Transcript Document 7531358

th
8
Grade Pilot
Concept Lesson 3
Standard 8.6.6
The Early Women’s
Rights Movement
Length: 3-4 Days
Standard Being
Addressed
8.6.6 - Examine the
women's suffrage
movement (e.g.,
biographies, writings,
and speeches of
Elizabeth Cady
Stanton, Margaret
Fuller, Lucretia Mott,
Susan B. Anthony).
History/Social Science Analysis Skills
Chronological and Spatial Thinking
1. Students explain how major events are related to one
another in time.
2. Students construct various time lines of key events,
people, and periods of the historical era they are
studying.
Historical Research, Evidence, and Point of View
4. Students assess the credibility of primary and secondary
sources and draw sound conclusions from them.
Historical Interpretation
2. Students understand and distinguish cause, effect,
sequence, and correlation in historical events,
including the long- and short-term causal relations.
3. Students explain the sources of historical continuity and
how the combination of ideas and events explains the
emergence of new patterns.
Writing Prompt
“The women’s rights
movement in the 1800s was
successful.” Do you agree or
disagree with this statement?
Why?
Students will write three body
paragraphs supporting their
opinions.
Overview of Lesson
Day 1
Anticipation / Prediction Guide
Visual Discovery
Human Timeline
Day 2
Comparing Declaration of
Independence and Declaration of
Sentiments
Analyzing Declaration of
Sentiments
Begin Pre-Writing Activity
Day 3
Pair Review Pre-Writing
Student Writing
Day 4 (Optional)
Socratic Seminar
Anticipation /
Prediction Guide
Student Handout 1
How much do you know
about the beginnings of the
women’s rights
movement?
Part I is for class discussion
Part II – Students can
reflect on their answers
after completing the lesson
Time Frame: 5 minutes
Explaining Goals of
the Lesson
Student Handout 2
Introduce Writing Prompt
Explain the graphic organizer to
students
Four main categories related to
women’s rights
Students can organize their thoughts
throughout the entire lesson using this
organizer
Students must cite their evidence
Posters can be used in the classroom to
help students continue filling out the
graphic organizer throughout the lesson
Time Frame: 5 minutes
Visual Discovery
Notes can be taken on Student
Handout 2
Option of two visuals or can use
both
“The Discord” or “The Age of
Brass”
Use the visuals to discuss the
issues that were part of the
early women’s rights movement
Possible questions to facilitate
discussion are found in the
lesson guide (page 3)
Time Frame: 10 - 15 minutes
Completing the
Timeline
Students will need Student
Handout 3 and Student Handout 4
In pairs students will use their
textbooks and Student Handout 4
to complete the timeline (Student
Handout 3)
Suggestion: A competition could
help expedite this part of the
activity
While students are completing the
timeline, distribute a placard to
each pair of students
Time Frame: 10 minutes
Preparation for
Human Timeline
On the back of Student Handout 3,
each pair of students will write the
date and event described on their
placard.
Students then will write 2-3
sentences about why they think
the event was important in the
early women’s rights movement
If students are struggling, doing a
“Think Aloud” with one of the
placards will give them an example
as to what you are looking for
Time Frame: 3-5 minutes
Human Timeline
Activity
1 student from each pair will
stand up and place themselves
around the room to form a
human timeline
After the timeline is formed,
have students quickly share their
thoughts on the importance of
the event.
Time Frame: 2 – 3 minutes to
form the timeline; 10 minutes
for discussion
Homework
Distribute Documents 3, 4, 5,
and 6 to students (these
documents are all on one page)
Read through the Documents
out loud and check for any
questions
Students will reread the
Documents for homework and
answer the questions on the
back of the Document sheet
Time Frame: 10 minutes
Review of
Homework
Students will work in their pairs
to discuss their answers to the
Debrief Questions
Time Frame: 5 minutes
Class discussion reviewing the
answers to the questions and
discussing the documents
Time Frame: 10 minutes
Analysis of
Document 1
Distribute the Declaration of
Sentiments (Document 1)
Read the Document as a class –
explaining difficult passages
Have students take notes in
the margins as discussion
occurs
Make sure students are aware of
the grievances and understand
the meanings of the ones
articulated in the excerpt
Time Frame: 20 minutes
Comparing
Documents 1 & 2
Distribute Documents 1 & 2 side
by side on the same page
Discuss the similarities between
the Declaration of Independence
and the Declaration of
Sentiments
Focus on the structure and
list of grievances
Possible questions for facilitating
discussion are provided in the
lesson guide
Time Frame: 10 minutes
Analyzing the Grievances
in Document 1
Distribute Student Handout 5
Students will work in pairs to complete the
Student Handout 5
Students will pull quotes from
Document 1 (grievances that are listed)
Students will explain what the grievance
means in their own works
Have students share out some of their
explanations
Time Frame: 5 – 7 minutes for completion of
the handout; 2- 5 minutes sharing
explanations
Homework
Distribute Student Handout 6
This is a prewriting graphic
organizer
Students will choose if they
agree or disagree with the
statement in the prompt
Students will organize their
notes and thoughts into a
coherent outline format in
preparation for tomorrow’s
writing
Explanations of the parts of the
graphic organizer are in the
lesson guide
Time Frame: 5 minutes
Review of
Prewriting
Student will share their
information on Student Handout
6 with a partner
They should explain their
opinion and evidence to their
partner
Students should check each
other’s citations for accuracy
and format
Time Frame: 20 minutes
Final Check for
Understanding
Review the
prompt/focus
question for writing a
final time
Check for questions
on Student Handout 6
or any part of the
lesson
Time Frame: 5
minutes
Student Writing
The focus question should be
written on the board or placed
on a transparency for all
students to see
All handouts and documents can
be used during the writing,
including Student Handout 6
Students should write their
thesis at the top of the paper
and then write the three body
paragraphs of the essay
Students can use a rubric to selfassess their writing if time
permits
Time Frame: 25 minutes
THE
END