Goals & objectives
Students will understand the plight of women in American society and the course of action used to effect change in women’s rights.
Students will summarize the events and people evolved in the Women’s right movement.
Students will express orally in their role their opinions by giving critiques and judgments on a woman’s right issues
Students will prioritize which events in the Women’s Rights Movement were effective in causing change.
Students will summarize the events and people evolved in the Women’s right movement.
Students will express orally in their role their opinions by giving critiques and judgments on a woman’s right issues
Students will prioritize which events in the Women’s Rights Movement were effective in causing change.
California content standards & Common core standards
11.10.7 Analyze the women’s rights movement form the era of Elizabeth Cady Stanton and Susan B. Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women.
RH11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
WHST11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.
SL11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
RH11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
WHST11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.
SL11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Lesson Introduction
Day 1: The teacher will have the political cartoon “Election Day” on the overhead and will hand out the political cartoon analysis form for students to fill out at the beginning of class. Once they are finished the class will have a discussion on what message is this cartoon trying to portray in regards to women voting. Is the cartoon for or against women voting? What will happen if women get the right to vote?
Day 2: Teacher will hand out the lyrics and play the song “Sisters Are Doing It for Themselves.” After they listen to the song the students will do a pair share with their partners on: What are the women complaining about in this song or what are they escaping from? Also they will need to discuss what are they saying that women are able to do?
Day 3: The teacher will have the political cartoon “Women Equal Suffrage” on the overhead and will hand out the political analysis form for students to fill out at the beginning of class. Once they finish the class will have a discussion on what are women’s lives compared to in the beginning of the cartoon? What will women be able to do once they obtain suffrage? Do you think progress has been made in equal rights for women?
Day 2: Teacher will hand out the lyrics and play the song “Sisters Are Doing It for Themselves.” After they listen to the song the students will do a pair share with their partners on: What are the women complaining about in this song or what are they escaping from? Also they will need to discuss what are they saying that women are able to do?
Day 3: The teacher will have the political cartoon “Women Equal Suffrage” on the overhead and will hand out the political analysis form for students to fill out at the beginning of class. Once they finish the class will have a discussion on what are women’s lives compared to in the beginning of the cartoon? What will women be able to do once they obtain suffrage? Do you think progress has been made in equal rights for women?
Vocabulary
The vocabulary and terms will be discussed in the lecture at the beginning of the lesson. The teacher will explain the importance of the terms and will use synonyms and examples to clarify vocabulary. Students will also be able to develop further vocabulary understanding while they research for the simulation meeting.
The terms and vocabulary for this lesson: Suffrage, ratification, liberation, Seneca Falls convention, Declaration of Sentiment, Temperance Movement, 19th Amendment, Equal Rights Amendment, National Organization for Women, consciousness-raising sessions, and Feminine Mystique.
The terms and vocabulary for this lesson: Suffrage, ratification, liberation, Seneca Falls convention, Declaration of Sentiment, Temperance Movement, 19th Amendment, Equal Rights Amendment, National Organization for Women, consciousness-raising sessions, and Feminine Mystique.
Content Delivery
Day 1: The teacher will deliver background information on the women’s right movement, the important people involved in the women’s rights movement, the ideologies on women in Victorian to 1960s culture, and the important events which happened during the women’s movement from 1820s – 1960s through a prezi lecture presentation. Teacher will hand out and go over the assignment for this lesson, the research that students will participate in on the following day, and the consciousness raising meeting which will be held the day after their research.
Day 2: The teacher will go over the research worksheet that the students will be completing during this class period at the library. The teacher will explain that the approved websites are on the information sheet of the assignment attached to the worksheets. The students will be expected to have their worksheets fill out and returned the following day or they will not be able to be a part of the consciousness raising meeting and will have to take notes on what is being discussed. The teacher will escort the students to the library to do their research. While the students are researching in the library the teacher will migrate around the room and assist any students having trouble finding information on their person or the issues that will be discussed the following day. The teacher will ask scaffolding questions to help the students understand the ideologies of their person and the issues.
Day 3: The teacher will have the student desks formed in a circle at the beginning of class. The teacher will explain the rules for the consciousness raising group meeting and how the students will be given credit for their participation. The teacher will remind the students that they are to act as the person that was assigned them during this simulation. The teacher will conduct the meeting and will call on students to speak during the meeting. The teacher will ask the students questions on the two topics and will make sure that each student participates in the discussion. While to student are discussing the issues the teacher will make comments and keep track of what students say for their assessment of the assignment. Once the discussion is over the teacher will review what was talked about in the discussion and resolve any misconception of the issues. The teacher will review what the students homework assignment of ranking the events of the women’s rights movement and validating their ranking using at the least three sentences.
Day 2: The teacher will go over the research worksheet that the students will be completing during this class period at the library. The teacher will explain that the approved websites are on the information sheet of the assignment attached to the worksheets. The students will be expected to have their worksheets fill out and returned the following day or they will not be able to be a part of the consciousness raising meeting and will have to take notes on what is being discussed. The teacher will escort the students to the library to do their research. While the students are researching in the library the teacher will migrate around the room and assist any students having trouble finding information on their person or the issues that will be discussed the following day. The teacher will ask scaffolding questions to help the students understand the ideologies of their person and the issues.
Day 3: The teacher will have the student desks formed in a circle at the beginning of class. The teacher will explain the rules for the consciousness raising group meeting and how the students will be given credit for their participation. The teacher will remind the students that they are to act as the person that was assigned them during this simulation. The teacher will conduct the meeting and will call on students to speak during the meeting. The teacher will ask the students questions on the two topics and will make sure that each student participates in the discussion. While to student are discussing the issues the teacher will make comments and keep track of what students say for their assessment of the assignment. Once the discussion is over the teacher will review what was talked about in the discussion and resolve any misconception of the issues. The teacher will review what the students homework assignment of ranking the events of the women’s rights movement and validating their ranking using at the least three sentences.
Student Engagement
Day 1: The students will take Cornell style notes during the teacher lecture presentation. Students will answer questions and ask questions during the teachers lecture presentation. The students will listen and ask questions while the teacher explains the assignment for this lesson and what will be expected of them for the next few days.
Day 2: The students will follow the teachers directions on how to fill out the research worksheet and what will be expected for them to know for the following day. The students will walk over to the computer lab in the library with their groups to conduct their research. The students will work in their groups to find the information and fill out their worksheets on their person and the issues that will be discussed during the meeting tomorrow. The students will discuss how their person would react to the issues that the class with address the following day. They will be able to ask the teacher for assistance in finding information and any other question to complete the assignment.
Day 3: Students will sit with their groups for the consciousness raising meeting in the circle of desks at the beginning of class. The students will conduct a civil discussion of the issues in the manner that is stipulated in the simulation activity directions. Students will raise their hands to comment or answer a question. They will also be expected to ask questions to other students so that the group will be able to figure out the best way to use grass roots actions to fix the issues of violence toward women and sexual discrimination. The students will assess the difficulties that women faced in America in past decades and currently. The students will debate and critique the plans of the others with respect and a final plan of action will be developed among the students. At the end of the discussion the students will listen to the teacher explain their homework assignment where they will rank the importance of women rights movement events and validate their position.
Day 2: The students will follow the teachers directions on how to fill out the research worksheet and what will be expected for them to know for the following day. The students will walk over to the computer lab in the library with their groups to conduct their research. The students will work in their groups to find the information and fill out their worksheets on their person and the issues that will be discussed during the meeting tomorrow. The students will discuss how their person would react to the issues that the class with address the following day. They will be able to ask the teacher for assistance in finding information and any other question to complete the assignment.
Day 3: Students will sit with their groups for the consciousness raising meeting in the circle of desks at the beginning of class. The students will conduct a civil discussion of the issues in the manner that is stipulated in the simulation activity directions. Students will raise their hands to comment or answer a question. They will also be expected to ask questions to other students so that the group will be able to figure out the best way to use grass roots actions to fix the issues of violence toward women and sexual discrimination. The students will assess the difficulties that women faced in America in past decades and currently. The students will debate and critique the plans of the others with respect and a final plan of action will be developed among the students. At the end of the discussion the students will listen to the teacher explain their homework assignment where they will rank the importance of women rights movement events and validate their position.
Lesson Closure
Day 1: 3-2-1 activity, Students will write on an index card three important facts they learned, two interesting things they learned, and one question they still have on the women’s movement. They will turn in the cards on their way out of class.
Day 2: Three W’s, Students will write on an index card What they learned today, What is the relevance/importance of what they learned, and how does this fit into what we have been learning in this unit?
Day 3: Quick Write, students will write on what was discussed in the consciousness raising groups that caused them to learn something new or experience something that changed the way they saw themselves. They are to write about an moment when they experienced a new way of seeing things and how that event altered the way they see themselves and the way they will experience life.
Day 2: Three W’s, Students will write on an index card What they learned today, What is the relevance/importance of what they learned, and how does this fit into what we have been learning in this unit?
Day 3: Quick Write, students will write on what was discussed in the consciousness raising groups that caused them to learn something new or experience something that changed the way they saw themselves. They are to write about an moment when they experienced a new way of seeing things and how that event altered the way they see themselves and the way they will experience life.
Assessment
Formative Assessment: 3-2-1 activity will assess the content that the students have seen as important and interesting. This assessment will also give the teacher information on what the students still have question on or need further clarification.
Formative Assessment: The student content that they collect in their research will help the teacher understand the information that they are able to collect for the simulation activity for the following day. The teacher will be able to figure out if the students need to have more direct learning given to help them with the class activity for the next day.
Formative Assessment: the students closing activity three W’s will give the teacher further information on what the students are understanding and what they still need to be clarified.
Formative Assessment: The teachers will assess the students learning through the discussion during the consciousness raising group meeting by filling out her assessment log and writing comments on what the students bring up during the discussion.
Summative Assessment: The lesson conclusion quick write will assess the students’ ability to sympathize with the women of the time period and the reasons for their desire for change. This will allow the teacher to see if the students understood the significance for a need to change society to allow women to have the rights and equality of men.
Summative Assessment: the ranking homework assignment after the lesson will help the teacher assess the students’ knowledge of the different groups and events of the women’s rights movement. This assessment will also inform the teacher if the students were able to see how effective the different events and groups were about to make on the lives of women in American society.
Formative Assessment: The student content that they collect in their research will help the teacher understand the information that they are able to collect for the simulation activity for the following day. The teacher will be able to figure out if the students need to have more direct learning given to help them with the class activity for the next day.
Formative Assessment: the students closing activity three W’s will give the teacher further information on what the students are understanding and what they still need to be clarified.
Formative Assessment: The teachers will assess the students learning through the discussion during the consciousness raising group meeting by filling out her assessment log and writing comments on what the students bring up during the discussion.
Summative Assessment: The lesson conclusion quick write will assess the students’ ability to sympathize with the women of the time period and the reasons for their desire for change. This will allow the teacher to see if the students understood the significance for a need to change society to allow women to have the rights and equality of men.
Summative Assessment: the ranking homework assignment after the lesson will help the teacher assess the students’ knowledge of the different groups and events of the women’s rights movement. This assessment will also inform the teacher if the students were able to see how effective the different events and groups were about to make on the lives of women in American society.
Accommodation for English Learners, Striving Readers, and Students with Special Needs
English learners will be given concept map vocabulary term worksheet to help them in their vocabulary development. English learners and striving readers will be placed in strategic partnerships to do their research to help them with the reading of content, summarizing ideas, and understanding the ideologies of their person they will be role playing. English learners and striving readers will be given guided notes for the lecture presentation and the presentation will have visuals to assist in understanding the content. Students with special needs will be given all the above accommodations and any specific aids that they individually require.