DOL Women’s Sufferage Interwar Period

Cause and Consequence:

Between the first and second world wars, there was a dramatic social movement within Canada to improve women’s rights and grant them the vote. The main leaders of this movement are known as the famous five. These five women were Emily Murphy, Irene Parlby, Nellie McClung, Louise McKinney, and Henrietta Edwards. The famous five were five women from across Canada who petitioned the Supreme court to consider women as persons under the British North American Act of 1867. Moreover, these five women petitioned for women’s and children’s rights within provinces and eventually won women the vote and right to sit in the Senate. The reason that women’s rights were so prominent during this time was due to the challenges and war acts during World War I. In 1917 the wartime elections act was passed allowing women to vote if they served in the military or had male relatives fighting in the war. This was the first step towards the many acts and policies that followed during and after the war. The economic despair faced during World War I forced employers to hire women into professions normally occupied by men. After the war ended there was a push for women to give up these professions causing attention to be drawn to gender roles. This attention allowed women such as the famous five and other rights activists to use the media and create a discussion around women’s rights.Related image

Historical Perspective:

There were many different perspectives on the women’s rights movement during the interwar period. Some viewed the change as an inevitable event as women had already secured the vote in the US and England. These people believed that women should have identical rights to men, and it had taken too long for Canada to solve the discrepancy in rights within the law. However, some people also viewed the movement as an attack on the male gender. They believed that activists had chosen a time to corrupt values when society was at its weakest, right after the first World War. In their eyes, the famous five were opportunists who had jumped at the opportunity to overthrow the fragile balance of power within Canada. Overall, values don’t change overnight, and there were many groups opposed to women’s rights and many in favor.

 

Continuity and Change:

Women’s rights within Canada was not clearly defined until after the first World War. Before World War I Canada did not specify if women were people. Within the law, those of the female gender was sidelined in favor of men and the countries political and economic success. The value of Canadian citizens had much to do with their gender. However, during the campaigns during the 1920s changes began to become evident within Canadian society. After the acceptance of women as people in 1929, the right to vote and campaign in federal elections gave a voice to women in Canada. Moreover, there was a drastic improvement within the court system to recognize and assess complaints by females in society. Overall, changes made to the value of women during the interwar period shaped the way feminism is perceived today.

 

Historical Significance:

This social movement was the beginning of a long-standing tradition of Canadians being trailblazers within social change. Women’s rights allowed Canada for the first time to separate its laws from British rule and begin to change. We were able to critically evaluate the laws that Britain helped us shape and morph them into laws specific to our country. Without the women’s rights movement our laws and parliament may not have changed into the distinctly autonomous nation we are today. By adapting our laws to give women the vote Canada also took a large step in beginning to address the problems of minorities within our society. In this way the activism towards women’s rights allowed Canada to autonomously adapt to a socially progressive movement and distance our social connections with Britain.

 

 

Desmos

Stick people

For my Desmos project, I decided to create a stick-person landscape. I used a variety of equations to bring diversity and unique features to my picture. I used:

Linear Equations, example: Line 32

Quadratic Equation, example: Line 37(used to make the water have a curved bottom)

Square Root function, example: Line 101 (to make the smile look a little more realistic)

Circle, example: Line 127(to make the skateboard’s wheel)

Trig Functions, example: Line 36(to make the water be wavy)

Math Art With Functions

https://www.desmos.com/calculator/dujuy7cdxw

I created my graph art through trial and error, and I used a reference picture to help me with my image. Some challenges I faced were with the mountains, because I couldn’t get them to look right. I was able to work through this mostly on my own, and an aha moment was when I used trigonometric functions for the waves. This assignment helped me understand  quadratic functions and circle graphs better, as well as transformations. Through learning from trial and error I was able to teach myself about graphs and their properties, and  I found this assignment helpful for my understanding of math and graphing.

 

 

Desmos Portrait

Desmos portrait

A way I used creative and critical thinking during the process of creating my self portrait was adding all the possible equations that I could use onto the graph and finding which one I thought would work best for the part of the picture that I was wanting to make. Once I found one equation that worked for a part of my picture, I continued to use that equation for the rest of that section.

The functions and relations I used for each section:

Eyes: circles

Head: linear equations, cubic equations, quadratic equations, and circles

Ear: circles, quadratic equations, and square root functions

Hair: quadratic equations, circles, square root functions, and linear equations

Mouth: square root function and quadratic equations

Body: trig functions (sin), circles, quadratic equations, and linear equations

I moved them around and changed their shape by changing their x or y intercept.

When first getting started I was having challenges with worrying about not having enough functions because I was using the same equations for everything and I wasn’t sure how to incorporate other functions into my work.

Once I looked at all the function I had and started changing their shapes I was able to see how I could include them into my portrait. For example I wanted to include a trig function into my portrait but I wasn’t sure how I would be able to incorporate the wavy lines into my portrait but when I started to change the size and I stretched out the waves I was able to add it into the shirt of my picture.

When I was finding out different ways to change the equations and of writing my equations got help on how to properly write the equations because the way that I was writing the equations I was having x isolated when y should always be isolated.

The strategies that I used were to stick with what worked for parts I had worked on already, but to try new things for parts of the portrait that I didn’t start yet. For example for most of the hair I used quadratic equations, but for the body I tried using trig functions.

this assignment helped me understand that it is very easy to change the outcome of a graph just by changing a minuscule detail in the equation. An example of this is when I was writing my equations I had to go into the ten-thousandth of a decimal to make sure the lines matched up, and even then the lines weren’t perfectly in line. I am also a perfectionist so I would restart the same section just because the line was slightly off. Overall I really enjoyed this assignment and it helped my improve my graphing skills.

 

Desmos Graph

When I was choosing my picture, I chose depending on how many lines would be needed for the outline and what kind of equations make that shape. After pasting the picture into the graph, I outlined the body and suit with simple linear equations. The top of the head, feet, and arms took more fiddling because they were made of quadratic and square root functions. I first made the correct shape of parabola by using a large enough number to multiply the x by, and then determined it’s positioning by adding or subtracting from its input / output. The same went for making circles, as in the eyeballs and goggles. Additionally, I made the restrictions on the x and y axis smaller in order to make segments of circles for the shoes. I was challenged by adding in inequalities for complex shapes who’s perimeter are made of more than 3 lines with different types of functions. Overall, this assignment taught me about the relationship between the way of manipulating one side of y=x and the output that it produces.

 

https://www.desmos.com/calculator/w6epmv6qn9

Desmos Math Art w/ Functions

MONKEY TIME

To be honest, I went into this without knowing anything about functions. The first decision I made was to go through every function provided and see what kind of shapes they can make and I recorded my findings into the function package we were given. Once I had identified the uses of each function, I merely looked at the kind of line I needed to draw and used the corresponding function to make that line. For example, I used linear equations for the straight parts of the monkey, exponential functions for the more slightly rounded parts and circle equations for any distorted or cut off circles.

When I moved and distorted the different graphs I didn’t do anything special. All I did was do what I was taught within the booklet. I translated, reflected, and stretched equations using the y=a(x-q)+p format. I did not use rotations or any other fancy tricks that we were not taught.

I had a lot of challenges with the drawing of my monkey. Especially since this sort of task does not come easy to me at all and is very hard for me to visualize. In fact, this project took me over 13 hours of focus time to finish. I understand all the concepts and ideas, but I am just very slow with using computers as well as implementing graphs. Art and technology are my absolute worst subjects so the two combining together has had me in a bit of a pinch.

I did have an ‘aha’ moment when Mr. Salisbury gave me approval to use x=a(sin(b(x-q)))+p and x=a(y-q)^2+p equations. Although these are not the proper functions we were supposed to use, they helped me a lot considering I was having a lot of trouble with slightly rotated curves that the exponential functions could not fit into.

I received lots of help from Mr. Salisbury who helped me find good equations. Edward also taught me the absolute value equation which helped me create a sharp ‘v’ shape. Another friend outside of school also coached me a bit on how to do the activity because I had a lot of trouble.

I did not have any distinct strategy but merely organized all the equations I knew by the kind of shape they made and chose a equation I thought would build the line I needed. I took a very direct approach to the assignment.

The main idea I took away from the task was that I now know many of the shapes of different equations. I know the shapes of every equation I used in my monkey as well as some equations I tested but never used. Another concept I learned was about the translation and distortion of the functions. I never realized that y=a(x-q)+p could have so many variations and change graphs in so many ways. In the end, with the time I spent on this project, it was impossible for me to not accidentally memorize the shapes of many graphs as well as the effect of changing variables and adding negatives to the equations.