Wide Angle -- WINDOW INTO GLOBAL HISTORY

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Printable Page Women Wanting to Work by Heather Auletta
Overview Procedures for Teachers Organizers for Students
Learning Objectives Learning Objectives    Standards Standards    Media Components Media Components    Materials Materials    Prep for Teachers Prep for Teachers
Overview

GRADE LEVEL: 9-10

TIME ALLOTMENT: Two hours including web-based part of Culminating Activity

Worldwide, women are influencing businesses and economies on an unprecedented scale. WIDE ANGLE's "1-800-INDIA" (2005) and "Pickles, Inc." (2005) give us insight into two instances of economic and social shifts being wrought by the entry of women into local and international economies. In this lesson, students will begin by examining historic photographs to determine how economic roles for women have changed in the United States. They will then look at contemporary examples of women entering the workforce for the first time: in India's outsourcing sector; and in small business in Israel. They will explore how these women's entry into the economic sphere often involves negotiation and the overcoming of obstacles, but can bring about larger social and behavioral changes as well. As a Culminating Activity, students will apply the knowledge gained in this lesson toward a response to a Document-Based Question.

SUBJECT MATTER: Global History and Geography/World History

LEARNING OBJECTIVES

Students will be able to:
  • Compare and contrast past- and present-day female economic roles in United States history;

  • Compare and contrast economic and social roles of women in contemporary India and Israel;

  • Analyze documents offering different historical accounts of women in history;

  • Evaluate the changing economic and social roles of women in India and Israel today.
STANDARDS

New York State Learning Standards for Social Studies
Standards available online at http://www.emsc.nysed.gov/ciai/socst/pub/sslearn.pdf.

    Standard 2. World History (commencement)
    Performance Indicators:

      1. Students:

      • Define culture and civilization, explaining how they developed and changed over time. Investigate the various components of cultures and civilizations including social customs, norms, values, and traditions; political systems; economic systems; religions and spiritual beliefs; and socialization or educational practices.

      • Understand the development and connectedness of Western civilization and other civilizations and cultures in many areas of the world and over time.

      • Analyze historic events from around the world by examining accounts written from different perspectives.

      • Understand the broad patterns, relationships, and interactions of cultures and civilizations during particular eras and across eras.

      • Analyze changing and competing interpretations of issues, events, and developments throughout world history.

      2. Students:

      • Analyze evidence critically and demonstrate an understanding of how circumstances of time and place influence perspective.

      3. Students:

      • Analyze the roles and contributions of individuals and groups to social, political, economic, cultural, and religious practices and activities.

      • Explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural groups throughout the world.

      • Examine the social/cultural, political, economic, and religious norms and values of Western and other world cultures.

      4. Students:

      • Identify historical problems, pose analytical questions or hypotheses, research analytical questions or test hypotheses, formulate conclusions or generalizations, raise new questions or issues for further investigation.

      • Interpret and analyze documents and artifacts related to significant developments and events in world history.

      • Analyze different interpretations of important events, issues, or developments in world history by studying the social, political, and economic context in which they were developed; by testing the data source for reliability and validity, credibility, authority, authenticity, and completeness; and by detecting bias, distortion of the facts, and propaganda by omission, suppression, or invention of facts. (Taken from National Standards for World History).

    Standard 2. Geography (commencement)
    Performance Indicators:

      1. Students:

      • Understand the development and interactions of social/cultural, political, economic, and religious systems in different regions of the world.

New York State Regents Global History and Geography Curriculum Tie-Ins
Curriculum available online at http://www.emsc.nysed.gov/ciai/socst/pub/sscore2.pdf

    Unit Eight: Global Connections and Interactions

      A. Social and Political Patterns and Change

        7. Status of women and children

          a. Economic issues

          b. Social issues

      B. Economic Issues

        1. North/South dichotomy; issues of development

Advanced Placement World History Curriculum Tie-Ins
Course Description available online at:
http://apcentral.collegeboard.com/repository/05821apcoursdescworld_4332.pdf
(Requires the Adobe Acrobat Reader)

1914-Present:
    Major Developments:

      4. Impact of major global economic developments (the Great Depression; technology; Pacific Rim; multinational corporations)

      6. Social reform and social revolution (changing gender roles; family structures; rise of feminism; peasant protest; international Marxism; religious fundamentalism)

      7. Globalization of science, technology, and culture

      • Developments in global cultures and regional reactions, including science and consumer culture

      • Interactions between elite and popular culture and art

      • Patterns of resistance including religious responses

    Major Comparisons and Snapshots

    • Assess different proposals (or models) for economic growth in the developing world and the social and political consequences.

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MEDIA COMPONENTS

Video:
WIDE ANGLE, "1-800-INDIA" (2005) and "Pickles, Inc." (2005) (selected clips)

The Value of a Girl
Photo of a busy street in India.
Video
New Confidence
Photo of Santosh Kohli shopping with her family.
Video
Widows in Israel
Photo of an Israeli woman in a pickle factory.
Video
Pickle Business
Photo of pickles.
Video
Female Enterprise
Photo of an Israeli woman in a grocery store.
Video

Web Sites:

Introductory Activity Web sites: For the Introductory Activity, students will view pictures of women from throughout the history of the United States. The following sites are some suggestions for pictures, but other images may be used as well.

Culminating Activity Web sites: For the Culminating Activity, students will view documents from the following Web sites to complete the short answer section of the DBQ.

MATERIALS

For the class:

For each student:

PREP FOR TEACHERS

Prior to teaching this lesson, you will need to:

Bookmark the Web sites used in the lesson on each computer in your classroom, or upload all links to an online bookmarking utility such as www.portaportal.com.

Preview all of the video clips and Web sites used in the lesson to make certain that they are appropriate for your students, currently available, and accessible from your classroom.

Download the video clips used in this lesson onto your hard drive, or prepare to stream the clips from your classroom. RealPlayer is needed to view the video clips. If your classroom computer does not have it, download RealPlayer for free at www.real.com.

Print and make copies of the three student organizers for each student.

When using media, provide students with a FOCUS FOR MEDIA INTERACTION, a specific task to complete and/or information to identify during or after viewing of video segments, Web sites, or other multimedia elements.

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