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Feministas

Feministas. Responding to Chicana Activists. Learning Targets. Conceptual: Students will begin the understand the differences and similarities between Chicana feminists and their White counterparts. 5.1 Analyzes the underlying assumptions of positions on an issue or event. Skills:

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Feministas

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  1. Feministas Responding to Chicana Activists

  2. Learning Targets • Conceptual: • Students will begin the understand the differences and similarities between Chicana feminists and their White counterparts. • 5.1 Analyzes the underlying assumptions of positions on an issue or event.

  3. Skills: • Students will be able to develop a plan that will bring Chicana and white feminist voices into agreement. • 3.2.2. Analyzes and selects language appropriate for specific audiences and purposes

  4. PLAN • -Feminism/Multi-Cultural Lens (1960s-70s) • -Interactive presentation/images, video, PRIMARY TEXT • Background knowledge • Women’s Liberation movement • Mexican-American/Chicana movement • -Scenario

  5. THE SCENARIO “The year is 1970, and Chicana feminists are pissed-off! Their Chicano brothers have pushed them to the sidelines of the movement and are not about to change their ways. These ladies have decided to look elsewhere for allies, and might begin to re-examine their ties to white feminists. “A coalition of women from both sides have called together a convention to explore this possibility a bit further and have invited you.”

  6. YOUR MISSION • Report back to your school newspaper: • Your thoughts regarding: Voices/Ideas Represented • The Conflict • Recommendations/Resolving or Lessening • (Final Product is a Narrative)

  7. Materials • VIDEO • PRIMARY DOCUMENTS • Paper/Ink • Rubric: -Relevant Facts, Convention, Voice, Evidence

  8. SUGGESTIONS -K-5 Students “dialogue” with famous women: Letter Format or Narrative -Middle School Persuasive essay/audience of peers Martin Luther King vs. Malcolm X

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