8 th Grade Pilot Concept Lesson 3 Standard 8.6.6 The Early Women’s Rights Movement Length: 3-4 Days.

8th 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 Thinking1. 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 View4. Students assess the credibility of primary and secondary

sources and draw sound conclusions from them.Historical Interpretation2. 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 1Anticipation / Prediction GuideVisual DiscoveryHuman Timeline

Day 2Comparing Declaration of Independence and Declaration of SentimentsAnalyzing Declaration of Sentiments Begin Pre-Writing Activity

Day 3Pair Review Pre-WritingStudent Writing

Day 4 (Optional)Socratic Seminar

Anticipation / Prediction GuideStudent 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

Explaining Goals of the Lesson

Student Handout 2Introduce Writing PromptExplain the graphic organizer to students

Four main categories related to women’s rights

Students 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

Visual Discovery

Notes can be taken on Student Handout 2Option 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: 10 - 15 minutes

Completing 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 students Time Frame: 10 minutes

Preparation for Human TimelineOn 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

Human 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

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 questionsStudents will reread the Documents for homework and answer the questions on the back of the Document sheetTime Frame: 10 minutes

Review of Homework

Students 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

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 excerptTime Frame: 20 minutes

Comparing Documents 1 & 2Distribute Documents 1 & 2 side by side on the same pageDiscuss 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 guideTime Frame: 10 minutes

Analyzing the Grievances in Document 1

Distribute Student Handout 5Students 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 worksHave students share out some of their explanations Time Frame: 5 – 7 minutes for completion of the handout; 2- 5 minutes sharing explanations

HomeworkDistribute Student Handout 6This 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

Review of Prewriting

Student will share their information on Student Handout 6 with a partner

They should explain their opinion and evidence to their partnerStudents 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 timeCheck for questions on Student Handout 6 or any part of the lessonTime Frame: 5 minutes

Student 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

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