INSTRUCTORS MANUAL - INTIMATE PERSONAL VIOLENCE IN CANADA Anastasia ...

INSTRUCTOR’S MANUAL

INTIMATE PERSONAL VIOLENCE

IN

CANADA

Anastasia Bake

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CHAPTER 1

History of Intimate Personal Violence in Canada

All things are subject to interpretation. Whichever interpretation prevails at a given time is a function of power and not truth.Friedrich Nietzsche, philosopher (1844–1900)

• Chapter Objectives
• Describe the historical victimization of children, and when and how legal protection from

harm evolved.

• Describe the historical victimization of women, and when and how legal protection from

harm evolved.

• Describe the historical victimization of homosexuals, and when and how legal protection

from harm evolved.

• Describe the history of the development of the Diagnostic and Statistical Manual of

Mental Disorders (DSM), and its role in labeling and victimizing citizens.

• Chapter Outline

Introduction 1.1 Child Violence and Maltreatment in Early Canada Aboriginal Residential Schools The Sixties Scoop

Pre-Industrial Child Welfare: Pre-1890

Canada’s “British Home Children” Legal Rights of Children Begin to Emerge Canada’s Child Welfare 11 Conclusion

1.2 The History of Violence against Women and the “Fight for Rights” The First Women’s Movement Begins The Fight for the Right of Bodily Integrity and Autonomy Birth Control and Abortion Rights The Aboriginal Woman’s Oppression, and Physical and Sexual Victimization History of Domestic Violence Battered Women and the Women’s Shelter Movement Canada’s Domestic Violence Movement The Shelters History of Rape Laws

Canada’s Rape Laws Begin to Change: Bill C-127

Conclusion

1.3 The Historical Victimizations of Gay, Lesbian, Bisexual, and Transgender Citizens

Homosexuality: Historical and Religious Perspectives

Homosexuality in the 18th and 19th Centuries Copyright © 2013 Pearson Canada Inc. 1-1 2 / 4

The Third Reich and Homosexuality Homosexuality in 20th-Century North America The History of the Diagnostic and Statistical Manual of Mental Disorders (DSM) The Gay Rights Movement and Challenges to the DSM Gay Rights in Canada and Protection from Violence Chapter Conclusion Multiple Choice Questions Discussion Questions Key Terms

• Key Terms

assimilation migration patriarchal Badgley report false allegation Resilience battered child syndrome famous five poor-houses Canadian Charter of Rights and Freedoms

DSM-IV-TR: the diagnostic

and statistical manual of mental disorders.United Nations (UN) Universal Declaration of Human Rights colonization mores precedent common law oppression repeal Criminal Code of Canada Paragraph 175a shell shock parens patriae pathologizing stereotypes stigma Royal Commission on the Status of Women (RCSW) pink triangle Note: There is a Key Terms Word Puzzle included in Section K:

D. Introduction to Class: Lecture Launchers and Learning Activities

Select an historical case for class discussion related to: Child Violence and

Maltreatment in Early Canada; The History of Violence Against Women and the "Fight for Rights"; The Historical Victimization of Gay, Lesbian, and Transgendered Citizens. Consider using primary sources such as diaries/journals, witness/personal accounts, video/films, newspaper and magazine articles, interviews, national archives, etc., specific to the characters and their stories.Primary sources create a picture in time, allowing students the educational opportunity to deconstruct the human, social, political, and historical contexts embedded in the stories. These sources facilitate compelling comparisons such as the cultural reality (laws/protection from harm) of most Canadian students’ today verses Canada’s past treatment of its children, women, and GLBT citizens. Many students find Canada's history pertaining to intimate personal violence unimaginable. International students, new to the country, often express surprise about Canada's historical record, specifically, Canada's treatment of its most vulnerable populations.(Chapter Objectives 1) Copyright © 2013 Pearson Canada Inc. 1-2 3 / 4

• The use of primary sources in case examples lends itself to a range of teaching

activities including lecture, discussion, projects, essays, research, reflection assignments, and online mediums . The CBC's archives contain extensive libraries of written, audio and video resources that document key figures and

historical events as they occurred (http://www.cbc.ca/archives/). Primary

resource materials are available for: residential schools; child abuse; British home children; Butterbox Babies; Duplessis Orphans; domestic violence; the women’s movement; the abortion caravan; abortion laws; same sex rights; etc.There are also a number of specialized websites designed to tell the history and anecdotal stories of specific victim groups. Extensive primary resource material is available on residential school victims. Specific archival websites exist for British Home Children, the Duplessis Orphans, sexual assault laws, Canadian GLBT history, and so forth. Library and Archives Canada

(http://www.collectionscanada.gc.ca/index-e.htm

l

• provides options for accessing

older first hand documents for example, articles and papers written by J.J. Kelso advocating for the protection of children in the late 1800s. Web resources mentioned and not included in this segment will appear under “Additional Websites”.

• Online Teaching Options: The book material supported by the films and videos

available online (sources identified above} are well suited for online lessons.Tutorials, films, discussion boards, Webquests for college level, projects, research, and discussion boards can be used effectively to teach the material and engage students.(Chapter Objectives 1, 2, & 3)

E. The Canadian Headline News Stories: Learning Activities

• Canadian Headline News: The Butterbox Babies of the 1920s, ’30s and ’40s:

1.2

Book Reflection Suggestion: Each Canadian Headline News segment ends with

reflection questions that can be used for in-class or online discussion based assignments. How were the lives of these women and children violated? 2. How secretive do you think this maternity home had to be—or was the stigma so great that no one really cared?

Learning Activity: Have students review the online journal, Scandal and Social

Policy:

The Ideal Maternity Home and the Evolution of Social Policy in Nova Scotia, 1940-

51 (http://journals.hil.unb.ca/index.php/acadiensis/article/view/10719/11433

).In verbal or written format, students can identify and discuss the social, political, and economic factors that helped the IMH stay open despite the best efforts of some public officials. What beliefs and practices pertaining to “unwed” mothers contributed to the tragedy? Consider the length of time when concerns were first Copyright © 2013 Pearson Canada Inc. 1-3

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