Goals and objectives
Students will understand the various reasons why women wanted the right to vote and the methods used to achieve equality.
Students will compare and contrast the different reasons why women wanted the right to vote throughout different periods in History by analyzing various primary resources through the form of a Jigsaw activity, presenting their findings to the class, and filling out the primary source analysis form.
Students will compare and contrast the different reasons why women wanted the right to vote throughout different periods in History by analyzing various primary resources through the form of a Jigsaw activity, presenting their findings to the class, and filling out the primary source analysis form.
California State Content standards
11.10 Students analyze the development of federal civil rights and voting rights.
7. Analyze the women’s rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women.
7. Analyze the women’s rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women.
Common core literacy standards
Reading
1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
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.
7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Writing
1. Write arguments focused on discipline-specific content.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
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.
7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Writing
1. Write arguments focused on discipline-specific content.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Driving historical question
What kinds of rights did women fight for and win since the creation of the United States and what kinds of rights are women fighting for today?
Lesson introduction
Day One:
Students will take out their warm-up sheets and analyze a picture taken in the Suffrage Parade in New York City on May 6, 1912. Students will have five minutes to answer the following questions that are on the board on their Warm-up sheets:
Describe what you see by answering the following questions
1)What is the thing you noticed first?
2)What is happening in the image?
3)The quote on the banner states "Woman's cause is Man's. They rise or fall together." What are they trying to say?
*Students will engage in a class discussion in which they will volunteer their answers, but if necessary they will be picked randomly in order to diversify the amount of responses. The discussion will last about five minutes.
Day Two:
Students will have five minutes to analyze a Political Cartoon by answering the questions that will be written on the board. Students will use their warm-up sheets to answer the following questions:
1) What are the symbols and objects that you see in the cartoon?
2) Which words or phrases in the cartoon appear to be the most significant?
3) What is the woman trying to do?
4) Explain the message of the cartoon
* While the students analyze the political cartoon, the Teacher will walk around and stamp any brainstorms that the students created for the project they will create that day. Once students are done, they will engage in a class discussion in which they will volunteer their answers, but if necessary they will be picked randomly in order to diversify the amount of responses. The discussion will last about five minutes.
Students will take out their warm-up sheets and analyze a picture taken in the Suffrage Parade in New York City on May 6, 1912. Students will have five minutes to answer the following questions that are on the board on their Warm-up sheets:
Describe what you see by answering the following questions
1)What is the thing you noticed first?
2)What is happening in the image?
3)The quote on the banner states "Woman's cause is Man's. They rise or fall together." What are they trying to say?
*Students will engage in a class discussion in which they will volunteer their answers, but if necessary they will be picked randomly in order to diversify the amount of responses. The discussion will last about five minutes.
Day Two:
Students will have five minutes to analyze a Political Cartoon by answering the questions that will be written on the board. Students will use their warm-up sheets to answer the following questions:
1) What are the symbols and objects that you see in the cartoon?
2) Which words or phrases in the cartoon appear to be the most significant?
3) What is the woman trying to do?
4) Explain the message of the cartoon
* While the students analyze the political cartoon, the Teacher will walk around and stamp any brainstorms that the students created for the project they will create that day. Once students are done, they will engage in a class discussion in which they will volunteer their answers, but if necessary they will be picked randomly in order to diversify the amount of responses. The discussion will last about five minutes.
Key Academic Vocabulary
Day One:
Students will engage in a vocabulary activity called Dictionary Racing. They will be provided with both a class dictionary, a textbook and will work in their pairs. The Teacher will pass out a worksheet that contains the vocabulary words along with a space for a definition and examples. Once ready, the Teacher will say a vocabulary out loud and students will have to look up the word, begin thinking on what example to use, and write it down. When students are done, a pair will be called on and one student must give the definition while the other gives an example. If a student gives a wrong response then we will move on to another pair. If the students are right then they will receive a reward (extra credit, candy, etc.) The vocabulary words used are the following:
Ratification
National Organization for Women (NOW)
The Seneca Falls Convention
Suffrage
Progressive Era
*Students will turn in their worksheets after the activity has ended by passing them forward so the Teacher can collect them.
Day Two:
* Since students would have done the vocabulary activity for this lesson the day before, students will not have a vocabulary activity for this day.
Students will engage in a vocabulary activity called Dictionary Racing. They will be provided with both a class dictionary, a textbook and will work in their pairs. The Teacher will pass out a worksheet that contains the vocabulary words along with a space for a definition and examples. Once ready, the Teacher will say a vocabulary out loud and students will have to look up the word, begin thinking on what example to use, and write it down. When students are done, a pair will be called on and one student must give the definition while the other gives an example. If a student gives a wrong response then we will move on to another pair. If the students are right then they will receive a reward (extra credit, candy, etc.) The vocabulary words used are the following:
Ratification
National Organization for Women (NOW)
The Seneca Falls Convention
Suffrage
Progressive Era
*Students will turn in their worksheets after the activity has ended by passing them forward so the Teacher can collect them.
Day Two:
* Since students would have done the vocabulary activity for this lesson the day before, students will not have a vocabulary activity for this day.
Content Delivery
Day One: The Teacher will explain that they will be part of a Jigsaw activity in which they will be put into Expert groups and will have to analyze a primary source document(s). Students will be placed in groups of five and the groups will be pre-chosen by the Teacher in order to ensure students are in groups that will benefit them in learning. Students will move and sit next to their groups, then the Teacher will pass out the PAPA square primary analysis worksheet to everyone and finally the documents that correspond to each group. The Teacher will remind students how to fill in a PAPA chart and what they should be looking for in their document. Students will have to take out their highlighters, a writing utensil, and any post-it notes they want to use while analyzing the text. She will explain the directions and repeat her expectations of this activity. She will make sure to inform the students that the quality of the information they obtain today will directly influence the project they are doing tomorrow. The Teacher encourages discussion among the groups as they fill out their analysis worksheets together.
Day Two: The Teacher asks students to take out the assignment directions for today's project along with the rubric. She will repeat the assignment directions and expectations. She tells students that based on their article, they will create a billboard, sign, brochure, or poster stating the demands that organization is pushing for, the role of women in society, and their reasons for fighting for equality. Students will have 20 minutes to create their presentation and then students will go up in groups and present their poster to the class. They will have to pose as supporters of that organization or specific leader and they should convince us to join them.
The documents for each group are listed below:
Group A- Seneca Falls Declaration
Day Two: The Teacher asks students to take out the assignment directions for today's project along with the rubric. She will repeat the assignment directions and expectations. She tells students that based on their article, they will create a billboard, sign, brochure, or poster stating the demands that organization is pushing for, the role of women in society, and their reasons for fighting for equality. Students will have 20 minutes to create their presentation and then students will go up in groups and present their poster to the class. They will have to pose as supporters of that organization or specific leader and they should convince us to join them.
The documents for each group are listed below:
Group A- Seneca Falls Declaration
Group B- NOW's Statement of Purpose
Group C- 14th Amendment & the Equal Rights Amendment
Group D- On Women's Right to Vote
Group E- Why Women should Vote
Group F- Letters on the Equality of the Sexes
Student Engagement
Day One: Students will get together with their Expert group and take out any supplies they need to in order to fill in their PAPA square. They will read the document aloud to the group, stop at every paragraph, and discuss anything significant they read and can use for their PAPA chart. Students will be required to highlight at least four sentences they find significant along with a comment on the side explaining their reasoning. They will work together and make sure that all the students in their group have filled in their charts by the end of the activity. Once the PAPA chart is complete, students will discuss why they think this document is significant. They will also state whether they agree or not with the document and their reasons why.
Day Two: Students will get together with their Expert groups and grab any supplies they need to create their visual. Students will share their ideas and begin creating their visual. They will have 20 minutes to create it, and then chosen at random using the popsicle stick method groups will go up and present. The groups have a limit of 2.5 minutes to do their presentation. Students will have to try to persuade the audience to join in their movement based on the reasoning they give. All students must participate in the presentation whether it's holding the visual or by orally contributing to the presentation.
The Following is the PAPA chart students will use to analyze Primary Source Documents on Day One:
Day Two: Students will get together with their Expert groups and grab any supplies they need to create their visual. Students will share their ideas and begin creating their visual. They will have 20 minutes to create it, and then chosen at random using the popsicle stick method groups will go up and present. The groups have a limit of 2.5 minutes to do their presentation. Students will have to try to persuade the audience to join in their movement based on the reasoning they give. All students must participate in the presentation whether it's holding the visual or by orally contributing to the presentation.
The Following is the PAPA chart students will use to analyze Primary Source Documents on Day One:
Here is the Rubric for the Visual being created on Day Two:
Lesson Closure
Day One: The Teacher will pass out directions and the rubric for the projects they will do tomorrow. Students will be informed that they will create a visual representing the organization or author in their document and state the argument that they are making. Students need to have at least one visual, the name or the organization or author, and at least 3 arguments or demands they make in the document. Students will then go up with their groups and present their findings. An example will be provided of a different document unrelated to women's rights in order to give students an idea of what is expected of them. The Teacher will encourage students to begin brainstorming for ideas and if a student brings in proof of their brainstorming they can receive a few extra credit points. This will help their groups create their visual as soon as they come into class.
The Teacher will then ask students if they have any questions and have them pass up their Dictionary Racing sheets to the front. Students will begin packing up and getting ready for the bell to ring.
Day Two: Students will take out their warm-up sheets and answer the two questions written on the board under the Reflection section of the worksheet. The two questions are as follows:
1)Why is the document you analyzed significant?
2)Do you agree or not with the document and its author? Why?
*Once students are done, they will pass up their warm-up sheets to the front (It's Friday so that means they turn in their warm-up sheets for the week) so the Teacher can collect them. Students will also turn in their group visual along with the document and PAPA square they filled in the day before.
The Teacher will then ask students if they have any questions and have them pass up their Dictionary Racing sheets to the front. Students will begin packing up and getting ready for the bell to ring.
Day Two: Students will take out their warm-up sheets and answer the two questions written on the board under the Reflection section of the worksheet. The two questions are as follows:
1)Why is the document you analyzed significant?
2)Do you agree or not with the document and its author? Why?
*Once students are done, they will pass up their warm-up sheets to the front (It's Friday so that means they turn in their warm-up sheets for the week) so the Teacher can collect them. Students will also turn in their group visual along with the document and PAPA square they filled in the day before.
Assessments
Day One:
* Image warm-up Activity: Entry-level, formative assessment
*Class discussion on warm-up: Entry-level, informal assessment
* Dictionary Racing worksheet: Entry-level, formative assessment
* PAPA Square: Progress monitoring, formative assessment
Day Two:
*Political Cartoon warm-up activity: Entry-level, formative assessment
* Class discussion on warm-up: Entry-level, informal assessment
*Document-based Visual: Summative, formative assessment
* Presentation of Visual: Summative, informal assessment
* Warm-up sheet: Summative, formal assessment
* Image warm-up Activity: Entry-level, formative assessment
*Class discussion on warm-up: Entry-level, informal assessment
* Dictionary Racing worksheet: Entry-level, formative assessment
* PAPA Square: Progress monitoring, formative assessment
Day Two:
*Political Cartoon warm-up activity: Entry-level, formative assessment
* Class discussion on warm-up: Entry-level, informal assessment
*Document-based Visual: Summative, formative assessment
* Presentation of Visual: Summative, informal assessment
* Warm-up sheet: Summative, formal assessment
Accommodations for English Learners, Striving Readers and Students with Special Needs
Students with special needs, Striving Readers, and EL's will benefit from this lesson because having students work in different grouping styles and engage in discussions will provide modeling of the English Language for EL'S and repetition of concepts for Students with special needs. Presenting for the class will give all students the opportunities they need to practice their communication skills as well as listening to their peers explain the content in their own words. Students will also benefit from having a vocabulary activity because it will address and vocabulary words students might have trouble comprehending. Providing students with their own copy of the group document is also beneficial because it can provide EL's and striving readers additional support and time to complete the task being asked of them. They can take their time reading and analyzing the text while receiving support from their group. Having students write a reflection as a closing activity provides EL's and Students with special needs an avenue for putting what they learned in their own words. It will also be an assessment that teachers can use to measure how well the content was learned. By having all student participate in presenting their visual to the class will allow all students to practice their communication skills while also gaining insight and modeling of English by their other peers that present as well.
Resources
Day One:
* Image used in warm-up
*Dictionary Racing worksheets
*Class textbooks
*Class set of Dictionaries
*PAPA square worksheet
* Copies of all Primary Source Documents used
*Directions and Rubric for Visual Project
Day Two:
*Political Cartoon used in warm-up
*Poster paper, Construction paper, regular white paper
*Markers, color pencils, scissors, and glue
* Weekly warm-up sheet
* Image used in warm-up
*Dictionary Racing worksheets
*Class textbooks
*Class set of Dictionaries
*PAPA square worksheet
* Copies of all Primary Source Documents used
*Directions and Rubric for Visual Project
Day Two:
*Political Cartoon used in warm-up
*Poster paper, Construction paper, regular white paper
*Markers, color pencils, scissors, and glue
* Weekly warm-up sheet