ECON 321 Research Project, Step 3 Question Marks 0 0 1.a. 78 2 a. 78 b. 78 Q2 (Average) 78 3 a. 8 b. 2 Q3 (Total) 10 Subtotal Q1 + Q2 + Q3 88 Communication 6 (can double) Total 100 Table of Contents ECON 321 Research Project, Step 3 1 0. Basic information [No marks] 2 1. Rough draft of your narrative [Regular] 3 1.a. 3 2. Self-critique of your narrative [Regular] 4 2.a. 4 2.b. 5 3. The Story Circle [Challenge] 8 3.a. 10 3.b. 10 0. Basic information [No marks] What’s your topic? The Contribution of Women in the Civil War. What was the ‘main economic point’ you listed in Research Project Step 2? During and before the First World War, women were not allowed to go out to work, and their usual jobs were women's affairs. Women's daily role was just cleaning up housework, washing clothes, cooking, cleaning up housework, taking care of children, etc. (No marks – this is just to make it easier for the TA to know what they’re looking at.) 1. Rough draft of your narrative [Regular] 1.a. In the previous research step, you were asked to come up with a beginning, middle and end for your story. You were also asked to come up with the ‘main economic point’ of your story. For this question, put them together. Put together your beginning, middle and end into a single narrative (which should be no longer than 1.5 pages). Edit it slightly to make sure that the main economic point comes through clearly. The TA will NOT give detailed feedback on this draft (except as part of the feedback on Question 2). Detailed feedback on your essay is reserved for the final draft, with is the “final exam” for this course. For this question, the TA will be checking that there’s a complete story, with a beginning, middle and end, not longer than 1.5 pages, about the topic you listed, where the main economic point is easy to spot. [Insert your narrative here – no minimum length, maximum length 1.5 pages] During and before the First World War, women were not allowed to go out to work, and their usual jobs were women's affairs. Men left them in the house to go to war in the fields. Women were expected to take care of the children and the home while men actively participated in the war. Women's daily role was just cleaning up housework, washing clothes, cooking, cleaning up housework, taking care of children, etc. The distinction was a culturally established practice acceptable to all members of the society. World War I came to the Canadians as an eye-opener, helping women realize their potential in times of war and the different roles they can play in battle. The experiences of the world war inspired women to begin performing some roles initially set apart for men. Women managed families and entire households and ensured security for the children against external threats when the men were in the field. Eventually, they also joined warriors in the field. Men began understanding the power of women and gradually allowed them to participate in the war. Women we ...

1. ECON 321 Research Project, Step 3
Question
Marks
0
0
1.a.
78
2
a.
78
b.
78
Q2 (Average)
78
3
a.
8
b.
2
Q3 (Total)
10
Subtotal
Q1 + Q2 + Q3
88
Communication
6 (can double)
Total
100

2. Table of Contents
ECON 321 Research Project, Step 3 1
0. Basic information [No marks] 2
1. Rough draft of your narrative [Regular] 3
1.a. 3
2. Self-critique of your narrative [Regular] 4
2.a. 4
2.b. 5
3. The Story Circle [Challenge] 8
3.a. 10
3.b. 10
0. Basic information [No marks]
What’s your topic?
The Contribution of Women in the Civil War.
What was the ‘main economic point’ you listed in Research
Project Step 2?
During and before the First World War, women were not
allowed to go out to work, and their usual jobs were women's
affairs.
Women's daily role was just cleaning up housework, washing
clothes, cooking, cleaning up housework, taking care of
children, etc.
(No marks – this is just to make it easier for the TA to know
what they’re looking at.)
1. Rough draft of your narrative [Regular]

3. 1.a.
In the previous research step, you were asked to come up with a
beginning, middle and end for your story. You were also asked
to come up with the ‘main economic point’ of your story. For
this question, put them together. Put together your beginning,
middle and end into a single narrative (which should be no
longer than 1.5 pages). Edit it slightly to make sure that the
main economic point comes through clearly.
The TA will NOT give detailed feedback on this draft (except as
part of the feedback on Question 2). Detailed feedback on your
essay is reserved for the final draft, with is the “final exam” for
this course. For this question, the TA will be checking that
there’s a complete story, with a beginning, middle and end, not
longer than 1.5 pages, about the topic you listed, where the
main economic point is easy to spot.
[Insert your narrative here – no minimum length, maximum
length 1.5 pages]
During and before the First World War, women were not
allowed to go out to work, and their usual jobs were women's
affairs. Men left them in the house to go to war in the fields.
Women were expected to take care of the children and the home
while men actively participated in the war. Women's daily role
was just cleaning up housework, washing clothes, cooking,
cleaning up housework, taking care of children, etc. The
distinction was a culturally established practice acceptable to
all members of the society.
World War I came to the Canadians as an eye-opener,
helping women realize their potential in times of war and the
different roles they can play in battle. The experiences of the
world war inspired women to begin performing some roles
initially set apart for men. Women managed families and entire

4. households and ensured security for the children against
external threats when the men were in the field. Eventually,
they also joined warriors in the field. Men began understanding
the power of women and gradually allowed them to participate
in the war. Women were formally employed as nurses while
others, disguising themselves as men, entered the battlefield to
fight.
The 20th century saw the role of women redefined further
as they began participating in security and military operations,
this time not as nurses but as soldiers. Along the way, some
have joined the army, scaling up to top leadership capacities
after training and education. For example, 1941 saw the first
women join the military and the air force, and the number has
kept growing to date.
2. Self-critique of your narrative [Regular]
This question is very similar to the first two questions of a
regular 3-2-1 report, with slight tweaks (since presumably you
understand all of what you wrote), and omitting the final ‘main
economic point’ question, since we did that last time.
2.a.
What are the three main points of your narrative?
i. First point
The first key point in my narrative is women's cultural view in
society as subordinate to men. Women were treated as inferior
and unable to do the things men could do. Being a culturally
accepted practice in society, women had no choice but to live
and act under that obligation. Women did not make much effort

5. to liberate themselves from the burden placed upon them by
men and society. Therefore, they needed a breakthrough that
would open their eyes to rediscover their potential and realize
that they could participate in the activities men did.
ii. Second point
The second key point is that women can do many things as well
as men do. Although they are often despised, women have the
ability to do and excel in responsibilities outside home chores.
However, to achieve this, they need to be empowered and
educated to realize they can also lead, fight and protect. In
Canada, women were challenged by the war and the different
needs soldiers had on the battlefield. As they took them food
and medical supplies, they discovered there was something they
could do to support the men's efforts.
iii. Third point
The third point is that cultures can be changed, especially those
that discriminate against gender. A culture that placed women
in the house and did not allow them to do what men could do
was changed by realizing the potential of a woman. Besides,
deliberate efforts can be developed to change such
discriminatory cultures, and this requires acceptance by society.
2.b.
What are two things you think are missing from your narrative?
(Maybe you need more information on a particular person or
thing, or you need to find the source of a number, or there’s
important context about the time period that you should

6. communicate to your readers…) Take the first few steps toward
fixing that. Just like you would in a regular 3-2-1 report, find a
source (or multiple sources) that will provide the missing
information, and briefly let us know what you found. You’ll be
expected to incorporate this information fully into your final
draft. Site sources used in APA format.
2.b.i
i. First thing missing from your narrative:
Missing in the narrative is the role played by men in women's
empowerment during the world war. However, most of the men
were against the empowerment of women, there were some
nations where the men recruited women to different sectors.
Why this missing information is important:
Women could not develop on their own since they were under
the headship of men. In any case, they needed the consent of
men to be able to participate in the war. Similarly, the
information is essential in establishing the long journey of
struggle underwent by women in their growth and development
in the economic sector.
Source(s) you used to find this missing information (APA
citations):
Spark, C., Sharp, T. L., & Koczberski, G. (2020). Relationality
and Economic Empowerment: The Role of Men in Supporting
and Undermining Women’s Pathways. The Journal of
Development Studies, 1-16. Retrieved from
https://doi.org/10.1080/00220388.2020.1850697
What you found out from the sources (briefly):

7. Changes in gender equality and gender-based issues require men
to participate and work as role models in elevating women's
efforts to improve. Similarly, the article introduced the
importance of facilitating the growth of women in society.
2.b.ii
ii. Second thing missing from your narrative:
Another thing missing in the narrative is the struggles women
had to go through to find a place among the warriors in the
field. Most of the slots were reserved for men since they
required physical strength which was not considered available
in women.
Why this missing information is important:
The efforts made by women were crucial to their empowerment
and should form a significant part of the narrative. The
women’s contribution ought to be felt in the war since they
assisted in ensuring the stability of the world's economy
through different economic activities.
Source(s) you used to find this missing information (APA
citations):
Erenrich, S. (2020). The Cost of Freedom: Voicing a Movement
after Kent State 1970. The Kent State University Press.
Retrieved from
https://www.kentstateuniversitypress.com/2019/the-cost-
of-freedom/
What you found out from the sources (briefly):
The purchase of any freedom comes amidst numerous

8. challenges and opposition, mainly because it threatens others.
Further, the source introduced the need for a different party to
gain a voice in decision-making.
3. The Story Circle [Challenge]
“Emotion matters in the structure of narratives, economic and
otherwise, and it reveals itself in stories.” -Robert J. Shiller, in
Narrative Economics[footnoteRef:0] (2019) [0: The book, not
the article.]
In the late 1960s, Joseph Campbell pointed out that many
of humanity’s most popular stories share very similar
structures[footnoteRef:1] - that in each of them, a protagonist
goes on a specific ‘hero’s journey’ with multiple stages. Since
then, novelists, screenwriters, motivational speakers, marketers
and more have used variations on Campbell’s ‘hero’s journey’
to create relatable, effective narratives. [1: For a full
discussion, see his famous book, The hero with a thousand faces
(1968). This book was an inspiration for George Lucas when
writing Star Wars.]
Now it’s your turn.
In this question, you’re going to use a simplified,
streamlined version of Campbell’s “hero’s journey” called the
Harmon Story Circle. It was originally developed by
screenwriter Dan Harmon for use in plotting episodes of
Community, Rick and Morty, and more, but has since become a
very popular tool for writers of all types.
Instead of dividing a story into beginning, middle, and
end, the Harmon story circle divides a story into 8 sections.
Quoting directly from Harmon’s own discussion of the
circle[footnoteRef:2]: [2: Harmon, D. (n.d.). Story Structure
101: Super Basic Shit [Web Page].
https://channel101.fandom.com/wiki/Story_Structure_101:_Sup

9. er_Basic_Shit ]
“1. A character is in a zone of comfort
2. But they want something
3. They enter an unfamiliar situation
4. Adapt to it.
5. Get what they wanted
6. Pay a heavy price for it
7. Then return to their familiar situation
8. Having changed”
While developed for fiction, this tool can also help tell
economic stories. Think, for example, of the story of the merger
between the Northwest Company and the Hudson’s Bay
Company (this example is based on information from Lecture
7):
1. The Northwest company is making profits off the fur trade,
with a home territory in Athabasca and marketing based out of
Montreal.
2. But they want to lower their transport costs.
3. They contact their rivals, the Hudson’s Bay Company, and try
to negotiate for free passage through Hudson’s Bay Company
territory. The HBC’s demands for cash or a buyout prove too
high.
4. The NWC and HBC have a period of informal cooperation,
but the Napoleonic wars and over-hunting bring this to an end.
The NWC’s plan to buy HBC shares backfires and ends in their
main supply territory at Red River being taken over by the
HBC. Violence and deaths ensue.
5. Talks re-open. The NWC finally gets its free passage through
Hudson’s Bay by becoming part of the Hudson’s Bay Company
via merger.
6. Lives have been lost, half the trading posts are shut down,

10. the NWC lost its name, and after the NWC’s attacks on the
legitimacy of the HBC charter, the HBC’s powers within
Rupert’s land are weakened.
7. The merged HBC goes back to focusing on making profits in
the fur trade
8. But things are different: Indigenous and mixed-race
employees have lost status, the HBC’s authority in Rupert’s
land is weakened, and the Company is more highly scrutinized
by the British government.
This is not the only way the story of the NWC & HBC merger
can be split into those 8 points – it’s not even the most effective
way this division could be made (see the Schroder video linked
below for ideas about emphasizing the crossing of thresholds) –
but just by imposing a familiar structure on the narrative, it
makes it easier to understand and access.
If you’d like to learn more about Harmon’s story circle, I
recommend the following resources (and accessing them in this
order for maximum clarity):
· Harmon, D. (n.d.). Story Structure 101: Super Basic Shit [Web
Page].
https://channel101.fandom.com/wiki/Story_Structure_101:_Sup
er_Basic_Shit
· The Dan Harmon Story Circle: What Authors Can Learn from
Rick and Morty [Blog Post]. (2018, July 22).
https://blog.reedsy.com/dan-harmon-story-circle/
· Schoder, W. (2016, November 23). Every Story is the Same
[Video File]. https://youtu.be/LuD2Aa0zFiA
· Cloud Kitten Chronicles. (2019, November 19). Dan Harmon
Story Circle | A Simplified Plot Structure [Video File].
https://youtu.be/CoUSX4Y_WS0

11. 3.a.
Re-write your narrative in terms of the 8 points of the Harmon
Story Circle, as I did in the example above for the NWC & HBC
merger. I am not looking for another essay – just a bullet point,
sentence or phrase is enough (again, like the example I gave).
One mark per point, and note that for this question, I am
allowing the TA to give half-marks where appropriate (so the
possible marks for each point are 0, 0.5, 1).
“1. A character is in a zone of comfort”: [Insert your 1] Before
World War I, women in Canada used to do house chores and
look after their children as men went to work outside and fight
during times of war.
“2. But they want something” : [Insert your 2] The world war
challenged the women to participate and help their men in
battle, but still, society did not approve of it.
“3. They enter an unfamiliar situation” : [Insert your 3] The
women began joining their men in the field as they took them
food and later medical supplies.
“4. Adapt to it.” : [Insert your 4] They realized they could also
play a significant role in the war, and men recognized that too.
“5. Get what they wanted” : [Insert your 5] Ultimately, women
were employed as nurses to take care of injured soldiers.
Women used that opportunity to join in the war field. Some
disguised themselves as men and joined the war line.
“6. Pay a heavy price for it” : [Insert your 6] Despite the
opposition faced from men and society in general, the women
endured and fought through.
“7. Then return to their familiar situation” : [Insert your 7]
After the war, women went back to their families and continued
with their house chores.
“8. Having changed” : [Insert your 8] They felt empowered, and

12. they began embracing education and other empowerment
programs. By the 20th century, women had started joining the
military as soldiers.
3.b.
Briefly answer the following question:
(2 marks) Do you think using the Harmon Story Circle improved
your narrative, and made it so that general readers can more
easily understand the economic point? Why or why not?
The Harmon Story Circle improved the structure of the story
making it easier for the readers to follow through. However, the
structure produced more historical events and not necessarily a
focus on economic characteristics. The presence of the more
historical events in the Harmon Story Circle made it a hand for
the readers to follow. However, the Harmon Story Circle was
essential in giving the readers an understanding of different
economic activities undertaken by women.
1
ECON 321 Research Project, Step 4
Question
Marks
1
Research
78
Interest
78

13. Clarity
78
Economics
78
Q1 (Average)
78
2
a.
5
b.
5
Q2 (Total)
10
Subtotal
Q1 + Q2
88
Communication
6 (can double)
Total
100
Table of Contents
ECON 321 Research Project, Step 4 1
Question 1 2
1.a. 2
Essay/Narrative/Story 4
Bibliography 4
Question 2 (Challenge Question) 5
2.a 5
2.b 6

14. Question 1
1.a.
You did it! You’ve worked hard on your research project, and
now there’s only one thing left to do: write a full, final draft of
your economic narrative. Some students (those who are happy
with their work so far) may just be able to copy-paste and
lightly edit one of the versions they’d submitted earlier
(beginning/middle/end, Harmon story wheel, etc.). Other
students may take this as an opportunity to completely rewrite
their narrative. It’s up to you.
Your narrative/essay/story should be no longer than two and a
half single-spaced pages (about 1250-1500 words, using
standard fonts), not counting citations and footnotes. There is
no minimum length.
Your essay/narrative will be marked using the R.I.C.E.
standard: Research, Interest, Clarity and Economics.
i. Research – Your narrative is informed by research. For full
marks:
· The sources chosen are relevant to your topic.
· You have at least three sources.
· At least one of the sources is a peer-reviewed journal article.
· At least one of the sources is a primary source, as defined in
earlier research steps (basically, something written about your
topic at the time your topic was taking place – so if you’re
writing about the Cariboo gold rush, a newspaper article from
1861 talking about the Cariboo would count, while a history of
the Cariboo written in 2012 would not).
· Your sources are cited in APA format in a bibliography

15. located immediately below your essay/narrative.
· You actually use these sources in your narrative/essay. You
don’t need to quote directly from them, necessarily, but it
should be obvious to the reader that you have used information
from the sources you’ve cited to inform your writing.
ii. Interest – You’ve made an effort to make your narrative
interesting to general readers. Maybe you turned your topic into
a human interest story, or used the Harmon story circle to frame
it as a compelling story. Maybe you included all sorts of
interesting details, or connected what was happening in the past
to things that are happening and relevant in today’s world. In
any case, instead of just presenting a list of facts, you’ve made
an effort to turn your essay/story into something that the
general public will want to read.
To make sure the person marking this research step doesn’t miss
the ways in which you worked to make your story/narrative
interesting, please write down a brief summary of your efforts
in this respect below:
To make my essay/story/narrative interesting to the general
reader, I:
iii. Clarity – Your essay/narrative/stor y is clear enough that a
reader previously unfamiliar with the situation will understand
the story – and the basic economics behind it - without the need
for additional research. You have included all the information
needed to understand your story, and you have written
everything in such a way that non-specialists can understand it.
This is separate from the communication mark, which works as

16. usual (see marking scheme on first page).
The Clarity mark is more about making sure that all the
necessary information to understand the story is present within
your essay. The goal is that if someone were to be asked to
write a 3-2-1 report on your essay, they should find it very
challenging to come up with ‘Two things that you didn’t
understand or were missing’, because everything was
understandable and no obviously important information was
missing.
iv. Economics – This is a course in the Economic History of
Canada. Your essay/narrative/story should therefore be directly
connected to the Economic History of Canada. Moreover, the
economics in your story should be clear and correct. Even non-
economists should be able to tell that you’re telling a story
about the allocation of scarce resources – about sacrifices,
choices and tradeoffs. Someone with economic training (such as
the person marking your essay) should be able to tell that your
economic reasoning is logical and appropriate to the situation
you are studying.
Essay/Narrative/Story
[Insert your essay here – Max 2.5 pages (about 1,250 to 1,500
words), no minimum length.]

17. Bibliography
[Insert your bibliography, with sources cited in APA format,
here.]
Question 2 (Challenge Question)
You’ve worked on this essay, in steps, all term. At the same
time, you’ve been studying Canada’s economic history through
lectures and assignments. In this challenge question, you will be
asked to reflect on how the essay affected your understanding of
the lectures/assignments, and vice-versa.
2.a
(5 marks) Give at least one example of how what you learned
while working on and researching your essay changed your
understanding of certain material covered in the
lectures/assignments. For full marks, be specific about how
your perspective on the material was altered. Please try to keep
your answer to half a page or less, not including citations. If
you need to, cite any sources used in APA format.
(For example, if you wrote your essay on the grain elevator
monopoly, the knowledge you gained would have given you
more insight into what kind of market power flour companies
like the Ogilvie company had, something which we covered in
an assignment. For full marks, you would also have to say HOW
your understanding of the Ogilvie company’s power was
changed by what you’d researched. Maybe you found an
example where a farmer was ‘black-listed’ from selling to
Ogilvie elevators, and had to give up farming, which made it
clear that even when other flour companies were theoretically
available to sell to, they weren’t always an option.)

18. 2.b
(5 marks) Now, let’s go the other way around. Give at least one
example of how what you learned from the assignments and
lectures changed your understanding of the topic you were
researching. For full marks, be specific about how your
perspective on the material was altered. Please try to keep your
answer to half a page or less, not including citations. If you
need to, cite any sources used in APA format.
(For example, if you wrote your essay on the nature of
housework in Montreal from 1900-1910, maybe the Becker
model of labour allocation covered in one of the lectures gave
you a new perspective on your topic. For full marks, you’d have
to explain what this new perspective was, and why it mattered
to your research.)
1