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U.S. HISTORY II – UNIT 7SCORE: /20 Feminist and Latino Movements Lesson 8 (of Unit 7) Name: ____Lesson Plan & Answer Key___________ Hour: ______Lesson Objectives: Analyze the organization, ideals and accomplishments of the women’s rights movement and Latinos in the 1960s and 1970s. (HSCE 8.3.3 and 8.3.4) Foundation Material: Silent reading of textbook pages 686-697. (10-12 minutes)Launch Activity: Read the following expert from the Feminine Mystique and then answer the question that follows. Be prepared to discuss your answer with the class. “If a woman had a problem in the 1950s and 1960s, she knew that something must be wrong with her marriage, or with herself. Other women were satisfied with their lives, she thought…..She was so ashamed to admit her dissatisfaction that she never knew how many other women shared it. If she tried to tell her husband, he didn’t understand what she was talking about. She did not really understand herself…..”What is the main idea of the expert? What assumptions can be made?Women who felt unsatisfied didn’t know how to describe their problem and didn’t know that other women shared their feelings. Extension Activity - Explore/Answer – Feminist Movement (12 points): Answer the following questions using your textbook or other resources available to you. Be sure that your answers are legible and include sufficient detail or risk losing points in this activity. (25 min)1. What is feminism?The belief that men and women should be equal politically, economically, and socially,2. How did World War II provide women with greater opportunities in the workforce?While men were overseas fighting in the war, women took their place in the workforce.3. What were some signs of the unequal status of women in the 1960s?Newspapers separated job ads by gender, clubs refused women memberships, banks denied women credit, and women often were paid less for the same work as men.4. What did the Equal Pay Act outlaw?It outlawed paying men more than women for the same job.5. Who was Betty Friedan?Author of The Feminine Mystique, and one of the founders of the National Organization for Women (NOW).6. How did the 1964 Civil Rights Act protect women's rights?Title VII of the Act outlawed job discrimination on the basis of gender.7. What was described by Betty Friedan as the purpose for the National Organization for Women (NOW)?To confront the conditions which denied women the equality of opportunity and freedom of choice.8. Why were some women opposed to the Equal Rights Amendment?Opponents believed ERA would take away traditional rights, allow women to be drafted, or eliminate laws giving women special protection in the workforce.9. What was the effect of Title IX of the Educational Amendments?Title IX prohibited federally funded schools from discriminating against women in its operations, from admissions to athletics.10. How was abortion regulated before 1973?The individual states11. What Supreme Court ruling legalized abortion during the first three months of a pregnancy?Roe v. Wade12. What educational and professional changes have occurred since the women's movement?More women now pursue college degrees and careers outside of the home.Extension Activity - Explore/Answer – Latino Americans Organize (8 points): Answer the following questions using your textbook or other resources available to you. Be sure that your answers are legible and include sufficient detail or risk losing points in this activity. (10 min)Main Idea: Latino Americans faced discrimination and segregation in the Southwest.1. The numbers of Mexicans living in the Southwest steadily increased in the 1800s because the United States _____acquired territory_____ where Mexicans lived.2. Most Mexican Americans in the Southwest lived in ___barrios____, which were a product of the region's history and discrimination against Latinos.3. In 1954, the Eisenhower administration began a program that deported more then ___3.7 million__ Mexicans over a three-year period.Main Idea: Latino civil rights organizations fought against discrimination.4. The League of United Latin American Citizens (LULAC) ended _____segregation____ in public places in Texas.Main Idea: Organizations and protests led by Latinos were successful on many fronts.5. Cesar Chavez and Dolores Huerta organized groups that cooperated in a strike to demand ___union recognition____, increased wages, and better benefits.6. The new union continued a nationwide boycott of ____table grapes_____ that lasted until 1970, when growers finally agreed to meet their demands.7. In 1969, protests by Mexican American Youth Organization (MAYO) led to creation of a __bilingual education_______ program, in which immigrant students are taught in their own language while they learn English.8. A new political party called _La Raza Unida__, or the “United People,” helped to elect Latino candidates at the local level.Reinforcement Activity - Review: Read the excerpt below from the Equal Pay Act of 1963. Then answer the questions.(1) No employer having employees subject to any provisions of this section shall discriminate,within any establishment in which such employees are employed, between employees on the basisof sex by paying wages to employees in such establishment at a rate less than the rate at which hepays wages to employees of the opposite sex in such establishment for equal work on jobs the performanceof which requires equal skill, effort, and responsibility, and which are performed undersimilar working conditions, except where such payment is made pursuant to (i) a seniority system;(ii) a merit system; (iii) a system which measures earnings by quantity or quality of production; or(iv) a differential based on any other factor other than sex: Provided, That an employer who is payinga wage rate differential in violation of this subsection shall not, in order to comply with the provisionsof this subsection, reduce the wage rate of any employee.(2) No labor organization, or its agents, representing employees of an employer having employeessubject to any provisions of this section shall cause or attempt to cause such an employer todiscriminate against an employee in violation of paragraph (1) of this subsection.(3) For purposes of administration and enforcement, any amounts owing to any employeewhich have been withheld in violation of this subsection shall be deemed to be unpaid minimumwages or unpaid overtime compensation under this chapter.1. Who is affected by this legal document?2. What is the purpose of the document?Reinforcement Activity – Review (Optional): Read the American Biographies page on Gloria Steinman and answer the questions that follow. (10 minutes)Extension Activity – Battle of the Sexes (Optional): Read the article and then answer and discuss the questions as a class. (10 minutes)Extension Activity – Supreme Court Case Study (Optional): Read and discuss the Roe v. Wade court case and answer the questions that follow. (15 minutes)Reinforcement Video: “The Feminist Movement” Video: “Latin Americans Organize” Your Understanding (Required): Answer the following questions in the space provided below. Be careful, because each incorrect answer will be a one-point deduction from your overall worksheet score. (homework/clicker review)Amendment that stated “Equality of rights under the law shall not denied…..on account of sex.”Equal Rights Amend.Court case that ruled that state governments could not regulate abortions during the first trimesterRoe v. WadeProhibited federally funded schools from discriminating against women in almost all aspects. Title IXThis is the practice of teaching immigrant students in their own language and also in English. BilingualismMost of the Mexican population came to the United States as migrant workers. TrueBattle of the SexesTH E NIt was 1973, and 30,472 people packed the Houston Astrodome—the most ever assembled to watch a tennis match. Millions more around the world watched on television. The match, billed as the “Battle of the Sexes,” pitted former Wimbledon champion Bobby Riggs against the #2 female player in the world, Billie Jean King. A self-proclaimed “male chauvinist pig,” Riggs declared that women belonged in the kitchen and bedroom, not on the playing field. To prove his point, he claimed that at age 55, he could beat any female player. King, then 29, knew she had to play him. This match was not about tennis. It was about social change. Women were not yet accepted as athletes. Title IX had just passed, which banned gender discrimination in educational programs, including sports, but equal opportunity was not reality. Women pros were mostly overlooked. Even top women players could not earn a living. In 1967 King, ranked #1, earned a mere $7,000. In some tournaments, men were making eight times as much as women. What female athletes needed was media attention—a chance to show their talent to a skeptical world. The stakes were high. If King lost, the women’smovement would lose, too. It was a circus atmosphere. Bobby entered the stadium in a rickshaw pulled by scantily clad women. Billie arrived on an Egyptian litter carried by bare-chested men. The hype over, serious tennis began. King whipped Riggs without losing a set. Everywhere, women celebrated. Men, having lost bets to their wives, washed dishes.Name Date ClassN O WWomen today enjoy a wide range of athletic opportunities, thanks in large part to the efforts of Billie Jean King, both then and now. The 1973 match showed more than women’s athletic prowess—it showed their marketability. After the match, the popularity of tennis soared. On this wave of support, King and others launched the Women’s Sports Foundation and Women’s Sports & Fitness magazine. They also gained much-needed interest in the fledgling all-women’s Virginia Slims tour. By going out on their own, apart from men’s tennis, the women proved their value as entertainers. Female professional athletes can now earn a living at their sport. Today the women’s tennis tour has 54 tournaments and prize money totaling $52 million. Many top women athletes are household names and earn endorsement money as well as winnings. The match propelled King into the spotlight as a role model and advocate for Title IX and equal opportunity. In 1971, 1 in 27 girls participated in high school sports. By 1997 the figure was 1 in 3. King reports that people still come up to her and say, “Thank you for what you did for my daughter.” King and Riggs became friends after the match.Shortly before Riggs lost his battle with cancer in 1995, he spoke with King. “We really did it, didn’t we, Billie. We made a difference.” “Yes, Bobby, I think we did.”CRITICAL THINKING1. Analyzing Information What do you think the tennis match proved?The match proved nothing about the tennis capabilities of women versus men. Everyone knew that the top men’s player at the time could beat King and the other top female players. It did, however, show to a mass audience that women could be highly skilled athletes and could perform admirably under enormous pressure. It helped change perceptions of female athletes as weak, inferior athletes, easily unnerved by the pressure of top-level competition. It showed women as serious competitors, deserving of an equal opportunity to play. 2. Synthesizing Information How did this match promote social change?The women’s movement was in full swing in 1973. Title IX was new, but equal opportunity was nowhere near reality. Women were not accepted as athletes. What women athletes needed most was attention—a chance for a wide audience to see them perform. The intense interest and media attention focused on this match exposed a mass audience to a highly skilled female athlete. King’s stellar performance under enormous pressure helped dispel the stereotype of women as inferior athletes. Her performance made her a role model and inspired more girls and women to participate in sports. It also showed that women’s sports could be fun to watch, increasing sponsorship dollars and paving the way for future women professional athletes to make a living at their sport.GLORIA STEINEM“What gives you confidence is the sense there is a clear injustice. Trying to change that gives you a shared purpose with other people.”At a GlanceSince the beginning of the modern feminist movement, Gloria Steinem has been one of the most ardent and visible campaigners for women’s liberation. As the founder and editor of Ms. magazine, she emerged as the feminist movement’s most recognized personality.From its first appearance as an independent publication in 1972, Ms. magazine heralded a new stage in the feminist movement. Following a sample issue published as an insert in New York magazine in 1971, Ms. became a monthly voice for the interests and concerns of America’s feminists under the direction of its editor,Gloria Steinem. Steinem was born in Toledo, Ohio, but she spent much of her childhood traveling in a house trailer. She was 12 when her parents divorced, and for the next six years she lived with her invalid mother in a Toledo slum apartment. Steinem moved to Washington,D. C., to live with her sister before her senior year of high school. She entered Smith College in 1952 and graduated Phi Beta Kappa and magna cum laude in 1956. Awarded a fellowship that allowed her to study in India for two years, Steinem returned to the United States in 1958 and looked for a job as a journalist. She had already written freelance articles and a guidebook while in India, but not until 1960 was she able to get her first job in publishing. Steinem’s other career as a writer advanced notably in 1963 when her exposé of life as a waitress in New York’s Playboy Club appeared. Soon her feature articles were being published in the top women’s magazines—Glamour, McCall’s, Vogue, and Cosmopolitan—and Gloria Steinem became a New York celebrity. Assigned her own weekly column in New York magazine in 1968, Steinem began to focus her interests and her writing skills on politics, especially the politics of protest. She marched with CesarChavez in California and supported first Eugene McCarthy and later Robert Kennedy in the 1968 Democratic presidential primary campaign. It was also in 1968 that she attended a meeting of a radical women’s group and began to align herself with the feminist movement. Her first openly feminist essay— “After Black Power,Women’s Liberation”—soon followed. By 1971 Steinem had joined Betty Friedan and Shirley Chisholm in an effort to get more women to run for political office. At the same time, she began exploring the idea of a feminist magazine that would be owned, operated, and edited by women. When the first issue of Ms. sold out its print run of 300,000 in just eight days, Steinem knew that an audience existed for the kinds of articles that she wanted to publish. Gloria Steinem took a leading role in the unsuccessful effort to have the states ratify the Equal Rights Amendment. She continues to promote the feminist cause in print, in lectures, and as a frequent guest on TV talk shows, while simultaneously advancing her writing career with books and articles bearing her by-line.Reviewing the Biography Answer the following questions.1. Remembering the Details How did Steinem support herself before getting her first full-time position as a journalist?She wrote articles as a freelance writer.2. Understanding Information How was Ms. different from any other magazine that had been published?Ms. was the first women’s magazine that was entirely owned and operated by women.Thinking Critically3. Summarizing In addition to publishing Ms., how did Steinem promote feminist causes?She tried to get women to run for political officeA Woman’s Right to AbortionRoe v. Wade, 1973★★★★★★★★★★★★★★★★ Background of the Case ★★★★★★★★★★★★★★★★One of the most widely debated issues in recent times has been over whether a woman maylegally have an abortion. Many religious groups have vigorously opposed abortion, whilewomen’s rights organizations and civil libertarians, as well as many unaffiliated individuals,have supported that right.A unmarried pregnant woman, Jane Roe (a pseudonym), brought suit against DistrictAttorney Wade of Dallas County, Texas. She challenged a Texas statute that made it a crime toseek or perform an abortion except when, in a doctor’s judgment, abortion would be necessaryto save the mother’s life. Because Roe’s life had not been threatened by her pregnancy, she hadnot been able to obtain an abortion in Texas.Constitutional Issue ★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★Roe argued that her decision to obtain an abortion should be protected by the rightof privacy, a right that stemmed from the Bill of Rights generally, and from the libertyinterests guaranteed by the Fourteenth Amendment’s due process clause. The state arguedthat the protection of life granted by the Fourteenth Amendment could not be applied to afetus because a fetus was not a person in the eyes of the law.★★★★★★★★★★★★★★ The Supreme Court’s Decision ★★★★★★★★★★★★★★The Court decided in Roe’s favor. Justice Harry A. Blackmun wrote for the Court.The Court, with one dissent, approached its decision by acknowledging the delicacy anddepth of the issue before it. Nevertheless, it was the Court’s task “to resolve the issue byconstitutional measurement free of emotion and of predilection.”Justice Blackmun reaffirmed that there was a right to privacy that could be inferred fromthe First, Fourth, Fifth, Ninth, and Fourteenth Amendments. He said that “the right has someextension to activities relating to marriage . . ., procreation . . ., (and) contraception. . . .”Accordingly, “the right of privacy . . . is broad enough to encompass a woman’s decisionwhether or not to terminate her pregnancy.” Although specific and direct medical injury mightfollow a denial of choice, other injuries as well could result from an unwanted pregnancy.These include “a distressful life and future, psychological harm,” and also the “distress . . .associated with the unwanted child, and . . . the problem of bringing a child into a familyalready unable, psychologically and otherwise, to care for it.” Yet the Court concluded that theprivacy right was not absolute; accordingly, the right could not support an absolute right tochoose abortion and “must be [balanced] against important state interests in regulation.”The Court then turned to the question of whether a fetus is a person within the meaning ofthe Fourteenth Amendment. The Court decided that a fetus was not a person under the Fourteenth Amendment. In reaching this conclusion, Justice Blackmun wrote, “We need not resolve the difficult question of when life begins. . . . The judiciary, at this point in the development of man’s knowledge, is not in a position to speculate as to the answer.” Nonetheless, the state has valid interests to protect. One is “preserving and protecting the health of the pregnant woman” and the other is “in protecting the potentiality of human life.”To satisfy both sets of interests, the Court divided the term of pregnancy into two parts,based on medical knowledge. The first part is the first trimester, or three-month period ofpregnancy. The Court identified this period as the point up to which fewer women died fromabortions than in normal childbirth. In order to preserve and protect women during thisperiod, a state may regulate abortion procedures in such areas as doctors’ qualifications andlicensing of facilities. Beyond that, however, the state may not go. In the first trimester, theabortion decision belongs to the woman and her doctor.The point at which the state’s compelling interest in preserving potential life begins whenthat life is viable, or capable of living outside the womb. During this period, approximately thethird trimester, the state may constitutionally regulate and even forbid abortion, except whennecessary to preserve a woman’s life or health. Between the end of the first trimester and thebeginning of the point of viability—not specified, but usually around the beginning of thethird trimester—the state may “if it chooses, regulate the abortion procedure in ways that arereasonably related to maternal health,” the Court concluded.★★★★★★★★★★★★★★★★★★ Dissenting Opinion ★★★★★★★★★★★★★★★★★★In Justice William H. Rehnquist’s dissent, he questioned whether any constitutional right toprivacy or liberty could be so broad as to include the complete restriction of state controlson abortion during the first trimester. In his view, “the Court’s opinion will accomplish theseemingly impossible feat of leaving this area of the law more confused than it found it.”DIRECTIONS: Answer the following questions on a separate sheet of paper.1. In what way did the Court break new ground in its ruling in the Roe case?The Court extended an individual’s constitutional right to privacy to include activities related to marriage, procreation, contraception, and the termination of a pregnancy.2. Explain the role of the state in abortion matters under the Court’s ruling.A state may regulate procedures and conditions under which abortions are performed after the first trimester and before fetal viability. At the point when the fetus is capable of living outside the womb, the state may forbid abortions unless the life of the mother is threatened.3. How did medical science play a role in the Court’s ruling?The reasoning underlying the Court’s decision was based on medical knowledge that divided a woman’s pregnancy into trimesters and evidence showing abortion early in pregnancy is safer than childbirth.4. Where did Justice Rehnquist stand on the right to abortion?Justice Rehnquist doubted that the constitutional rights of liberty were so broad that they prohibited a state from regulating abortion during the first trimester.5. Justice Rehnquist said the decision left the abortion area of the law more confused than it found it.What do you think he meant by that statement?Students’ answers will vary. Possible answer: Some key definitions related to the abortion issue were not resolved by the Court’s decision, such as when life begins, when the “point of viability” occurs, and what constituted exceptions to the prohibition or regulation of late-term abortions “to preserve maternal health,” because maternal health is also not defined. ................
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