Manual Lesson Plans Evita

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The campaign had begun. Acclaimed in Spain, she received the country's highest decoration: The gold rosary he gave her would be placed in her hands at the hour of her death. In Italy she did not always receive a warm welcome: She also took time from her schedule to relax. Wherever she went, the official itinerary of visits and receptions was interspersed with trips to workers' neighborhoods and to their institutions.

At the same time that she left donations she sought to learn the lesson: Three years after her trip was over she wrote, "With a few exceptions, on those apprenticeship visits, I learned everything that institutions of social welfare should not be in our country. The peoples and governments I visited will forgive me my frankness which is direct and yet so honorable.

On the other hand, they-peoples and governments-are not to blame.

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After she returned from Europe, Evita plunged back into her activities. Before she left she had begun to fight for women's suffrage. The battle for women's right to vote started many years ago and was fought within the framework of the worldwide battle for women's emancipation. Argentina was not a pioneer. New Zealand had given women the right to vote in and many nations had already followed in her footsteps before Argentina's law , passed in , gave Argentine women the right to equal suffrage.

Before leaving Madrid, on June 15, , Evita addressed the women of Spain: In Argentina the struggle for women's rights began with the turn of the century. The feminist organizations of the time were mostly made up of women from the middle and higher classes, university graduates who had already begun in their own homes the struggle to not to be limited by thetraditional roles assigned them by society: The suffragettes presented bills in Congress. Some were wide, some more restrictive and some had the support of political figures like Alfredo Palacios: The methodology used by the feminists was limited to the presentation of the bill, the pretense of a vote, the distribution of consciousness-raising brochures.

Compared to the English suffragettes, for example, Argentine feminists' activity was extremely moderate. What was lacking was a projection of their organizations beyond their own limits, a broad appeal addressed to all Argentine women whose profile was very different from that of the women who were petitioning in their name. The right of women to vote was again brought to light. The Commission Pro Women's Suffrage was formed and the government was petitioned to show its support for the Acts of Chapultepec in which those countries which had signed the Acts but had not yet given women the vote agreed to do so.

The subject of women's right to vote had been taken up by the government itself. A sea change was underway. With the exception of the Argentine Suffragette Association, presided over by Carmela Horne, the women's suffrage organizations opposed the government's support of their projects. On September 3, , the National Assembly of Women, presided over by Victoria Ocampo, decided to reject the vote given to them by a de facto government and to demand that the Supreme Court assume the job of governing the country.

Evita Peron Biography - Historical Research Foundation

Women's suffrage was once again put on the back burner during the momentous events of October, The electoral campaign of made it clear that, whether they supported the Labor Party or the Democratic Union Party and even without any political rights, women had become part of Argentine politics. All they needed was to become a legitimate part. Within this framework, Evita began her campaign.

She worked from different vantage points: For example, on September 17, , she and women from different Peronista feminist organizations drew up a common action plan. On January 17, , she spoke to a delegation of women educators from Rosario: Beginning on January 27, every Wednesday at 9: When she returned from Europe-where she had alluded to the struggle on several occasions-she found that the bill was still on the back burner. There were two turning points in the history of this process: A third can be added: Evita addressed her message to a wide spectrum of women who made the cause their own and began to assume an active role: Working women took to the streets to put up posters demanding the passage of the law.

Feminist centers and institutions declared their support. On September 3, when the law should have been debated in the Chamber of Deputies, a great concentration of women was convoked. The debate was postponed.

A concentration assembled again on the ninth. Evita, who could not be present on the third, was inside the Chamber on the ninth. Outside, a multitude acclaimed her. On September 23, amidst a gigantic civic convocation in Plaza de Mayo, the law was passed. The pioneers among the women feminists rose up against the passage of the law, seeing it as a political maneuver and not as a defense of the cause of all women.

Their slogan became "Now we don't want to vote. But in they all voted, the Peronista women and the "antis. The sanction of Law set in motion a series of events which would make it more effective. On May 23 the voter registration process began as outlined in article four of Law In , with Presidential elections on the horizon, Evita, as President of the Peronista Women's Party, sent a message to the Chamber of Deputies, asking for amnesty "for that new sector of voters who have not yet registered.

The road which led to women's suffrage was arduous. The road towards civic capacitation and the preparation of women so they could take part in the political struggle would be even more arduous. The PPF would become a reality on July 26, There the Peronista Women's Party was born. Evita was elected President with full organizational powers. The internal structure of the PPF was monolithic: With no precedent in the country-something which I believe has been to my good fortune-and without any other resource but a heart placed at the service of a great cause, I called together one day a small group of women.

There were only about thirty. All were very young. I had to ask great sacrifices of them: I needed women like them: It was necessary to conduct a census of the women of the whole country to find those who believed in our cause. This undertaking would require intrepid women who were willing to work day and night. And they go to them looking for what they hope Evita can give them.

The Foundation attends to these requests by sending help directly to those in need. I have been severely criticized for this. My eternal super critics consider that in this way I use my Foundation for political purposes. And maybe they are right! The political action taken in favor of women harvested its fruits in the elections held on November 11, For the first time ever 3,, women voted, The Peronista Party was the only one to include women as candidates for election. In , 23 women deputies and 6 senators took their seats in Congress. If being a candidate on the ballot is a right which has been acquired, being elected involves a continuing struggle.

Since then the world has undergone profound and vertiginous changes but it is still made to the same measure. Evita, whose concept of feminism saw women as protagonists while continuing to be feminine, thought that the feminist movement should, for love, be united to the cause and doctrine of a man worthy of trust. She understood that among the many differences between a man and a woman, one difference involved the concept of "action": A woman of action is one who triumphs for the rest.

The "action for the rest" had a name: To this Foundation, Evita dedicated her best efforts. The social work which Evita began in began to acquire far-reaching influence and importance. The funds and the articles were donated, especially by the workers' unions. Also, the Social Work Crusade received funds from the Ministry of Social Welfare which were destined for the purchase of clothes, shoes, food, and medicine. Evita's special position in the power structure power from the outside permitted access to the place where the decisions were made involving projects or increasing workers' rights.

Her position permitted her to take action outside the bureaucratic structure. By the end of it was clear that her social action required an organic structure. October 17, In the separation between the real country and the government dominated by the oligarchy was a flagrant one.

Evita: The Real Life of Eva Peron Lesson Plans for Teachers

Buenos Aires Hostels - Hostels Argentina. Historical Research - All rights reserved worldwide. The lessons and activities will help students gain an intimate understanding of the text, while the tests and quizzes will help you evaluate how well the students have grasped the material.

View a free sample. Length of Lesson Plan: Page count is estimated at words per page. Length will vary depending on format viewed. Once you download the file, it is yours to keep and print for your classroom. View a FREE sample. The Lesson Plan Calendars provide daily suggestions about what to teach. They include detailed descriptions of when to assign reading, homework, in-class work, fun activities, quizzes, tests and more. Use the entire Evita: The Real Life of Eva Peron calendar, or supplement it with your own curriculum ideas. Calendars cover one, two, four, and eight week units.

Determine how long your Evita: The Real Life of Eva Peron unit will be, then use one of the calendars provided to plan out your entire lesson. Chapter abstracts are short descriptions of events that occur in each chapter of Evita: The Real Life of Eva Peron. They highlight major plot events and detail the important relationships and characteristics of important characters. The Chapter Abstracts can be used to review what the students have read, or to prepare the students for what they will read.

Hand the abstracts out in class as a study guide, or use them as a "key" for a class discussion. They are relatively brief, but can serve to be an excellent refresher of Evita: The Real Life of Eva Peron for either a student or teacher. Character and Object Descriptions provide descriptions of the significant characters as well as objects and places in Evita: These can be printed out and used as an individual study guide for students, a "key" for leading a class discussion, a summary review prior to exams, or a refresher for an educator.

The character and object descriptions are also used in some of the quizzes and tests in this lesson plan. The longest descriptions run about words. They become shorter as the importance of the character or object declines. This section of the lesson plan contains 30 Daily Lessons.

9 Lesson planning (TESOL / TEFL)

Daily Lessons each have a specific objective and offer at least three often more ways to teach that objective. Lessons include classroom discussions, group and partner activities, in-class handouts, individual writing assignments, at least one homework assignment, class participation exercises and other ways to teach students about Evita: The Real Life of Eva Peron in a classroom setting.

Full Lesson Plan Overview

You can combine daily lessons or use the ideas within them to create your own unique curriculum. They vary greatly from day to day and offer an array of creative ideas that provide many options for an educator. Fun Classroom Activities differ from Daily Lessons because they make "fun" a priority. The 20 enjoyable, interactive classroom activities that are included will help students understand Evita: The Real Life of Eva Peron in fun and entertaining ways.

Fun Classroom Activities include group projects, games, critical thinking activities, brainstorming sessions, writing poems, drawing or sketching, and countless other creative exercises. Many of the activities encourage students to interact with each other, be creative and think "outside of the box," and ultimately grasp key concepts from the text by "doing" rather than simply studying.

Fun activities are a great way to keep students interested and engaged while still providing a deeper understanding of Evita: The Real Life of Eva Peron and its themes. Students should have a full understanding of the unit material in order to answer these questions. They often include multiple parts of the work and ask for a thorough analysis of the overall text. They nearly always require a substantial response. Essay responses are typically expected to be one or more page s and consist of multiple paragraphs, although it is possible to write answers more briefly.

These essays are designed to challenge a student's understanding of the broad points in a work, interactions among the characters, and main points and themes of the text. But, they also cover many of the other issues specific to the work and to the world today. The 60 Short Essay Questions listed in this section require a one to two sentence answer. They ask students to demonstrate a deeper understanding of Evita: The Real Life of Eva Peron by describing what they've read, rather than just recalling it.

The short essay questions evaluate not only whether students have read the material, but also how well they understand and can apply it. They require more thought than multiple choice questions, but are shorter than the essay questions.