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        Grades

        9-12

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        Women Wanting to Work

        Examples from India and Israel frame the study of women negotiating entry into the economic arena.

        Lesson Summary

        Overview

        Worldwide, women are influencing businesses and economies on an unprecedented scale. Wide Angle's "1-800-INDIA" (2005) and "Pickles, Inc." (2005) give us insight into two instances of economic and social shifts being wrought by the entry of women into local and international economies. In this lesson, students will begin by examining historic photographs to determine how economic roles for women have changed in the United States. They will then look at contemporary examples of women entering the workforce for the first time: in India's outsourcing sector; and in small business in Israel. They will explore how these women's entry into the economic sphere often involves negotiation and the overcoming of obstacles, but can bring about larger social and behavioral changes as well. As a Culminating Activity, students will apply the knowledge gained in this lesson toward a response to a Document-Based Question.

        Objectives

         

        • Compare and contrast past- and present-day female economic roles in United States history;
        • Compare and contrast economic and social roles of women in contemporary India and Israel;
        • Analyze documents offering different historical accounts of women in history;
        • Evaluate the changing economic and social roles of women in India and Israel today.

        Grade Level:

        9-12

        Suggested Time

        Two hours including web-based part of Culminating Activity

        Media Resources

        Materials

        For the class:

        For each student:

        Web Sites

         

        Introductory Activity Web sites: For the Introductory Activity, students will view pictures of women from throughout the history of the United States. The following sites are some suggestions for pictures, but other images may be used as well.

        • Picture History 1
          Picture History 2
          Picture History 3
          Picture History 4
          Picture History 5
          Picture History is an online archive of images and film footage illuminating more than 200 years of American history. These three sites provide images of women throughout U.S. history in various roles in the workplace.
        • About: Women's History
          This about.com Web site offers pictures of women in history. This particular site shows the famous "Rosie the Riveter" poster.
        • American Business Women's Association
          This site offers women in the United States a professional forum in which to unite and develop. The homepage has a picture of a business woman, but throughout the Web site, other images of business women can be found as well.
        • Hillary Clinton
          This is the official site of New York State Senator Hillary Clinton. On the left side of the site, various pictures of Clinton's career can be accessed. This site will allow students to see a politically successful American woman.

        Culminating Activity Web sites: For the Culminating Activity, students will view documents from the following Web sites to complete the short answer section of the Data-Based Question.

        Before The Lesson

        Bookmark the Web sites used in the lesson on each computer in your classroom, or upload all links to an online bookmarking utility such as www.portaportal.com.

        Preview all of the video segments and Web sites used in the lesson to make certain that they are appropriate for your students, currently available, and accessible from your classroom.

        Download the video segments used in this lesson onto your hard drive, or prepare to stream the video segments from your classroom. RealPlayer is needed to view the video segments. If your classroom computer does not have it, download RealPlayer for free at www.real.com.

        Print and make copies of the three student organizers for each student.

        When using media, provide students with a focus for media interaction, a specific task to complete and/or information to identify during or after viewing of video segments, Web sites, or other multimedia elements.

        The Lesson

        Part I: Introductory Activity

          1. Explain to your students that they will be examining pictures of women in different periods of United States history. Distribute the Document Analysis Student Organizer to each student. Provide your students with a focus for media interaction, asking them to fill in the first column of the handout called "What do I see?" while viewing the pictures at the following Web sites:

         

         

        1. Have students share their observations about each picture aloud. Then, have them brainstorm information for the second column, called "Reflects Change." Ask your students to consider the time period, historical events that may have led to change, etc. Have the students share their ideas aloud. (Students may indicate that at the turn of the century, women did work associated with handicrafts, teaching nursing, etc., industrialization brought more employment opportunities, war leads to a decrease in available male labor, etc.)

        Part II: Learning Activity #1

          1. Explain to your students that they will be examining case studies of women in two different countries: India and Israel. Distribute the World of Women Student Organizer to each student. Tell the students they will be completing the chart while watching several video segments.

         

          1. Provide your students with a bit of background on the first two segments they are about to see. Explain that Santosh Kohli is an Indian woman working for an outsourcing company in India. She is being interviewed about the role she plays in her family.

         

          1. Provide your students with a focus for media interaction, asking them to fill in the first column of the "World of Women Student Organizer" on India. Play the The Value of a Girl QuickTime Video for the class. Check for comprehension (Santosh did not receive the same educational opportunities as her brothers did, and had to struggle against her parents' wishes to educate herself and join the workforce).

         

        1. Provide your students with a focus for media interaction, asking them to fill in the second column of the "World of Women Student Organizer" on India. Play the New Confidence QuickTime Video for the class. Ask your students to share how traditional roles for women in Indian society are changing according to Santosh Kohli's story (Her new jobs allows Santosh to support her family economically and has given her new confidence in herself).

        Part III: Learning Activity #2

          1. Provide your students with some background on the next video segments they are about to see: the women in the video are Palestinian women living in Northern Israel. They are all widows. They have started a small business together.

         

          1. Provide your students with a focus for media interaction by asking them to fill in the first column on the "World of Women Student Organizer" for Israel while watching the video segment. Play the Widows in Israel QuickTime Video for the class. Check for comprehension. (These women, all widows, would traditionally be expected to stay at home.)

         

        1. Provide your students with a focus for media interaction by asking them to fill in the second column on the "World of Women Student Organizer" for Israel while watching the following two video segments. Play the Pickle Business QuickTime Video for the class. Check for comprehension after this video segment (the widows have started a pickling business together. Fatima Nator is explaining why it is important that she is making money and working in this company.)

        Part IV: Learning Activity #3

        1. Provide your students with a bit of background on the video segment they are about to see: Explain that in this video segment the students will see some of the problems the pickling women have to overcome to continue in the business. Provide your students with a focus for media interaction by asking them to continue filling in the second column on the "World of Women Student Organizer" for Israel. Play the All-Female Enterprise QuickTime Video for the class. Ask your students to share how traditional roles of Palestinian women are changing. (For instance, students may answer that traditionally women may not have had jobs outside the home and now these women are running their own business. Because they are running a small business, they take care of all aspects of the enterprise themselves. They have to arrange their work schedules around their obligations at home, including taking care of their children).

        Part V: Culminating Activity

          1. Students will complete a Document-Based Question using online articles and the film segments they have just seen. Distribute the Document-Based Question Student Organizer to each student, and go over the directions for Part A (short answers) as a class. Also go over the directions for Part B, where students will use the documents and their knowledge of global history to write an essay. Provide the students with a focus for media interaction, directing them to visit the Web sites to fill out Part A, taking detailed notes that will help them write the DBQ essay in Part B.

         

        1. Part B, "Essay," may be completed in class or for homework.

        Extensions

        Economics

         

        • Students can research economic status of women in other parts of the world.

        Fine Arts

        • Students may compile portfolios of posters of women in the workforce.

        Community Connections

        Students may interview local small business owners in the community (started by men or women). Have the students ask the business owners to describe any obstacles they have had to overcome in starting and maintaining their businesses, as well as to speak about any positive impacts their businesses have had.

        Contact local social service organizations that provide employment counseling for women and invite a representative to speak to your class.

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