Bonnie Page
bpage@schools.nyc.gov
Introduction:
Imagine
you are a woman at the end of the nineteenth century. You cannot own property, vote or hold
office. Your husband owns all the property. He also had the right to take any wages
you earned outside the home. You
are also the subject to violence.
What do you do to overcome this?
You will explore how a variety of women found independence in the
New Nation. You will each embody a certain character from the time period
between the Revolutionary and Civil War. You will study a variety of women
represented, including: female entrepreneurs, immigrants, mill workers, slaves
/ former slaves, widows, Latinas, Suffragists, etc.
Your job is to create a Facebook Page,
first on paper, then online, about each woman and her success.
Women in the New Nation
v
How
did women push the boundaries of society?
v
What
were the conceptions of women and work?
v Where/how did women find independence?
Task:
Students will make a Facebook Page of
female characters from history (New Nation, between Revolutionary and Civil
Wars).
In order to do so, they will:
- Analyze a variety of primary and secondary source documents
- Synthesize and summarize information
- Respond to an essential question, crafting a story
- Develop a character, making inferences and considering
historical context
Use the American History Public Policy
Analyst to guide
your research
Your Facebook page must also include all
four steps of the AHPPA.
Be sure to include the social problem that these women faced.
Process:
You will be responsible for completing the worksheets on the links
below. You will use the web sites in the ÒresourceÓ section along with outside
material to complete the four worksheets. These four steps will form the
outline for your facebook Page.
STEP # 1: Defining the Social Problem
STEP # 2: Gathering the Evidence
STEP # 3: Identifying the Cause
STEP # 4: Evaluate the Policy
STEP #5: Facebook Worksheet
Resources:
300 Women Who Changed the World
Women and Social Movements in the
US, 1600 - 2000
Evaluation:
Conclusion:
Women have overcome many obstacles since the 1800s. They have been given the right to vote
and own property. Also the physical
violence that was condoned is no longer acceptable. Since the 1800s women have
found a prominent place in the workforce whereas in the past the only place for
them was in the kitchen. Since then
women have become more career oriented, juggling between job and family. Although women have come a long way
since then, unfortunately inequality still exists in our society today and in
other cultures. All over the world women are still struggling to be treated as
equals. Women of today can learn from their idols of the past and continue to
pave the path for future women.
Congratulations
You have completed
your
Facebook Page
Now we will have a
conversation with the other women.
Standards:
Social Studies
1. History of the United States and New
York
Students will use a variety of
intellectual skills to demonstrate their understanding of major ideas, eras,
themes, developments, and turning points in the history of the United States
and New York
2. World History
Students will use a variety of
intellectual skills to demonstrate their understanding of major ideas, eras,
themes, developments, and turning points in world history and examine the broad
sweep of history from a variety of perspectives
3. Geography
Students will use a variety of
intellectual skills to demonstrate their understanding of the geography of the
interdependent world in which we liveÑlocal, national, and globalÑincluding the
distribution of people, places, and environments over the EarthÕs surface.
4. Economics
Students will use a variety of
intellectual skills to demonstrate their understanding of how the United States
and other societies develop economic systems and associated institutions to
allocate scarce resources, how major decision-making units function in the
United States and other national economies, and how an economy solves the
scarcity problem through market and non-market mechanisms.
5.Civics, Citizenship, and Government
Students will use a variety of
intellectual skills to demonstrate their understanding of the necessity for
establishing governments; the governmental system of the United States and
other nations; the United States Constitution; the basic civic values of
American constitutional democracy; and the roles, rights, and responsibilities
of citizenship, including avenues of participation.
ELA
1. Students will read, write, listen, and
speak for information and understanding.
As listeners and readers, students will
collect data, facts, and ideas, discover relationships, concepts, and
generalizations; and use knowledge generated from oral, written, and
electronically produced texts. As speakers and writers, they will use oral and
written language to acquire, interpret, apply, and transmit information.
2. Students will read, write, listen, and
speak for literary response and expression.
Students will read and listen to oral,
written and electronically produced texts and performances, relate texts and
performances to their own lives, and develop an understanding of the diverse
social, historical, and cultural dimensions the texts and performances
represent. As speakers and writers, students will use oral and written language
for self-expression and artistic creation.
3. Students will read, write, listen, and
speak for critical analysis and evaluation.
As listeners and readers, students will
analyze experiences, ideas, information, and issues presented by others using a
variety of established criteria. As speakers and writers, they will present, in
oral and written language and from a variety of perspectives, their opinions
and judgments on experiences, ideas, information and issues.
4. Students will read, write, listen, and
speak for social interaction.
Students will use oral and written
language for effective social communication with a wide variety of people. As
readers and listeners, they will use the social communications of others to
enrich their understanding of people and their views.