Name: BIANCA ELLIOTT
Lesson Title: MONGOLIAN WOMEN - THEN AND NOW
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Class and Grade level(s):
High school classes such as World History, Women's
History, Asian History, and Literature
Goals and Objectives
The student will be able to:
Curriculum standards addressed:
Geography: The student uses a working knowledge and understanding
of the spatial organization of Earth's surface and relationships between
peoples and places and physical and human environments in order to explain
the interactions that occur in Kansas, the United States, and in our world.
Benchmark 4: Human Systems: The student understands how economic,
political, cultural, and social processes interact to shape patterns of
human populations, interdependence, cooperation, and conflict.
5. ^(K) gives examples of how cultural cooperation and conflict
are involved in shaping the distribution of and connections between cultural,
political, and economic spaces on Earth
History Standard: The student uses a working knowledge and understanding
of significant individuals, groups, ideas, events, eras, and developments
in the history of Kansas, the United States, and the world, utilizing
essential analytical and research skills.
Benchmark 5: The student engages in historical thinking skills.
4. (A) compares competing historical narratives in world history by contrasting
different historians' choice of questions, use of sources, and points
of view, in order to demonstrate how these factors contribute to different
interpretations.
Time required/class periods needed
This lesson will take at least two class periods if the instructor provides all the materials. This lesson may be increased to four lessons if the instructor permits the students to use the Internet and other sources of information.
Primary source bibliography
Avery, M. (2000). Women of Mongolia. Boulder, CO: Asian Art and
Archeology.
Other resources used
http://www.woodrow.org/teachers/world-history/teaching/mongol/women.html
http://www.womeninworldhistory.com/heroine8.html
http://www.guide2womenleaders.com/womeninpower/Womeninpower1250.htm
Required materials/supplies
Students will need their textbooks if there are references to Mongolia
in it.
Students will need either the materials as handouts (see "other resources
used") or access to the Internet. Teachers are encouraged to edit
the materials if printed off for the students for ease of understanding.
Teachers need at least one copy of the primary source bibliography text
as its stories are essential to the lesson.
Vocabulary
Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).
Secondary source - an account of an event, person, or place that is not first-hand (textbook information, historically based movies, biographies).
Procedure
Day 1 - Explain to the class that the period will be in two parts. The first is a brief overview of the country and its history. The second part will be focusing on women.
Briefly introduce the geography of Mongolia. Also, depending on the student composition, the teacher may want to introduce a brief political history of the country emphasizing the Russian period and the current situation in Mongolia. Referencing the Mongolian embassy's website will provide much useful information. A brief introduction of the Silk Road and Chinggis Khan is also appropriate as they will serve as a backdrop for this lesson. Remind the students that the Mongolian Empire was much larger than the Roman or any other empire.
Begin a brief discussion with the class by asking them to share while
the teacher writes on the board their responses to this question: "What
are the characteristics of an Emperor's woman?" (Note: if preferred,
have them journal or do this as homework.)
Follow up the question with, "What are the characteristics an Emperor's
woman should not have? Why?" For their homework they are to decide
if the characteristics of an emperor or a leader are different for a
man or a woman, and does it depend on the time or the culture. Encourage
them to not give the answers they think they should give but the ones
they truly believe.
Day 2 - Again explain to the class this is a two part lesson. The first part is to discuss the Mongolian women of the past and the second part is the Mongolian women of the present.
Have a brief discussion over their homework topic and attempt to determine if the class has made a distinction over gender, historical period, or culture. It is possible they have made combinations but if so, please notice that and draw it to their attention later in the period.
Hand out the materials regarding Sorghaghtani Beki from Women in World History Curriculum. The teacher may want to pull out some of the observations the students made the previous class period both for and against characteristics of an emperor's woman. Discussion may go any number of directions such as the power of influence, religion, compromise, power, or palace intrigues among others. This lesson plan is not proscriptive but rather suggestive. The purpose is for the student to examine another culture's women and thereby examine his or her own culture's women. (If the student needs a little more information, the handout from Woodrow Wilson site would be appropriate here or the teacher could present this orally.)
The second half of the period may be used examining the handout of "Mongolian Women" also available at Women in World History Curriculum. This article makes a good transition to a more contemporary time. The book by Avery is where the teacher should turn to now in the lesson. These stories are all primary sources and should have been copied before the lesson so the students may read along or, if the teacher is a good story teller, shared with the class orally. Teachers should select different stories depending on the interests of the students and the content of the discussions. It is recommended that between two and four stories only be shared with the student.
Wrap up - In the closing moments of class, ask the student to reconsider the first day's questions and the homework assignment. Has his or her view changed? Why or why not? Do Mongolian women, past or present resemble his or her culture's women? If so, how? If not, why not?
Optional Day 3 - Discuss the geopolitical ramifications of the historical Mongolian women and their court.
Optional Day 4 - Discuss the present geopolitical ramifications
of the contemporary Mongolian woman's choices as presented in a "new"
country with an 800 year history. Extension offered by Askasia.com
http://www.askasia.org/teachers/lessons/plan.php?no=61
Should teachers want to extend the lesson they may want to do an Internet
search at Google or their art teachers and find Mongolian women at work
and their works.
Assessment/evaluation
Possible assessment/evaluation ideas
