FeministasResponding to Chicana Activists

Learning TargetsConceptual:

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:

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

PLAN

-Feminism/Multi-Cultural Lens (1960s-70s)

-Interactive presentation/images, video, PRIMARY TEXT

Background knowledge

Women’s Liberation movement

Mexican-American/Chicana movement

-Scenario

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.”

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)

Materials

VIDEO

PRIMARY DOCUMENTS

Paper/Ink

Rubric: -Relevant Facts, Convention, Voice, Evidence

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