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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 & EffectSources: Merchavim Booklet Success in module F and G by Sharon Tzur. ECB.Impact 4 points by Linda Teharlev UPPThe complete guide to 5 point Bagrut Module E, F and G by Sue Kerman & Roberta Revesz. ECB.

Targeted Domain

Targeted Benchmark

Targeted Facets

of 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.

ExplanationInterpretationAdaptationPerspectiveEmpathySelf-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 1. Scan and skim a text that deals with women's rights in the Islamic world and underline signal words for

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students' knowledge on Women's Rights in Islamic world.

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.

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Identify the obstacles to women's political participation as shown by these

cartoons.

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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.

Married women had no property rights. Most occupations were closed to women and when women did work they were paid much

less than men. Divorce and child custody laws favored men, giving no rights to women Women were robbed of their self-confidence and self-respect, and were totally dependent

on men. With only a few exceptions, women were not allowed to participate in the affairs of the

church. Husbands had legal power over and responsibility for their wives to the extent that they

could imprison or beat them. Women had no way to gain an education since no college or university would accept

women students. Women were not allowed to enter professions such as medicine or law.

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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.

Married Life

Religion Education

Workplace

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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.

Questions

for 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,

"Women, Their Rights

and Nothing

Less"The

Suffrage Movement from

1840-1920 Suffrage parade, New York City,

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1913 Eliza Hamrick

and Donna Levene

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.

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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

Cause

Effect

As a result, so, therefore,

consequently, because+ noun phraseDue to + noun phraseThat is why, owing to

so,since, because,for this reason.

seeing that, thus, hence

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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

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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 of        as 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.

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-----------------------------------------------------------------------------------------------

------------------------------

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.

-----------------------------------------------------------------------------------------------

10. My brother’s dog ran away. My sister left the gate open when she went out

yesterday.

-----------------------------------------------------------------------------------------------

Objective 3: To enhance the students' knowledge on Women's Rights in the Islamic world.

Activity 1: Scan and skim the following text that deals with women's right in the Islamic world and underline signal words that show cause and effect.

Women's Rights in Saudi Arabia

Saudi Arabia recently announced its intention to issue identity cards for women for the first time. Previously, women were registered in their father’s or husband’s identity cards.

Also in Saudi Arabia, 24 women showed up at the parliament and insisted on taking part in the discussions. Their appeal was rejected, but, facing international pressure, the Parliament Chairman Sheik Muhammad bin Ibrahim bin Jbeir explained that the parliament was not prepared for the presence of women in the building. He added that the parliament had allocated women "special seats including separate entry and exit, which prevent any contact between them and the MPs." Blocked by a wall, the women could watch the sessions, but were invisible to the MPs. The Chairman also stated "this does not mean that the council will discuss women's issues. Women will not take part in the discussions. They can only be guests and observers." In addition, Sheik bin Jbeir claimed that "Appointing women as parliament members is out of the question. Nobody even thinks about it, because the issues the parliament deals with are public matters under the responsibility of men."

Activity 2:

Look up the words in bold in your dictionary and write their meaning.

Activity 3:

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Read the text and fill in the cause.

Cause: ---------------------------------------------------------------

Effect: Women were separated from men at parliament.

Activity 4: Read the text below and answer the following question:

The text presents for and against arguments on "Family Honor Crimes" in Jordan. Imagine you are one of parliament members. Which argument would you choose and why? (Empathy)

Activity 5: Vocabulary - Match the words in A to their meaning in B

A B

1. Struggle _____a formal discussion in a public meeting or legislature, in which opposing arguments are presented

2. Debate_____make minor improvements to (a document, proposal, etc.).

3. Adultery_____cause (something unpleasant or painful) to be suffered by.

4. Exempt _____voluntary sexual intercourse between a married person and a person who is not their spouse.

5. Amending _____ free from an obligation or liability imposed on others.

6. Regime _____strive under difficult circumstances to do something.

7. Inflicting _____a government, especially an authoritarian one.

The Struggle over Penalties for "Family Honor Crimes" in Jordan

In Jordan there was a very significant struggle to improve women's rights. A long public debate was held by women's movements and human rights NGOs* trying to cancel article 340 of the Jordanian Penal Code. This article said: "He who discovers his wife or one of his female relatives committing adultery (with a man) and kills, wounds or injures one or both of them, is exempt from any penalty." Another clause states: "He who discovers his wife or one of his female relatives with another in an adulterous situation, and kills, wounds or injures one or both of them benefits from a reduction in penalty."

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King Abdullah recently declared his support for amending this law. His position was not popular with the Jordanian public. A survey conducted by The Jordan Times discovered that 62% of the Jordanians oppose amending article 340. Most respondents claimed that it would lead to "moral corruption."

The dispute between the regime and the Islamic Movement, which opposed the amendment of this law, continued in the Jordanian press for several months. The King's Advisor on Islamic Affairs, Sheik 'Izz Al-Din Al-Tamimi, published a document stating that Islam prohibited taking the law into one's own hands, even if the accusation of adultery is proven. Inflicting a punishment may be done only by a government employee following a fair trial. The illegal Islamic Liberation ['Tahrir'] Party then published a letter in the press calling on parliament members to vote against the amendment, claiming that "Islam calls on all Muslims to defend their honor, even if they have to kill for it."

* non-governmental organization (NGO) is a legally constituted organization created by private organizations or people with no participation or representation of any government.

Objective 4: To enhance the students' knowledge on Women's Liberation through Islam 1400 years ago.

Activity 1:

Read the following text and notice how Muslim women were given roles, duties and rights through Islam by the prophet of Islam.

Activity 2:

List the rights that women acquired during the period of Islam, fourteen centuries ago.

----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

WOMEN'S LIBERATION THROUGH ISLAM1400 years ago

http://www.jewishvirtuallibrary.org/jsource/arabs/arabwomen.html

Today people think that women are liberated in the West and that the women's liberation movement began in the 20th century. Actually, the women's liberation movement was not begun by women but was revealed by God to a man in the 7th century by the name of Muhammad (peace be upon him), who is known as the last Prophet of Islam. The Qur'an and the Traditions of the Prophet (Hadith or Sunnah) are the sources from which every Muslim woman derives her rights and duties.

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HUMAN RIGHTS

Fourteen centuries ago Islam made women equally in the eyes of God . Also, Islam established a woman's equality in her humanity with men. Since men and women both come from the same essence, they are equal. Women cannot be by nature evil (as some religious people believe) because then men would be evil also. Similarly, neither gender can be superior because it would be a contradiction of equality.

CIVIL RIGHTS

In Islam, a woman has the basic freedom of choice and expression based on recognition of her individual personality. First, she is free to choose her religion. The Qur'an states: "There is no compulsion in religion." (2:256)

Women are encouraged in Islam to contribute their opinions and ideas. There are many traditions of the Prophet (pbuh) which show that women would pose questions directly to him and offer their opinions concerning religion, economics and social matters.

A Muslim woman chooses her husband and keeps her name after marriage. A Muslim woman's testimony is valid in legal disputes. In fact, in areas in which women are more familiar, their evidence is conclusive.

CONCLUSION

The Muslim woman was given roles, duties and rights 1400 years ago that most women do not enjoy today. These are from God and are designed to keep balance in society; what may seem unjust or missing in one place is compensated for or explained in another place.

Activity 3 :

Vocabulary – Fill in the correct word in the sentences below.

1- That is not a ________ excuse.2- He stopped the meeting when he _________ a question.3- All ___________ women are sent out the work force.4- No one can __________ me for the loss of my beloved father.5- He has __________ money to charity.6- She had a _________ with her husband.

Liberated – contributed – posed – valid – dispute - compensate

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Objective 5: Practice on a full text "Women Empower".

Activity 1: Get to know the difficult vocabulary. With a partner write the meaning of the bold words. Look up the difficult ones in your dictionary. Then read the text and answer questions that follow.

http://www.queenrania.jo/content/sectionPage.aspx?secID=womn

Queen Rania moderating a session titled 'Defining Global Citizenship: From Philanthropy to Activism', during the World Economic Forum on the Middle East.

Dead Sea, Jordan / Saturday, May 19, 2007

I am moved by the image of a reverse domino effect in women’s empowerment. Instead of

falling because of being pushed down, every woman lifts another up and passes the gift of

strength on. In this way, success breeds success. And in this way we have been making great

strides in the area of women’s empowerment over the past few years locally, regionally and

globally.

I am proud to say, Jordan’s cities, schools and

villages, have numerous examples of women who

have overcome challenges. These women have known

what it means to be a woman in Jordan in 2008.

Talented, intelligent and hard-working, women and

girls of the past decade have transformed their lives

and those of their families and communities. With

booms in the economy, more gender equality in the

classroom and greater job opportunities, women look

around now to see their friends and neighbors standing

tall, and so stand a little taller themselves, eyes rising

to meet those of their inspirational peers.

Following logically upon enhanced academic achievement and rising literacy scores,

women’s participation in the political sphere is also rising. Consequently, Jordan’s

Parliament has four new female ministers. Additionally, Jordanian women are

moving ahead in the private sector, taking advantage of new business opportunities

and public sector initiatives designed to encourage such movement. Local institutions

WOMEN EMPOWER

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and organizations are already working hard on this, and women stand to benefit. And

around the world, women are lifting each other. This year has witnessed so many

moving initiatives and inspirational programs being launched globally, and

implemented locally.

Visiting Morocco, I witnessed the power of a female social worker who lifted a young

girl named Khadija, out of a factory, and into a school. Khadija now, herself, will

have more power through knowledge than she ever previously could have imagined,

and will more than likely go onto strengthen the lives of girls that may cross her path

in her adult future. At the opening meeting of the Global Women’s Action Network

for Children in Jordan, I heard about Maha, a young girl from Yemen suffering from

extreme poverty and neglect, helped also by an older woman in social work. Girls and

women are being lifted by other women, at great speed. I see dominos, historically

falling, today rising.

These are defining moments for women. To my husband, King Abdullah, and me,

these women represent a vital component in our country’s growth and development.

We both firmly believe that Jordan’s economy will only flourish when its population

flourishes; when all of its population actively contributes to the employment market.

It is remarkable to be witnessing such change. As the poet Adrienne Rich says, “The

moment of change is the only poem.”

Naturally, as a mother, a woman, and a human, I am honored to witness the

remarkable innovations in the space of womanhood; witnessing change and writing

poetry as it goes.

Activity 2 : Vocabulary practice. Match the words in A to their meaning in B.

A B

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1. Inspirational

2. Parliament

3. Component

4. launch

5. Strides

6. Gender

7. Neglect

8. Flourish

9. Empower

10. Literacy

11. Implement

12. Enhanced

_____Make an idea, plan, law start to work and be used

_____Give strength and confidence to.

_____Someone or something that is motivating and encouraging.

_____The ability to read and write.

_____ increased or intensified in value or beauty or quality.

_____A legislature which has the power to make or enact laws.

_____ Steps in progress towards an aim.

_____ Begin energetically and enthusiastically.

_____ A very important part.

_____The state of being male or female

_____The failure to give attention or respect.

_____Grow or develop in a healthy or energetic way.

Activity 3 :

Answer the following LOTS questions:

1. Explain in your own words what is meant by "the domino effect in women’s empowerment"? (Line 1, 25)

_______________________________________________________________

2. Is queen Rania only talking about women empowerment in Jordan? Yes / No

Copy the words or phrase to justify your answer. Line 20-25

_______________________________________________________________

3. Women in Jordan are talented, _______________ and _________________.

4. Gender equality has increased / decreased in classrooms and has led to greater / lesser job opportunities.

Copy the words or phrase to justify your answer. Line 5-12

----------------------------------------------------------------------------------------------

5. Khadija is mentioned as an example of someone who --------------------------------------

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6. According to the article, how does the economy of a country flourish? Explain.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Activity 4 : Answer the following HOTS questions:

7. Imagine that you interview queen Rania. What would you like to ask her? (at least three questions) (Empathy)

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

8. What do you think is the role of women in the work force in your community? (perspective)

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

9. In your opinion, describe the changes Arab women should undergo to achieve equal rights in the Islamic world? (perspective)

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Objective 6: Test: Individual practice on a full text.

Activity 1:

It's time to check yourself. You have 50 minutes now to do this task individually. Read the article on Oprah Winfrey and answer its questions. (Success in Modules F & G p. 65-69).

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Activity 2:

http://www.youtube.com/watch?v=8ztxY3h78wI – Watch the "You-tube” video about Women’s Rights and Facts. Answer the following questions.

Be aware! There are five errors in the movie! Can you find them?

1. When did women in the USA get voting rights?

__________________________________________________________

2. Which month is “Women’s History Month”?

________________________________________________________________

3. What percentage of women today works in the medical professions?

_______________________________________________

4. What percentage of women are college professors?

_____________________________________________________________

5. What do Frances Wright and Ernestine Rose have in common? _____________________________________________________________________

When people struggle together, what was once unimaginable suddenly becomes

possible...A Unit Plan by Eman Mir'ib

The Women's Rights Movement integrating theCOMPARE and CONTRAST thinking skill

Based on Access and Shared Citizenship In American History

Targeted Domain(s) Targeted Benchmark(s)

Targeted understanding

Facets

Performance Task(s) Assessment Tool(s)

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AccesstoInformation from a written text

Follow the development of an argument and use this knowledge as needed (Compare and contrast strategy) in different text types (song, story, article)

ExplanationInterpretationApplicationPerspectiveEmpathySelf-knowledge

A different text with compare and contrast from

Answer key

Writing rubrics for

Presentation Two Writing Tasks Module D/ F

Enabling Skills (Prerequisites) for the Benchmark.

Objective Activities Assessment Tools1. To introduce the theme of

women's rights, role in society and concepts of discrimination and fight for equality.

2. To familiarize the students with the vocabulary connected to changing women's image, fighting for the right to vote and equality.

1. Students relate to a picture and predict the topic.2. Students complete a sentence about women's place and explain the idea they chose.3. Teacher writes quotes on the board and asks the students to relate to them.1. Teacher asks two questions leading to the topic and required vocabulary.2. Brainstorming words from the picture in the booklet.3. Three practice vocabulary activities.

Frontal check

Answer key

3. To provide the students with the historical background about the women's rights movement in the U.S.A.

1. Students read the text about women's rights to vote and answer the questions in the booklet.2. Students go through the timeline of the women's rights movement emphasizing different events on the timeline.3. Students answer a quiz about some famous women. 4. Students watch a short movie on the women's rights movement and complete a post-viewing activity.

Answer key

Computer check

4. To familiarize the students with linking ideas through compare and contrast connectors.

1. Give the students the definition of compare and contrast and lists of connectors of compare and contrast.2. Practice based on compare and contrast connectors.

Frontal CheckAnswer key

5. Practicing Compare and Contrast on texts.

1. Handout of a story to read, discuss and ask them to answer the questions.(followed by a writing task)2. Give the students a handout of lyrics to read, discuss and ask them to answer the questions.

Answer key Writing rubric

Answer Key

6.Presentation 1. Complete a writing task after the story.

2. Complete a writing task based on a survey the students conduct.

Writing rubric

Writing rubric.

OBJECTIVE 1 : Introducing the theme

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Activity 1

The teacher shows the students the picture in two stages and asks questions as follows:

a. The teacher only shows the words : "We Can Do It" and asks:

Who does "We" refer to? What can "We" do? Why can "We" do "It"?

b. The teacher shows the students the picture and asks them what it

illustrates and to relate to (compare/contrast): the face/body the hair cover/uniform the words/picture

Activity 2

The teacher writes on the board the words:

A woman's place is in_____________________________.

And asks the students a) to complete the sentence. b) to explain why they chose to give this completion.

Activity 3The teacher writes two quotes on the board

*" I wish you were a boy".

*"When I started working on women's history about thirty years ago, the field did not exist. People didn't think that women had a history worth knowing" Ask the students to discuss each quote separately and what they both imply using the questions:

a) Who said it?b) To whom?c) When?d) Why?e) Do these sayings refer to the past or to the present? Explain.

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OBJECTIVE TWO: Familiarize students with vocabulary

Activity 1

Ask the students:a) What factors determine a woman's role? Discuss.b) Do women have the same rights as men? Discuss.

Brainstorm the vocabulary. Accept suggested words and add to the list.

Activity 2Brainstorm the picture in the booklet (lesson 9)

Vocabulary listRight / role / equal / image /struggle /fight/ property /Inherit /customs / powerless / tradition /suffrage /viewed/ identity/obtain/considered/inferior /vote /law/customs/gender/Amendment / culture/religion /tradition/social class / education/national events/ aspiration/stereotypes/community/satisfaction/reality

Students work in pairs and write the meanings of the words they know (2-3 minutes). Get the answers from all the groups/ pairs. Then ask the students to look up the words which no one could guess their meaning.

Activity 3

Vocabulary exercises.

A) Look up the underlined words in the dictionary and write the meaning according to the context.

1. In the past, women were not allowed to own any property. __________

2. Many nations obtained their freedom / independence after years of struggle. _________________ ____________________

3. According to law, it is forbidden to discriminate between men and women. _____________________

4. I find much satisfaction in volunteering for the homeless.__________

5. Much of a person's behavior is affected by self-image and social-class.____________________

6. Women and men should have equal rights. ______________________7. This community has a rich culture. ___________________________8. Ron worked hard to improve his public image before the elections. _________________________9. Computers played an important role in shaping modern

life._________10. Mary inherited an expensive ring from her mother. _____________

B) Match the words to their definitions. You may use your dictionary.

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Word Definition1. Identity _____a) suggested change to a proposal2. Aspiration _____b) right to vote in elections3. Stereotypes _____c) pattern of certain types of person4. Customs _____d) ambition5. Amendment _____e) who someone is6. Suffrage _____f) habits

C) Complete the sentences with the correct words from the box.

Religions / inferior/ culture / inherited / role Vote / national event / right

1. Everyone has the ___________ to express his opinion freely. 2. Sam took the ___________ of the leader after his father’s death. 3. Janet ____________ her mother’s eyes. 4. All ____________ educate people to respect their parents. 5. The Egyptian ____________ is very rich and interesting. 6. In the past, women were considered ____________ to men. 7. All my friends want to ____________ for the new law. 8. Thanksgiving is a ____________________ in the U.S.A.

OBJECTIVE THREE : Historical background

Activity 1

Ask the students to read the text Women's Right to Vote (lesson 9)in the booklet and answer the questions that follow.

Activity 2Ask students: Has women's role / rights changed over the years?Go through the timeline and answer the quiz in activity 3 below.

Travel through our timeline and meet some amazing women who helped shape our country's history. Click any picture for a larger view.

Sojourner Truth delivers her famous "Ain't I a Woman" speech at a women's rights convention in Akron, Ohio. The former slave spent 40 years of her life preaching a message of equality for all people.  

Elizabeth Cady Stanton and Susan B. Anthony organize the National Woman Suffrage Association to fight for women's rights, especially the right to vote. More than a century later, Anthony was honored when the U.S. Mint created a coin using her image.

 

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After 72 years of struggle, women win the right to vote with the 19th Amendment to the U.S. Constitution. Shortly afterwards, the League of Women Voters is formed to push for more reforms.  

About 350,000 women serve in the armed forces during World War II. Many more provide support services. About 100,000 of those women serve in the U.S. Navy as WAVES (Women Accepted for Volunteer Emergency Service).

 

Shirley Chisholm becomes the first African American woman elected to Congress. Four years later, the New Yorker became the first black person to run for President in the Democratic primaries.  

Congress passes the Equal Rights Amendment (ERA), 49 years after it was first introduced! ERA calls for equal rights for both men and women. However, a constitutional amendment requires both Congress' and the states' approval, and the measure later failed when too few states approved it.

 

A federal law known as Title IX ensures equal funding for both male and female sports in schools. As a result, women and girls have more opportunities to participate in sports. In fact, many female Olympic athletes say Title IX gave them the opportunity to attend college, participate in sports, and receive athletic scholarships.

 

Sandra Day O'Connor becomes the first woman appointed to the U.S. Supreme Court. At the time, just six percent of all federal judges were women.  

Sally Ride becomes America's first female astronaut when she spends six days in space. Today, about 25 percent of NASA's astronauts are women.  

Hillary Clinton becomes the first First Lady to be elected to public office. She is nearing the end of her first term as a U.S. Senator from New York.  

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Young women make their mark in the music industry. Singer, songwriter and piano whiz Alicia Keys took home five Grammy Awards in 2002, and four more in 2005. Piano-playing singer and songwriter Norah Jones and her album Come Away with Me snagged eight Grammys in 2003. Jones won three more of music's biggest awards in 2005.

 

In 2005, Condoleezza Rice became the second woman to serve as Secretary of State, the President's top advisor on foreign policy. As Secretary of State, Rice is the most powerful woman in President George W. Bush’s Cabinet. She is also one of the most powerful women in the world

Activity 3Play Now

1. Sojourner Truth was a famous anti-slavery activist who spread her views by doing which of the following?

Editing an anti-slavery newspaperTraveling around the country as a preacherRunning for Congress

2. Louisa May Alcott, author of 270 novels and works of poetry, is probably most famous for writing which of the following books?

Little WomenLittle House on the PrairieCharlotte's Web

3. Susan B. Anthony, who fought for women's voting rights, was honored more than 70 years after her death in what way?

She had a holiday named after her.She won the Congressional Medal of Honor.She was featured on a U.S. coin.

4. Nurse Clara Barton founded which of the following organizations?

League of Women VotersAmerican Red Cross

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UNICEF

5. In 1932, Amelia Earhart was the world's first female pilot to do which of the following by herself?

Fly around the worldFly across the Atlantic OceanFly across the Arctic Ocean

6. Working with the United Nations, what did former First Lady Eleanor Roosevelt help establish in 1948?

the rights of all peoplethe rights of all womenthe rights of poor people

7. In 1983, Sally Ride soared into history as the first American woman to do what?

Fly across the Pacific OceanFly around the worldFly into space

Activity 4:

Watch the short movies and carry out the task that follows.

http://youtube.com/watch?v=k0W8AXaHp1A&feature=related http://youtube.com/watch?v=gP7s6CNHTOs&feature=related

Task

Ask the students to answer the following questions:1. What do the movies describe?2. Did women in the past have the same rights they have today?3. What changed?4. Do you think the words "When people struggle together, what was once unimaginable suddenly becomes possible..." apply for women's fight for equal rights? How?

OBJECTIVE 4: CONNECTORS OF COMPARE AND CONTRAST

The teacher frontally teaches the most commonly used connectors of compare and contrast, their meaning, use and placement, with clear examples. More practice and exercises can be used from "New Practical Grammar"-ECB.

We use certain words to show (comparison) when two things, people, ideas, etc. are similar. Some of the words and phrases of comparison are:

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Like (just) as as +adj.+ as the same as similarly both likewise

e.g. Both Martin L. King and Nelson Mandela suffered from injustice.

We use certain words to show that two things, people, ideas, etc. are different. Such words express contrasting ideas. Some of these connectors of contrast are:

Although, even though, though,Whereas, while,Despite, in spite of,But, yet, however, nevertheless,On the one hand ……on the other handIn contrast to, contrary to, unlike.

e.g. In spite of the cold weather, she didn't take a coat. Although they were different in colour, President Kennedy and Martin L. King were good friends, shared similar values and had the same fate.

In addition, we can use verbs to express contrast such as disagree, disapprove..

Exercise

Fill in the blanks with a suitable connector of contrast.1. Some people enjoy city life, _____________ others prefer quiet

Countryside.2. ____________ he didn't feel well, he went to work.3. ______________ the high price, she bought the dress.4. The story is short,___________ it's interesting.5. Investors wanted to build a shopping mall.____________, the

residents opposed the idea.

OBJECTIVE 5: PRACTICING COMPARE AND CONTRAST ON DIFFERENT READING TEXTS.

Reading Activity 1: A SHORT STORY

PRE-READING

A) Students review the five elements of the story characters, setting, theme, plot, and other literal terms. Definitions of these terms are clearly presented in "A Cool Collection 1 & 2 by Linda Teharlev, UPP publications".

B) Vocabulary Exercise

1. Write the following words (from the story) on the board and ask students which ones are familiar to them.

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grief / haunted / a sob / inability / motionless / paralyzed body / soul / to possess / exhaustion / triumph / shudder/ victory / slender hands / joy / powerless / self assertion

4. Students look up words they do not know.5. Students divide the words (according to meaning) into two or

three categories and explain their choice of categories.6. Students guess the theme of the story according to this list of

vocabulary items. READING

Read the short story and answer the questions appears in "A Cool Collection 2" by Linda Taharlev, ECB,

K a t e C h o p i n " T h e S t o r y o f a n H o u r "

Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as gently as possible the news of her husband's death.

It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in half concealing. Her husband's

friend Richards was there, too, near her. It was he who had been in the newspaper office when intelligence of the railroad disaster was received, with Brently Mallard's name leading the list of "killed." He had only taken the time to assure himself of its truth by a second telegram, and had hastened to forestall any less careful, less tender friend in bearing the sad message.

She did not hear the story as many women have heard the same, with a paralyzed inability to accept its significance. She

wept at once, with sudden, wild abandonment, in her sister's arms. When the storm of grief had spent itself she went away to her room alone. She would have no one follow her.

There stood, facing the open window, a comfortable, roomy armchair. Into this she sank, pressed down by a physical exhaustion that haunted her body and seemed to reach into her soul.

She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of a distant song which some one was singing reached her faintly, and countless sparrows were twittering in the eaves.

There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window.

She sat with her head thrown back upon the cushion of the chair, quite motionless, except when a sob came up into her throat and shook her, as a child who has cried itself to sleep continues to sob in its dreams.

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She was young, with a fair, calm face, whose lines bespoke repression and even a certain strength. But now there was a dull stare in her eyes, whose gaze was fixed away off yonder on one of those patches of blue sky. It was not a glance of reflection, but rather indicated a suspension of intelligent thought.

There was something coming to her and she was waiting for it, fearfully. What was it? She did not know; it was too subtle and elusive to name. But she felt it, creeping out of the sky, reaching toward her through the sounds, the scents, the color that filled the air.

Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that was approaching to possess her, and she was striving to beat it back with her will--as powerless as her two white slender hands would have been.

When she abandoned herself a little whispered word escaped her slightly parted lips. She said it over and over under her breath: "free, free, free!" The vacant stare and the look of terror that had followed it went from her eyes. They stayed keen and bright. Her pulses beat fast, and the coursing blood warmed and relaxed every inch of her body.

She did not stop to ask if it were or were not a monstrous joy that held her. A clear and exalted perception enabled her to dismiss the suggestion as trivial.

She knew that she would weep again when she saw the kind, tender hands folded in death; the face that had never looked save with love upon her, fixed and gray and dead. But she saw beyond that bitter moment a long procession of years to come that would belong to her absolutely. And she opened and spread her arms out to them in welcome.

There would be no one to live for during those coming years; she would live for herself. There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature. A kind intention or a cruel intention made the act seem no less a crime as she looked upon it in that brief moment of illumination.

And yet she had loved him--sometimes. Often she had not. What did it matter! What could love, the unsolved mystery, count for in face of this possession of self-assertion which she suddenly recognized as the strongest impulse of her being!

"Free! Body and soul free!" she kept whispering.

Josephine was kneeling before the closed door with her lips to the keyhole, imploring for admission. "Louise, open the door! I beg, open the door--you will make yourself ill. What are you doing Louise? For heaven's sake open the door."

"Go away. I am not making myself ill." No; she was drinking in a very elixir of life through that open window.

Her fancy was running riot along those days ahead of her. Spring days, and summer days, and all sorts of days that would be her own. She breathed a quick prayer that life might be long. It was only yesterday she had thought with a shudder that life might be long.

She arose at length and opened the door to her sister's importunities. There was a feverish triumph in her eyes, and she carried herself unwittingly like a goddess of Victory. She clasped her sister's waist, and together they descended the stairs. Richards stood waiting for them at the bottom.

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Some one was opening the front door with a latchkey. It was Brently Mallard who entered, a little travel-stained, composedly carrying his grip-sack and umbrella. He had been far from the scene of accident, and did not even know there had been one. He stood amazed at Josephine's piercing cry; at Richards' quick motion to screen him from the view of his wife.

But Richards was too late.

When the doctors came they said she had died of heart disease-- of joy that kills.

QuestionsTo be answered individually according to Lines 1-73 (LOTS).1. Reread the first sentence of the story. Why does the author open it this

way?(Explanation) _________________________________________________

2. According to lines 5-15, when did the story take place?__________________________________________________Which word / words helped you guess? ______________________

3. Why did Richards go quickly to his friend's house?___________________________________________

4. According to the author (lines16-22), Mrs. Mallard's reaction to the news of her husband's death is different from the way many other women would have reacted. Why does the author make this contrast? (Perspective)

_____________________________________________ _____________________________________________

5. While Mrs. Mallard was sitting in her room, she could see, smell and hear things outside.a. Compare the things/feelings inside (house, room, Mrs. Mallard) and outside (lines 23-47). (Perspective)

Inside Outside

b. What do the things outside symbolize? (Interpretation) __________________________________________________

c. Why do you think the author used such descriptions at this point of the story? (Interpretation)

6. What was coming to Mrs. Mallard was something great, her freedom. However, she felt afraid.

a) Which words/ expressions in the text (lines48-71) show her fear? Write three. (Explanation)

i) ____________________________________ ii) ____________________________________ iii)____________________________________

b) *Why was she afraid? (perspective)*Why did she try to beat it back?

_______________________________________________________________________________________________

7. What was Mrs. Mallard's conflict and how did she resolve it? (Explanation)

_____________________________________________________

*To be answered in groups:

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8. What can we infer about the Mallard's relationship? (Lines72-113) (Perspective)

_______________________________________________ _______________________________________________

9. Compare her life before and after her husband's death (lines 72-113). (Perception)

Before After

10. Mrs. Mallard felt joy, triumph and victory. Do you justify her feelings? Why? Why not? (Empathy)

____________________________________________________ ____________________________________________________ 11. How did Richards react when Mr. Mallard came in? Why? Explanation ____________________________________________________ ____________________________________________________ 12. What is the climax of the story? _______________________________________________ 13. Is the doctor correct in his diagnosis of the cause of Mrs. Mallard's death?

Explain. (Explanation) _____________________________________________________ 14. Who is Josephine? _____________________________________________________ What kind of person is she? Describe her based on the story. (Explanation) _______________________________________________ ____________________________________________________ 15. Suppose Mrs. Mallard didn't die at the end of the story. Suggest how she

can solve her problem and improve her life.(Application) _______________________________________________ _____________________________________________________ 16. a) What era did Mrs. Mallard live in? _______________________________________________ b) What do we learn about women's role then? (Explanation) _______________________________________________ _______________________________________________

POST-READING:

(OBJECTIVE SIX): Presentation 1

Pre-writingRemind students of the Process Writing Stages: Prewriting, Drafting, Revision, Editing and Publishing as well as the format, audience, purpose and topic of the writing task. (Appears in "The Complete Guide to 5-point Bagrut pp.95-121 by Sue Kerman & Roberta Revesz. ECB.

Writing task

Choose one of the following .Write about 120 words on the topic you chose.

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Pay attention to grammar, spelling and punctuation.1. Mrs. Mallard thinks that "men and women believe they have a right

to force a private will upon a fellow creature". Do you believe that a person has this right? Write an essay in which you discuss your view.

(This task is from _"A Cool Collection 2")

2. Do you think women nowadays face similar conflicts as Mrs. Mallard? Discuss the answer you chose relating to different aspects of life and factors that affect such issue.

Reading Activity 2 : A SONG

PRE-READING Read the title of the song. i) Predict what the song is about. (Explanation) ________________________________________________________________________________________________________ii) Why isn't the word " a " used before the word "Woman"? ____________________________________________________

READING Read the lyrics of "I Am Woman" and answer the questions that follow.

Helen Reddy, lyrics

www.lyricstime.com/ helen - reddy-i-am - woman -lyrics.html - 13 k

I Am Woman 

1 I am woman hear me roar in numbers too big to ignore and I know too much to go back and pretend, 'cause I've heard it all before5 and I've been down there on the floor and no one's ever going to keep me down again.

Oh, yes I am wise but it's wisdom born of pain yes I paid the price10 but look how much I gained, if I have to ... I can do anything! I am strong (strong) I am invincible (invincible) I am woman

15 You can bend but never break me 'cause it only serves to make me more determined to achieve my final goal and I'll come back even stronger Not a novice any longer20 'cause you've deepened the conviction in my soul

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Oh, yes I am wise but it's wisdom born of pain Oh, yes I've paid the price but look how much I gained25 If I have to I can do anything I am strong (strong) I am invincible (invincible) I am Woman30 I am woman watch me grow See me standing toe to toe, as I spread my loving arms across the land, but I'm still an embryo with a long, long way to go35 until I make my brother understand

Oh, yes I am wise but it's wisdom born of pain- Oh, yes I've paid the price but look how much I gained 40 If I have to I can do anything

I am strong (strong) I am invincible (invincible)

I am woman

I am Woman

45 I am Woman I am Woman, I am invincible (invincible) I am Woman

Questions

1. Who did the writer mean by the words I and me? (Interpretation)_________________________________________________

2. The writer compares between two different situations ( lines 1-14). What are they? (Perspective) _________________________________________________ _________________________________________________

3. In lines 8 and 9, the writer mentions pain and paying the price.* What kind of pain did she feel? Why? (Perspective)

__________________________________________________ __________________________________________________ *Was all that worthwhile? Analyze (Perspective) __________________________________________________ 4. The words "I am woman" in line 14 are used for a different purpose than in line 1.Compare . (Perspective)

__________________________________________________

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__________________________________________________

5. Who does the writer mean by "you" ?Explain.(Perspective) ___________________________________________________ ___________________________________________________6. According to the dictionary the word "conviction" (line 20) has two meanings. a) Write them down.________________________ (Interpretation) b) Which one did the writer mean? (Application) _________________________________________________

7. According to lines7-20, we learn that the woman's character changed. She's not the same. Complete the graphic organizer to show what changed (Effect) and what caused (Cause) each change.

CAUSE EFFECT Wisdom.

Paying a price.Becoming stronger.

Being stronger.

8. What is the main idea of the song? (Interpretation) __________________________________________________9. When do you think the song was performed? Justify your answer. (Explanation) _________________________________________________

POST-READING

Watch the video (listen to the song) and answer the questions. http://www.youtube.com/watch?v=aPDcMyPlFvw&feature=related -If not available use http://www.youtube.com/watch?v=c_hc77m2x1w

10. Was your guess right?____________ 11. Describe the singer's tone. How would that affect you/the listeners?

(Perspective) _______________________________________________ 12. Consider being a woman in the 1920's /1970's. How would you feel

when listening to the song? (Empathy) 1920's _____________________________________________ 1970's____________________________________________

Performance Task / Test ( A reading text) Pre-reading Activity

*What causes lie behind the change in women's status in the U. S.?

To make it easier for the students to deal with the reading text, ask them to watch the videos : http://youtube.com/watch?v=SoRimeIhtEE&feature=related

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http://www.youtube.com/watch?v=wjRfenhueiA&feature=related

and find out the different factors which led to the change in women's status in the U.S.A.

Reading

Read the following text and answer the questions that follow.

26 February 2007

Improvement in Women's Status Advances That of Communities and Nation 

Based on an article by Jane Morse

In recent decades, significant steps have been taken to improve education, health, family life, economic opportunities and political empowerment for women. The U.S. experience shows that, as the status of women advances, so does that of their families, their communities, their workplaces and their nation.

In the first half of the 19th century, women were not allowed the freedoms men enjoyed in the eyes of the law, the church or the government. Women could not vote, hold office, attend college or earn a living. If married, they could not make legal contracts, divorce a bad husband or win custody of their children.

LEGAL, ECONOMIC PROGRESS

In 1920, American women finally won the right to vote.  In the end, it was economics, rather than politics, that changed women's roles in American society and made the women's rights movement stronger. The Great Depression, which began in October 1929, forced more women to look for paid work outside the home in order to support their families.

World War II sent up to 38 percent of American women into the workforce to fill the labor shortage left by men serving as soldiers. After the war, returning soldiers took over the jobs of many women, but women went back to work with the economic expansion of the 1950s and the 1960s.  As women contributed to their family's economic well-being, they found that discrimination stopped them from advancing in the workplace.

Equal opportunity was given to women in the 1964 Civil Rights Act,  To ensure this was enforced, activists joined together in 1966 to create the National Organization for Women (NOW).  NOW is currently the largest organization for feminists in the United States, with some 500,000 members.

  REMAINING CHALLENGES

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American women have made significant progress in their fight for equal opportunity in the nation's economic and political spheres of life, but there are still problems to be overcome.

For example, the U.S. Census Bureau reported that in 2005, women over form 59 percent of the workforce, yet, on average, they earned only 77 cents for every $1 their male counterparts earned. 

Another challenge facing working women is how to balance the demands family and work. Many women with children and jobs face the problem of neglecting one or the other. Some high-achieving women choose not to have families. 

Despite the challenges they still face, American women can be proud of their accomplishments, and National Women’s History Month, established by Congress in 1987, is a good time to reflect upon women’s progress.

Questions

1. Complete the sentence according to lines 1-4.

It seems that the community is positively affected if __________

__________________________________________________.

2. According to lines 1-4 " The U.S. experience shows that, as the status of women advances, so does that of their families, their communities, their workplaces and their nation."

Choose two of the effects and explain them in your own words or by giving examples. ( Explanation & Application).

a)_____________________________________________________ ______________________________________________________

b)____________________________________________________________________________________________________________

3. Economics affected women's role in two different ways? How? Why? (Explanation) Lines 9-20

Economics Women's role 1

Economics Women's role 2

Economics Women's role 2

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4. a) What conflict did working women face in the 1960's? Lines 17-22 (Explanation)

_____________________________________________________

_____________________________________________________

b) Consider yourself in their position, would you feel the same? Why? ( Empathy)____________________________________________________________________________________________________________

5. According to lines 23-27, (Explanation)a) What is NOW?_____________________________________b) Why was it created?_________________________________c) Is it successful nowadays? Support your answer.__________________________________________________

6. Suggest ONE way that activists could have used to ensure the Civil Rights Act's provisions were enforced (1964). Application

____________________________________________________________________________________________________________7. The last part of the article describes problems that working women

still face today. Complete the chart of each problem and its cause according to lines 28-38 and suggest a way/ an idea to solve this problem.( Explanation & Application)

Cause Problem Suggestion/ solution

8. Why does the writer compare between what women and men earn in the workplace? Lines 31-34. (Interpretation)

______________________________________________________________________________________________________________

9. a) Circle the correct answer. (Explanation) The writer appreciates American women’s achievements. YES / NO b) Copy the words which justify your answer._______________________________________________________10.Complete the sentences according to the text. (interpretation)

a) Although American women aren’t real slaves, _______________ _________________________________________________.b) Despite the laws passed in 1974, women ___________________

_________________________________________________.

c) Women in America achieved____________________________

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in spite of _________________________________________.

Objective SIX: Presentation Task 3On the unit

PrerequisitesStudents should learn/know the format of an article, presenting arguments – for and against- and stating an opinion.

The material is clearly stated in "The Complete Guide to 5-point Bagrut"By Sue Kerman and Ruberta Revesz, ECB, pp.95-121.

Writing Task (mini-project)

I) Ask the students to conduct a survey among women of different age groups in their own community regarding women’s rights and status. They should relate to different factors like religion, education, economics, age, etc.II) Ask the students to write an article to the school newspaper (based on their findings) describing the changes on women's role in their community, its effects on the community, family and individual, in addition to their own opinion regarding the current situation.