Lesson+8

Instructor: Laura Bakes Grade Level: Ninth Grade Class: Social Studies 


 * Unit: World History **

**__Lesson 8 - Women's World History__

Introduction:**

Until about 35 years ago, history was written from a mainly male point of view. The inclusion of women’s voices in the story of humanity is a useful way to gain authentic information about the past. We will study the writings of women and their roles in Medieval Europe. We will also study the lives of Native American women during the Exploration Age. Students will learn about the growth of women’s rights affected societies. Our class will examine gender roles across cultures. Global statistics on women’s issues will also be examined.


 * Lesson Objectives:**

 Time needed to complete lesson: Two weeks 
 * Student will recognize and appreciate the involvement of women in world history.
 * Student will understand and analyze gender roles and gender inequality in societies.
 * Student will examine the influence of women on culture.
 * Student will understand the negative impact that exclusion has had on women.
 *  Students will recognize the importance of women's movements and connections with human rights.

media type="file" key="women islam recitation and music 1.mp3" width="240" height="20" || Students will recognize and appreciate cultural differences; Students will understand the impact of social change; students will examine gender roles || Reflection questions: List some important differences between Quranic recitation and singing. Why was singing and performing once associated with prostitution? Why is it important that women are allowed to become professional reciters? (hint: use both the readings and the podcast) || The Second Wave || Recognition of power relationships; perspectives of each side; Understanding the impact that ideas can have on societies || Quiz || Women's involvement in the Civil Rights Movement || Recognition of power relationships, oppressed groups || In class discussions on the importance of women's involvement in the Civil Rights struggle || Documentary films, primary sources (letters, writings), readings
 * ~ **Assignment ** ||~ **Details ** ||~ **Skills learned ** ||~ **Assessment ** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Reading assignments || <span style="font-family: Arial,Helvetica,sans-serif;">Marija Gimbuta's theories on female-centered societies (especially her work at the Catal Huyuk site) || <span style="font-family: Arial,Helvetica,sans-serif;">Historical inquiry; critical analysis || <span style="font-family: 'Times New Roman',Times,serif;">Short answer to the following question: Why was Gimbuta's theory innovative? ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: left;">Reading assignments || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; msofareastfontfamily: 'Times New Roman'; text-align: left;"> Myths, legends, and true stories of women (including Cleopatra, Hypatia, Boudica, and Hildegard von Bingen, and Eleanor of Aquitane). || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: left;">Student will understand the impact of ideas on societies; Students will recognize power relationships || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: left;"> Class discussion - were these women "trouble makers"? ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; msofareastfontfamily: 'Times New Roman'; text-align: left;">Documentary and readings || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; msofareastfontfamily: 'Times New Roman'; text-align: left;"> Women in China and India; women in indigenous societies || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: left;"> Students will recognized an appreciate cultural differences; student will recognize and analyze gender roles || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: left;"> Student will pick two societies and create a t-chart comparing and contrasting the experiences of women ||
 * Read chapter from Leila Ahmed's book, //Gender and Islam// || Use the podcast below to answer your homework questions.
 * Readings from revolutionaries || Mary Wollstencraft and the Suffragettes;
 * Documentary film || Film: "Standing on My Sisters' Shoulders"
 * Readings, films, online research || Current issues for women around the globe; students will collect data on the quality of life, literacy rate, and life expectancy for women in one country || the importance of human rights || Graphic representation of data; map included ||
 * Resources used:**

Online research, data collection, data reporting in chart/graph format, map, and podcast
 * Technology used**:


 * <span style="font-family: Arial,Helvetica,sans-serif;">The technology used in this lesson changes the teaching / learning in this way: **

Documentaries and films can help to humanize voices and perspectives. The podcast recording gives the listener an authentic experience of Quranic recitation and popular singing. The students can hear the subtle differences for themselves rather than reading about these differences.