Goals & Objectives
Students will be able to analyze the importance of the 19th amendment, and use appropriate vocabulary to formulate an extended response about how the amendment still affects them today.
Students will understand the importance of Women’s Suffrage & what brought the movement forward.
Students will understand the importance of Women’s Suffrage & what brought the movement forward.
California State Content Standards
Standard 11.5.4: Analyze the passage of the Nineteenth Amendment and the changing role of women in society.
Common Core Literacy Standards
11. Justifying/Arguing: a. Justify opinions or persuade others by making connections and distinctions between ideas and texts and articulating sufficient, detailed, and relevant textual evidence or background knowledge by using appropriate register
12. Selecting language resources a. Use a variety of grade-appropriate general (e.g., alleviate, salutary) and domain-specific (e.g., soliloquy, microorganism) academic words and phrases, including persuasive language, accurately and appropriately when producing complex written and spoken texts.
12. Selecting language resources a. Use a variety of grade-appropriate general (e.g., alleviate, salutary) and domain-specific (e.g., soliloquy, microorganism) academic words and phrases, including persuasive language, accurately and appropriately when producing complex written and spoken texts.
Driving Historical Question
Why in the 1920s did the suffrage movement gain so much momentum that an amendment to the Constitution was made?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge)
While students walk in the classroom, “Votes for Women” from Mary Poppins will be playing. Then, there will be several questions posed by the teacher, and students will raise their hands to vote. These questions are:
Who thinks Kanye West should be president in 2020?
Who thinks I should finish lecture early so you can work on your study guide?
Who thinks boys should have more time on their homework than girls, without penalty?
Who thinks women have had suffrage for too long?
These questions will start out with no meaning, and direct to ones that effect the students directly, such as if boys should have more time to do their homework. The final question will be asking how many think women have had suffrage long enough. During the voting process, I will only count the votes of the boys, to show how the female votes may change the outcome. This will help to access their prior knowledge to see if they know the meaning of suffrage.
Who thinks Kanye West should be president in 2020?
Who thinks I should finish lecture early so you can work on your study guide?
Who thinks boys should have more time on their homework than girls, without penalty?
Who thinks women have had suffrage for too long?
These questions will start out with no meaning, and direct to ones that effect the students directly, such as if boys should have more time to do their homework. The final question will be asking how many think women have had suffrage long enough. During the voting process, I will only count the votes of the boys, to show how the female votes may change the outcome. This will help to access their prior knowledge to see if they know the meaning of suffrage.
Vocabulary (Content Language Development)
Key Terms: suffrage, suffragette, temperance, and ratification.
These terms will be discussed throughout the course of the lesson’s lecture.
These terms will be discussed throughout the course of the lesson’s lecture.
Content Delivery (Method of Instruction)
A lecture will be given to the students on the 1920s suffrage movement. This will include a power point, and guided notes. The power point will include discussion of the key terms and vocabulary listed above. The power point discusses key terms, and the various events in connection to the passage of the 19th amendment. The lecture will include a timeline, which students will write in their guided notes, and will have several points of “stop and think” moments, to allow them time to think and respond to what has been discussed in the lesson.
Women in the 1920s
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Student Engagement (Critical Thinking & Student Activities)
The students will also use the guided notes to help them with the material and lecture. The guided notes have a timeline on them, which will be the main focus of the guided notes, to help students understand. The students will take a 4 question quiz on the lecture for about 7 minutes. After the quiz, the students will use the clickers in order to go over the answers & discuss why students may have gotten them right or wrong.
These questions include:
What year was the 19th amendment passed?
Which of these women was not involved in the suffragette movement?
Which state was the first to allow women to vote in 1869?
Why was there a rebirth of the suffragette movement?
These questions include:
What year was the 19th amendment passed?
Which of these women was not involved in the suffragette movement?
Which state was the first to allow women to vote in 1869?
Why was there a rebirth of the suffragette movement?
Lesson Closure
To complete the lesson, I will return to the numbers of each answer from the lesson introduction. I will post the number of responses to yes and no for the males in the class, then the overall totals of yes and no. Then, I will prompt students to discuss with a partner how adding the female votes to the overall number affected the final winning responses.
For homework, I will have students complete an extended response to the question of “How the 19th amendment still applies and affects us today,” and have students write 7-10 sentences on the topic.
For homework, I will have students complete an extended response to the question of “How the 19th amendment still applies and affects us today,” and have students write 7-10 sentences on the topic.
Assessments (Formative & Summative)
Formative:
Questions in lecture to promote student comprehension- These questions will be used at about 10 and 20 minutes, in the middle of the presentation to have students stop & think about what was discussed. This will help to inform my teaching to see if students are understanding the presentation. This is meant to employ higher order thinking about the topic.
Clicker quiz to check comprehension- This will include four questions that the student will answer with the use of the clicker. After students answer, the bar graph will show up to inform me of what students have remembered from the presentation. This will help me to see what I need to return to and go over again.
Summative:
Extended Journal Response- This extended response journal is meant to have students analyze the effect of the 19th amendment on society, and how the amendment still affects them today. This response should use their key vocabulary throughout, and should have clear responses.
Questions in lecture to promote student comprehension- These questions will be used at about 10 and 20 minutes, in the middle of the presentation to have students stop & think about what was discussed. This will help to inform my teaching to see if students are understanding the presentation. This is meant to employ higher order thinking about the topic.
Clicker quiz to check comprehension- This will include four questions that the student will answer with the use of the clicker. After students answer, the bar graph will show up to inform me of what students have remembered from the presentation. This will help me to see what I need to return to and go over again.
Summative:
Extended Journal Response- This extended response journal is meant to have students analyze the effect of the 19th amendment on society, and how the amendment still affects them today. This response should use their key vocabulary throughout, and should have clear responses.
Accommodations for English Learners, Striving Readers and Students with Special Needs
The papers will all be made available on Google Classroom, so if students need to go back over any of the information, it will be provided there. Each class has already been set up with this account. The Google Classroom will also have the power point & the questions from the quiz on it, which will be posted after class on the day of the lecture.
English learners can have more time to look over the information, as there is not a lot of extra reading to be done. I will speak clearly & slowly for the lecture, to make sure the students are able to write down the correct information in their guided notes. The images in the lecture are included to help the EL students with their comprehension.
I will also allow for questions to be asked towards the end of the lecture before we go onto the clicker quiz.
English learners can have more time to look over the information, as there is not a lot of extra reading to be done. I will speak clearly & slowly for the lecture, to make sure the students are able to write down the correct information in their guided notes. The images in the lecture are included to help the EL students with their comprehension.
I will also allow for questions to be asked towards the end of the lecture before we go onto the clicker quiz.
Resources (Books, Websites, Handouts, Materials)
Powerpoint/ActiveInspire
Clickers
Questions
Paper for extended response
Guided Notes
Clickers
Questions
Paper for extended response
Guided Notes