ksantillo

Kaela Santillo EDC 448 Dr. Coiro March 5, 2009 Equal Rights Diverse Text Set The unit that I would use this set of text within is about the Constitution. Within the larger unit, I would do a mini-unit about equal rights between men and women. I would touch upon feminism, the Equal Rights Amendment, and Women’s Suffrage. The culmination of the mini-unit would be an in class debate. Based on the advanced subject matter of the topic, I plan to use this text set and lesson with eleventh and twelfth graders. I think that this type of lesson could be applicable in a U.S. History class, a Sociology class, or a U.S. Government class. __Citation:__ Cayton, A., Perry, E & Winkler, A. M. (1998). The Women Question. Chapter 17 in //America////: Pathways to the Present// (pp. 482-485). Needham, MA: Prentice Hall. __Text Summary:__ This section of the text involves the question of Women’s Suffrage. It discusses the history of women’s rights and the struggles of gaining the right to vote. It also discusses the important players in gaining women the right to vote. __Rationale:__ I selected this text because it is the foundation of my mini-unit. It is important for students to understand the context of what we are learning before I move on with more advanced and specific texts. __Use of Text:__ I plan to use this text first because it will help the students establish what the unit is about. I can use this in a read aloud on the first day of the lesson to make sure that everyone is clear on what the upcoming unit is about. __Attachment:__ This is a full sized text book so it is not attached. The portion of the text used in the lesson is Attachment #1. __Citation:__ Eilperin, J. (2007, March 28). New Drive Afoot to Pass Equal Rights Amendment. //The Washington Post//, p. A01 from [] __Text Summary:__ This text is an article pertaining to the new push towards passing the Equal Rights Amendment. It discusses the history of the Amendment and why it has not been passed yet. __Rationale:__ I selected this text because it provides the students with a background of the Equal Rights Amendment and why it has not been passed into law. Also, it discusses a modern drive to pass the Amendment which makes it relevant to today. __Use of Text:__ I would use this text in an anticipation guide, like I did for the anticipation guide assignment. I want students to read this article and interpret it on their own so they can form their own opinions about the topic. __Attachment:__ See Attachment #2. __Citation:__ //The Equal Rights Amendment//. (1972). Retrieved February 24, 2009, from http://www.now.org/issues/economic/eratext.html __Text Summary:__ This selection is the text of both the original and the updated Equal Rights Amendments. It outlines the stipulations of what supporters of the amendment want out of it passing into law. __Rationale:__ I selected this text because just talking about the Amendment is not enough. It is important to look at the original document to create your own interpretations of what the text means. __Use of Text:__ I plan to read this text aloud together in class and have a discussion before we start to do activities with the Amendment, such as the anticipation guide and the in class debate. __Attachment:__ See Attachment #3. __Citation:__ //The Constitution of the United States of America//. (1776-1992). Retrieved February 24, 2009 from http://www.law.cornell.edu/constitution/ index.html __Text Summary:__ This text is the Constitution of the United States of America. The years have a range because this document has been changed and added to since its adoption in 1776. The text contains the way in which the United States will be run and all the amendments added to it involving the rights of the people, government, courts, and legislatures. __Rationale:__ I selected this text because it is the topic of the larger unit that my Women’s Rights mini-unit is contained in. It sets the context for why we are doing the mini-unit because in the overlying unit we are going to discuss what is in the Constitution and what we believe should be added. __Use of Text:__ I am going to use this text throughout my entire unit and then reference it during my mini-unit. For this mini-unit I will be referencing the 19th Amendment because it is gives women the right to vote. __Attachment:__ This text has many pages so I did not include the entire thing. For the 19th Amendment, see Attachment #4. == __Citation: __ Rothschild, S. (February 24, 2009). //Proposed equal rights amendment to state // == == // constitution draws praise, fears //. Retrieved February 24, 2009 from  == == http://www2.ljworld.com/news/2009/feb/24/proposed-equal-rights-amendment-state-constitution/ == __Text Summary:__ This text discusses the potential passing of an Equal Rights Amendment in Kansas’ state Constitution. It discusses the positives expressed by supporters and the negatives expressed by those against it. __Rationale:__ I selected this text because I wanted to provide the students with an example of states trying to pass their own versions of the Equal Rights Amendment. __Use of Text:__ I plan to use this as supplemental text to my lessons. I hope that reading this gets students motivated and involved in the debate at the end of the unit. __Attachment:__ See Attachment #5. __Citation:__ //A Petition for Universal Suffrage//. (1866). Retrieved on February 24, 2009 from [] __Text Summary:__ This is an image of the original document signed by Elizabeth Cady Stanton and Susan B. Anthony. The document outlines the requirements for universal suffrage and is signed by many suffragists, both male and female. __Rationale:__ I selected this text to go along with the discussion of the 19th Amendment. This document is essentially the precursor to the 19th Amendment even though it came over fifty years before it. __Use of Text:__ I plan to discuss this text before the 19th Amendment to give students a background on Universal Suffrage. This document creates the context for the discussion on women’s right to vote. __Attachment:__ See Attachment #6. __Citation:__ Bega, L. (August 24, 1999). //Mambo Number 5//. Retrieved March 2, 2009 from [|http://www.lyrics007.com/Lou%20Bega%20Lyrics/Mambo%20Number%] 205%20Lyrics.html __Text Summary:__ This text is lyrics to a song by pop artist Lou Bega. The lyrics to Mambo Number 5 can be seen as derogatory towards women because of the narrators multiple interactions with many different women at once. __Rationale:__ I selected this text (and music) because I figure playing it for the class is a good way to get them interested in the topic. This song shows that women still are not seen as equal to men because they are still treated as objects. They may find the topic more relevant if they see how it still relates today. __Use of Text:__ I plan to play the song for the students and allow them to enjoy it. Then I want to go back to examine certain passages, such as the chorus, to show the students how immune they are to open degradation of women in the media. __Attachment:__ See Attachment #7. __Citation:__ Gabriel- Pollock, M. (2009). //Famous Feminists Quiz//. Retrieved February 24, 2009 from http://encarta.msn.com/quiz_305/famous_feminists_quiz.html __Text Summary:__ This is a quiz the students can take for fun to see how much they know about feminists. The quiz contains questions about famous feminists. __Rationale:__ I selected this text because it gives students the opportunity to see what they know about feminism in a fun way that will help capture their attention. __Use of Text:__ I plan to use this text after the discussion of the 19th Amendment as I lead into the discussion of the equal rights amendment. I want to use this link in a class period spent in the computer lab where students can explore the other two sites listed in Text #9 and Text #10. __Attachment:__ See Attachment #8. __Citation:__ //The Elizabeth A. Sackler Center for Feminist Art//. (2004-2009). Retrieved February 24, 2009 from http://www.brooklynmuseum.org/eascfa/ __Text Summary:__ This text is website that pertains to a feminist art exhibit. It does not specifically have any written text but I feel it supplements this part of the lesson because it shows pieces created by women seeking equality. __Rationale:__ I selected this text as another fun activity to do in the computer lab. Also, I selected it because it gives students the opportunity to look outside the box and instead of just reading how feminists feel, they can see it too. __Use of Text:__ I plan to use this text in the same computer lab lesson with Text #8 and Text #10. I feel it fits here because students can look at it after they see examples of feminists in the quiz, but before they start to explore the ideas of the equal rights amendment. __Attachment:__ This is a full website exploration so it is not attached. __Citation:__ //The Equal Rights Amendment//. (2008). Retrieved February 24, 2009 from http://www.equalrightsamendment.org/ __Text Summary:__ This website contains information about the past and present equal rights amendment and the changes that have occurred within it over time. __Rationale:__ I selected this text because it gives students the chance to explore the different texts of the equal rights amendment over the years. I feel that reading this will give students a context for later lessons. __Use of Text:__ I plan to use this to introduce the Equal Right Amendment before the students even read the equal rights amendment text. This way, they are able to do some guided exploration on their own before I start to highlight the important aspects of the topic. __Attachment:__ This is a full website exploration so it is not attached.
 * Content for using the text set: **
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 * B. Media Resources **
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 * C. Online interactive resources **
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__Citation:__ Beare, K. (1997). //Men or Women- Equal at Last Debate//. Retrieved February 24, 2009 from http://esl.about.com/od/conversationlessonplans/a/debate4.htm __Text Summary:__ This text is an example of a debate I can use in class. It creates a context for the debate, ideas that can be discussed, and questions that can be asked of each side. __Rationale:__ I selected this text because I feel that it could guide me when I am organizing my debate. I want the debate to be organized and fair to all students so using something like this can help me to create a solid lesson plan the day of the debate. __Use of Text:__ I plan to use this text to organize the debate and figure out which questions to emphasize with my students. __Attachment:__ See Attachment #9. I feel as though my texts are all very different, but they can be grouped into sections of topics that relate to one another. My section in the text, the 19th Amendment, and the Universal Suffrage document will be used to introduce the topic of women’s rights. Then the three websites will be used to introduce feminism and the Equal Rights Amendment. My ERA text and two articles will be used to show the students what equal rights activists are all about and some of the opposition to their views. I plan to use the song lyrics to introduce the previous three texts to show how far away from equality we still are. Finally, the instructional resource I chose will help me to organize the debate I am using to wrap up the unit. We would be reading most of the print texts together in class and the websites would be used during guided exploration in the computer lab. **GLE:** R-12-7.4 Demonstrate initial understanding of informational texts (expository and practical texts) by ... Generating questions before, during, and after reading to enhance understanding and recall; expand understanding and/or gain new information (Local).
 * D. Instructional Resources **
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 * Using these texts together in the classroom: **
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 * NCSS: Individual Development and Identity: **Social studies programs should include experiences that provide for the study of individual development and identity.