Concept Formation: Gender Equality

Directions: Read the following documents and decide if whether each one is an example or nonexample of equality. Fill out the corresponding chart with summaries of examples/non examples. 1. The New York State Legislatures Response to Womens Rights Petition, 1854 2. The 19th Amendment, 1919 4. The 14th Amendment, 1873 5. Excerpt from Betty Friedans publication, Feminine Mystique, 1963 6. Excerpt from Dr. Edward Clarkes publication, a retired professor at Harvard Medical School, Sex in Education, or, a Fair Chance for Girls, 1870

Definition

Characteristics

Gender Equality
Examples Non examples

Note Packet- Unit 6: Women and the Fight for Equality (Selected Pages Corresponding to Lesson Plans) Essential Questions: Key Terms: Gender Equality: Human Rights: Pennsylvania v. Addicks: Seneca Fall Convention: Suffrage: Suffragette: Lucy Morrett: Elizabeth Cady Stanton: Declaration of Sentiments: Triangle Shirtwaist Factory Fire: 19th Amendment: Rose the Riveter: The Servicemens Readjustment Act of 1944: Leave it to Beaver:

The Equal Rights Amendment: Betty Friedan: Feminine Mystique: Feminism: The Second Sex:

Womens Roles During and After WWII When the U.S. officially entered the war, what happened to the demand for production? o

What happened to the supply of labor when the military began drafting civilians? o

In what ways were women involved in the war effort? o o o

How did World War II affect women? Consider new freedoms, earning wages, childcare and prejudice. o o o o

How did the Servicemens Readjustment Act of 1944 affect womens economic power? o

After World War II, what was the status of women in society? o

The Role of Media in Society What are the different types of media? o o o o o

What techniques are used to influence the public? o o o

How did media portray women during the 18th century? o o o

How did media portray women during the 19th century? o o

How did media portray women during the 20th century? o o

How were different types of media used to advance the cause of Womens Rights? o

How were different types of media used to hinder the advancement of women in society? o

Shifting Roles
Directions: Analyze the changing roles of women in society during World War II and after World War II. Use evidence from the text, supplementary reading materials, media, etc. During World War II After World War II

Government

Media

Economy

World War II Propaganda Posters

1950s Media

Historical Journals
Directions: For each studied time period, you will write a historical journal from the perspective of a woman living during that time period. You will write based on the daily life of that woman. You should include the political, economic and social situations and events that occurred during this time period. Text is required; pictures and other material are optional. Example Journal Format: April 22nd, 2013 Des Moines, Iowa

First Paragraph

Second Paragraph

Third Paragraph

Melissa Waudby (Signature)

Project: The Influence of Media on the Womens Rights Movement

Directions: Working in groups of 2, create a presentation about media and its influence on the Womens Rights Movement. Include 2 or more examples from each of the following time periods: 1800-1850, 1851-1900, 1901-1950, and 1951-Present. For each time period analyze the message each piece of evidence is portraying and note the overall effect of media on womens status during this time period. Compare and contrast all examples and indicate the shifts in womens role in society. Use the following note organizer to outline information. Time Period 1800-1850 Evidence Effect

1851-1900

1901-1950

1951Present

Media Project Rubric Category ContentAccuracy 4 All content throughout the presentation is accurate. There are no factual errors. 3 Most of the content is accurate but there is one piece of information that seems inaccurate. Use of 2-3 primary documents. Most information is organized in a clear, logical way. Project is lacking one or two key elements. Project is consistent with the essential question most of the time. 2 The content is generally accurate, but one piece of information is clearly inaccurate. Use of 1 primary document. Some information is logically sequenced. Project is missing more than two key elements. It is rarely consistent with the essential question. 1 Content confusing or contains more than one factual error.

Use of Primary Documents Sequencing of Information

Use of 3 or more primary documents. Information is organized in a clear, logical way. Project included all material needed to give a good understanding of the effect of media on society. The project is consistent with the essential question. Presentation has no misspellings or grammatical errors.

Effectiveness

No use of primary documents. There is no clear plan for the organization of information. Project is lacking several key elements and has inaccuracies. Project is completely inconsistent with the essential question.

Spelling and Grammar

Presentation has 1-2 misspellings or grammatical errors.

Presentation has 2-4 misspellings or grammatical errors.

Presentation has 4 or more misspellings or grammatical errors.