Presentation on theme: "8th Grade Pilot Concept Lesson 3 Standard 8. 6"— Presentation transcript:
18th Grade Pilot Concept Lesson 3 Standard 8. 6 8th Grade Pilot Concept Lesson 3 Standard The Early Women’s Rights MovementLength: 3-4 Days
2Standard Being Addressed Examine the women's suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony).
3History/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.
4Writing 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.
5Overview of Lesson Day 1 Anticipation / Prediction Guide Visual DiscoveryHuman TimelineDay 2Comparing Declaration of Independence and Declaration of SentimentsAnalyzing Declaration of SentimentsBegin Pre-Writing ActivityDay 3Pair Review Pre-WritingStudent WritingDay 4 (Optional)Socratic Seminar
6Anticipation / Prediction Guide Student Handout 1How much do you know about the beginnings of the women’s rights movement?Part I is for class discussionPart II – Students can reflect on their answers after completing the lessonTime Frame: 5 minutes
7Explaining Goals of the Lesson Student Handout 2Introduce Writing PromptExplain the graphic organizer to studentsFour main categories related to women’s rightsStudents can organize their thoughts throughout the entire lesson using this organizerStudents must cite their evidencePosters can be used in the classroom to help students continue filling out the graphic organizer throughout the lessonTime Frame: 5 minutes
8Visual 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 movementPossible questions to facilitate discussion are found in the lesson guide (page 3)Time Frame: minutes
9Completing the Timeline Students will need Student Handout 3 and Student Handout 4In 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 activityWhile students are completing the timeline, distribute a placard to each pair of studentsTime Frame: 10 minutes
10Preparation 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 movementIf students are struggling, doing a “Think Aloud” with one of the placards will give them an example as to what you are looking forTime Frame: 3-5 minutes
11Human Timeline Activity 1 student from each pair will stand up and place themselves around the room to form a human timelineAfter 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
12HomeworkDistribute 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 questionsStudents will reread the Documents for homework and answer the questions on the back of the Document sheetTime Frame: 10 minutes
13Review of HomeworkStudents will work in their pairs to discuss their answers to the Debrief QuestionsTime Frame: 5 minutesClass discussion reviewing the answers to the questions and discussing the documentsTime Frame: 10 minutes
14Analysis of Document 1Distribute the Declaration of Sentiments (Document 1)Read the Document as a class – explaining difficult passagesHave students take notes in the margins as discussion occursMake sure students are aware of the grievances and understand the meanings of the ones articulated in the excerptTime Frame: 20 minutes
15Comparing Documents 1 & 2Distribute Documents 1 & 2 side by side on the same pageDiscuss the similarities between the Declaration of Independence and the Declaration of SentimentsFocus on the structure and list of grievancesPossible questions for facilitating discussion are provided in the lesson guideTime Frame: 10 minutes
16Analyzing the Grievances in Document 1 Distribute Student Handout 5Students will work in pairs to complete the Student Handout 5Students will pull quotes from Document 1 (grievances that are listed)Students will explain what the grievance means in their own worksHave students share out some of their explanationsTime Frame: 5 – 7 minutes for completion of the handout; 2- 5 minutes sharing explanations
17Homework Distribute Student Handout 6 This is a prewriting graphic organizerStudents will choose if they agree or disagree with the statement in the promptStudents will organize their notes and thoughts into a coherent outline format in preparation for tomorrow’s writingExplanations of the parts of the graphic organizer are in the lesson guideTime Frame: 5 minutes
18Review of PrewritingStudent will share their information on Student Handout 6 with a partnerThey should explain their opinion and evidence to their partnerStudents should check each other’s citations for accuracy and formatTime Frame: 20 minutes
19Final Check for Understanding Review the prompt/focus question for writing a final timeCheck for questions on Student Handout 6 or any part of the lessonTime Frame: 5 minutes
20Student WritingThe focus question should be written on the board or placed on a transparency for all students to seeAll handouts and documents can be used during the writing, including Student Handout 6Students should write their thesis at the top of the paper and then write the three body paragraphs of the essayStudents can use a rubric to self-assess their writing if time permitsTime Frame: 25 minutes