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A Unit Plan
Enaya Khateeb & Bonsiana Marey
Women's Rights
Submitted to fulfill the requirements of the Access Course
Unit: Theme: Cause & Effect
Sources: Merchavim Booklet
Success in module F and G by Sharon Tzur. ECB.
Impact 4 points by Linda Teharlev UPP
The complete guide to 5 point Bagrut Module E, F and G by Sue Kerman & Roberta Revesz. ECB.
Targeted Domain / Targeted Benchmark / Targeted Facetsof Understanding / Performance Task / Assessment Tools
Access to information from Written Texts / Understanding the structure & conventions of different text types and using this knowledge as needed. / Explanation
Interpretation
Adaptation
Perspective
Empathy
Self-knowledge / Using Cause & Effect in different texts. / Answer key
Enabling Skills (Prerequisites) for Benchmark 1
Objectives / Activities / Assessment Tools
1. To enhance the students' knowledge on Women's Rights. / 1. Present the pictures to the class and elicit the theme of women's political participation.
2. Watch the “You-tube” video as an introduction.
3. In groups of 4 choose 3 of the following statements and explain how women's suffrage changed women's status in society and what positive effect it has on women today.
4. Discuss different conflicts using the Carousel Strategy.
A brief introduction about Women's Rights. (for teachers) / Frontal check/ peer check
2. To familiarize students with signal words related to cause & effect. / 5. Definition of the Cause & Effect strategy. (Impact p. 58 & 152)
6. Underline signal words in a passage. (A Practice Handbook for English Teachers p.51).
· Fill in the missing information in the graphic organizer. Source Bagrut Exams (A Practice Handbook for English Teachers p.52-53).
· Understand the relationship of cause & effect in a paragraph.
· Combine pairs of sentences into one sentence, using appropriate cause or effect transitions from a list. / Frontal check/peer check/ answer key
3. To enhance the students' knowledge on Women's Rights in Islamic world. / 1. Scan and skim a text that deals with women's rights in the Islamic world and underline signal words for cause and effect.
2. Look up the words in bold in the dictionary.
3. Read the text and fill in the cause.
4. Read a text "Family Honor Crimes" in Jordan and answer a question.
5. Mach the words in A to their meaning in B.
4. To enhance the students' knowledge on Women's Liberation through Islam 1400 years ago.
/1. Read the text and notice how Muslim women were given roles, duties and rights by the prophet of Islam.
2. List the rights women acquired during the period of Islam, fourteen centuries ago.
5. Practice on a full text "Women Empower" by Queen Rania Jordan. / 1. Get familiar with the difficult vocabulary. With a partner write the meaning of the underlined words. Look up the difficult ones in your dictionary.2. Vocabulary practice. Match the words in A to their meaning in B.
3. Read the text and answer the following questions.
4. Answer HOTS questions.
6. Individual practice in reading comprehension / Test:
1. Give the student the "Oprah Winfrey" article and answer the questions that follow.
2. Watch the "You-tube” video about Women’s Rights and Facts. Answer the following questions.
(Success in modules F & G p. 65-69 ECB).
Objective one: To enhance the students' knowledge on Women's Rights.
Activity 1: Present the cartoon pictures below to the class and elicit the theme Women's political participation by discussing the following questions.
· If you were living in the time of Women's Suffrage in the 18th century in the U.S and you were in favor of women's right to vote, what arguments would you use?
· If you were against women's suffrage, what arguments might you use?
Suffrage:
Women's attempts attempting to win rights and equality for women in terms of . suffrage (right to vote), feminism, women's property rights, equal opportunity in work and education, and equal pay.
Identify the obstacles to women's political participation as shown by these cartoons.
Activity 2:
http://www.youtube.com/watch?v=gP7s6CNHTOs&feature=related : Watch the “You-tube” video on women history 1920-2008
Activity 3:
The following facts show women's status before 1920:
Taken from - http://www.uen.org/themepark/liberty/womenssuffrage.shtml#places
In groups of 4
a- Classify the different statements into the different categories.
b- Choose 3 of the following statements and explain how women's suffrage changed women's status in society and what positive effect it has on women today.
Notice that - women obtained the right to vote nationwide in the USA in 1920. Before 1920, only criminals, the insane, Native Americans, and women were denied the vote. The modern woman's suffrage movement began in the 1840s in the USA with the Seneca Falls Convention.
Activity 4:
Discuss different conflicts using the Carousel Strategy.
Taken from - Merchavim Booklet: Lesson number (8) & http://www.uen.org/themepark/liberty/womenssuffrage.shtml#places
Carousel Strategy (For teachers use)What is it?
Carousel is a cooperative learning structure suited to brainstorm (analyze and evaluate) cause
and effect for conflict.
How do I do it?
Preparation for class:
Write different conflicts on separate sheets of chart paper.
Examples of conflicts:
§ Men's and women's domestic roles within the family.
§ Women in the work-force.
§ Women's clothing.
§ Women's right to vote and role in politics.
§ Women's honor.
In the classroom:
§ Hang the chart paper with different conflicts around the room.
§ Divide students into cooperative-learning groups. Groups of three or four work best.
§ Give each group a marker, and direct the group to one of the conflicts.
§ Give each group three minutes to brainstorm causes and effects for the conflict on the chart paper.
§ When time is called, ask the groups to rotate to the next conflict.
§ Give the groups the first minute to read what the previous group wrote.
§ Have them place a question mark beside any answers they disagree with or have questions about.
§ Give them the next two minutes to write any other causes and effects for the conflict.
§ Follow this procedure until each group has rotated to all the conflicts. Monitor the time at each chart, and adjust as necessary.
2. Before each group finishes its presentation, give students a task: Discuss what the students learned during the presentation.
Questionsfor
Students / Did you disagree with any of the answers from other groups?
What did you agree with?
What was difficult for you?
What did you learn?
What questions do you still have about cause and effect?
A brief introduction on Women's Rights. ( For extra knowledge for TEACHERS.)
Parade, New York City, 1913 / "Women, Their Rights and Nothing Less"The Suffrage Movement from 1840-1920
Eliza Hamrick and Donna Levene /
Suffrage parade, New York City, May 6, 1912
The Women's Rights Movement http://www.legacy98.org/move-hist.html
The Women's Rights Movement began on July 13, 1848,when a young housewife and mother, Elizabeth Cady Stanton, was invited to tea with four women friends. Stanton complained about the limitations placed on women in America's new democracy. This was not the first small group of women to discuss these things, but it was the first group to plan and carry out a specific, large-scale program. They called a "convention to discuss the social, civil, and religious condition and rights of woman." The gathering took place at in Seneca Falls on July 19 and 20, 1848 and Stanton presented areas of life where women were treated unjustly.
The women's rights movement of the late 19th century tried to deal with the wide range of issues discussed at the Seneca Falls Convention. Stanton and women like Susan B. Anthony, Lucy Stone, and Sojourner Truth traveled all over the country lecturing and organizing for many years. They understood that winning the right to vote was the main issue, since the vote would make it possible to achieve the other reforms.
In 1964, the Civil Rights Act was passed, forbidding employment discrimination on the basis of sex as well as race, religion, and national origin. Betty Friedan, and other feminists agreed to form a civil rights organization for women. In 1966, the National Organization for Women was organized, soon to be followed by other mass-membership organizations addressing the needs of specific groups of women, including Blacks, Latinas, Asians-Americans, lesbians, welfare recipients, business owners, aspiring politicians, and tradeswomen and professional women of every sort.
During this same time, thousands of young women on college campuses tried to play active roles in the anti-war and civil rights movements, but many found their efforts blocked by men who felt they should lead these movements, and that woman's roles should be limited to fixing food and doing office work. These young women began forming their own "women's liberation" organizations to address their role and status within these progressive movements and within society at large. Then, in 1972, the Equal Rights Amendment was finally passed. The wording was simple: "Equality of rights under the law shall not be denied or abridged by the United States or by any state on account of sex."
Objective 2: To familiarize students with signal words related to cause & effect.
Introduction to students - Now we're moving to the reading strategy of Cause & Effect to show how women of the past managed to speak up and have an effect on the world today in many different fields.
Activity 1: Definition of Cause & Effect strategy. (Impact p. 58 & 152)
Cause & effect: A cause is something that makes something else happen. An effect is the result of something that happened.
To find the effect, ask yourself: What happened?
To find the cause, ask yourself: What caused it to happen?
Example: It snowed last night. Everything is white.
What happened? Everything is white.
What caused every thing to be white? It snowed last night.
So, a cause makes something to occur; an effect is the outcome of the cause.
Signal words
These words and expressions may indicate a Cause and Effect relationship. Get to know these signal words.
Activity 2:
Underline signal words in a passage & identify the causes and the effects using different colors. (A Practice Handbook for English Teachers p.51).
Activity 3:
Fill in the missing information in the graphic organizer. (A Practice Handbook for English Teachers p. 52-53).
Activity 4:
Understand the relationship of cause & effect in a paragraph.
http://lrs.ed.uiuc.edu/students/fwalters/paraeval1.html
Cause/effect paragraphs generally follow a basic paragraph format. That is, they begin with a topic sentence and this sentence is followed by specific supporting details. For example, if the topic sentence introduces an effect, the supporting sentences all describe causes. Here is an example:
There are several possible reasons why my father is in excellent health, even though he is over eighty years of age. For one thing, he is in excellent condition because he has stopped smoking cigarettes. He quit smoking cigarettes since whenever he climbed stairs he would always stop several times and cough loudly. His good health is also due to his cutting down on the wrong kinds of foods. For example, whereas before he would eat fatty red meat and deep-fried dishes several times a week, nowadays he seldom does so. He has more energy as a result. He is also in good physical shape as a consequence of his devotion to exercise. He swims three times a week at the local gym, and on sunny days he prefers to walk home rather than take the bus. My father is in better shape than some of his children!Cause and Effect Paragraphs
Notice how each supporting sentence is a cause that explains the effect mentioned in the topic sentence. In the chart below are the main ideas of the above paragraph, to help you understand the relationships better:EFFECT
(Topic Sentence) / CAUSES
(Supporting Sentences)
He is in excellent condition. / He has stopped smoking cigarettes.
He quit smoking cigarettes. / Whenever he climbed stairs he would invariably stop several times and cough loudly.
He is also in good physical shape. / His devotion to exercise
Notice also, how the topic sentence is followed by the "focusing" or "prediction" sentence, There are several reasons for this. Such sentences help the reader anticipate (predict) the organization of the paragraph or essay.
There are two things you must be careful of when using these conjunctions. First, you must order the cause and the effect correctly. For example, in the sentence
Sally closed the window because the room was cold.
The CAUSE is the fact that the room was cold, and the EFFECT is Sally's closing the window. The conjunction because is placed in the correct position here, which is right before the cause. Similarly, in the sentence
Because the room was cold, Sally closed the window.
The conjunction because is correctly placed before the part of the sentence that expresses the cause, even though the subordinate clause because the room was cold is now at the beginning of the sentence.
Activity 5:
Combine the pairs of sentences below into ONE sentence, using appropriate cause or effect transitions from the list in the box below.
Taken from - http://lrs.ed.uiuc.edu/students/fwalters/cause.html
due to because therefore consequently so because of result ofas a result since
1. Janice got home late. She missed her TV program. ------2.The weather was warm. Jim turned on the air conditioner. ------3. Alvin missed the bus. He woke up late.------4. My brother does not sleep very well. The neighborhood is noisy.------5. I didn't study. I failed in the exam. ------6. Sarah ate poisonous food. She went to the hospital.------7. Marry won a gold medal. She trained very hard.------
8. Three thousand teachers in London went on strike in March of 2002. 450,000 students didn't have classes. ------
9. My doctor is worried that I might develop skin cancer when I get older. I spent a lot of time on the beach without sunscreen when I was a child.
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10. My brother’s dog ran away. My sister left the gate open when she went out yesterday.
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Objective 3: To enhance the students' knowledge on Women's Rights in the Islamic world.