Suffrage Petition

One of thousands of pages of petitions presented to the Government of Saskatchewan
before suffrage was granted in 1916 to allow women to vote in provincial elections.

Provincial Archives of Saskatchewan, R-191, Premier's Office, File C.2 to C.11,
Franchise Petitions, 1913, 1916.

Click here to download the "Why Were Prairie Women Leaders in the Canadian Women's Suffrage Movement?" Learning Package lesson plan.

Curriculum

History 30: Unit 2 - The Nineteenth Century: The Road to Democracy (pp. 256-257).   

Historical Thinking Concepts

Evidence:  How do we know what we know about the past?

Guidepost 1:  History is an interpretation based on inferences made from primary sources.

Guidepost 2: Asking good questions about a source can turn it into evidence.

Guidepost 3: Sourcing often begins before a source is read, with questions about who created it and when it was created.  It involves inferring from the source the author's or creator's purposes, values, and worldview.

Guidepost 4:  A source should be analyzed in relation to the context of its historical setting; the conditions and worldviews prevalent at the time.

Guidepost 5: Inferences made from a source can never stand alone.  They should always be corroborated -- checked against other sources (primary or secondary).

Historical Significance:  How do we decide what is important to learn about the past?

Guidepost 2:  Events, people, or developments have historical significance if they are revealing.  That is, they shed light on enduring or emerging issues in history or contemporary life.

Guidepost 3:  Historical significance is constructed.  That is, events, people, and developments meet the criteria for historical significance when they are shown to occupy a meaningful place in a narrative.

Continuity and Change:  How can we make sense of the complex flows of history.

Guidepost 4:  Periodization helps us organize our thinking about continuity and change.  It is a process of interpretation, by which we decide which events or developments constitute a period of history.

Cause and Consequence: Why do events happen, and what are their impacts?

Guidepost 1:  Change is driven by multiple causes, and results in multiple consequences. These create a web of interrelated short-term and long-term causes and consequences.

Guidepost 3:  Events result from the interplay of two types of factors: (1) historical actors, who are people (individuals or groups) who take actions that cause historical events, and (2) the social, political, economic, and cultural conditions within which the actors operate.

 

From The Big Six Historical Thinking Concepts by Peter Seixas and Tom Morton (Toronto:  Nelson Education, 2013)