Goals & Objectives
Goal: Understand the contribution women made to the civil rights movement
Objectives: Students will describe four contributions made by four women involved in various levels of the civil rights movement
Objectives: Students will describe four contributions made by four women involved in various levels of the civil rights movement
California State Content Standards
State Content Standard:
11.10.7 Analyze the women’s rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women
11.10.7 Analyze the women’s rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women
Common Core Literacy Standards
CCSS.ELA.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole
CCSS.ELA.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole
CCSS.ELA.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources
Driving Historical Question
How did women influence the civil rights struggle both as public figures and as operatives behind the scenes?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 10
I will begin this lesson by asking the students to imagine they are one of the first African-American female students to walk into Little Rock Central High School after the federal government forced desegregation. The “Little Rock Nine” were routinely assaulted, harassed, taunted and threatened. In most cases, they could not fight back or stand up for themselves because the governor opposed desegregation. I’ll ask the students to close their eyes and imagine being a young, black woman walking into a school where people were taunting her, spitting on her and even throwing acid in her eyes. I’ll tell them that one African-American girl who stood up to a group of bullies was suspended. Then I’ll pose the question: “What would you do if you were a young black woman in this case? Would you go to this school? Would you choose to stay in a segregated school? If you were part of the Little Rock Nine, would you fight back and risk expulsion?” I’ll have the students participate in a think-pair-share activity where they grapple with these vexing questions. This anticipatory set will engage the students in a real-life dilemma faced by young women in the Civil Rights Era. It will also access any prior knowledge they have about desegregation and it will function as a pre-reading activity that prepares them for the lesson.
Vocabulary (Content Language Development) ‖ Time: Throughout lesson
I will give the students a new set of vocabulary words for the lesson. They will be responsible for incorporating them into their timeline and their exit slips. Words include:
Suffrage
Sexism
Feminism
Liberation
Suffrage
Sexism
Feminism
Liberation
Content Delivery (Method of Instruction) ‖ Time: 30
The lesson will focus on the many contributions of women before, during and after the Civil Rights Era. The pre-reading activity will be a gallery walk. Around the classroom, I will arrange five of the short biographies from the reading lesson. This way, the students will be exposed to some of the key portions of the text. They will analyze information about key figures in women’s suffrage, the Civil Rights Era and the Equal Rights Amendment struggle. Next, I will provide the students with two readings. The first reading from Discovery Education includes short biographies of women who played major roles in the civil rights struggle. This reading is designed to give students a good foundation of knowledge. Some of these figures are well known, while others are not. In addition, these women form a continuum in the civil rights struggle – from women’s suffrage to modern civil rights. Students will be encouraged to make connections and synthesize information. The second reading is a recent New York Times opinion column. It provides a stark perspective on the unequal role many women played in the modern Civil Rights Era. And it illustrates how women were vital to the movement even while they were afforded second-class status. After the students complete these readings, they will construct the timeline activity so they can better organize and integrate the information.
http://school.discoveryeducation.com/schooladventures/womenofthecentury/phenomenalwomen/activists.html
http://www.nytimes.com/2007/09/22/opinion/22collins.html?pagewanted=print
http://school.discoveryeducation.com/schooladventures/womenofthecentury/phenomenalwomen/activists.html
http://www.nytimes.com/2007/09/22/opinion/22collins.html?pagewanted=print
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 40
The gallery walk will engage students who will be unfamiliar with some of the women pictured. Many students will likely recognize well-documented historical figures such as Rosa Parks, but learning about forgotten figures such as Alice Paul will add to their existing knowledge. Students will be forced to stop and think about each women and the circumstances she faced. The students will make connections between the accomplishments of various women and evaluate how those accomplishments impacted future civil rights efforts. Each student will take short notes on the five women featured in the gallery walk so they can utilize them during the reading section. Next, students will create a timeline based on what they learned from the gallery walk and the readings. The timeline will include four different women and the accomplishments they set out to achieve. Through their timelines, the students must demonstrate that they have drawn on the two readings and organized the information into a meaningful project. Students will demonstrate their integration of the lesson with an exit slip. They will explain which woman had the greatest impact on civil rights and they will defend their decision. Below is a sample of a timeline.
Lesson Closure ‖ Time: 5
The lesson will end with a group discussion where students examine how America – and even their classroom – would look different if it wasn’t for the contributions of women in the civil rights struggle.
Assessments (Formative & Summative)
Formative: The think-pair-share activity from the anticipatory set will function as the formative assessment. The teacher will be able to assess what prior knowledge the students already have regarding women in the civil rights movement.
Summative: The timeline and exit slips will serve as summative assessments. Students will hand in their exit slip right away, so I’ll be able to assess how well the students were able to utilize the reading activity and apply it to the assignment. The students will have three days to complete the timeline, so they can use their notes and readings to help them evaluate and analyze the information and construct a polished final product.
Summative: The timeline and exit slips will serve as summative assessments. Students will hand in their exit slip right away, so I’ll be able to assess how well the students were able to utilize the reading activity and apply it to the assignment. The students will have three days to complete the timeline, so they can use their notes and readings to help them evaluate and analyze the information and construct a polished final product.
Accommodations for English Learners, Striving Readers and Students with Special Needs
The gallery walk includes pictures and short biographies, so EL, striving readers and students with special needs will have greater access to the material. The timeline is a visual tool that allows students to think and create chronologically. This will be an asset to students who have greater mathematical or spatial ability and less language skill. Finally, the think-pair-share activity will allow students at all levels to participate and gain a strong understanding of the content.