning from Labour | 

Intermediate ETFO Resource

 | 

www.etfo.ca

History of Women in Education

Historica Canada. http://www.thecanadianencyclopedia.ca/en/
article/women-and-education/. International Women’s Day. 
http://rabble.ca/toolkit/on-this-day/international-womens-day

Profile of Mary Ann Shadd. Retrieved July 11, 2015 from 
Historica Canada. http://blackhistorycanada.ca/profiles.
php?themeid=20&id=5

Women in the Labour Force. Retrieved July 13, 2015 from http://
www.thecanadianencyclopedia.ca/en/article/women-in-the-
labour-force/. This address provides additional perspectives and 
links to women and work in Canada.

International Women’s Day. Retrieved July 13, 2015 http://rabble.
ca/toolkit/on-this-day/international-womens-day

Materials

Chart paper and sticky notes for Think Pair Share activity

Access to a computer for viewing websites

Learning Goal(s)

The Learning Goals are the Overall/Specific Expectations written in student friendly 
language for students to access (post onto chart paper and review with students)

I can understand the ways some Canadian rights and freedoms are a result of the struggles of women in the past. I can understand how 
their actions impact me today.

I can learn from the ways in which women met challenges in the past. I can learn what individual and collective agency women 
(individuals, groups and family members) had to demonstrate to meet their needs. I can think of ways I can meet similar challenges in 
the future.

Implementation

Task Component

Instruction

Assessment Focus 
Look Fors

Notes for Teachers

*

Before

(Activation/Review)

15 minutes

Ask students to reflect on the 
expectations that they have for 
themselves in terms of their future 
career paths and educational 
goals. 

Is there a difference between what 
the boys and the girls in the class 
expect to do? 

Assessment for Learning

During the Activation/Review 
activity, most students should 
be able to clearly articulate a few 
of the plans that they have for 
their future in terms of career and 
education. 

Some students may have difficulty 
thinking about how gender roles 
often shape, and sometimes limit, 
our future choices.

It is easy for children and youth 
to assume that progress always 
moves ‘up’; or that the rights and 
working expectations female 
citizens enjoy today have been in 
place for a long time. But neither 
are true. 

Sometimes progress does not 
follow a linear progression.