- Explain to your students that they will be examining pictures of women in different periods of United States history. Distribute the "Document Analysis Student Organizer" to each student. Provide your students with a FOCUS FOR MEDIA INTERACTION, asking them to fill in the first column of the handout called "What do I see?" while viewing the pictures at the following Web sites:
- Have students share their observations about each picture aloud. Then, have them brainstorm information for the second column, called "Reflects Change." Ask your students to consider the time period, historical events that may have led to change, etc. Have the students share their ideas aloud. (Students may indicate that at the turn of the century, women did work associated with handicrafts, teaching nursing, etc., industrialization brought more employment opportunities, war leads to a decrease in available male labor, etc.)
LEARNING ACTIVITY #1
- Explain to your students that they will be examining case studies of women in two different countries: India and Israel. Distribute the "World of Women Student Organizer" to each student. Tell the students they will be completing the chart while watching several video clips.
- Provide your students with a bit of background on the first two clips they are about to see. Explain that Santosh Kohli is an Indian woman working for an outsourcing company in India. She is being interviewed about the role she plays in her family.
Provide your students with a FOCUS FOR MEDIA INTERACTION, asking them to fill in the first column of the "World of Women Student Organizer" on India. PLAY Clip 1, "The Value of a Girl," for the class. Check for comprehension (Santosh did not receive the same educational opportunities as her brothers did, and had to struggle against her parents' wishes to educate herself and join the workforce).
Provide your students with a FOCUS FOR MEDIA INTERACTION, asking them to fill in the second column of the "World of Women Student Organizer" on India. PLAY Clip 2, "New Confidence," for the class. Ask your students to share how traditional roles for women in Indian society are changing according to Santosh Kohli's story (Her new jobs allows Santosh to support her family economically and has given her new confidence in herself).
LEARNING ACTIVITY #2
- Provide your students with some background on the next clips they are about to see: the women in the video are Palestinian women living in Northern Israel. They are all widows. They have started a small business together.
Provide your students with a FOCUS FOR MEDIA INTERACTION by asking them to fill in the first column on the "World of Women Student Organizer for Israel while watching the clip. PLAY Clip 3, "Widows in Israel," for the class. Check for comprehension. (These women, all widows, would traditionally be expected to stay at home.)
Provide your students with a FOCUS FOR MEDIA INTERACTION by asking them to fill in the second column on the"World of Women Student Organizer for Israel while watching the following two clips. PLAY Clip 4, "Pickle Business," for the class. Check for comprehension after this clip (the widows have started a pickling business together. Fatima Nator is explaining why it is important that she is making money and working in this company.)
LEARNING ACTIVITY #3
Provide your students with a bit of background on the clip they are about to see: Explain that in this clip the students will see some of the problems the pickling women have to overcome to continue in the business. Provide your students with a FOCUS FOR MEDIA INTERACTION by asking them to continue filling in the second column on the "World of Women Student Organizer" for Israel. PLAY Clip 5, "All-Female Enterprise," for the class. Ask your students to share how traditional roles of Palestinian women are changing. (For instance, students may answer that traditionally women may not have had jobs outside the home and now these women are running their own business. Because they are running a small business, they take care of all aspects of the enterprise themselves. They have to arrange their work schedules around their obligations at home, including taking care of their children).
Students will complete a Document-Based Question using online articles and the film clips they have just seen. Distribute the "Document-Based Question Student Organizer" to each student, and go over the directions for Part A (short answers) as a class. Also go over the directions for Part B, where students will use the documents and their knowledge of Global History to write an essay. Provide the students with a FOCUS FOR MEDIA INTERACTION, directing them to visit the Web sites to fill out Part A, taking detailed notes that will help them write the DBQ essay in Part B.
- Part B, "Essay," may be completed in class or for homework.
- Students can research economic status of women in other parts of the world.
- Students may compile portfolios of posters of women in the workforce.
Students may interview local small business owners in the community (started by men or women). Have the students ask the business owners to describe any obstacles they have had to overcome in starting and maintaining their businesses, as well as to speak about any positive impacts their businesses have had.
Contact local social service organizations that provide employment counseling for women and invite a representative to speak to your class.