Goals and Objectives
Goal: Students will understand the concept of equality as it relates to women’s rights, learning about the changes that occurred to American society during the suffragist movement and the various arguments for and against women’s rights.
Objective: Students will be able to describe and demonstrate, through a whole class simulation, the ideals and arguments for or against women’s rights.
Objective: Students will be able to describe and demonstrate, through a whole class simulation, the ideals and arguments for or against women’s rights.
California State Content Standards
HSS.8.6: Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
6. Examine the women’s suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony).
6. Examine the women’s suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony).
Common Core Literacy Standards
Reading:
CCSS.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Writing:
CCSS.WHST.6-8.1.a: Introduce claims about a topic or issue, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.
CCSS.WHST.6-8.1.b: Support claims with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
CCSS.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Writing:
CCSS.WHST.6-8.1.a: Introduce claims about a topic or issue, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.
CCSS.WHST.6-8.1.b: Support claims with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
Driving Historical Question
What rights do women have in society today that can be attributed to the suffragist movement?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 20 Minutes (Day 1)
Students will come into class and write down their agenda for the day. They will then be asked to take out their interactive notebooks and prepare for a gallery walk of famous suffragists. The gallery walk will include 8 quotes from 8 different suffragists and each quote will have an accompanying image of each suffragist. There will be 1-2 questions about each quote or suffragist and students will be expected to answer these questions in their interactive notebooks. They will have 15 minutes to complete the gallery walk. There should be 2-3 students at each quote and they will rotate about every 2 minutes. When the gallery walk is finished, students will participate in an idea whip that is facilitated by the teacher. Students will be called on in a popcorn fashion or with equity cards. The teacher will determine if enough background knowledge has been gained to continue with the lesson.
Vocabulary (Content Language Development) ‖ Time: Throughout Lesson
Some of this vocabulary is general and the concepts will be taught throughout the lesson. The rest of the terms listed are found in the Declaration of Sentiments and the teacher will go over this vocabulary during the first popcorn reading of the Declaration with the whole class. The subsequent discussions that will follow the 2nd and 3rd readings will allow the teacher to reiterate the terms and discuss any misconceptions that may arise during reading.
Seneca Falls Convention
Suffrage
Declaration of Sentiments
Pervasive
Scorn
Coddled
Virtuous
Degradation
Prudence
Transient
Usurpations
Evinces
Despotism
Tyranny
Franchise
Impunity
Chastisement
Scanty
Remuneration
Apostolic
Prerogative
Abject
Seneca Falls Convention
Suffrage
Declaration of Sentiments
Pervasive
Scorn
Coddled
Virtuous
Degradation
Prudence
Transient
Usurpations
Evinces
Despotism
Tyranny
Franchise
Impunity
Chastisement
Scanty
Remuneration
Apostolic
Prerogative
Abject
Content Delivery (Method of Instruction) ‖ Time: Day 1 – 15 Minutes, Day 2 – 5 Minutes
The teacher will pass out copies of the Declaration of Sentiments and Grievances to each student. The students will be asked to popcorn read through the document one time as an entire class. After this first reading, students will be asked to close read the document using their thinking notes, focusing on the main ideas. The teacher will facilitate a whole group discussion and then ask students to read through the document one more time, focusing specifically on the grievances listed at the end of the document. The teacher will facilitate another brief discussion with the entire class.
The teacher will then separate students into groups of 3-4 and pass out instructions for a simulation of the Seneca Falls Convention. Each person will be given instructions and will be asked to read through the instructions before working on the simulation. The teacher will then assign each group a character that attended the Seneca Falls Convention. The group will receive background information on their character and will have the remainder of the first day to come up with a game-plan on what to do during the simulation. Their background information sheets will include a “during the simulation” section that will let them know what they will be expected to do during their simulated convention.
On the second day of the lesson, the teacher will ask students to get into their groups. They will each be allowed notecards or notes to reference during the simulation. The timeline of events will be posted on the board and the teacher will help facilitate the simulation. The group playing Elizabeth Cady Stanton will be asked to give their opening remarks by the teacher. After the opening remarks, the group playing Lucretia Mott will be asked to give their speech, followed by comments by the Amy Post group and the Amelia Bloomer group. The teacher will continue facilitating this simulation until the closing remarks are made and the appropriate members sign their own Declaration of Sentiments.
The teacher will then separate students into groups of 3-4 and pass out instructions for a simulation of the Seneca Falls Convention. Each person will be given instructions and will be asked to read through the instructions before working on the simulation. The teacher will then assign each group a character that attended the Seneca Falls Convention. The group will receive background information on their character and will have the remainder of the first day to come up with a game-plan on what to do during the simulation. Their background information sheets will include a “during the simulation” section that will let them know what they will be expected to do during their simulated convention.
On the second day of the lesson, the teacher will ask students to get into their groups. They will each be allowed notecards or notes to reference during the simulation. The timeline of events will be posted on the board and the teacher will help facilitate the simulation. The group playing Elizabeth Cady Stanton will be asked to give their opening remarks by the teacher. After the opening remarks, the group playing Lucretia Mott will be asked to give their speech, followed by comments by the Amy Post group and the Amelia Bloomer group. The teacher will continue facilitating this simulation until the closing remarks are made and the appropriate members sign their own Declaration of Sentiments.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: Day 1 – 15 Minutes, Day 2 – 40 minutes
Students will be asked to complete a close reading of the Declaration of Sentiments and Grievances. The whole class will popcorn read the document for the first reading. Students will then use their thinking notes to close read and annotate the document on their own, paying close attention to the main ideas in the Declaration. They will be asked to participate in a discussion about the document that is facilitated by the teacher. Students will then read through the document one more time, but focus on the grievances listed. The teacher will then facilitate another class discussion of the document.
After this discussion, the students will get into groups of 3-4 chosen by the teacher. They will be given instructions for the simulation and assigned a character that attended the actual Convention. They will be expected to read through their characters background and their expectations during the simulation. They will work with their groups and come up with their assigned speeches or comments. They should prepare themselves to give speeches and comments during the actual simulation the next day. Each member of the group needs to participate during the actual simulation.
On the day of the simulation, students should be prepared with notecards or a page of notes and will be expected to present during their part. The teacher will facilitate the simulation, but a timeline will also be posted on the board. The group portraying Elizabeth Cady Stanton will give the opening statements and the simulation will continue from there. The simulation will end with comments by Lucretia Mott and the signing of the Declaration of Sentiments.
After this discussion, the students will get into groups of 3-4 chosen by the teacher. They will be given instructions for the simulation and assigned a character that attended the actual Convention. They will be expected to read through their characters background and their expectations during the simulation. They will work with their groups and come up with their assigned speeches or comments. They should prepare themselves to give speeches and comments during the actual simulation the next day. Each member of the group needs to participate during the actual simulation.
On the day of the simulation, students should be prepared with notecards or a page of notes and will be expected to present during their part. The teacher will facilitate the simulation, but a timeline will also be posted on the board. The group portraying Elizabeth Cady Stanton will give the opening statements and the simulation will continue from there. The simulation will end with comments by Lucretia Mott and the signing of the Declaration of Sentiments.
Lesson Closure ‖ Time: 5-10 Minutes
The teacher will have students stand in the middle of the room. There will be two signs up, one that says Agree and another that says Disagree, on either side of the room. The teacher will ask the students a series of questions and they will stand on the side of the room that corresponds to their answer. The teacher will give students the following statements: Early Suffragists thought that women were better than men; some men thought that the suffrage movement was too extreme, even though they agreed with women’s rights; the temperance movement got in the way of women’s rights at times; the Women’s Rights movement started with the Seneca Falls Convention. Other questions might be asked depending on the discussion by the students.
Assessments (Formative & Summative)
Formative – Entry-Level: The teacher will use the discussion following the gallery walk to determine if students have the knowledge necessary to continue with the lesson. The gallery walk not only allows students to become familiar with the content, but also builds relevant background knowledge. If students are not able to participate in the discussion, then they may need more background knowledge.
Formative – Progress-monitoring: The teacher will monitor understanding during the close reading of the Declaration of Sentiments and the following discussion. Students need to understand the Declaration of Sentiments to be successful during the simulation and so they need to master the content in that document. If students are struggling with the document, then the teacher will reteach in a different way.
Formative – Progress-monitoring: The teacher will monitor students during the actual simulation. Students will be graded for their participation in the simulation and how well they portray their characters. Their portrayals will allow the teacher to determine if they are critically understanding the content in the simulation.
Formative – Progress-Monitoring: The teacher will use the lesson closure to determine if the students have understood the content and whether or not she needs to reteach the lesson. This will also allow the teacher to determine where to start the next lesson.
Formative – Progress-monitoring: The teacher will monitor understanding during the close reading of the Declaration of Sentiments and the following discussion. Students need to understand the Declaration of Sentiments to be successful during the simulation and so they need to master the content in that document. If students are struggling with the document, then the teacher will reteach in a different way.
Formative – Progress-monitoring: The teacher will monitor students during the actual simulation. Students will be graded for their participation in the simulation and how well they portray their characters. Their portrayals will allow the teacher to determine if they are critically understanding the content in the simulation.
Formative – Progress-Monitoring: The teacher will use the lesson closure to determine if the students have understood the content and whether or not she needs to reteach the lesson. This will also allow the teacher to determine where to start the next lesson.
Accommodations for English Learners, Striving Readers and Students with Special Needs
EL students will be placed in groups with students that are native English speakers. If necessary, they will also be provided with translated versions of their background character and the Declaration of Sentiments. They will be allowed to use a Spanish-English dictionary during their close reading to help them understand the document. The use of a simulation helps students by making the content hands-on and allowing them to place themselves in the role of an historical character. This simulation will benefit all students, specifically, ELs, SSNs, and striving readers. Striving readers may be provided with a graphic organizer to help them understand the Declaration of Sentiments and will be given extra time to read the document. The close reading process will help striving readers because they will get multiple opportunities to grapple with the document and ask questions to help them comprehend. Striving readers and SSNs will benefit from different levels of discussion, including whole-class and group. SSNs will particularly benefit from the high level of movement throughout the lesson. Students are allowed to interact with the content in meaningful ways that will allow them to think critically about what they are learning.
Resources (Books, Websites, Handouts, Materials)
Holt. United States History: Independence to 1914
Quotes by famous suffragists
Images of famous suffragists
In-class simulation
Declaration of Sentiments and Grievances
Quotes by famous suffragists
Images of famous suffragists
In-class simulation
Declaration of Sentiments and Grievances