11 Many museum exhibits share history in a way that emphasizes the experiences and roles of men, distorting our perception of history. Imagine your class is responsible for a new exhibit that highlights the experiences of a diverse range of women who have contributed to the Canadian Forces. Create a collaborative museum exhibit exploring the significance of women’s contributions to Canada’s military. 1. Working as a pair or small group, choose a woman or group of women from the Memory Project Archive to research. 2. Note your findings in the Museum Panel Graphic Organizer, available on the Education Portal. 3. Begin your research on The Canadian Encyclopedia or the Dictionary of Canadian Biography, and use other sources. 4. Assess the significance of the woman or women you researched. Justify their inclusion in a museum exhibit. A person can acquire historical significance if they can be linked to larger trends and stories that reveal something important about the past. 5. Create a descriptive museum panel on a poster or digital platform, including the following: • A brief description of the woman or group of women • An explanation of what they reveal about life at the time • An argument about their significance in Canada’s history • Images that illustrate your perspective, if available 6. Present the panel to the class, and together create a collaborative museum gallery. ACTIVITY #14 COMMEMORATION The Memory Project Speakers Bureau is available year-round for both school and community groups, and for audiences of all ages. Our volunteer speakers have a diverse range of experiences from the front lines during the Second World War, Korean War, Gulf War, and the war in Afghanistan, to top-secret intelligence gathering during the Cold War, to peacekeeping missions around the world, and more. Their personal experiences can add nuance to a history or social studies class and create opportunities for more open conversations about Canada’s military and its role at home and abroad. Request a speaker now through the Memory Project website: thememoryproject.com/book-a-speaker. TEACHER TIP Be sure to communicate with your speaker to ensure that they know what to expect from the visit. Obtain permission in advance of the visit if you plan to record the speaker. 1. Once a speaker has been scheduled, as a class, come up with a list of interview questions to ask your speaker during their visit. You may want to use the Host a Speaker Kit to help formulate your questions. 2. During the visit, record interesting quotes, ask questions, and note key information to include in your project. 3. Based on the answers to your questions, work individually to create a news article or as a group to create a mini documentary or a podcast (if the speaker grants prearranged consent) about their experience. Make sure your documentary includes the following: • Where and when did they serve? • Why did they serve? • What is their branch of service? • Which experiences did you find interesting? • What was something surprising you learned? • Is listening to oral history important? Why? • How has listening to oral history shaped your view of the conflict or event that was discussed? ACTIVITY #15 BOOK A SPEAKER TEACHER TIP See the Oral History Podcast Resource Kit to expand this activity even further! Canadian Ranger Donna Geddes assembles a komatik (wooden toboggan) that will be used by a patrol in Resolute Bay, Nunavut, 2011 (DND/CAF/ Combat Camera/WO Eric Jolin). The Canadian Rangers set up a temporary encampment using double-walled McPherson tents on Sherard Osborn Island while on Arctic patrol during Operation NUNALIVUT on April 14, 2013 (DND/CAF/Combat Camera/Cpl Aydyn Neifer).