Teacher Candidate: Nick Sprague

Date: 11/15/2011

Unit Title: Authority, Opposition, Conflict Subject: Womens Suffrage Grade Level: 11 Essential Question(s): How did women get the right to vote in America? Lesson Title/Number Womens Suffrage in the 19th and 20th centuries(Lesson #3)

CCR Reading Standards State Standards and 6. Assess how point of view or purpose shapes the content and style of a text. Performance Indicators Reading Standards for Literacy in SS
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.

Writing Standards in Literacy for History/Social Studies 6-12 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

Lesson Objectives
(Blooms Taxonomy)

1. Students will be able to identify and outline key players, events, differing views on the womens suffrage movement. 2. Students will be able to analyze primary source documents opposing and advocating womens suffrage 3. Students will be able to generate a poster using gloster.com that advocates for womens suffrage

---------------------Acceptable Evidence
*Could be collected for accountability/auditing purposes.

----------------------------------------------------------------------------------1. Students will be able to describe key players, events, and opposing views during checks for understanding 2. Students will be able to contribute coherently and analytically to class discussion concerning primary sources read during class 3. Students will be able to produce a poster advocating womens suffrage in the 20th century Evidence: Sketch of poster/Glogster poster

Bell Ringer and Prior Knowledge Tap

This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review

1) The teacher will present students with opportunity to vote on what candy we will have in class using ballot but girls do not get a ballot and votes are tallied without them(auditory, visual, kinesthetic) 2) The students will briefly discuss why girls could not vote (auditory) 3) The teacher will ask who can vote in the US (auditory) 4) The students will answer and teacher will point to the fact that it has not always been that way which leads into lesson (auditory)

_______________ Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

*Accommodations for learning modalities are required. Labelvisual, auditory, and kinesthetic

________________________________________________________ Students and teacher will discuss bell ringer outlined above (visual and auditory) CFU 1 Bell ringer will lead into teacher directly instructing students (with Powerpoint) concerning key players, events, and differing views on the womens suffrage movement using primary sources, photos, and political cartoons in guided notes (auditory, visual) The students and teacher will briefly discuss and check for understanding on players, events, views, primary documents, photos, and cartoons (auditory, visual) CFU 2 At the conclusion of slides, teacher will check for understanding by asking specific students to briefly outline key dates, players, events, and views of the womens suffrage movement. Questions will be written on slide (auditory, visual) CFU 3 Teacher will give students handout outlining their Glogster project. Teacher will read over handout with students and check for understanding of directions and procedure (auditory/visual) CFU 4 Homework: Students will draw a rough sketch of their future poster and outline the ideas included on the poster (auditory, visual) Teacher will explain to students their homework for the night and explain what the class will do the next day in the computer lab (auditory) CFU 5

Checks for Understanding

Check for understanding 1: Why couldnt the girls vote? (procedure/ content)

Label: directions, procedures, routines, and/or content (formative)

Assessment Type and purpose

(sometimes called evaluation)

Check for understanding 2: (content) Why are these people and events important? What were the arguments for or against womens suffrage? What do these cartoons and pictures mean? What do students think about people, events, views, photos, cartoons from the womens suffrage? Ask students to repeat information from each slide that relates to the current slide Check for understanding 3: Teacher will ask specific students to outline key people, dates, events, views and explain them to the class in their owns words (content) Check for understanding 4: Teacher and students will discuss handout concerning Glogster project Teacher will ask different students to explain each step(directions) Check for understanding 5: Teacher will check for understanding about homework and tomorrows class by asking several students to explain both topics (directions, routines) (Formative) Initial discussion about girls not voting in class (Formative) Class discussion and checks for understanding throughout direct instruction (Summative) Glogster poster completed in computer lab and over the weekend

Closure

Teacher explains with students help the Glogster assignment and implores students to remember that we will meet in the computer lab tomorrow!

Accommodations based on specific students IEPs 504 plans Accommodations and/or Interactions with Support Staff Handouts, powerpoint, cartoons and photos, pens and pencils, Glogster Resources/Materials example for the next class 1, 40-minute lesson Time Required

Name: _______________ Mr. Sprague

Date: ______ US History 11

Womens Suffrage Online Poster Project

This week in class we learned about the womens suffrage movement in the 19th and 20th century. We learned about its beginning at the Seneca Falls Convention in 1848 and its end in 1919 with the passage of the 19th Amendment to the Constitution. However, it was never as simple as starting and ending the struggle. In both the 19th and 20th century, women fought for the right to vote in different ways throughout the country. One of the ways that women fought for the right to vote was by hanging up posters in towns, cities, and villages.

Assignment: Use the website www.glogster.com to create a poster that advocates for womens suffrage in either the 18th or 19th century. This is a free website that you can use at home or in the library, and today in class I demonstrated for you how the website works. The poster should include information on: the short-term and long-term goals of your movement why these goals should be met in America the means of achieving womens suffrage the key players involved in the womens suffrage movement some background information about the suffrage movement.

We will spend Thursday and Friday in the computer lab working on the online poster. Students will work on their poster over the weekend, print, and submit their posters at the beginning of class on Monday.