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Lesson Title: The Abolition and Suffrage Movement Grade and Subject: 4th Grade Social Studies Mr. DeMorris Stroud

1. LESSON PLAN LEARNING OUTCOMES AND PROCEDURE

Essential Question(s) / Central Focus

1. How did Sojourner Truth’s “Ain’t I a Woman” speech at the Ohio Women’s Rights Convention address black women’s rights

2. Why couldn't women vote in the United States?

3. Why was Harriet Tubman called "the Moses” of her people?

Learning Objective(s)

The students will be able to

1. identify some of the suffragists and their actions that eventually won women the right to vote.

2. explain why many abolitionists also fought for suffrage.

3. describe at least three groups that fought for suffrage.

4. summarize the events and people in a composition on suffrage

CCGPS or GPS Standard(s)

SS4H4 Examine the main ideas of the abolitionist and suffrage movements.

Instructional

Introducti

To introduce the lesson the teacher will begin with a discussion on Harriet Tubman and her work in regards to the Underground Railroad. After the discussion the teacher will play “Labels Against Women” video (https://www.youtube.com/watch?v=yTOjg4De188), this video will lead into the suffrage topic of the lesson. After the video has played, I will then ask the students two questions, “What are some stereotypes they may think have been portrayed on women throughout history?” and “How do African American women suffrage was different versus the White American women?”. After the students responses I will go into my introduction of Elizabeth Cady Stanton and her impact on the development of women’s rights.

Next I will introduce Sojourners Truth’s speech “Ain’t I a Woman”.

Strategies &

-on to

Learning

Lesson

Tasks that

Support

Diverse

Student

Needs

Later, I will introduce the students to the historical background of slave quilts, and their significance and explain to the students how other slaves helped seeking freedom along the underground railroad trail towards the north by hanging quilts on their clotheslines to send messages to the slaves who had escaped.

Body of

Day 1:

Lesson

1)

Begin with review on what the Underground Railroad was, its importance and explore its trail from the South to the North.

2)

Reading Sweet Clara and the Freedom Quilt by Deborah Hopkinson. (Audio of book will be played as the students read along)

3)

Discuss the reading. (As we discuss the book as a class, the teacher will make side notes on the board of student’s responses. The students will copy the responses in their notebook)

 

4)

Next the teacher will explain the class project (Freedom Quilt) for the week to the students. Students will be choosing a topic to research that relates to the abolitionist and suffrage movements. Students will then use the information collected to create a Freedom Quilt. After completing their research, students are to write 1-2 page paper about their topic. After they complete their paper they are to write a paragraph that explains the importance of their topic and place it within their Freedom Quilt. (Teacher will schedule a trip the library for the use of computers)

5)

After explaining the creation process of the Freedom Quilt and providing the class with some student examples, the teacher will provide a rubric for the assignment. Then the teacher will allow the students to disperse and gather into groups of 3 or 4. Within their groups students will collectively assign their roles and collaborate on their project.

Day 2:

6)

We will review what was discussed in our previous class.

7)

Next the students and I will discuss the significance of the various symbols used within a Freedom Quilt and what they represent. Listed below is a link that the students will have access to for the creation of their Freedom Quilt.

8)

The Teacher will explain and discuss the various strategies used throughout history to abolish slavery.

9)

Afterwards the teacher will ask the students to gather back into their groups to complete an in class assignment. (Abolitionist Strategy Worksheet

da.pdf)

10) After the students have completed their worksheet, each group will present and explain their strategy to the class. They will also explain their strategies strengths and weaknesses.

11) The Teacher will follow up with an activity with a class discussion and summary of what the students presented to the class.

Day 3:

12) We will take a trip to library,the teacher has reserved the library for students to utilize their resources and conduct their research on their topic.

Closure

For a closure activity to summarize what the students have learned, students will create a Freedom Quilt and present it to the class.

   

At the beginning of class, I will start with an overview of the lesson and open the floor for a class discussion to clear up any questions or concerns my students may have. Class discussion will take approximately 15-20 minutes. After the class discussion students will be divided into groups of 3 or 4. In their groups students will create a Freedom Quilt, this activity will allow the students to express their understanding of the material while being engaged in a group setting. Students will have the remainder of the class period to complete their Freedom Quilt. Students will have the first 15-20 minutes during the next class period to complete their Freedom Quilt. Upon completion of their quilt, each group will present their quilt to the class and put it on display around the classroom walls throughout the duration of the topic on African American History.

Learning Supports:

Preferential seating will be provided for my students who have visual impairments

Differentiation,

Modification(s)and

Additional time in small-group or individual instruction will be

Accommodation(s)

provided for struggling readers.

Struggling readers will also be provided a digital version of the book to read along with and listen to

Extra time for processing and assessments will be provided for students who need additional time

 

Formal Assessment: The quilt assignment will be the formal assessment.

Formal and Informal Assessment

Informal Assessment: Day one, the students will complete a hand in, hand out assignment. I will ask the students a question about abolition and suffrage, and they will be expected to answer the question anonymously. The students will then randomly receive a poll, and are to grade the paper they receive. The teacher will then collect the papers to see on average how many questions they got correct.

After the end of day two, the students will have to list three things their fellow classmates might not understand.

After completing the unit, have the students write down an explanation of what they understand.

2. RESOURCES

 

Academic

Language

The students will demonstrate their ability to proficiently read and understand words that relate to the Abolitionist and Suffrage Movement. I will introduce key terms and give a brief explanation of each before the students are introduced to the lesson.

Language

Functions

Vocabulary

Abolish

Adoption

Amendment

Ballot

Citizen

Citizenship

Enfranchise

   

Militant Petition Picket Ratification Suffrage 14th Amendment 15th Amendment 19th Amendment Abolition Democracy Frederick Douglass Harriet Tubman William Lloyd Garrison

Syntax or

Students will demonstrate their ability to understand the vocabulary through Writing a Paragraph from Sweet Clara and the freedom quilt(writing), Presenting their project before the class (Speaking), Paying close attention to the teacher explaining the rubric (Listening) , and Reading the book Sweet Clara and the freedom quilt (Reading)

Discourse

Materials

● Bags of 9 squares

● Piece of construction paper to glue the squares on

● Glue & Scissors

● Markers/Crayons

● Technology

Technology

Computers

Ipads