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American Culture Webinars For English Language Teachers Brought to you by: U.S. Embassy Lima’s Public Affairs Section

[RELO] American Culture Series: Women's History Month

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ACAO Melissa Schumi Jones and Senior English Language Fellow Rae Roberts present.

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Page 1: [RELO] American Culture Series: Women's History Month

American Culture Webinars

For English Language Teachers

Brought to you by:U.S. Embassy Lima’s Public Affairs Section

Page 2: [RELO] American Culture Series: Women's History Month

WELCOME!

Our goal: To provide info on U.S. culture AND to help you create an effective plan to use in your classroom.

Please ask questions! That’s why we’re here.

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WOMEN’S HISTORY MONTH

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Why are we talking “just”

about women?

What about men?

Men have Rights too!

Isn’t that discrimination?

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Early Leaders of the U.S. Movement

Lucretia Mott

Susan B. Anthony

Elizabeth Cady Stanton

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Women’s Suffrage

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Eleanor Roosevelt• One of the most influential women in 20th

Century

• Eleanor married her cousin Franklin Roosevelt, a rising politician, who became governor of New York right before the Great Depression began.

• She was First Lady from 1933-1945. Her work focused on issues of gender, racial, and economic equality.

• During WWII, she became involved in three main areas: refugee affairs, home front issues, and the welfare of soldiers.

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Women and WWII

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Eleanor RooseveltAfter FDR’s presidency and death, Eleanor wanted to retreat to private life, but the country needed her. She became a delegate to the United Nations, where she chaired the Human Rights Commission and was one of the authors of the Universal Declaration of Human Rights passed in 1948.

President John F. Kennedy asked her to return to the United Nations. She chaired his Commission on the Status of Women, where she worked for the Equal Pay Act.

President Kennedy nominated Eleanor Roosevelt for the Nobel Peace Prize, though she did not win the award.

She passed away in New York City in 1962 at age 78.

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Today’s Struggle• The struggle for gender equality not over yet… in the United States

or around the world.

• What is most needed to help the situation of women and girls around the world?

EDUCATION!!!!!!!!!!!!!!!!!

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What the U.S. President says…

“Empowering women isn’t just the right thing to do – it’s the smart thing to do. When women succeed, nations are more safe, more secure, and more prosperous. Over the last year, we’ve seen women and girls inspiring communities and entire countries to stand up for freedom and justice….”– President Barack Obama March 8,

2013

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Plan your Lesson Plan1) What are your topics?

2) What kind of questions/conversations starters will you ask?

3) What new vocabulary do you need?

4) What activities can you do with your students?

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Discussion Questions• Do you think men and women have equal

rights? Why or why not?

• Who are the women leaders in your community? In your country?

• What challenges do you think face women today? Are they different that your mother’s generation? Your grandmother’s?

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Vocabulary - Beginner

OpportunityContribution

LeaderEducation

RightsEqual pay

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Vocabulary - Advanced

SuffrageGender

Nineteenth Amendment

International Women’s Day

Empowerment

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Activities - Quilt Project1) Activity #1 Women’s day cooperative quilt project

ObjectiveTo celebrate International Women’s Day or Women’s History Month, students will design a fabric square focused on a specific woman or an issue related to women. The fabric squares of all students will then be put together to create a quilt (blanket) for display.

DirectionsProvide a short reading about International Women’s day. Go over the reading and vocabulary related to the reading.

Instruct students to represent their thoughts on women through words, pictures, and/or symbols. Ex. choose a specific woman and describe their impact or choose an issue related to women (domestic violence, equality, women leaders, women in the workforce, trafficking/prostitution) and express their ideas)

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ActivitiesActivity # 2 – Girl Rising Video trailerObjective• To increase awareness about girls’ lack of education opportunities

worldwide. • Secondarily, to consider the factors of discrimination of opportunities,

especially for girls from poor or indigenous communities.

Directions Pre-video viewing questions:

Not everyone attends school. Why might some students not attend school?

• Show movie trailer: Girls Rising.– http://www.youtube.com/watch?v=BJsvklXhYaE

• Ask post video discussion questions (show video again, if needed)

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Pre and Post-Listening Task• What did you see? (Low/intermediate)

• Try to remember 3 words you hear (All levels)

• How did the girls show courage? (Intermediate/high)

• What impressed you most? (High)

(Play the video more than once, if needed!)

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Activities - Reading to WritingActivity # 3 – Girls Education

Objective• To increase awareness about girls’ lack of education opportunities

in your students country. Additionally, to consider the factors of discrimination of opportunities, especially for girls from poor or indigenous communities.

Instructions• Find article with statistics on your country or a story (see example)• Modify the reading for your class level.• Have students in a small group discuss and write a paragraph

about what a student like Senna might feel or think about going to school.

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http://www.peruthisweek.com/culture-114-documentary-shines-light-on-education-gap-for-indigenous-girls-in-peru/

Example: Show an article on Girls EducationOr use the Photo to stimulate discussion

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Adapting an Authentic ReadingFor High/Intermediate (modify text)

Senna is a teenager from the icy peaks mountains of La Rinconada, Peru. an Andean mining town at an elevation of 17,000 feet. Her mother and father spend their lives hammering rock in the gold mines, never acquiring having any gold for themselves. Her father is adamant believes that Senna should go to school so that she can “do better than him.” At school she finds strength and courage in poetry. One day at school, her teacher read the poem Masa by César Vallejo. and it awakened something within Senna. She saw a reflection of herself within the lines of Vallejo’s poetry. Her teacher allowed her to copy the poem in her notebook after class. She treasured and memorized the poem. repeating it like a mantra. Later came more poems, her own.

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ResourcesAmerican English webpage– americanenglish.state.gov

RELO Andes webpage– reloandes.com (Link to this presentation found

here!)

National Women’s History Museum (in Wash, DC)– http://www.nwhm.org/

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QUESTIONS?

Remember:You can check out the webinars and the

corresponding resources on the RELO Andes blog - reloandes.com