University of South Florida
Teaching Democracy & Diversity:
A Summer Seminar for Caribbean Teachers
University of South Florida
By Amado Antonio Bernabel Ureña
Title
A comparison analysis of the rights of women in the U.S. and the Dominican Republic.
Concept/Main Idea of Lesson
The students will learn about how women have struggled to achieve their rights in the U.S. and the Dominican Republic. They will also compare how these women have achieved their rights over time as well.
Intended Grade Level
9-12.
Infusion/Subject Area(s)
World History, American History, Government
Instructional Objective
Students will be able to:
• identify the struggle of women to “win” their rights in the U.S.;
• identify which rights women have achieved in the U.S.;
• make a brief comparison between the rights of women in the U.S. and the D.R. in areas such as: voting, education, employment, and political participation.
Learning Activities Sequence
a. Set Induction/Lesson Initiation:
The teacher will ask the class this question: “Do you think that a woman could become president of the D.R?” Students should write their answers down on a separate sheet of paper and include the rationale for their answer, as well. The teacher will also have the students answer the following questions: “Do women have the right to become president in the U.S.?”, “Has a woman ever been president of the U.S.?”, “Have other countries in our region had a female president?”
b. Learning Activities:
1- The teacher will show some pictures via PowerPoint related to women’s rights in the U.S. and the D.R. The students will look at them and analyze what the pictures mean in terms of women’s rights in both countries.
2- In groups of 4-5, the students will utilize a jigsaw strategy for two readings dealing with the rights of women in the U.S. and in the Dominican Republic: “The History of Women’s Suffrage” () and “Gender-based violence represents threat to human security”
().
Each group will read the material and share ideas about the reading. They will also write down a few important ideas referring to the reading. As a class, each group will read them aloud and discuss with the rest of the class.
c. Closure: The teacher will lead a discussion with the class about the topic. The focal point of the discussion will deal with the following question: “How have women impacted society in the U.S. as a result of attaining equal status with men?”
“Especially in the workforce, how do you think men feel about women’s roles in the U.S.? Are females in the workplace taking jobs away from deserving men in the U.S. and the D.R.?”
Evaluation
The students will write one paragraph summary about the rights of women in the U.S. and in the D.R. using their resources from the lesson. They will give their own opinion referring to women’s rights in the USA and in the D.R.
Materials and Resources
Handouts: “The History of Women’s Suffrage”
()
“Gender-based violence represents threat to human security”
()
PowerPoint: Pictures of women in the U.S. and the D.R.
References
Hillary Clinton (Photograph). Accessed July 23, 2009 from blackliberal.
Haití/República Dominicana. (2007). Accessed July 21, 2009, from
(2005). International Women’s Day. Accessed July 21, 2009, from
Langley, W. E. and Fox, V. C.(1994). Women’s Rights in the United States: A documentary history.
Washington: Greenwood Publishing Inc.
Milagros Ortiz Bosch (Photograph). Accessed July 25, 2009, from
Rowbotham, S.(1992). Women In Movement. New York. U.S.A.: Routledge, Chapman & Hall, Inc.
Storkey, E. (1985). What’s Right With Feminism. U.S.A.: William B. Erdmans Publishing Company.
Tuten, R. (1972). North American Reference Encyclopedia of Women’s Liberation. Philadelphia:
Borowsky Publisher.
United Nations (2009). International Women’s Day. Accessed July 21, 2009, from:
Women voting in the United States (Photograph). Accessed July 25, 2009, from
Women’ s parade for the right to vote in the United States (Photograph). Accessed July 25, 2009,
from
Women voting in the Dominican Republic in 1942 (Photograph). Accessed July 25, 2009 from
blogs.
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