TCH 264 - Language Arts Instruction Strategies

Directions

The twenty example texts have been sub-divided thematically into five sections for more focused review. Your group is looking at materials which would likely be used to directly discuss the topic of the text set, women's voting rights, but focuses on women's voting rights internationally, rather than in the United States alone. You can assume students will have previously been introduced to voting and election basics, as well as the women's suffragist movement and later events which expanded voting access such as the Voting Rights Act of 1965 and amendment in 1975. 

Potentially Relevant Standards from the C3 (College, Career, & Civic Life) Framework for Social Studies State Standards include:

1. D2.His.1.3-5. Create and use a chronological sequence of related events to compare developments that happened at the same time. 
2. D2.His.2.3-5. Compare life in specific historical time periods to life today. 

Within your group, decide who examines which of the four texts. (Note: If you have more than four group members, put multiple people on whichever text(s) seems the most complicated. If you have fewer than four group members, choose which text(s) not to review).

• Text 13 - Timeline
• Text 14 - Government Document
• Text 15 - Interactive Map
• Text 16 - Illustrated Map

After reviewing your text(s) reflect on the following questions and take notes on your thoughts:

1. How is your text related to Women's Voting Rights, and more specifically those rights on a global scale?
2. How does the text address issues of diversity, equity, & social issues?
3. What would students already have to know or understand to engage with your text? What would students be able to learn from your text?
4. How do you imagine using such a text instructionally when designing a unit on Women's Voting Rights?

Reconvene with your group members and report back on your text, sharing answers to the above questions. This verbally models the annotations you will do when constructing your own text set when completing the Integrated Multicultural Unit Reflection assignment. 

• How could your texts work together or complement each other instructionally?

Be prepared to share out your group's thoughts with the larger class after reviewing this section of the larger example text set. 

This is an excerpt from a much longer book on women's voting rights internationally. Consider if certain parts would be hidden or focused on to help younger students learn with this resource. 

Stevan, C., Brasliņa, E., & Bailat-Jones, M. (2022). Citizen she! : the global campaign for women’s voting rights (First English edition). Helvetiq. pp. 65-83.

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This is an excerpt from the longer document. It is also available in many different languages. Consider if certain parts would be hidden or focused on to help younger students learn with this resource. 

United Nations. (1953, March 31) United Nation’s Convention of the Political Rights of Women. https://treaties.un.org/doc/treaties/1954/07/19540707%2000-40%20am/ch_xvi_1p.pdf. p. 7. 

Our World in Data. (2021). Women's universal right to vote, 2021. https://ourworldindata.org/grapher/universal-suffrage-women-lexical?time=latest

Stevan, C., Brasliņa, E., & Bailat-Jones, M. (2022). Citizen she! : the global campaign for women’s voting rights (First English edition). Helvetiq. pp. 94-95.