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Government of Canada / Gouvernement du Canada

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The LGBT Purge

Aim

Youth will gain an awareness and understanding of the challenges faced by 2SLGBTQI+ Canadian service members during a time known as “The LGBT Purge.”

Objectives

Through this activity, youth will:

  • develop a basic understanding of the Cold War that dominated international relations from the late 1940s to the 1990s;
  • learn about the discrimination faced by members of the 2SLGBTQI+ community in the Canadian military, especially during “The LGBT Purge”;
  • reflect on their own learning and understanding of this chapter of Canada’s military history; and
  • develop analytical and communication skills by extracting important information from resources, thinking critically and effectively sharing thoughts with others.

Target audience

This activity is suitable for ages 15-18.

Sequence of events and anticipated time frame (2-3 classes of 50-80 minutes)

*This activity can be modified to fit available class time.

  • Introductory discussion: The fight for 2SLGBTQI+ rights in the Canadian military (20 minutes)
  • Research activity: The LGBT Purge and the Cold War (30-40 minutes)
  • Deeper understanding:
    • Exploring first person accounts from 2SLGBTQI+ military members who experienced prejudice [Video testimonies of 2SLGBTQI+ Veterans]
    • Considering the official Government of Canada apology in 2017 (30 minutes)
  • Concluding activity: Student reflections and recognizing 2SLGBTQI+ Veterans (variable)

Materials

Important note

Some of the information shared in this lesson plan includes details about traumatic events that may be upsetting for some people. It is recommended that you review the text and videos to gauge if they are appropriate to use in your classroom context.

Refer to your province’s tools for supporting difficult discussions and curriculum guidance for teaching about sex, gender and related topics.

Background

For most of Canada’s history, the military officially barred members of the 2SLGBTQI+ community from serving in uniform. This legacy of discrimination meant most of their stories were deeply buried. Recent research has brought more of these inspiring and heartbreaking stories to light. Before beginning this lesson, you may wish to explore our Pride in Service web feature for additional context. It includes an overview of 2SLGBTQI+ service, as well as profiles of members of the 2SLGBTQI+ community who have served across Canada’s military history.

CAF Pride Flag

Introductory discussion [20 minutes]

Lead a class discussion on the service and sacrifice of 2SLGBTQI+ Canadians across our country’s military history. Begin by sharing our PowerPoint presentation on this topic. It also helps students understand the difficult path members of that community followed to force changes to the military’s unjust policies. You can learn much more about this subject in the Pride in service – 2SLGBTQI+ Canadians in uniform web feature.

Introduce the concepts that will be explored in this lesson by telling students they will be reading about history and hearing from Veterans in order to answer questions like:

  • Why was there such a push to identify and persecute military members from the 2SLGBTQI+ community during the period of the 1950s to the 1990s?
  • What was going on globally at the time?
  • What kind of unfair treatment did 2SLGBTQI+ military personnel face?
  • What were the laws in Canada at the time regarding sexual orientation and gender identity?

Research activity – The LGBT Purge during the Cold War [30-40 minutes]

Students can work either independently or in small groups to read the Canada’s Cold War Purge of LGBT from the Military article in the Canadian Encyclopedia.

They will then complete the question sheet: Research activity – The LGBT Purge.

Wrap-up this research activity by bringing the class together to review the questions and answers. Ask your students if they want to discuss information that may not have been addressed in the question sheet, but that students also find relevant to address. As this topic may be sensitive, be prepared to guide an open and respectful discussion.

Deeper understanding: First person stories

After discussing the ways that our country’s 2SLGBTQI+ military personnel, Royal Canadian Mounted Police officers and federal public servants were treated during the LGBT Purge, ask your students to write down key ideas they take from watching the Historica Canada video Women in Canadian History: Michelle Douglas (14:40 minutes).

Michelle Douglas

Michelle Douglas

After the video, lead a group discussion where students can share their thoughts. Ask them to imagine what it must have been like to be in Michelle Douglas’ shoes. What would they have done if they were faced with a similar situation? At the end of the video, Michelle Douglas says that she is inspired by young people and their “energy, motivation, creativity and boundless commitment to better Canada.” Do the students share her optimism? What needs to be done to make Canada a better place for us all? Have them justify their opinions.

Optional: Build on the ideas shared in this discussion by showing students one or more of the LGBT Purge Fund Survivor Stories, such as the interview with Marilyn Aston (7:00 minutes) or Hugh McPherson (6:00 minutes). These interviews will help students understand the impact the policies had on real people.

Continue the discussion with the students to get them thinking.

  • What was similar between Marilyn Aston’s story and Michelle Douglas’ story?
  • What was different?
  • What information surprised the students?

Deeper understanding: The Government of Canada apology

Show the Government of Canada’s apology to individuals of the 2SLGBTQI+ community who were harmed by federal legislation, policies and practices over the years. It was delivered by Prime Minster Justin Trudeau in the House of Commons on 28 November 2017. The entire statement is 27 minutes long so you may prefer to show the excerpt seen between the 6:55 and 13:00 marks of the video which captures the main message.

Discuss the apology with students. Here are some questions you might explore:

  • Why was it important for the Prime Minister and the Government of Canada to acknowledge the wrongdoing? 
  • Do students feel that the changes in policy, compensation and the delivery of an apology fixed the issue?
  • What role do the students think they can play now or will play in the future to create and sustain change?

Some student questions, thoughts and reflections could be spurred by considering this quote from the formal apology by the Government of Canada in 2017:

“For the oppression of the lesbian, gay, bisexual, transgender, queer and two-spirit communities, we apologize. On behalf of the government, Parliament, and the people of Canada: We were wrong. We are sorry. And we will never let this happen again.”

Trudeau apology

Formal apology by the Government of Canada in 2017

Concluding activity: Student reflections and recognizing 2SLGBTQI+ Veterans

To wrap up the activity, ask students to reflect on what they have learned throughout this lesson. This is an opportunity to think about other ways that Canadians can acknowledge the injustices suffered by 2SLGBTQI+ members of the military and recognize their service and sacrifice.

Reflections could take the form of a written journal response, an oral response recorded on video or a small group discussion with their peers using “Talking Circles” – a common practice for building and healing relationships in Indigenous cultures.

Some questions/ideas for student reflections:

  • It did/did not shock me to hear some of the harsh experiences of 2SLGBTQI+ service members because…
  • In my opinion, the Government of Canada’s apology did/did not do a good job of acknowledging the wrongs done to members of the 2SLGBTQI+ community because…
  • Because of “The LGBT Purge,” our country may have missed out on…
  • I think that it is important that the story of the LGBT Purge is known by all Canadians because…
  • An official government apology and financial settlement with groups that have been wronged is/is not a good way to help its members heal because…
  • Something that I can do to make sure this chapter in Canadian history is not forgotten and doesn’t happen again is…   

Students who are comfortable doing so could share their journal responses, videos, Veteran messages or what they have learned from the activity with the larger group.

To conclude the activity, remind students that recognition and remembrance aren’t just things we think about, they are things we do. Recognition is an important part of the healing journey for many Veterans, including members of the 2SLGBTQI+ community. Acknowledging their service and sacrifice is a way that regular Canadians can support their well-being. Consider distributing Recognition Cards to your students. They can write brief personal notes thanking Veterans for their service. The cards can be given to 2SLGBTQI+ Veterans in your community. If you don’t know any, send the cards to Veterans Affairs Canada and we will ensure they are delivered.

Recognition cards for 2SLGBTQI+ Veterans

Veterans Affairs Canada
Commemoration, Distribution Unit
125 Maple Hills Ave.
Charlottetown, PE C1C 0B6

Alternately, you could hang the cards in the school hallway for other students and visitors to read and reflect on.

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