Canadian Studies · Grade 10 · Canada & World War I · Term 1

Women's Changing Roles in WWI

Students investigate the expanded roles of women in the war effort, both at home and overseas, and the impact on women's rights.

• Ontario Curriculum Expectations
• ON: Canada, 1914–1929 - Grade 10
• ON: Social, Economic, and Political Context - Grade 10

About This Topic

Over 4,000 Indigenous men enlisted in the Canadian Expeditionary Force during WWI, despite being exempt from conscription and facing systemic racism at home. This topic explores their motivations for joining, ranging from a sense of duty to the Crown to the desire for adventure or a regular wage, and their distinguished service as snipers and scouts. It also highlights the specific contributions of First Nations, Métis, and Inuit individuals, such as Francis Pegahmagabow and Edith Anderson Monture.

A critical part of this study is the 'double standard' of their return. While non-Indigenous veterans received land and loans through the Soldier Settlement Act, Indigenous veterans often found their own reserve lands had been taken to give to non-Indigenous soldiers. They returned to a country that still denied them the right to vote and subjected them to the Indian Act. This topic comes alive through collaborative investigations of veteran stories and the impact of post-war policies. Students grasp the depth of this injustice faster through structured discussion and by comparing the treatment of different veteran groups.

Key Questions

1. Analyze how women's contributions challenged traditional gender roles during WWI.
2. Evaluate the extent to which wartime service advanced the cause of women's suffrage.
3. Compare the experiences of women working in factories with those serving as nurses.

Learning Objectives

• Analyze the types of jobs women undertook during WWI that were previously male dominated.
• Evaluate the extent to which women's wartime service contributed to gaining the right to vote.
• Compare and contrast the working conditions and societal perceptions of women in factory roles versus nursing roles during WWI.
• Explain the immediate and long-term impacts of women's expanded roles on Canadian society and gender norms.

Before You Start

Traditional Gender Roles in Early 20th Century Canada

Why: Students need a foundational understanding of the societal expectations for women before WWI to analyze how these roles changed.

Canada's Involvement in World War I

Why: Students must have a basic understanding of the war's timeline and Canada's participation to contextualize women's changing roles.

Key Vocabulary

Munitions Worker	A person, often a woman during WWI, employed in the manufacturing of weapons and ammunition, a role that expanded significantly during the war.
Suffrage	The right to vote in political elections. The war effort significantly influenced the debate and eventual granting of suffrage to women in Canada.
Home Front	The civilian population and activities of a nation at war, as distinct from the activities of the military. Women played crucial roles on the home front during WWI.
Voluntary Aid Detachment (VAD)	Groups of women, often nurses, who provided voluntary medical support during wartime, serving both in Canada and overseas.
Conscription Crisis	A period of intense political division in Canada over whether to introduce mandatory military service, which had implications for women's roles and rights.

Watch Out for These Misconceptions

Common Misconception

Indigenous people were forced to fight in WWI.

What to Teach Instead

Indigenous people were actually exempt from the Military Service Act of 1917. Their enlistment was voluntary, often driven by a sense of treaty obligation to the Crown. Peer discussion of 'voluntary service' helps students understand the agency and complex motivations of Indigenous soldiers.

Common Misconception

Indigenous veterans were treated the same as other veterans when they returned.

What to Teach Instead

Indigenous veterans were often denied the same benefits as white veterans and were still subject to the restrictive Indian Act. Using a 'comparison chart' activity helps students see the systemic inequality that persisted despite shared sacrifice on the battlefield.

Active Learning Ideas

Inquiry Circle: Indigenous Hero Profiles

In small groups, students research a specific Indigenous soldier or nurse (e.g., Francis Pegahmagabow, Henry Norwest). They create a 'service record' that highlights their achievements and the specific challenges they faced due to their identity both during and after the war.

45 min·Small Groups

Think-Pair-Share: The Soldier Settlement Act

Students read two short excerpts: one describing the benefits given to non-Indigenous veterans and one describing the loss of reserve land for Indigenous communities. They discuss with a partner how these policies contradicted the 'equality' experienced in the trenches.

20 min·Pairs

Gallery Walk: Treaty Relationships and the War

Display quotes from Indigenous leaders about why they supported the 'Great Father' (the King) based on treaty promises. Students move through the gallery to identify how the concept of 'loyalty' was tied to the hope for better treatment and rights at home.

30 min·Pairs

Real-World Connections

• Women took on roles in factories producing shells and other war materials, similar to the Rosie the Riveter archetype, though this phenomenon began earlier in WWI.
• Canadian nurses served in military hospitals in Europe, facing dangerous conditions and treating wounded soldiers, a precursor to modern military nursing roles.
• The debate over women's suffrage intensified during WWI, with wartime contributions used as an argument for granting women the vote, a right now exercised by all adult citizens in federal elections.

Assessment Ideas

Discussion Prompt

Pose the question: 'To what extent did women's work during WWI truly change their societal status, or was it a temporary measure?' Facilitate a class debate, asking students to cite specific examples of jobs and societal reactions discussed in class.

Quick Check

Provide students with short biographical excerpts of two women from WWI: one a factory worker, the other a nurse. Ask them to write two bullet points comparing their experiences and one sentence evaluating the impact of their service on women's rights.

Exit Ticket

On an index card, ask students to list one new role women took on during WWI and explain how this role challenged traditional gender expectations. Then, have them write one sentence about the connection between wartime service and women's suffrage.

Frequently Asked Questions

Why did Indigenous people volunteer for WWI if they were exempt?

Many volunteered to honor the treaty relationship between their nations and the British Crown. Others joined for the same reasons as other Canadians: a sense of adventure, a desire to escape poverty, or to prove their equality and earn the right to vote and better treatment at home.

Who was Francis Pegahmagabow?

He was a member of the Wasauksing First Nation and became the most decorated Indigenous soldier in Canadian history. An expert sniper and scout, he was awarded the Military Medal three times. After the war, he became a prominent political leader, fighting for Indigenous rights and self-determination.

How did the Soldier Settlement Act affect Indigenous communities?

The Act allowed the government to take 'surplus' land from reserves to give to returning veterans. Ironically, Indigenous veterans were often denied the loans and support to farm this land themselves, while their communities lost valuable territory to non-Indigenous settlers.

How can active learning help students understand the experience of Indigenous soldiers?

Active learning strategies like investigating individual biographies move students away from seeing Indigenous people as a monolithic group. By researching specific stories, students see the human face of service and the specific, systemic barriers faced upon return. This approach fosters a deeper understanding of the ongoing relationship between Indigenous peoples and the Canadian state, which is a key goal of the Ontario curriculum.