Portail de l'éducation de Historica Canada

Overview

Aims

Background

Activities

• Provide students with a recent copy of an advice column from a local newspaper; go over the details of the letters (and responses) with the class; discuss the features of the column as well as the type of questions asked
• After looking at examples from present day letters, have students brainstorm in groups what type of problems Canadians living in the early 1900's might have
• Discuss with students how columns in the early 1900's would be different than today. Have students make a list of ten questions someone in the 1900's might have for Kit’s column
• After students have brainstormed potential problems, have them work in pairs to write two letters to Kit asking for advice. (The letters can vary in length depending on time allotment)
• When students are finished writing their letters they will pass them to other pairs. The students will read the letters given to them, and answer the letters giving advice as Kit would have 
• When they have finished writing their responses, students should share the letters (and responses) with the class

• Using details from the video, discuss with the class the dangers Kit faced during her career and the difficulties she faced as a woman journalist
• Ask students what it would be like for Kit while she reported the above stories; include details such as weather, surroundings, interviews with local people, travel, clothing, etc.
• Place students into three groups, with each group representing one of Kit’s major stories (Spanish Civil War, Smallpox outbreak, and Jack the Ripper)
• Show students a clip from the television news on a major story. Ask them what details the reporter outlines (Who, What, Where, Why, When, How)
• Explain to students that they will be preparing a news report for the class on their topic. They may perform it live, or videotape it and show it to the class
• Allow time for students to research their topics. After they have researched their topics, allow time for students to plan their reports. Explain they should try to have the report appear as if they are in the early 1900's (as Kit was), and to use appropriate language, apparel, setting, etc.

• Have students discuss the various jobs Kit held during her life. Ask students what jobs women would typically have held during the early 1900's 
• Discuss the status of women in today’s society, and question whether men and women are ‘equal’ today. Use statistics from the UN on the status of women
• Have students brainstorm how Kit’s role helped break down barriers for women in her society
• Have students research various female journalists throughout history, choosing one prominent female journalist per decade, and make a list of stories that would have been covered by their respective journalists. When they have their list completed, have students put them all on chart paper. Different groups will have different journalists
• Discuss the difficulties women in every decade would have faced, and how Kit’s role might have shaped their experiences

• Have students read through their textbook, indicating any event or individual that helped advance the women’s movement
• When the students are finished, give them a sheet of chart paper, and have them work in groups. On the chart paper, have students write ‘Kit Coleman’ in the center of the paper, and use the information they have gathered to create a mindmap on Kit’s experiences, showing how her influences led to greater opportunities for women
• Every event/individual on the mindmap should have a brief description as well as a picture of the event
• When finished, have the students share their mindmaps with the class, and post them in the class for the duration of the unit

• Discuss with students what famous historic females they know about. Have them make a list of famous females in their notebooks.
• After they have made their list, ask students what makes them ‘famous,’ and how they have helped shape Canada.
• Have students conduct research on the Internet or in the library to make a larger list of famous Canadian women. Have students use chart paper to make a timeline of the events of famous Canadians.
• Each individual on their timeline should have a brief description and a picture. When students are finished, have them share their timelines with the class.

Resources