
A Unit Plan
Enaya Khateeb & Bonsiana Marey
Women's Rights
Submitted to fulfill the requirements of the Access Course
Unit: Theme: Cause & Effect
Sources: Merchavim Booklet
Success in module F and G by Sharon Tzur. ECB.
Impact 4 points by Linda Teharlev UPP
The complete guide to 5 point Bagrut Module E, F and G by Sue Kerman & Roberta
Revesz. ECB.
Targeted
Domain
Access to
information
from Written
Texts
Targeted
Benchmark
Understanding the
structure &
conventions of
different text types
and using this
knowledge as
needed.
Targeted
Facets
of
Understanding
Performance
Task
Assessment
Tools
Explanation
Interpretation
Adaptation
Perspective
Empathy
Selfknowledge
Using Cause &
Effect in
different texts.
Answer key
Enabling Skills (Prerequisites) for Benchmark 1
Objectives
1.
2.
To enhance the
students' knowledge
on Women's Rights.
To familiarize students
with signal words
related to cause &
effect.
Activities
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)
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.
Assessment Tools
Frontal check/ peer check
Frontal check/peer check/
answer key

3.
1.
To enhance the
students' knowledge
on Women's Rights in
Islamic world.
Scan and skim a text that deals with women's
rights in the Islamic world and underline signal words for
cause and effect.
2.
3.
4.
Look up the words in bold in the dictionary.
5.
Mach the words in A to their meaning in B.
Read the text and notice how Muslim women were
given roles, duties and rights by the prophet of
Islam.
List the rights women acquired during the period of
Islam, fourteen centuries ago.
Read the text and fill in the cause.
Read a text "Family Honor Crimes" in Jordan
and answer a question.
1.
4.
To enhance the
students' knowledge on
Women's Liberation
through Islam 1400 years
ago.
5.
Practice on a full text
"Women Empower"
by Queen Rania
Jordan.
6.
Individual practice in
reading
comprehension
2.
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.
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.

Identify the obstacles to women's political participation as shown by these
cartoons.

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
aClassify the different statements into the different categories.
bChoose 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.

Married Life
Education
Religion
Workplace
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.
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, 1913
"Women,
Their
Rights and
Nothing
Less"
The
Suffrage
Movement
from
1840-1920
Eliza
Hamrick Suffrage parade, New York City, May 6,
1912
and
Donna
Levene
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 massmembership 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.
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.
Cause
Activity 2:
so,
since, because,
for this reason.
seeing that, thus,
hence
Effect
As a result, so,
therefore, consequently,
because+ noun phrase
Due to + noun phrase
That is why, owing to
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
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)
He is in excellent
condition.
He quit smoking
cigarettes.
He is also in good
physical shape.
CAUSES
(Supporting Sentences)
He has stopped smoking cigarettes.
Whenever he climbed stairs he would
invariably stop several times and cough
loudly.
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
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
as a result
therefore
since
consequently
so
because of
result of
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.
------------------------------------------------
----------------------------------------------------------------------------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:
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
2. Debate
3. Adultery
_____a formal discussion in a public meeting or
legislature, in which opposing arguments are
presented
_____make minor improvements to (a document,
proposal, etc.).
_____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."
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 ISLAM
1400 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.
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.
Liberated – contributed – posed – valid – dispute - compensate
1- That is not a ________ excuse.

23456-
He stopped the meeting when he _________ a question.
All ___________ women are sent out the work force.
No one can __________ me for the loss of my beloved father.
He has __________ money to charity.
She had a _________ with her husband.
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.
WOMEN EMPOWER
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
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
1. Inspirational
_____Make an idea, plan, law start to work and be used
2. Parliament
_____Give strength and confidence to.
3. Component
_____Someone or something that is motivating and encouraging.
4. launch
_____The ability to read and write.
5. Strides
_____ increased or intensified in value or beauty or quality.
6. Gender
_____A legislature which has the power to make or enact laws.
7. Neglect
_____ Steps in progress towards an aim.
8. Flourish
_____ Begin energetically and enthusiastically.
9. Empower
_____ A very important part.
10. Literacy
_____The state of being male or female
11. Implement
_____The failure to give attention or respect.
12. Enhanced
_____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 ------------------------------------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).
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 the
COMPARE and CONTRAST thinking skill
Based on
Targeted Domain(s)
Access and Shared Citizenship
In American History
Targeted
Benchmark(s)
Targeted
understanding
Performance Task(s)
Assessment
Tool(s)

Facets
Follow the
development of an
argument and use this
knowledge as needed
(Compare and
contrast strategy) in
different text types
(song, story, article)
Access
to
Information from a
written text
Explanation
Interpretation
A different text with
compare and contrast
from
Answer
key
Application
Perspective
Empathy
Self-knowledge
Writing rubrics for
Presentation
Two Writing Tasks
Module D/ F
Enabling Skills (Prerequisites) for the Benchmark.
Objective
1. To introduce the theme of
women's rights, role in
society and concepts of
discrimination and fight for
equality.
Activities
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.
Assessment Tools
Frontal check
3. Teacher writes quotes on the board and asks
the students to relate to them.
2. To familiarize the students
with the vocabulary connected
to changing women's image,
fighting for the right to vote and
equality.
3. To provide the students with
the historical background about
the women's rights movement in
the U.S.A.
1. Teacher asks two questions leading to the
topic and required vocabulary.
2. Brainstorming words from the picture in the
booklet.
Answer key
3. Three practice vocabulary activities.
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.
Answer key
3. Students answer a quiz about some famous
women.
4. To familiarize the students
with linking ideas through
compare and contrast
connectors.
4. Students watch a short movie on the
women's rights movement and complete a postviewing activity.
1. Give the students the definition of compare
and contrast and lists of connectors of compare
and contrast.
Computer check
Frontal Check

5. Practicing Compare and
Contrast on texts.
2. Practice based on compare and contrast
connectors.
1. Handout of a story to read, discuss and ask
them to answer the questions.
Answer key
Answer key
Writing rubric
(followed by a writing task)
6.Presentation
2. Give the students a handout of lyrics to read,
discuss and ask them to answer the questions.
Answer Key
1. Complete a writing task after the story.
Writing rubric
2. Complete a writing task based on a survey
the students conduct.
Writing rubric.
OBJECTIVE 1 : Introducing the theme
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 3
The 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.
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 2
Brainstorm the picture in the booklet (lesson 9)
Vocabulary list
Right / 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.
Word
1. Identity
2. Aspiration
3. Stereotypes
4. Customs
5. Amendment
6. Suffrage
Definition
_____a) suggested change to a proposal
_____b) right to vote in elections
_____c) pattern of certain types of person
_____d) ambition
_____e) who someone is
_____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 2
Ask 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.
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.
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 Secretar
of State, the President's top advisor on foreign policy. As Secretary of Stat
Rice is the most powerful woman in President George W. Bush’s Cabinet. S
is also one of the most powerful women in the world

Activity 3
Play Now
1. Sojourner Truth was a famous anti-slavery activist who spread her
views by doing which of the following?
Editing an anti-slavery newspaper
Traveling around the country as a preacher
Running 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 Women
Little House on the Prairie
Charlotte'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 Voters
American Red Cross
UNICEF
5. In 1932, Amelia Earhart was the world's first female pilot to do
which of the following by herself?
Fly around the world
Fly across the Atlantic Ocean
Fly 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 people
the rights of all women
the rights of poor people
7. In 1983, Sally Ride soared into history as the first American

woman to do what?
Fly across the Pacific Ocean
Fly around the world
Fly 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:
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 hand
In 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.
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,
Kate Chopin "The Story of an Hour"
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.
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.
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.
Questions
To 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:
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-writing
Remind 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.
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.html31 - 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 before
5 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 price
10 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 longer
20 'cause you've deepened the conviction in my soul
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
25 If I have to
I can do anything
I am strong (strong)
I am invincible (invincible)
I am Woman
30 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 go
35 until I make my brother understand
Oh, yes I am wise
but it's wisdom born of painOh, 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)
__________________________________________________
__________________________________________________
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
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
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
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____________________________
in spite of _________________________________________.
Objective SIX: Presentation Task 3
On the unit
Prerequisites
Students 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.
**********************
Sources:

Brindley, G. (2001). Outcomes-based assessment in practices: some examples and
emerging insights. Language Testing. 18 (4) 393-407
Carless, D., (2007) Learning-oriented assessment: conceptual basis and practical
implications. Innovations in Education and Teaching International (44, 1), 57-66.
Curriculum Development Institute (2005). Task-based assessment for English
language learning at secondary level. Hong Kong: Curriculum Development
Institute. Free download, retrieved Oct 17, 2005, from the World Wide Web:
http://cd1.emb.hkedcity.net/cd/eng/TBA_Eng_Sec/index.html. Retrieved February
1st, 2009.
Davison, C (2006).Views from the chalkface: School-based assessment in Hong
Kong. Language Assessment Quarterly, 3(4).
Davison, C & Hamp-Lyons, L. (2007). You mean we are the assessors now?
Changing ESL teacher assessment practices in Hong Long secondary schools.
Australian Review of Applied Linguistics, 20pp.
Gordon, C., J. Kemp, T. Levi & D. Toperoff,. (2002). Assessment Guidelines
for the English Curriculum. Jerusalem, Israel: Ministry of Education.
Access and Shared Citizenship, Merchavim, the institute for the advancement of
shared citizenship in Israel, 2007. Pilot version
Spolsky B., Ben Meir, D., Inbar, O., Orland, L., Steiner, J., & Vermel, J.
(2001).English Curriculum for all grades: Principles and Standards for Learning
English as a Foreign Language. Jerusalem, Israel: Ministry of Education.
Wiggins, G. and J. McTighe. (1999). The understanding by design handbook.
Alexandria, VA: Association for Supervision and Curriculum Development.
Wiggins, G. and J. McTighe. (2005). The understanding by design handbook.
Expanded 2nd. Edition. Association for Supervision and Curriculum Development.
Winograd, P. and F. D. Perkins. (1995). Authentic assessment in the classroom:
principles and practices. In A handbook for student performance assessment in an era
of restructuring, edited by R. E. Blum and J. A. Arter. Alexandria, VA: Association
for Supervision and Curriculum Development.

Appendix 1:
Advance Organizer for Unit Planning
Backward Design
Unit ________________Theme ____________________ Source______________
Targeted Domain(s)
1. Access to
Information
Targeted Benchmark(s)
Performance Task(s)
Assessment Tool(s)
2.
Prerequisites of knowledge (Enabling Skills) for Benchmark 1
Objectives
Activities
Assessment Tools
Appendix 2:
The national English Curriculum for Israeli schools (2001), which is based on
the assumption that English is solidly entrenched in Israel as, the ‘first foreign
language’ (English Curriculum, 2001:1), and that more and more students are
exposed to extensive contact with English before beginning formal instruction. Any
simple listing of items, structures, or skills would therefore, be arbitrary and overrigid for the language needs of students with prior exposure to the language. With
these considerations in mind, the new curriculum proposes a new classification of
language ability and knowledge. This classification departs from the previous
classifications of language instruction in terms of separate competencies in the four
language skills and in terms of a sequential list of grammatical structures (The
English Curriculum, 1988). Instead, it emphasizes the acquisition of four inter-related
communicative domains of language: social interaction, access to information,
presentation and appreciation of language and literature, each of which integrates all
four language skills (reading, writing, speaking and listening) in light of the purpose
and function of the particular communicative act. “The four domains are viewed as a
tapestry of interwoven areas of language learning; that is the four domains are interrelated and do not operate in isolation” (English curriculum 2001:2).
In addition, the curriculum is defined as standard-based, and as such it sets
overall standards and benchmarks for each domain, establishing levels of progression

and criteria for assessing language at three levels of performance. It also incorporates
a set of principles that focus on what constitutes effective language learning, language
teaching, and choice of materials, topics, tasks and assessment.
Appendix 3: 'Understanding Understanding'
a multifaceted view of what makes up a mature understanding was developed by
Wiggins and McTigh comprising a six-sided view of the concept. True understanding
may include the ability to
 explain: provide thorough, supported, and justifiable account of phenomena,
facts and data.
 interpret: tell meaningful stories, offer apt translations; provide a revealing
historical or personal dimension to ideas and events; make it personal or
accessible through images, anecdotes, analogies and models.
 apply: effectively use and adapt what we know in diverse contexts.
 have perspectives: see and hear points of view through critical eyes and ears;
see the big picture.
 empathize: find value in what others might find odd, alien, or implausible;
perceive sensitivity on the basis of prior direct experience.
 have self-knowledge: perceive the personal style, prejudices, projections, and
habits of mind that both shape and impede our own understanding; we are aware
of what we do not understand and why understanding is so hard.