Feminist Movements in the Americas .pptx

Feminist Movements in the Americas: Doc Analysis, Context, the progressive era, the suffrage movement

1. PPT 3 a) P2 & 3 Chapter 9: Feminist Movements in the Americas Outline Study Guide Packet Committee Project ‹#›

2. Student Learning Outcomes Students should have the ability to Identify the factors that have led to the creation of gender barriers in US society. Explain the impact that gender barriers have on US society. Acquisition and application of content by Analyzing primary source text. Completing a graph analysis activity. Developing a personal set of notes 3.1 : Gender Barriers Site Resources Additional Resources Video Resouces ‹#›

3. Get up and Talk Activity In your own words within the speaker box below define the concept of femin ism . ‹#›

4. Doc Analysis: Gender Barriers - G6 Completed Guiding Question Considering the quotes & imagery, what gender barriers were women facing at the turn of the 20th century? GMc/LSO will display a few & please comment in the speaker box below. Expectations Individual analysis Read the documents without making any annotations. Place the documents into logical sections. Utilize the symbol system to annotate the documents - let’s focus on OP-C&C-VL Identify points that connect to the guiding questions. Consider and write down potential connections between the documents. Partner dandruff sharing discussion Compare & contrast(C&C) your annotations to answer the guiding question. ‹#›

5. Sarah Grimke - author, abolitionist, suffragette: “I ask no favors for my sex. I surrender not our claim to equality. All I ask of our brethren is that they will take their feet from off our necks, and permit us to stand upright on the ground...that whatsoever it is morally right for a man to do, it is morally right for a woman to do.” Margaret Sanger - author of Women and the New Race (1920): “No woman can call herself free who does not own and control her own body. No woman can call herself free until she can choose conscientiously whether she will or will not be a mother.” ‹#›

6. What was the context of the times? Guiding Question Considering the context of the times, why is it historically significant that women were at the forefront of the Progressive Era? - See notes & reference in the Speaker Notes Expectations Work individually to identify the connection between The groups and people within each faction. The potential conflicts between each faction. Work with your shoulder partner to C&C your notes with your shoulder dandruff partner to ensure accuracy & depth Develop a one sentence statement that addresses the guiding question. ‹#›

7. The Progressive Era (1890-1920) Status Quo Desired no change Socialists Wanted a brand new system Progressives Desired specific changes to society Robber Barons, Factory Owners, Upper Class Suffrage and Temperance Movement President Teddy Roosevelt International Workers of the World Labour Union) Labour Union Not part of the Progressive Agenda African-Americans Native-Americans Most Immigrants ‹#›

8. Making Your Point Approach #1: Build a “point” out of facts. Identify relevant, exact information. Discuss the information in context to the question to draw logical conclusions. Approach #2: Present and support your “point”. Make a claim that answers the question. Present your conclusions and explain how the information supports your claim. ‹#›

9. Active Listening Purpose To learn how to make logical arguments. To develop the ability to maintain discussion. To strive for depth of knowledge when discussing. Questions to consider What additional information is relevant? Can you make an additional point or counterpoint? What don’t you understand about the information or point made? Expectations Add to discussion in either a Bottom Up or Top Down format. Strike an appropriate balance by making eye contact and reviewing your notes/text. ‹#›

10. Graph Analysis: Modern Gender Barriers Resources Slides No 15-1 Guide to Reading Graphs Expectations For each graph, identify The relevant year range An essential statistic(s) Utilize the statistics from the graphs to answer the questions below What issues have women been facing since the turn of the 21st century? How do the issues women face today compare to those at the turn of the 20th century? ‹#›

11. Statistical Analysis The wage gap (currently $0.78) increases by eight cents for African-American women and nineteen cents for Hispanic women. Year: 2012 ‹#›

12. 1920s 1930s 1940s 1950s ‹#›

13. 1960s 1970s ‹#›

14. ‹#›

15. ‹#›

16. Exit Ticket Main Idea Synthesize. In essence, what is it about? Points Add up the points to think big picture. Reasoning? Argument? Significance? Subpoints (within subpoints) Based on the info, draw a conclusion on a Historical Topic Reasoning Theme Information What are the facts? Be specific! ‹#›

17. Student Learning Outcomes Students should have the ability to Explain how civil disobedience was used to pressure the federal government. Explain the factors that led to the passage of the 19th amendment. Acquisition and application of content by Completion of a jigsaw activity. Completing a committee assignment. Taking part in a Philosophical Chairs discussion. 3.2: The Suffrage Movement Site Resources Additional Resources Additional Resources Terms and Prompts ‹#›

18. Creating Context: Civil Rights Movement Guiding Question H ow is the fight for Suffrage similar to the Civil Rights Movement? Which core concepts ‘transfer’? ‹#›

19. Committee Roles and Responsibilities Roles Committee Chairman Committee Spokesperson (1-2 students) Whips (2-3 students) Selected roles do not have to be static and can be determined each activity or project. ‹#›

20. Committee Chairman: Leader? CEO? Learn to delegate responsibility and solve problems by making logical decisions. Responsibilities include - Managing debate/discussion. Ensuring all students are engaged in discussion. Managing/assigning responsibilities for group activities. Committee Spokesperson: Quiet - but want to stay engaged? Reflect, discuss, and write before speaking. Responsibilities include - Creating group documents. Posting finalized plans to padlet or Google Docs. Writing exit tickets when completed as a committee. Speaking on behalf of the committee when called upon. Whips: Social? Struggle to sit still? You can bounce from committee to committee when your group is stuck on a problem or doesn’t fully understand a concept. Meet with other committees to - resolve unanswered questions. receive feedback on completed work. compare and acquire additional information. ‹#›

21. Committee Research Guiding Questions How did the leading suffrage organizations effectively employ civil disobedience to force the federal government and states to amend the US Constitution? How did the role that women played during WWI dispel many gender myths and help to ensure passage of the 19th amendment? ‹#›

22. Committee Work Expectations Before beginning work Review committee roles. Select individual committee roles. Discuss activity and assignment expectations. Expectations Committee chairperson is responsible for setting norms for group discussion . How long will you work individually prior to discussing? Do you discuss best in subcommittees (2-3 students) or as a full committee (4-6 students) ? Each student is responsible for fulfilling the selected role. Rule of 3 applies prior to asking me a question! ‹#›

23. Committee Research: Civil Disobedience Guiding Question How did the leading suffrage organizations effectively employ civil disobedience to force the federal government and states to amend the US Constitution? Expectations Subcommittee #1: Image Analysis Analyze the images to identify the strategies utilized by the Congressional Union and National American Woman Suffrage Association. Subcommittee #2: Text Analysis (p. 49-54 ) Analyze the appropriate sections of the text to identify the impact that the use of civil disobedience had on the federal government and states. ‹#›

24. Committee Research: Women in WWI Guiding Question How did the role that women played during WWI dispel many gender myths and help to ensure passage of the 19th amendment? Expectations Subcommittee #3: Propaganda Analysis Analyze the propaganda to identify the roles women played in WWI and the manner in which they were depicted by the federal government. Subcommittee #4: Text Analysis (p. 49-54 ) Analyze the appropriate sections of the text to identify the impact that United States involvement in WWI had on ensuring passage of the 19th amendment. ‹#›

25. Outlining the Text Reading with a focus New topics and points tend to be introduced within the first two sentences of a paragraph. Focus on the author’s use of linking phrases and words within a paragraph when transitioning to a subpoint. Identify and label the transition points in the text Option #1: Think logically to create a label based on the themes and topics that the author is focusing on. Option #2: Select an appropriate “element” from the Periodic Table of Social Studies . ‹#›

26. Identifying Types of Information Identify a varied set of facts when reviewing your notes Direct quotes from: Government officials Experts Significant historical figures Facts regarding: Historically significant decisions Historical events Landmark laws Landmark Supreme Court decisions Numbers: Exact dates Date range Value or cost of a product Wages, salaries, etc. Statistics Biographical information: Childhood Education Professional Career Military or government service ‹#›

27. Writing with Valuable Information Consider the “value” of the information you add to your outline Full value: Throughout the 1930s, in the state of Louisiana, white teachers were paid $1,165 per year on average, while African-American teachers were paid $499. Partial value: In the South, the salary of white teachers, on average, was more than double than that of African-American teachers. Little value (obvious, generalized statement): White teachers were paid a lot more than African-American teachers. Effective writers utilize information that is of full value. that is varied in type. from reputable sources. from multiple sources. ‹#›

28. Philosophical Chairs Discussion Agree or Disagree? There is equality of opportunity for women in today’s society. Expectations Take a stance on the statement Agree? Go to the wall by the door. Disagree? Go to the wall of windows. Unsure? Go to the middle of the room. When making your point You must respond to the previous point before making your own. “I hear what you are saying…” Students from one perspective can continue to build upon a point unless the other side is ready to respond. ‹#›