Women's Suffrage
Goals & Objectives
Students will know the purpose of the 19th Amendment
Students will be able to talk about women’s suffrage in terms of the progressive movement
Students will analyze primary source document relating to women’s suffrage these will include painting, political cartoons and texts.
California State Content Standards
11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
9. Understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children's Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson
Common Core Literacy Standards
CCSS, ELA 11-12, RH 2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships amongthe key details and ideas.
CCSS, ELA 11-12, RH 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.
CCSS, ELA 11-12, WHST 9 Draw evidence from informational texts to support analysis, reflection, and research.
Driving Historical Question
How were women able to win the right to vote? What obstacles did they face? What events helped or slowed their cause?
Lesson Introduction (Accessing Prior Knowledge) Time: 5 min
We will start the lesson with the image of the proposal for the 19th Amendment on the projector I will ask that students take 1 minutes to look at it and read it and then 2 more to discuss it with their partners. I will then ask people what it is they are looking at? What year was this proposed? And if anyone is surprised by the document?
During the lesson the teacher will follow a line of questioning similar to that of the “Written Document Analysis Tool” so that this introduction serves as a modeling activity for today’s lesson.
Vocabulary (Content Language Development) Time: Through Lesson
Suffrage
Amendment
Content Delivery (Method of Instruction) Time: 15 min
Students will all receive the required documents and will be instructed to read document A and then examine B and C. They will be instructed that they will be given 15 minutes for this. Once the time is up they are to begin discussing the documents and collaboratively fill in the “Written Document Analysis Tool”. During the reading time the teacher will walk around monitoring the student’s progress and checking how far along they are on the reading, if students finish the reading faster than expected then group discussions will begin sooner. During this time the teacher will also focus on monitoring students for understanding, he will asks students who he knows are struggling readers for what they have read so far to check that they are making progress in the reading and that they comprehend the material.
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Student Engagement (Critical Thinking & Student Activities) Time: 30 min
After reading document A, examining documents B and C student will begin their group discussions and begin filling in their graphic organizer.
Using the “Written Document Analysis Tool” handout we will be looking at documents A, B and C. We will be looking at the investigative Question looking at women’s suffrage through the lens of progressivism. What was the promise that women’s suffrage held not just for women but for the country?
During this group discussion the teachers will walk around monitoring the student’s work and check their answers for accuracy. The teacher will also maintain the class on task by keeping time and telling students when they should be moving from one document to the next. Document A will have 14 minutes of group discussion, B and C will have 8.
Lesson Closure Time: 6
The lesson will close with a reminder for students to finish any work they still have for homework. They will be informed that the following day they will have an introductory activity that will require that they write a summary of the suffrage movement. Their work will also be turned in the following day and graded.
Assessment (Formative & Summative)
The Graphic Organizer “Written Document Analysis Tool” will be the assessment that will be used in this activity to gauge the understanding of the primary source documents provided. This tool is expected to be completed by the beginning of the next class period. I will be looking for completed work and answers that reflect the student’s understanding of the source. I will also be looking for answers that are written in complete sentences and completely answer the question asked. This formative assessment aims at monitoring the students ability to interpret primary sources of various types.
Accommodations for English Learners, Striving Readers and Students with Special Needs
English Learners will be supported by their placement with fluent English speakers and successful readers in their triad groups. Academic vocabulary will be spoken and written down during the lesson introduction and the teacher will conduct progress checks during the individual reading time. Striving readers will also benefit from the placement in groups that include successful readers in their triad groups as well as by progress checks by the teacher. Both English Learners and Striving Readers will benefit from using a graphic organizer that will aid them in organizing information from primary sources that include a flood of information. The use of group work will aid these students share their work and engage in conversation with English speakers.
Resources (Books, Websites, Handouts, Materials)
Copies of documents A, B and C along with the “Written Document Analysis Tool” for each student.
womens_suffrage_documents.pdf | |
File Size: | 687 kb |
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graphic_organizer_primary.pdf | |
File Size: | 170 kb |
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