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The Unit Plan

Women’s History through the Ages

Clare Sweeney and Sarah Drozd

Carroll Robbins Elementary School

Grade 2 (bilingual): Ms. Ryan

ACB Spring 2015

1

Table of Contents

Overview ................................................ Page 2

Culminating Activity ................................................ Page 3

Family Engagement ................................................ Page 5

Content and Essential Questions ................................................ Page 7

Rationale ................................................ Page 10

Visual Representation ................................................ Page 11

Initiatory Activities ................................................ Page 12

On-going Activities ................................................ Page 14

Assessment ................................................ Page 16

Resources ................................................ Page 18

Lesson Plans ................................................ Page 20

Rubrics ................................................ Page 60

Appendix ................................................ Page 71

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Overview:

This unit is focused on teaching students about various women throughout history who

have made an impact in their respective fields. Although the students will be learning historical

content, there is a focus on literacy development throughout the unit. The unit begins by

explaining the difference between average women’s experiences and how they are not to be

undervalued compared to a high profile woman. Students will draw these comparisons by

relating the average woman's’ experience to women that are famous in their families. The

students will then be learning about first ladies of the United States building off of their prior

knowledge since many of them were able to identify Michelle Obama as a famous woman. The

next section of the unit will focus on injustices that women have faced and how they have

protested against these injustices. The students will begin with suffrage and then widen the scope

to selected women from around the world. The next part of the unit focuses on poetry a woman

who has written several famous poems. Students will then learn about women who have

contributed to the field of science and research their accomplishments. The unit will end with a

study about Civil War women and the roles that they had during this struggle. The student

teachers have selected these women from across history because they feel that the students in the

class can connect to base of their Latin American culture and the students need to form these

connections to become invested in the learning. The unit will have opportunities for the students

to discuss in groups, research and write using nonfiction books, work on comprehension

strategies, and improve summarizing and writing skills.

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Culminating Activity:

One of the main objectives of this unit is for the students to be able to explain a specific

woman’s impact on history that was discussed throughout the unit. Therefore the culminating

activity of the unit will be a writing assignment in which the students will select a famous

woman who inspires them that was focused on during the unit of study. Through the writing

process, the students will have a chance to describe their particular woman’s contributions to

their respective field and why they feel that they are an important part of women’s history. The

student teachers will help the students to formulate their paragraphs correctly by editing the

student’s work and the students will publish their work with an accompanying illustration of the

woman of their focus.

The final day will also focus on a classroom interview of a woman who is “famous” to

the students and the school: the principal. The students will be working throughout the two

weeks on activities that revolve around the interview process and the idea of formulating

questions. They will conduct an interview at home with a family member or friend and the

student teachers will provide feedback to the students about what they learned about their

families and what the students can do to become better interviewers. The student teachers have

also prepared an interview sheet to be used when the principal comes in for the final day. The

student teachers will model what an interview looks like for students at different stages of the

unit and prepare students by asking them to create their own questions for the principal in

advance and approving them prior to the interview as well. The interview is included in the

culminating activity section because it revolves around the main discussion of the unit, “What

makes a person famous?” This theme and idea is heavily integrated into each section of the unit

and it began on the first day with the completion of the word web activity in which students

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describe famous people. The hope is to broaden the student’s understanding of the term

“famous” as they learn about these truly influential women as opposed to the stars of Hollywood,

sports, and music.

5

Family Engagement

Due to the nature of working in an urban area such as Trenton, many of the parents and

families face financial hardships. These hardships make planning a family engagement piece

much different than that of a suburban or rural district. For instance, many times teachers will

ask the parents to bring in supplies for a party, or have a performance of a student created play

during the school day or after school hours in a suburban district. However for many reasons

such as long work schedules and the need to increase the family income, parents cannot

contribute to these events or come to watch or support their students. This makes the parents feel

inadequate and the students are disappointed that their parents cannot attend the events. The

same concept is applied in the case of language in an urban district, especially this one. Many of

the parents do not understand English which makes homework help a challenge and interactions

with parents such as letters and conferences must be presented in Spanish and English for

parents.

Realizing the hardships of the parents and families, it was clear that the family

engagement element of the unit had to be handled differently than anticipated. In preparation for

the final day’s interview with the principal, the students were given a question sheet to ask to

their parents, or family member. The questions were written in English but we explained what

they meant to the students who could then translate the ideas to their parents. We also told the

students that if their families do not speak English, then they could interview a teacher, a student

teacher, a member of the faculty, a friend, or a fellow student. Although this accommodation was

offered, many did interview their family successfully and they told their parents the reasons for

the interview as well. This process connected the families to the classroom learning that was

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taking place and it also showed that the student teachers value the parents’ input and respect their

living situation as they strive to create the best possible environment for their children.

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Content and Essential Questions:

The main focus of this unit is to introduce women’s history to these students and provide

them with examples of women who have made an impact throughout history from varied fields.

Although writing and literacy will be used throughout the unit, the unit focuses on multiple

principles of social studies including protesting and standing up for what you believe in as a part

of your civic duty. The unit researches specific times in American history and world history as

well up to women’s influence in the present day. The overarching theme of this unit is: “What

makes a person famous?” The goal is to explore a new realm of famous women that are not

present in pop culture today but really made a difference in their lives and the lives of others.

Other questions that will be investigated throughout the unit study include:

● Who are some of the famous women that have impacted history?

● What fields did these women work in?

● Are women and men equal? Can they do the same work?

As the unit progresses, students will learn in the following sequence through these essential

questions:

I. Introduction/Average Women:

a. What makes someone famous?

b. What makes a woman famous?

c. Who are some famous women you can name?

d. Does someone need to be famous to be special?

e. Can you be famous in a community?

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II. First Ladies

a. What do Michelle Obama, Hillary Clinton, Jackie Kennedy, and Eleanor Roosevelt have

in common?

b. What are the major projects that each selected first lady accomplished?

c. What is the difference between a fact and an opinion?

III. Suffrage in the United States

a. What were some struggles women faced in the past that they do not face today?

b. What does suffrage mean?

c. Why weren’t women allowed to vote?

d. How did women get the right to vote?

e. How do we change things that we don’t like in the United States?

IV. Women Protesting Around the World

a. What are human rights?

b. Why are women and men treated differently?

c. What do women do to stand up for themselves and solve problems they face?

d. What are some issues that women still face today?

V. Women in Poetry

a. Can you classify a poem by reading it?

b. Can you choose a type of poem and write it in the correct form, with or without a

template?

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c. Where do we see poetry?

d. Why is Gabriela Minstral such a famous poet?

VI. Women in Science (divided into 2 days)

a. Can you find information from a variety of sources?

b. Can you organize the information you find into a logical paragraph?

c. Why is Jane Goodall/ Sally Ride famous?

d. What did Jane Goodall/Sally Ride do to improve the world in the science field?

VII. Women in the Civil War (divided into 2 days)

a. What made the North and South different?

b. What is slavery?

c. Who was Clara Barton?

d. What did women do to contribute to the war effort? What kinds of jobs did they do?

e. What is the Underground Railroad?

f. Who was Harriet Tubman? Who did she help?

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Rationale:

The goal of the Women’s History unit is to introduce women from around the world to

the second grade students. The focus of their daily classroom instruction is to improve reading

and literacy skills in English and to transition from partial instruction in Spanish to complete

instruction in English. Keeping with this format, we used a variety of instructional models and

practices to maximize learning for each student. The ultimate goal of the unit was to provide

minimal assistance to each student, while they wrote a paragraph about one of the women we

studied from memory.

The subjects we focused on while preparing and teaching this unit were: women their

community, first ladies, women in protests and suffragettes, women in poetry, women in science,

and women in the Civil War. Introducing these subjects provided many opportunities for cross

curricular integration and introduction of global issues.

With each subject, we prepared for a different type of writing to make sure that the

students were increasing their writing stamina and were prepared for the final assessment. The

writing pieces we included were: poems, note taking sheets to be transferred to paragraphs,

opinion pieces, and research based writing. Including these writing pieces provided opportunities

for our unit to model the curriculum that our cooperating teacher follows.

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Visual Representation:

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Initiatory Activities:

Students in both sections of the bilingual class really have issues with communication

and expressing their emotions. This is a problem in most ELL classrooms because the students

are not yet fully comfortable with the new language and therefore they cannot express

themselves in the same way that other students can. As the unit begins, there will be a strong

emphasis on expression and discussion as an effort to help students to describe how they feel and

what they think. During the first day of the unit, the students will be participating in a discussion

about the overarching question for the unit, “What makes a person famous?” Students will work

together to complete a word web as a class and their work will be displayed as well. As a student

answers, their response will be added to the web to show each student that their response is vital

to this classroom learning environment. To get the students interested in the famous women that

we are going to study it is essential to listen and learn about the women that they think are

famous to get a better understanding of their prior knowledge but also to help with these English

language learners discussion skills.

As a hook to many lessons, the student teachers will be using this discussion type format

that the co-operating teacher frequently uses to develop their discussion skills and start the

conversation about the topic for that particular day. In addition to asking for verbal responses (in

either language) students will also have varied opportunities to express themselves through

physical movement by participating in the on-going expressive storytelling that will accompany

the reading of a Magic Treehouse book. The students in both sections are at varied reading levels

but they all aspire to read this particular series of books since they are chapter books and also

cover very exciting topics throughout history. The student teachers will capitalize on the

student’s excitement about the Magic Treehouse books by reading a chapter or two of a

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particular book in the series: Civil War on Sunday each day to the students after special or lunch.

Students will participate in expressive storytelling procedures of being asked to show how a

process looks or how an emotion feels by expressing it physically. The students will become

invested in the book and engaged in the history as they meet a famous woman that they will be

studying through reading the story (Clara Barton).

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On-going activities:

● The students in both sections will be reading the Magic Treehouse book: Civil War on

Sunday by: Mary Pope Osborne. The students are highly motivated to pay attention

during this read aloud since most of them want to read these chapter books on their own

but they cannot yet since they are on a higher reading level. As the students and teachers

complete a chapter of the read aloud, the main events will be recorded so the students can

logically sequence the events of the story and understand what is happening.

● Throughout the reading of the Magic Treehouse book: Civil War on Sunday the students

will be participating in expressive storytelling as an effort to improve the students’

communication and expression skills. As the book is read aloud the student teacher will

pause and ask the students to demonstrate a particular process by using physical motions.

At times the student teacher will ask the students to demonstrate emotions, sounds, and

ideas through this process as well. This activity will be recorded to demonstrate this

process as the showcase project lesson as well.

● The co-operating teacher has given the bulletin board outside of the classroom and

various spaces inside the room to display student work as the unit progresses. There are

opportunities to show student work and various anchor charts created around the room as

to remind students about what they have accomplished so far in addition to refreshing

their memory in relation to the content that was covered. The group research projects

about the first ladies will be hung up in the classroom and individual writings, drawings,

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and handouts will also be displayed. The student teachers will also be implementing a

new homework reminder system in the classroom by making sure that both sections see

the reminder area of the board to ensure that assignments are completed.

● Students will also be working on asking questions and interview preparation skills since

there will be a guest speaker coming in on the last day of the unit. Students will work on

these skills in class through discussion and the formulation of questions for the interview.

At home students will interview a family member or friend to practice these skills. Also,

just prior to the culminating interview on the last day, the student teachers will review

proper interview procedure and etiquette to maintain the students’ interview skills that

have been developed by the ongoing assignments.

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Assessment:

The students have already completed a pre-assessment before the start of the unit to

assess their prior knowledge. It was found that many of the students have either little or no

experience with the topic. After teaching the first four lessons which include the introduction,

average women’s experiences, the first ladies, suffrage and protests around the world, the

students will be prepared for an assessment that is focused on the first objective. The first

objective states that students will be able to classify women into categories based on their

multiple fields. The assessment will be a hand-out in a matching format with women’s names

written on one side and an identifying fact relating to their field on the other. The students must

independently be able to take each woman’s name and correctly identify her field by drawing a

line from each woman’s name to her identifier. Students that have mastered this objective will be

able to independently complete the handout with 80% efficiency.

The second assessment will take place after an additional three lessons about women in

poetry and women in science. After being exposed to multiple women in their respective fields

the students will be ready to complete the second objective of describing the roles that women

played in history. The assessment will be in the form of a fill in the blank type of handout that

has five to eight blanks. The students will be permitted to use a word bank to complete the sheet

that is centered on each woman’s role in their respective fields. The student will have mastered

this objective if they are able to independently complete the handout with 80% efficiency.

The final assessment will take place between the last two days of the unit. The final

objective states that students will be able to explain a specific women’s impact on history that

was discussed. The assessment will be a writing assignment and the student will be selecting a

famous woman that inspired them. They will be given the prompt: “Which of the women

17

inspired you? Tell about what they did that made them famous. Provide at least three supporting

details.” Students will have a majority of time the first day to complete the assessment and then

additional time to work on the second day. A rubric has been created to assess if students have

mastered the objective. The student must include all aspects mentioned in the prompt as well as

writing a paragraph with minimal writing errors in order to show that they have mastered the

final objective. This assessment will be completed with student teacher editing during the writing

process. A student must receive a score of a 4 or 3 in order to master the objective.

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Resources:

Online Resources:

Day 1: Thursday: Average Women

Day 2: Friday: First Ladies

http://www.biography.com/people/michelle-obama-307592

https://www.raz-kids.com/main/BookDetail/id/416/from/quizroom#

Day 3: Monday: Women’s Suffrage (US)

Day 4: Tuesday: Women in Poetry

Day 5: Wednesday: Protests Around the World

http://www.biography.com/people/dolores-huerta-188850

http://latinamericanhistory.about.com/od/historyofcentralamerica/p/menchu.htm

http://www.biography.com/people/ellen-johnson-sirleaf-201269

Day 6: Thursday: Women in Science

https://www.raz-

kids.com/main/BookDetail/id/79/resource/listen_book/from/quizroom/lightwindow/read

https://www.raz-kids.com/main/BookDetail/id/1253/from/quizroom#

Day 7: Friday: Women in Science Continued

Day 8: Monday: Civil War

http://www.ducksters.com/biography/women_leaders/clara_barton.php

http://www2.lhric.org/pocantico/civilwar/cwar.htm

Day 9: Tuesday: Civil War Continued

http://www.smithsonianmag.com/history/women-spies-of-the-civil-war-162202679/?no-ist=

http://teacher.scholastic.com/activities/bhistory/underground_railroad/secret_letter.htm

http://www.biography.com/people/michelle-obama-307592

https://www.raz-kids.com/main/BookDetail/id/416/from/quizroom

http://www.biography.com/people/dolores-huerta-188850

http://latinamericanhistory.about.com/od/historyofcentralamerica/p/menchu.htm

http://www.biography.com/people/ellen-johnson-sirleaf-201269

https://www.raz-kids.com/main/BookDetail/id/79/resource/listen_book/from/quizroom/lightwindow/read

https://www.raz-kids.com/main/BookDetail/id/79/resource/listen_book/from/quizroom/lightwindow/read

https://www.raz-kids.com/main/BookDetail/id/1253/from/quizroom

http://www.ducksters.com/biography/women_leaders/clara_barton.php

http://www2.lhric.org/pocantico/civilwar/cwar.htm

http://www.smithsonianmag.com/history/women-spies-of-the-civil-war-162202679/?no-ist

http://teacher.scholastic.com/activities/bhistory/underground_railroad/secret_letter.htm

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http://teacher.scholastic.com/activities/bhistory/underground_railroad/map.htm

http://www.nps.gov/stri/learn/education/upload/lesson_womeninwar.pdf

http://pathways.thinkport.org/secrets/gourd1.cfm

http://www.harriet-tubman.org/underground-railroad-secret-codes/

Day 10: Wednesday: Field Trip to Aquarium

Day 11: Thursday: Closing Lesson

Day 12: Friday: Closing Lesson Continued

http://www.timeforkids.com/news/future-face-money/224811

Books/Print Resources

Every day

Civil War on Sunday by: Mary Pope Osborne

Day 1: Thursday: Average Women

Seven Brave Women by: Betsy Hearne

Day 2: Friday: First Ladies

A Picture Book of Eleanor Roosevelt by: David A. Adler

Eleanor Quiet No More by: Doreen Rappaport

Eleanor by: Barbara Cooney

Michelle by: Deborah Hopkinson

Hillary Rodham Clinton by: Kathleen Krull

Our Country’s First Ladies by: Ann Bausum

Day 3: Monday: Women’s Suffrage (US)

You Want Women to Vote, Lizzie Stanton? By: Jean Fritz

The Day the Women Got the Vote by: George Sullivan

http://teacher.scholastic.com/activities/bhistory/underground_railroad/map.htm

http://www.nps.gov/stri/learn/education/upload/lesson_womeninwar.pdf

http://pathways.thinkport.org/secrets/gourd1.cfm

http://www.harriet-tubman.org/underground-railroad-secret-codes/

http://www.timeforkids.com/news/future-face-money/224811

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Elizabeth Leads the Way by: Tanya Lee Stone

Women Suffragists by: Diana Helmer

Day 4: Tuesday: Women in Poetry

My Name is Gabriela by: Monica Brown

Day 5: Wednesday: Protests Around the World

I am Malala by: Malala Yousafzai

Brave Girl by: Michelle Markel

Day 6: Thursday: Women in Science

Day 7: Friday: Women in Science Continued

Day 8: Monday: Civil War Women

Clara and Davie by: Patricia Polacco

Day 9: Tuesday: Civil War Women Continued

If you traveled on…The Underground Railroad by: Ellen Levine

A Picture Book of Harriet Tubman by: David A Adler

Day 10: Wednesday: Field Trip to the Aquarium

Day 11: Thursday: Closing Lesson

Day 12: Friday: Closing Lesson Continued

21

Lesson Plans

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Dr. Pan

The College of New Jersey

1. Title: Introduction to Women's History

Grade level: 2nd Bilingual

2. Lesson Essential Question(s):

What makes someone famous?

What makes a woman famous?

Who are some famous women you can name?

Does someone need to be famous to be special?

Can you be famous in a community?

3. Standards:

CCSS.ELA-Literacy.W. 2.8: Recall information from experiences or gather information

from provided sources to answer a question.

CCSS.ELA.-Literacy.L. 2.2: Demonstrate command of the conventions of standard

English capitalization, punctuation, and spelling when writing.

CCSS.ELA-Literacy. RI. 2.1: Ask and answer questions such as who, what, where, when,

why, and how to demonstrate understanding of key details in a text.

CCSS. ELA-Literacy. W. 2.3: Write narratives in which they recount a well-elaborated or

short sequence of events, include details to describe actions, thoughts, and feelings, use

temporal words to signal event order, and provide a sense of closure.

4. Objectives and Assessments:

Objectives Assessments

SWBAT describe the characteristics that

they think makes a woman famous.

As the whole class, students will create a

word web.

SWBAT recall facts about a woman in their

life that they think has made a difference.

Students will write in their writing

journals. Students will be informally

assessed, but a rubric will be given and

students will be told what grade their

writing would receive.

5. Materials:

Seven Brave Women by Betsy Hearne

Chart paper for the word web

One writing journal per student

6. Pre-lesson assignments and/or prior knowledge:

Students have already filled out a survey asking if they know any famous women. Results

are as follows: Michelle Obama - 6, Susan B. Anthony - 3, Sandra Day O'Conner - 2,

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Marie Curie - 2, Rachel Carson - 1, Juliette Gordon - 1. Also, only 2 students said they

knew a lot about these women, 12 said they knew some, and 6 said they didn't know

much. Student teachers have already talked to their Social Studies teacher and she said

that the students did one day of research about a few different women, but it ended there

and they will not be continuing with that research.

7. Lesson Beginning:

Lesson will begin with a discussion on the rug. Teacher will ask the students what they

think makes a woman famous. Teacher will be clear to state that she doesn't want to

know a list of famous people, but the qualities that they possess. Teacher will record their

answers as a word web.

8. Instructional Plan:

After the discussion about what makes a woman famous, students will listen to

the book Seven Brave Women. At several points throughout the story, students

will be instructed to act out what they are listening to.

After the book, students will be asked about famous people in their community,

families, and if they think any of the women in the book were famous to the

narrator.

The students will then have 5 minutes to add to their word web.

The teacher will send the students back to their seats and instruct them to write

about one woman that they know, or who is related to them. The rubric on page

61 in the appendix will be posted and presented to all of the students.

a. Differentiation

Students levels of ability are greatly varied from group 1 to group 2 and within

each group there is a spread of students’ abilities as well. Many students only

speak Spanish or are very reliant on the cooperating teacher’s Spanish instruction

in order to understand. Through both lessons, the students will use vocabulary

words that they feel suit both levels of instruction and when the students need

further clarification, the cooperating teacher will be available to assist with

language instruction. One of the students is very low functioning and cannot focus

so he will be using his computer to facilitate language instruction during the

lesson. Students will be given opportunities to turn to each other and discuss since

some of the students are not confident in their English speaking abilities and may

feel more comfortable speaking to their peers in Spanish. Students will also have

the opportunity to touch the books up close for the learners who are tactile and

need to investigate materials with their own hands.

b. Questions


Think of a famous person, what kind of qualities do they possess?

Can someone be famous in a community?

Who are some famous people in your community?

Are there famous people in your family?

Can you describe them to me?

What makes them famous to you?

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c. Classroom management

Through observation of the cooperating teacher, the student teachers have a grasp

on the methods that are used to refocus the students on learning. After the

students turn and talk to one another, the student teachers will start counting back

from ten as a cue for the students to return to their original listening positions on

the rug. Additionally, when the students are to return to their seats, they will be

called by tables, colors worn, letters beginning their name, or birthdays, to prevent

students from running around or confusion.

d. Transitions

Students will move to the carpet as a group and move back to their seats as small

groups. Additionally, clear instructions will be given to the students before they

move to the next part of the lesson to avoid confusion and to ensure that all of the

objectives are met.

9. Closure:

Students will write about a person that is famous to them. Student teachers and

cooperating teacher will have short conferences with students to tell them what they

could write better and what kind of details they should add or take out. If students are

finished early they can draw a picture of the woman they wrote about.

25


Dr. Pan

Ms. Ryan


1. Title: First Ladies

Grade level: 2

2. Lesson Essential Question(s): What do Michelle Obama, Lady Bird, Hillary Clinton, Jacky Kennedy, and Eleanor

Roosevelt have in common?

What are the major projects that each selected first lady accomplished?

What is the difference between a fact and an opinion?

3. Standards:

CCSS.ELA.-Literacy.RF.2.4: Read with sufficient accuracy and fluency to support

comprehension.

CCSS.ELA-Literacy.SL.2.1: Participate in collaborative conversations with diverse

partners about grade 2 topics and texts with peers and adults in small and larger groups.

CCSS.ELA-Literacy.W.2.7: Participate in shared research and writing projects (e.g., read

a number of books on a single topic to produce a report; record science observations).



SWBAT determine if a statement being

read is a fact or an opinion

Students will do this as a group, putting

their thumbs up if it's a fact and down if it's

an opinion

SWBAT create a definition about a fact

and a definition about an opinion

Students will do this as a group and the

teacher will monitor and record their

answers

SWBAT research about a first lady and

provide key facts about their lives, such as

when they were first lady, what their

special project was, and 3 important details

Students will present as small groups, to

the rest of the class, using large posters that

have prewritten templates.

5. Materials:

Chart paper

"Famous First Ladies" from RAZ Kids - English and Spanish

"Michelle" by Michelle Obama

Pictures of Michelle Obama

Fact vs. Opinion Statements, page 72





26






Lower Functioning Group

Teacher will instruct students about the differences between facts and opinions and give

definitions for both. A list of up to 10 examples will be read. The first two statements will

be modeled by the teacher. Then, the rest of the statements will be read and students will

raise their hand with their thumbs up if the statement read is a fact and their thumbs down

if the statement read is an opinion. Statements will be read until a majority of the class

understands.

Higher Functioning Group

Teacher will guide students in a discussion about the differences between facts and

opinions. Following the discussion, students and teacher will generate a definition about

facts and one for opinions. The same set of 10 examples will be read and the same

activity will be done. Examples will be read until the majority of the class is consistent

and accurately answering questions.


After the lesson beginning, students will be shown a picture of Michelle Obama and

asked who she is and what is special about her.

Next, the teacher will guide the students through a short informational passage about

Michelle Obama. Information will be written on an anchor chart as an example. The

chart will have her name, something special she has done while being the first lady,

and one or two other interesting facts about her.

Students will be sent back to their seats and instructed to do the same for the first lady

that has been assigned as groups. First ladies include Jacqueline Kennedy, Hillary

Clinton, Eleanor Roosevelt, and Lady Bird.

The lesson will conclude with each group of students presenting to the class about the

first lady that they studied.

a. Differentiation:

Student's levels of ability are greatly varied from group 1 to group 2 and within











27



b. Classroom management








c. Transitions




objectives are met.

9. Closure: After each group has presented, students will have a chance to write in their writing

journals what they thought about the first ladies. Students will have the opportunity to ask

questions or read about a first lady that they did not study.

28

Sarah Drozd and Clare Sweeney

Dr. Pan


1. Lesson Title:

The Path to Women’s Suffrage in the United States

Grade: 2nd

Grade bilingual

2. Lesson Essential Questions:

What were some struggles women faced in the past that they do not face today?

What does suffrage mean?

Why weren’t women allowed to vote?

How did women get the right to vote?

How do we change things that we don’t like in the United States?

3. New Jersey Core Curriculum Standards:

Social Studies

Standard Content Statement

6.1.4.A.2 The United States Constitution and Bill of

Rights guarantee certain fundamental

rights for citizens.

6.1.4.A.11 The United States democratic system

requires active participation of its citizens.

6.1.4.A.9 The examination of individual

experiences, historical narratives, and

events promotes an understanding of

individual and community responses to

the violation of fundamental rights.

Language Arts


CCSS.ELA-LITERACY.W.2.3

Write narratives in which they recount a

well-elaborated event or short sequence of

events, include details to describe actions,

thoughts, and feelings, use temporal words

to signal event order, and provide a sense

of closure.

CCSS.ELA-LITERACY.RI.2.4 Determine the meaning of words and

phrases in a text relevant to a grade 2 topic

http://www.corestandards.org/ELA-Literacy/W/2/3/

http://www.corestandards.org/ELA-Literacy/RI/2/4/

29

or subject area.

CCSS.ELA-LITERACY.RI.2.1 Ask and answer such questions as who,

what, where, when, why, and how to

demonstrate understanding of key details in

a text.

CCSS.ELA-LITERACY.SL.2.3

Ask and answer questions about what a

speaker says in order to clarify

comprehension, gather additional

information, or deepen understanding of a

topic or issue.

4. Learning Objectives and Assessments:

Objective Assessment

SWBAT recognize that women could not

vote and understand how they solved this

problem.

Drawings from visualization activity

SWBAT take what they know about

suffrage to describe how women protested

and what a protest is using the vocabulary

words.

Student verbal responses during

vocabulary activity

SWBAT identify women who played a

role in the suffrage movement and explain

why their contribution was important

Interview activity written notes

5. Materials:

Markers

White Paper (students will fold to divide appropriately)

Passage to read to students, page 73

Elizabeth Leads the Way by: Tanya Lee Stone

“Ballots” for voting demonstration (pieces of paper)

Vocabulary cards and definitions, page 73

Interview Sheet, page 74

Family Interview Sheet, page 75

6. Pre-Lesson assignments and/or Prior Knowledge:

Students have not studied this time period at all and have very limited knowledge about

the elections process. The students know that we vote for our leaders and they have

http://www.corestandards.org/ELA-Literacy/SL/2/3/

30

participated in a classroom election. Students understand what fair treatment is but they

are unaware of the connection to women’s rights.


Students will be called over in groups to sit on carpet, table by table. At the carpet a

scenario will be presented to them about what kind of snack the student teachers should

bring for the last class. The teacher will prepare the students to vote, handing out ballots

to all of the students but then only collecting the votes of the male students. The teacher

will question the girls about how they felt during the activity. All students will comment

on whether they thought the activity was fair or not. The teacher will inform the class that

women could not vote in this country 95 years ago. The teacher will then collect all of the

votes to show that women in the US can vote today.


a. Differentiation

The students within the low level group vary in language efficiency greatly. Some

instructions and prompts will be given to these students in Spanish rather than

using English. The teacher will allow Spanish speakers can ask questions to other

students during the lesson for clarification. The teacher will ask for verbal

responses but also nonverbal responses like a thumbs up to see if the students

understand.

b. Lesson Steps

1. After the voting demonstration, the teacher will begin by reviewing a few terms

about suffrage with the students using cards with the words and cards with the

definitions. Students will be asked to give an example for each term with a partner

after they have been explained to them.

**The students in the low level group will not give examples, the will match the

definitions to the words as a group, using the cards. **

2. Students will then listen to the story of Elizabeth Cady Stanton and her

participation in the movement through a read aloud book.

3. After reading the book, students will be asked to return to their desks, table by

table. At their seats, students will be given a white piece of paper divided into boxes.

The teacher will read a passage from a more recent woman involved in the suffrage

movement and pause to ask the students to draw at certain points in their certain

boxes. Students will be sketching so the teacher will explain that these are meant to

be quick drawings and not fully colored pictures. Students will have the chance to

walk around and look at each table’s drawings.

31

**Students in the low level group will be given papers that are labeled with

descriptions at the bottom of the page. **

4. Students will be called to their seats, table by table and talk about what they drew

and what the woman experienced during the passage that was read. They will be

asked to provide details and explain what they drew in their pictures. After the

students speak the teacher will ask the students to think of what kinds of questions

they would ask this woman if they could meet her in person today.

5. The teacher will have the students interview both teachers as if they were at the

protest and they are suffragettes. The teachers will make sure that the student

questions are respectful and that they keep track of the answers by taking notes. The

teacher will collect the notes and observe the students during the activity to assess

their interview skills in preparation for the guest interview on the last day of the unit.

6. The teacher will pass out a hand out with interview questions that they will

complete at home with a parent/guardian. The teacher will explain that they need to

practice interviewing another person just like we did in class and it will be practice

for the guest speaker at the end of the unit.

c. Questions

Beginning: How did it feel to not have a say in the decision that was being made? Do

you think that was fair? Were women always able to vote in this country? How do

you think women solved this problem?

Read aloud: Who was Susan B Anthony? What did she do to help get the vote for

women? Is there anything else that she could have done to get the vote for women?

Did she get to vote herself? When did women actually get to vote?

Visualization Passage: Think about what I just read, what did it look like? What

does it feel like? Are there a lot of people there with you? Is it scary? What details

can you include in your drawing? What does a protest look like?

Interview: What are some things you would like to ask? What kinds of questions will

give us the most information? Do you think that some of these questions are similar?

Do you think that question is appropriate?

d. Classroom Management

Students will be moving from whole class to groups frequently in order to keep their

interest and avoid unnecessary talking or distractions during certain activities. If the

students are out of control or become too noisy, the teacher will use the verbal prompt

of counting up to three or saying, “I’ll wait.” This strategy is something that the co-

operating teacher often uses to maintain order. After the students draw and they walk

around to see other students’ work, the teacher will make it clear that negative

comments about other student work will not be tolerated. While students work in

32

groups, the teachers will monitor for off task behavior. Any major discipline issues

will be directed to one on one consults with the student.

e. Transitions

Students will asked to move from their desks to the carpet and back again using

various methods to call one group at a time. Students in the low level group will have

the lesson divided by the special class and the time remaining afterwards before

lunch. The high level class has the time after lunch until the end of the day with

limited breaks so moving from one activity to another will break up the session.

9. Closure:

The teacher will explain that even though women in the United States have the right to

vote, there are other countries that still do not allow women to vote or participate in their

government at all. Students will be asked to provide advice to these women in other

countries who cannot vote. What do you think they can do to get the right to vote?

33


Dr. Pan

The College of New Jersey 1. Title: Women in Poetry



Can you classify a poem by reading it?

Can you choose a type of poem and write it in the correct form, with or without a

template?

Where do we see poetry?

3. Standards:

CCSS.ELA.Literacy.RL.2.4: Describe how words and phrases (e.g., regular beats,

alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

CCSS.ELA.Literacy.L.2.6: Use words and phrases acquired through conversations,

readings and being read to, and responding to texts. including using adjectives and

adverbs to describe (e.g., When other kids are happy that makes me happy).



SWBAT chose a style of poetry and write a

poem under that classification.

Poems will be collected and assessed

according to rubric

SWBAT classify a poem by listening to

one being read

Teacher will read a poem and as a class,

students will decide what style of poetry it

is.

The class will be able to create a definition

for each type of poem

Class discussion

5. Materials: Chart paper- one per type of poem

My Name is Gabriela- by Monica Brown

Poem examples, page 76

Diamante templates

Writer's Notebooks for each child

Lined paper

KWL Charts


Student teacher has talked to cooperating teacher and the students know very little about

poetry.

34









Students will start at the carpet. First, student teacher will introduce the KWL chart.

Starting with anything students already know about poetry. Teacher will facilitate this by

asking if they know of specific poets or poems. Expected answers are going to be limited

and focused on poems rhyming.


- After the KWL chart, student teacher will ask students if they have any questions about

poetry and poets in general. The W portion of the KWL chart will be filled in.

- My Name is Gabriela will be read aloud to the students


-Students will stay seated and definitions will be given and put on large anchor charts for

4 styles of poetry: Acrostic, rhyming, senryu, and haiku.

- Acrostic - you write the word vertically and start each line with that letter. Each

line must be about the word

- Rhyming - the last word of each line must rhyme

- Haiku - first line: 5 syllables, second line: 7 syllables, third line: 5 syllables, and

must be about nature.

- Senryu - a haiku about anything other than nature.

- Then, examples of each poem will be read and students will decide as a class which

category the poems go in.

- After all poems are read, students will reevaluate if the poems are in the correct

category by rereading the definitions.

- Students will complete the L section of the KWL chart as an informal assessment.

- Students will then have the opportunity to pick a poem type and write about themselves.

Higher Functioning Group

- Students stay seated and student teacher will read examples of each poem and students

will decide which category it belongs in.

- After all poems are read, students will reevaluate their placement of each poem and

decide as a group to move them around or keep them in place.

- Students will compose definitions for each type of poetry while the teacher facilitates so

that the accurate definition is reached.

- Students will complete the L section of the KWL chart as an informal assessment.

- Students will be given the opportunity to pick a type of poem and write about

themselves.

35

a. Differentiation:

Students' levels of ability are greatly varied from group 1 to group 2 and within





















c. Transitions




objectives are met.

9. Closure:

Students will return to the carpet and will have a class discussion to finish what they

learned about poetry. They will then have chance to write a poem in their writer's

notebooks and publish it on clean paper. The poetry that they write will be posted around

the classroom or in the hallway.

36


Dr. Pan


1. Lesson Topic:

Women’s protests across the world

Grade: 2nd

Grade bilingual


What are human rights?

Why are women and men treated differently?

What do women do to stand up for themselves and solve problems they face?

What are some issues that women still face today?


Social Studies


6.1.4.A.14 The world is comprised of nations that are

similar to and different from the United

States.

6.1.4.A.15 In an interconnected world, it important to

consider different cultural perspectives

before proposing solutions to local, state,

national, and global challenges.

6.1.4.D.13 Cultures include traditions, popular

beliefs, and commonly held values, ideas,

and assumptions that are generally

accepted by a particular group of people.

Language Arts


CCSS.ELA-LITERACY.RI.2.7

Explain how specific images (e.g., a

diagram showing how a machine works)

contribute to and clarify a text.

CCSS.ELA-LITERACY.W.2.1 Write opinion pieces in which they



37

introduce the topic or book they are

writing about, state an opinion, supply

reasons that support the opinion, use

linking words (e.g., because, and, also) to

connect opinion and reasons, and provide

a concluding statement or section.


Recount or describe key ideas or details

from a text read aloud or information

presented orally or through other media.



SWBAT identify key details about the

women’s suffrage movement in the

United States

Student responses during walk to the line

SWBAT understand that there are women

all over the world leading protests

Note taking sheet written responses

SWBAT select a human rights issue and

explain what it is and why it needs to be

addressed through writing

Written responses collected

SWBAT define social justice and give

examples of women who have led these

movements

Student responses to teacher questioning

5. Materials:

Markers

Globe marked with stickers

Walk to the line questions, page 78

Passages about each woman (Bound together), page 79

Malala Picture Book

Charts for note taking (1 per student), page 81

Clipboards

Lined Paper

Masking Tape


Students have learned about women’s suffrage in the United States in the previous lesson.

They have discussed what equality means and what it means to be fair. Students have


38

learned what protests are and that in the United States, we are allowed to protest.

Students also have discussed the idea that women in other countries do not have the right

to vote.


Students will be asked to step to the line (masking tape on the floor) to respond to various

questions about women’s rights around the world and in the United States. Some of these

questions will be review from the suffrage lesson that was taught the day before while

others will be questions that the students need to guess and they will learn the answers

through the lesson.


f. Differentiation


instructions and prompts will be given to these students in Spanish rather than using

English. As the issues are explained, the co-operating teacher will use Spanish to help

clarify for the students if needed. If the students become rowdy on the rug, the teacher

will use the cue to have the students switch spots on the carpet. The teacher will also

use signs such as thumbs up to assess that the students are understanding the lesson

rather than asking for verbal responses. The teacher will ask students to hold up note

taking sheets to make sure that all students are responding and take time with those

students that need more help before moving to the next section.

g. Lesson Steps

1. After students complete the step to the line game, students will then be called table

by table to the carpet. (Bringing pencils with them) At the carpet, the teacher will

explain that students have learned about women’s struggle in the United States and

that today they will be going on a world tour of other countries to see other women’s

struggles.

2. The teacher will use the marked globe to guide the tour and leave form the United

States. The teacher will also hand out clipboards and note taking sheets for the

students to stay on task during the activity.

3. The first stop on the tour will be the United States with Dolores Huerta. The

teacher will have one of the students come to the front and read the passage with her.

Students will take notes on their sheet.

4. The next stop will be Guatemala and students will be learning about Rigoberta

Menchu. A student will be called to the front to read the passage about Menchu and

students will fill out their note taking sheet. (There will be specific questions students

need to answer, not blank spaces for notes)

5. The next stop will be to Africa to learn about Ellen Johnson Sirleaf. A student will

read the passage and students will fill out their sheet.

39

6. The final stop of the tour will be to Pakistan in the Middle East and a student will

be called up to read the passage about Malala Yousafzai. Students will fill out their

note taking sheet and then the teacher will show the picture book version of, I am

Malala. The teacher will not be reading the book in its entirety but instead showing

pictures of girls across the world in school and asking questions.

7. Students will be called back to their desks table by table and the teacher will collect

their note-taking sheets. The teacher will lead a discussion about what kinds of

protests the women around the world led. The teacher will ask the students if they can

think of any other issues around the world that they want to change and record a list

on the board.

8. The teacher will pass out lined paper to the students and instruct them to write

down which issue they would like to stand up for. The students will need to explain

the issue they have chosen and why they think it is important as well as what they

plan to do fix it. The teacher will collect these.

**This will be a discussion in the low level class and they will come up with one

issue to write about. Key phrases and ideas will be written on the board. **

h. Questions

Beginning: What do you remember about suffrage from yesterday? What do you

think about the rest of the world? Do all women have the right to vote?

Globe Tour: Can you tell me what ______ (indicate woman) stood up for? Do agree

with this woman’s actions? Do you think this is still a problem today? What is the

main issue that _______ (indicate woman) wants us to think about? Where on the

globe do you think women can’t drive cars? Where on the globe do you think women

can’t vote still? Where do you think women are not considered equal to men? How

can we change these things?

Malala Book: What do all of these girls have in common? Why do you think that

these girls want to be in school? Do you think that if you couldn’t go to school you

would stand up for your rights like Malala did?

Discussion: Can you think of some problems that we talked about today that need

solutions? (Hunger, poverty, women’s rights, worker’s rights, women’s jobs) How

can we fix these problems? Do you think that we can protest like Susan B Anthony

did?

i. Classroom Management





operating teacher often uses to maintain order. Any major discipline issues will be

directed to one on one consults with the student.

40

j. Transitions






9. Closure:

Students will have the opportunity to tell about which issue they wrote about. Students

who wrote about similar issues will talk in groups to see what each student proposed to

solve their human rights issue.

**The low level group will complete the same discussion but as a class. **

41


Dr. Pan

The College of New Jersey 1. Title: Women in Science


2. Lesson Essential Question(s): Can you find information from a variety of sources?

Can you organize the information you find into a logical paragraph?

3. Standards:

CCSS.ELA-Literacy.W.2.7: Participate in shared research and writing projects (e.g., read

a number of books on a single topic to produce a report; record science observations).

CCSS.ELA-Literacy.RL.2.1: Ask and answer such questions as who, what, where, when,

why, and how to demonstrate understanding of key details in a text.

CCSS.ELA-Literacy.RF.2.3: Know and apply grade-level phonics and word analysis

skills in decoding words.

CCSS.ELA-Literacy.W.2.5: With guidance and support from adults and peers, focus on a

topic and strengthen writing as needed by revising and editing.



SWBAT use a template to record

information about a specific woman

Templates will be collected at the end of

the lesson to see if the students put the

information they found in the proper place

on the handout

SWBAT find information, about a woman

in science, from a variety of sources and

compose a logical paragraph.

Paragraphs will be collected and scored

according to the rubric.

5. Materials:

Books about Sally Ride, Jane Goodall, Rachel Carson, and Marie Curie

One worksheet per person, page 82


Students will have already completed a sequencing lesson and an opinion verses fact

lesson one week prior. So they will know how to sequence a story.

From a prior knowledge survey about women only one student has heard of Rachel

Carson and only two have heard of Marie Curie. However all students stated that they

42

knew very little about the women.


Lesson will begin with a discussion at the carpet reflection on the sequencing lesson.

Students will be reminded of their sequencing lesson and fact verses opinion lesson and

be told to keep them in mind while doing this lesson. Students will also be called upon to

give definitions and examples of facts, opinions, and proper sequences.


- After the brief opening discussion, students will be introduced to the handout attached

on the last page with


- Student teacher will use the gradual model of release while modeling the worksheet and

how to read for information .

- Students will be sent back to their desks and told to pick one of the selected women to

do the same.

Higher Functioning Group - Student teacher will model less of the lesson and be more of a facilitator.

- Teacher will ask questions like, "Marie Curie was really cool. Where can I put that on

my paper?" Students will have mixed thoughts but ultimately they will reach the

conclusion that it is not a fact so it does not belong on the paper.

- Students will then be sent back to their seats to do the same for a women that they chose

from the selected books.

a. Differentiation:


















43




students from running around or confusion

c. Transitions




objectives are met.

9. Closure:

Students will be told to work as hard as they can for as long as they can. They will be

given extra sheets to add more information. The following day they will write a

paragraph about the person that they researched.

44


Dr. Pan


1. Title: Women in Science Day 2



Can you list three interesting facts about famous women in science?

Can you take your information from yesterday and write a paragraph?

3. Standards:

CCSS.ELA-Literacy.RF.2.3: Know and apply grade-level phonics and word analysis

skills in decoding words.

CCSS.ELA-Literacy.W.2.5: With guidance and support from adults and peers, focus on a

topic and strengthen writing as needed by revising and editing.



SWBAT utilize resources from around the

room and spell all of their sight words

correctly

Paragraphs will be assessed and monitored

for proper sight word usage and spelling of

the words.

SWBAT recall information from the

previous day (difference between a fact

and opinion or information about a specific

woman) and tell their peers and the teacher

it.

Discussion will be closely monitored to

make sure each student says something of

high quality.

5. Materials:

Handouts from previous day (In appendix)

Person template, page 90


Students will need to recall the information about the women that they learned about the

previous day.


Lesson will begin at the carpet with a discussion about all of the different women that

they learned about and what they wrote on our handouts.

45


After discussing what the students wrote the day before, students will be asked to recall

the difference between a fact and opinion. Students will be given some more examples

and be asked to identify if it is a fact or opinion.

Students will then be instructed to move from the carpet to a comfortable writing position

and use their handout to write a cohesive paragraph.

Students' paragraphs will be graded using a rubric and displayed on the wall or in the

hallway.

a. Differentiation:





















students from running around or confusion

c. Transitions




objectives are met.

9. Closure:

Students will be allowed to help put their writing on a colorful piece of construction

paper and attach a drawing of the woman that they wrote about. The handout will go in

the students' "Women's History" Folder that will be distributed to them at the end of the

unit and the writing pieces will be displayed around the classroom.

46


Dr. Pan


10. Lesson Topic:

Introduction to Women’s Roles in the Civil War

Grade: 2nd

Grade bilingual


When was the Civil War?

What made the North and South different?

What is the difference between the time of the Civil War and today?

What is slavery?

What did women do during the Civil War?

Who was Clara Barton?


Social Studies


6.1.4.A.9

The examination of individual

experiences, historical narratives, and

events promotes an understanding of

individual and community responses to the

violation of fundamental rights.

6.1.4.B.9 Places are jointly characterized by their

physical and human properties.

6.1.4.B.6 Regions form and change as a result of

unique physical/ecological conditions,

economies, and cultures.

Language Arts



Describe the connection between a series

of historical events, scientific ideas or

concepts, or steps in technical procedures


47

in a text.


Ask and answer questions about what a




topic or issue.

CCSS.ELA-LITERACY.SL.2.2 Recount or describe key ideas or details

from a text read aloud or information

presented orally or through other media.


Objectives

Assessments

SWBAT describe and list specific jobs that

relate to each of the areas of the United

States during the 1850’s

Student responses to teacher questioning

SWBAT compare and contrast the 1850’s

to the present day

Student responses during the Venn

Diagram activity

SWBAT explain that women typically had

different jobs than men

Student answers on the group activity sheet

SWBAT show that they understand the key

events in Clara Barton’s life

Students will write important details after

reading the biography

14. Materials:

Pictures the North and South’s environment, page 83

Markers

Created Venn diagram to compare North and South

Copies of the overview for each student, 83

Papers for each group with the question, “If the men were all fighting in the war, what

were the women doing?", page 84

Copies of Clara Barton’s Biography for each student, page 84

Clara and Davie by: Patricia Polacco




48

Students in both sections are familiar with the concept of conflict and war. They are

familiar with the idea of race and know that the United States in comprised of many

different kinds of people who came from many places. The students in the higher level

section have also been reading a Magic Tree House: Civil War on Sunday to provide

some additional knowledge about the time period. Both groups have already read Clara

and Davie and have background information about Clara Barton’s childhood.


Students will be seated at their desks and pictures of the North and the South will be

placed on the board. The teacher will begin by questioning students about the

environment of the North and South of the United States and ask them what makes each

area different. Students will describe the environment will list jobs that people do in the

area. The teacher will list these on the board. The teacher will explain what slavery is and

why people in the South needed slaves.


k. Differentiation



English. Throughout the activity, the other co-teacher will be stationed at a particular

table to help provide extra instruction. The teacher will also use signs such as thumbs

up to assess that the students are understanding the lesson rather than asking for

verbal responses.

l. Lesson Steps

1. After the lesson beginning at the desks, students will then move to the carpet as

they are called table by table. At the carpet, students will receive a sheet with

background information about the time period during Civil War. Students will

read an overview about the Civil War.

2. After completing the reading, using pictures as prompts, students will compare

the United States during the 1850’s to the world today using a Venn diagram. As

students answer, the teacher will use sticky notes and record responses and ask

them to place them in the appropriate circle.

**The low level group will be asked to fill out the Venn diagram by placing a

sticky note already filled out on the correct part of the circle. The teacher will

generate the comparisons instead of the students. **

3. Then Students will then be called to go to their desks, table by table and each

group will receive a piece of paper with the question, “If the men were all fighting

in the war, what were the women doing?” Students will work together to write

down their ideas.

49

4. Then the teacher will collect the ideas and read them to the class to see what they

came up with. The teacher will then generate a list jobs that women did during the

war effort.

**The low level group may require more time to create their lists and more

teacher guidance. **

5. The teacher will explain that Clara Barton was one of the women who worked

while men were at war. The teacher will ask students to recall the book: Clara

and Davie and explain that the girl in the book grew up to become Clara Barton.

6. Students will receive a biography of Clara Barton. They will read the information

on their own. After they finish reading, the students will record the three most

important details from events that took place during Clara Barton’s life.

**The students of the low level group will read the biography as the teacher reads

it out loud and be asked to write their important details with teacher assistance.**

7. The teacher will ask what the students learned about Clara Barton and explain or

clarify any major events in her life that the students left out.

m. Questions

Beginning: What kinds of places are these? Can you tell me what makes them

different? If the weather is different, how does that affect what people do for work?

What kinds of jobs will people have there? In the South what kinds of workers do

they need? Do you think people want to do these jobs? How did they find people to

do those jobs? Is there slavery in the United States today?

On the Carpet: What were the names for the North and the South? Did people have

slaves in the North? Why did the two sides fight each other? Was the war long? What

is different about life then and life now? (How people dressed, technology, the map of

the US, slavery, types of jobs, the war)

Back at desks: What were the women doing while the men were fighting? Do you

think that women wanted these jobs? Do you think some women did other jobs?

Clara Barton Discussion: Do you remember Clara and Davie? What kinds of things

did Clara do in the story? What do you think she will do when she grows up? Can you

list some important events from Clara Barton’s life? Why were these events

important?

n. Classroom Management




50




o. Transitions






18. Closure:

After students share their facts about Clara Barton and the teacher reviews key events, the

students will have the opportunity to talk about something new that they learned about

Clara Barton. Students will be asked to make connections between the Clara Barton they

learned about and the one in the Civil War on Sunday fictional book.

51


Dr. Pan


19. Lesson Topic:

Exceptional Civil War Women and their jobs

Grade: 2nd

Grade bilingual


What did women do to contribute to the war effort? What kinds of jobs did they do?

What is the Underground Railroad? Who led the effort?

Who was Harriet Tubman? Who did she help?

How did groups of women help with communication during the war?


Social Studies


6.1.4.D.19 People view and interpret events differently

because of the times in which they live, the

experiences they have had, the perspectives

held by their cultures, and their individual

points of view.

6.1.4.A.9

The examination of individual experiences,

historical narratives, and events promotes an

understanding of individual and community

responses to the violation of fundamental

rights.

6.1.4.D.4 Key historical events, documents, and

individuals led to the development of our

nation.

Language Arts



Determine the meaning of words and phrases in

a text relevant to a grade 2 topic or subject area.

CCSS.ELA-LITERACY.W.2.1 Write opinion pieces in which they introduce the



52

topic or book they are writing about, state an

opinion, supply reasons that support the opinion,

use linking words (e.g., because, and, also) to

connect opinion and reasons, and provide a

concluding statement or section.

CCSS.ELA-LITERACY.SL.2.3 Ask and answer questions about what a speaker

says in order to clarify comprehension, gather

additional information, or deepen understanding

of a topic or issue.



SWBAT describe the role that Harriet

Tubman played in the Underground

Railroad

Verbal student responses to questions

SWBAT understand the code used by the

Underground railroad and write their own

message

Written student responses

SWBAT identify extraordinary women that

lived during the Civil War and tell what

their jobs were

Group work assignment

SWBAT consider the risks of the

Underground Railroad and make a choice

about participating based on these risks

Written student responses

23. Materials:

Map marked with stops on the Underground Railroad, page 86

Student slips with questions and answers

Harriet Tubman Biography (projected or handouts), page 86

List of Code words on chart paper, page 87

Songs from Slavery on Laptop

Women Spies and Soldiers Stories, page 88

Lined Paper

Markers


This is the second lesson in the Civil War sequence and students will therefore be

familiar with the war, the issue of slavery, the North and the South, and women’s typical

roles. Students in the higher level section are also reading The Magic Treehouse: Civil

War on Sunday and will draw knowledge from the book.


53


Students will be given a mystery question or answer from first the lesson on the Civil

War and Clara Barton. As a review, students will have to find the other student in the

class that has the same answer or corresponding question that they do.

**For the low level group, students will be given cards and asked to put them on a

corresponding sheet of chart paper in specific categories. For example: One sheet will

say: Women’s Jobs during the Civil War and students will have cards with nurse, mother,


p. Differentiation



English. The students in this group who require Spanish resources will be paired with

other students who understand English to help them with understanding the coding

activity and they will be allowed to respond in Spanish. The activities will be altered

slightly and lesson steps changed. (Indicated with **)

q. Lesson Steps

1. After the review game is complete, students will be asked to return to their seats.

At their seats the students will be told that they are learning about other women

who did not have typical jobs during the Civil War. The teacher will project the

biography of Harriet Tubman and ask for volunteers to read along.

2. After reading the biography of Harriet Tubman, the students will move to the

carpet to learn about the Underground Railroad. The introduction will begin with

the map of stations and the explanation of its purpose. (Clarifying that it is not an

actual train.) The teacher will begin by playing the songs from slavery from a

laptop and having the students comment on what they heard. The teacher will

explain the secret messages in the songs used to communicate.

3. The teacher will then present the chart of secret terms and their meaning on chart

paper. Students will be asked how people communicated during the Civil War.

(Did they use phones or computers?) Students will be given clipboards and a

piece of paper to write a message using the code. They will assume the role of a

conductor, like Harriet Tubman. They will also write what the message means on

the back, translating their use of the code.

**The low level group will also write using the code but not messages. Instead

they will explain what the term means. Ex: The North Star constellation was

called the drinking gourd and it guided people to freedom. **

54

4. Students will be asked to share their messages. (or definitions) Students be asked

to move back to their desks, table by table, where they will learn about the other

women that assumed extraordinary roles during the Civil War. The teacher will

read profiles for many extraordinary Civil War women. The teacher will

categorize the women into 3 groups: Spy, Solider, and Underground Railroad.

5. The teacher will hand out prompts to the students with the question, “What would

you do?” The students will be deciding whether to join the army, become a spy or

help lead slaves to freedom. Which job would they do? What are the risks of the

job that they chose? Why do they want to do that job? Responses will be

collected.

**Students in the lower group will work together to create a list of phrases they

will use as they write. The teacher will write phrases on the board to help them as

they write*

r. Questions

Beginning: What are some good ways for you to find your partner? How can you

make sure that you have the right answer?

Harriet Tubman: What are some average jobs that women did during the Civil War?

How was Harriet Tubman’s life different? What are some qualities of Harriet

Tubman? How did Harriet Tubman help the slaves escape?

Underground Railroad: Where does the railroad lead? Why would it lead there?

Why did slaves need to communicate secretly? What kinds of messages would they

send to each other?

Other Women: What did this women do that was different than other women? Was

it a hard thing to do? Why would women do these things if they were dangerous?

What would you do: Which of these jobs would you prefer? Why would you want

that job? What kind of risks come with that job?

s. Classroom Management





operating teacher often uses to maintain order. During the partner activity, the teacher

will monitor the time it takes for students to find their partner and if they are taking

too long, the teacher will ask other students to help. While students are writing, the

teacher will circulate to keep students on task. Any major discipline issues will be


t. Transitions

55






27. Closure:

Students will be asked to hold up a finger from one to five to show how well they

understand women and the Civil War. Students will be instructed that a five means they

really understand it and a one means that they don’t really understand it. Various

questions will be asked in order to assess the effectiveness of the lesson. Students will

also be asked what their favorite part of the lesson was and provide verbal feedback.

56


Dr. Pan


10. Lesson Topic:

What did we learn about Women’s History?

Grade: 2nd

Grade bilingual



Are there famous women in my community?

Are women and men equal? Can they do the same work?


Social Studies


6.1.4.D.4 Key historical events, documents, and

individuals led to the development of our

nation.

6.1.4.D.19 People view and interpret events differently

because of the times in which they live, the

experiences they have had, the perspectives

held by their cultures, and their individual

points of view.

Language Arts


CCSS.ELA-LITERACY.SL.2.3 Ask and answer questions about what a




topic or issue.


Tell a story or recount an experience with

appropriate facts and relevant, descriptive

details, speaking audibly in coherent

sentences.



57



SWBAT ask informed questions and

gather key details from the oral interview

Student notes written during and after the

interview

SWBAT identify and explain a main

event from Civil War on Sunday

Student drawing or poem

14. Materials:

White paper

Note taking sheets (one per student: same as other interview sheet), page 89

Clipboards

Prepared file folders

Article from Time Kids: The Future Face of Money


Since this is the final lesson of the unit, students should be familiar with most of the

topics that are addressed during the lesson. The students have practiced asking questions

and conducting an interview and note taking skills through other lessons within the unit.

The students have all read the read aloud book, Civil War on Sunday. They are familiar

with the events of the story and have been recording what happened as a class on a chart

in the room.


The students will be seated at their desks and given their writing and drawings about their

famous women from the day before. Students will be given time to complete the work

that they did not finish from the day before.


u. Differentiation



English. Throughout the interview, the teachers will make sure to pause and instruct

the students on how to take notes. Their note taking sheets will be made to provide

additional support by posing questions on it. The teacher will also use signs such as

thumbs up to assess that the students are understanding the lesson rather than asking

for verbal responses. Students in the high level group will be asked to write their

notes during the interview independently.

58

v. Lesson Steps

1. After the writing and drawing is complete, the students will be preparing for the guest

speaker that is coming for the interview. The students will practice again generating

appropriate questions and they will gather the note taking supplies (note taking sheet,

pencil, and clipboard) and move to the carpet to get ready.

2. The interview will take place and as the students ask questions the teachers will

intervene to check the students’ comprehension and make sure that they have time to take

notes.

**Students in both sections will be allowed to take notes in abbreviated form, short hand

language, invented spelling, and by drawing pictures. **

3. Students will then be asked to move back to their desks, table by table. Students will

thank the interview guest by signing a card to give to them.

4. The teacher will ask the students about the interview and what notes they took during

the interview. Teachers will move table by table to ask the students questions about what

they wrote, with a pen to decode what they have written. As the students are waiting, they

can finish their writing assignment if they have not done so, or independently read.

5. After the notes have been explained and are collected, the teachers will ask the

students about the book that they have read through the unit, Civil War on Sunday. The

students will have the opportunity to choose any event in the story and illustrate it or

write a poem about what happened. All pictures will need a sentence to describe the event

that was chosen. Students will be allowed to use the timeline chart to help them to select

the event.

**For the low level group, the teachers will provide examples that are already completed

so they can see what is expected of them. **

6. After students complete the Civil War on Sunday activity, the students will read the

Time for Kids article: The Future Face of Money. The teachers will ask students for their

opinion after learning about all of the famous women and they will vote for which

woman they want to see on their money.

w. Questions

The interview: What kinds of questions are appropriate? What do you want to know

about this person? How are we going to act during the interview? What notes are you

writing down?

Book Activity: What part of the book do you want to draw? Why was that part

important? What was going on during that part of the story? Was that an important

part of the story?

x. Classroom Management



59





y. Transitions






18. Closure:

The teachers will ask the students to look through their folders of all of the work that they

have accomplished throughout the unit. The teacher will ask students about their favorite

parts and what was the most fun to learn about. The teacher will ask if there are any

women that they want to learn more about. The class will end with a final celebration and

the students will be allowed to take their work home.

60

Rubrics

61

**There are two different styles of rubrics because some were done with collaboration from the

cooperating teacher and the simpler format is how she prefers to write rubrics.

Day 1: A Famous Woman in their Life

3

Student writes about a

famous woman to them.

Student has 3 clear details.

Student wrote clearly and

used sight words properly.

2



Student has details that

may or may not be clear.

Student may or may not

have used sight words

properly.

1



Student does not have

details or they are not

clear.

Student did not write

clearly and did not used

sight words properly.

62

Day 2: First Ladies

4 3 2 1

Presentation Students present

with an

appropriate tone

and allow all

group members

to participate.

Students allow

all group

members to

participate.

Students present

with an

inappropriate

tone and may

allow all group

members to

participate.

Students present

with an

inappropriate

tone and do not

allow all group

members to

participate.

Information Information is

accurate, follows

template, and is

about the first

lady assigned.

Information is

accurate and

follows template.

Information may

be accurate, may

follow template,

and may be about

the first lady

assigned.

Information is

not entirely

accurate, may not

follow template,

and may not be

about the first

lady assigned.

Effort Goes beyond the

requirements

Shows

understanding of

the assignment

Demonstrates

some

understanding of

the assignment

OR did not make

proper use of in-

class work time.

Lacks

understanding of

assignment AND

did not make

proper use of in-

class work time.

63

Day 3: The Path to Women’s Suffrage in the United States

Visualization Activity

4 points 3 points 2 points 1 point

Accuracy of the

picture

The drawings

clearly match

the description

that was read;

there is

evidence of

listening for

details.

The drawings

match the

description that

was read; there

is evidence of

listening for

details.

The drawings

somewhat

match the

description that

was read; there

is limited

evidence of

listening for

details.

The drawings

do not match

the description

that was read;

there is no

evidence of

listening for

details.

Neatness and

Thought

The drawings

were well

thought out and

neat. The

student clearly

took their time.

The drawings

were thought

out and neat.

The student

took their time.

The drawings

were somewhat

thought out and

neat. The

student took

their time.

The drawings

were not

thought out and

neat. The

student rushed

to complete

them.

Note taking during the Interview


Accurate

Notes

about the

interview

The writing or

drawing clearly

reflects what

was discussed

during the

interview

The writing or

drawing reflects

what was

discussed during

the interview

The writing or

drawing

somewhat

reflects what

was discussed

during the

interview

The writing or

drawing does not

reflect what was

discussed during

the interview

Evidence

of

efficient

note

taking

There is plenty

of writing or

drawings to

indicate the

student was

engaged.

There is writing

or drawings to

indicate the

student was

engaged.

There is some

writing or

drawings to

indicate the

student was

somewhat

engaged.

There is not a

sufficient

amount of

writing or

drawings to

indicate the

student was

engaged.

64

Day 4: Women in Poetry

CATEGORY 4 3 2 1

Word usage Precise, vivid

vocabulary

paints a strong

clear and

complete picture

in the reader's

mind.

Routine and

workable

vocabulary.

Vocabulary is

more telling than

showing.

Vocabulary is

very basic.

Poetic

technique

Effectively and

clearly conveys

of type of poem.

Type of poem is

evident.

Type of poem

may not be clear

due to incorrect

usage of words

or techniques.

Type of poem is

not clear due to

incorrect usage

of words or

techniques.

Mechanics No errors! Few errors; do not

affect reading.

Multiple errors;

affect meaning.

Many errors;

lacks meaning.

Effort Goes beyond the

requirements!

Shows

understanding of

the assignment.

Demonstrates

some

understanding of

the assignment

OR did not make

proper use of in-

class work time.

Lacks

understanding of

assignment

AND did not

make proper use

of in-class work

time.

65

Day 5: Protesting Around the World

Note taking sheet


Accurate

responses

recorded

The writing

clearly reflects

what was

discussed and

read during the

activity.

The writing

reflects what

was discussed

and read during

the activity.

The writing

somewhat

reflects what

was discussed

and read during

the activity.

The writing does

not reflects what

was discussed

and read during

the activity.

Evidence of

efficient note

taking

There is plenty

of writing to

indicate the

student was

engaged.

There is writing

to indicate the

student was

engaged.

There is some

writing to

indicate the

student was

somewhat

engaged.

There is not a

sufficient

amount of

writing to

indicate the

student was

engaged.

Written Response about Injustice


Information

Provided

The writing

clearly explains

the issue chosen

and why the

student thinks it

is important as

well as what

they plan to do

fix it.

The writing

explains the

issue chosen and

why the student

thinks it is

important as

well as what

they plan to do

fix it.

The writing

somewhat

explains the

issue but it does

not address one

of the other parts

needed.

The writing does

not explain two

or more of the

parts needed.

Spelling and

Mechanics

The writing is

neat with some

spelling

mistakes, but it

is

understandable

The writing has

some spelling

mistakes but it is

understandable

The writing has

many spelling

mistakes but it is

understandable

The writing has

many spelling

mistakes which

affect its

readability

66

Day 6: Women in Science

Category 4 3 2 1


accurate and is

at a second

grade level.

Information is

accurate.

Information

may or may not

be accurate or

may not be on a

second grade

level.

Information

may not be

accurate and is

not on a second

grade level.

Mechanics Spelling,

grammar, and

punctuation are

not an issue/

have been

corrected.

Spelling and

grammar are not

an issue/ have

been corrected.

Spelling,

grammar, and

punctuation

may be an issue/

have been

corrected but

are still

incorrect.

Spelling,

grammar, and

punctuation are

issues/ have

been corrected

but are still

incorrect.

Effort Goes beyond

the

requirements

Shows

understanding

of the

assignment

Demonstrates

some

understanding

of the

assignment OR

did not make

proper use of in-

class work time.

Lacks

understanding

of assignment

AND did not

make proper

use of in-class

work time.

67

Day 7: Women in Science

Category 4 3 2 1


directly pulled

from the fact

sheet produced

the previous

day.

Information is

pulled from the

fact sheet

produced the

previous day.

Information is

not pulled from

the fact sheet

produced the

previous day.

Information is

not pulled from

the fact sheet

produced the

previous day

OR is made up.

Mechanics Spelling,

grammar, and

punctuation are

not an issue/

have been

corrected.

Spelling and

grammar are not

an issue/ have

been corrected.

Spelling,

grammar, and

punctuation

may be an issue/

have been

corrected but

are still

incorrect.

Spelling,

grammar, and

punctuation are

issues/ have

been corrected

but are still

incorrect.

Effort Goes beyond

the

requirements

Shows

understanding

of the

assignment

Demonstrates

some

understanding

of the

assignment OR

did not make

proper use of in-

class work time.

Lacks

understanding

of assignment

AND did not

make proper

use of in-class

work time.

68

Day 8: Introduction to Women's Role in the Civil War

Gathering key facts


Obtains key

details

The writing

clearly contains

three important

details from

events that took

place during

Clara Barton’s

life

The writing

contains three

important

details from

events that took

place during

Clara Barton’s

life

The writing

contains two

important

details from

events that took

place during

Clara Barton’s

life

The writing

contains one

important detail

or less from

events that took

place during

Clara Barton’s

life

Historically

accurate

The details

provided are

clearly

important and

are factual.

The details

provided are

important and

are factual.

The details

provided are

either not

important or

not factual.

The details

provided are

not important

or factual.

69

Day 9: Exceptional Women in the Civil War and their Jobs

Using the Underground Railroad code


Vocabulary

Usage

The writing

clearly uses at

one or more

vocabulary

words

correctly.

The writing

uses at one or

more

vocabulary

words

correctly.

The writing

uses at least one

vocabulary

word but not

correctly.

The writing

does not use

any vocabulary

words.

Clear Message The message

makes sense

and has clear

directions for

the recipient.

The message

makes sense

and has

directions for

the recipient.

The message

does not make

sense or lacks

directions for

the recipient.

The message

does not make

sense and lacks

directions for

the recipient.

Translation of

Message

The translation

on the back

directly

decodes the

message.

The translation

on the back

decodes the

message.

The translation

on the back

somewhat

decodes the

message.

The translation

on the back

does not decode

the message.

Writing response, supporting your choice


Content The writing

clearly

identifies the

job chosen, 2

risks of the job,

and explains

the reasons the

student

selected that

job.

The writing

identifies the

job chosen, 2

risks of the job,

and explains

the reasons the

student

selected that

job.

The writing

includes two of

the necessary

sections but is

missing one

and the writing

is somewhat

unclear.

The writing

includes only

one the

necessary

sections but

two are

missing and

the writing is

unclear.

Spelling and

Mechanics

The writing is

neat with some

spelling

mistakes, but it

is

understandable

The writing

has some

spelling

mistakes but it

is

understandable

The writing

has many

spelling

mistakes but it

is

understandable

The writing

has many

spelling

mistakes which

affect its

readability

70

Day 10: Closure and Interview

Civil War on Sunday Final Project


Sentence

describing the

event chosen

The writing

clearly tells

about an event

that took place

during the story.

It is descriptive

and shows that

the student

understood the

event.

The writing tells

about an event

that took place

during the story.

It shows that the

student

understood the

event.

The writing tells

about an event

that took place

during the story

but the student

might have

misunderstood

what happened.

The writing tells

about event that

did not take

place during the

story.

Neatness/Clarity

of poem or

drawing

The drawing or

poem is neat and

clearly

demonstrates an

understanding of

the event.

The drawing or

poem is neat and

demonstrates an

understanding of

the event.

The drawing or

poem is

somewhat neat

and somewhat

demonstrates an

understanding of

the event.

The drawing or

poem is not clear

and does not

demonstrate an

understanding of

the event.

Rubric: Note taking during the Interview


Accurate Notes

about the

interview

The writing or

drawing clearly

reflects what

was discussed

during the

interview

The writing or

drawing reflects

what was

discussed during

the interview

The writing or

drawing

somewhat

reflects what

was discussed

during the

interview

The writing or

drawing does not

reflect what was

discussed during

the interview

Evidence of

efficient note

taking

There is plenty

of writing or

drawings to

indicate the

student was

engaged.

There is writing

or drawings to

indicate the

student was

engaged.

There is some

writing or

drawings to

indicate the

student was

somewhat

engaged.

There is not a

sufficient

amount of

writing or

drawings to

indicate the

student was

engaged.

71

Appendix

72

** Some pictures and handouts have been reduced in size from what was used in the classroom

Day 2: First Ladies

Facts vs. Opinions

Fact: Penguins live in Antarctica.

Opinion: Penguins are really cool.

Fact: Today is Friday.

Opinion: I think Friday is the best day of the week.

Fact: Ms. Ryan is taller than I am.

Opinion: Turtles are the best animal.

Fact: Ms. Drozd likes turtles.

Opinion: Math is the hardest subject.

Fact: There are 12 inches in a foot.

Opinion: Pizza is the most delicious food.

73

Day 3: The Path to Women’s Suffrage in the United States

Passage from a Suffragette

It was 1913 and it was the day before Woodrow Wilson was going to become the

president. We had been working to plan an incredible parade to pass in front of the White House

so the future president could see that we are serious about women getting the right to vote. We

had horses, banners, signs and over fifty women showing their support. We were being led by a

woman named Alice Paul and her friend Lucy Burns. They told us that it would not be easy and

that other people might say mean things to us but we all really want the right to vote. We should

be able to vote because women and men are equal! The day had come and we had red, white and

blue banners with sayings like, “Votes for Women!” We all wore our yellow ribbons which was

the symbol for our cause. We were friends, neighbors, and strangers but we all wanted to walk

together. Even some men were among us to show their support for our cause! It was a bright day

and I could feel the men staring at us as we began to march.

At first we walked calmly and tried to face front, not even looking at the men who were

trying to distract us. A woman led the parade dressed as lady liberty on a horse to lead the charge

to the White House. We marched side by side right down the street. There were some police

officers there on horses lining the street. We had high hopes as the march began and we felt safe.

As we continued to watch the people on the sides of the road, mostly men, began to get louder

and they were screaming at us. They said things like, “Go home were you belong” and

“Washington is not a place for ladies.” Then some of them were throwing things. Bottles broke

right in front of us on the street, glass flying everywhere. We tried to stay positive and keep

walking. Papers, cans, food and more bottles came flying in and hit some of the women around

me. We looked to the police for help, but they did nothing to stop the rowdy crowd. We covered

our heads and tried to walk on. Some women ran away, dropping their banners and signs.

Something remarkable happened as we trudged along as fast as we could, on our way to the

White House! A group of boys from a local college came to support us. They helped to keep the

crowd of angry men away from us. We were hurt, we were tired, and many women had to go to

the hospital but we made it. After making it through that day, I am hopeful and I know that we

will get the vote soon with leaders like Alice Paul leading the way! I will never forget that day

because I stood up for what I believed in.

Vocabulary:

Suffrage The right to vote

Amendment A change to the Constitution, the law of the United States

Strike Workers stop working to show they are not happy with the conditions

Protest

A way that people stand up and tell the government that things need to change

Picket

A group of people protesting together outside their workplace

74

Name_______________________________________________________

One question I want to ask is:

____________________________________________________________

The answer given to the question was:

Today during the interview I learned:

Another question I had after the interview was:

___________________________________________________________________________

75

Your Name__________________________________________________

Who did you interview? _________________________________________

Where did you grow up? Can you describe your family?

______________________________________________________________________________

_____________________________________________________________________________

What kind of job do you do? Do you like it?

____________________________________________________________

____________________________________________________________

What do you do in your community?

____________________________________________________________

____________________________________________________________

Who is your greatest inspiration?

______________________________________________________________________________

______________________________________________________________________________

Have you ever been treated differently? Why do you think that happened?

____________________________________________________________

____________________________________________________________

76

Day 4: Women in Poetry

Diamante Poem Example:

Puppy

Sweet, Young

Running, Sleeping, playing

Ball, leash, treats, backyard

Barking, eating, fetching

Playful, silly

Pup

Rhyming Poem Example:

I don't know what to do today.

Perhaps I'll go outside and play,

or stay indoors and watch TV,

or take a bath, or climb a tree.

Or maybe I'll go ride my bike,

or pick a flower, or take a hike,

or jump a rope, or scratch my head,

or play a game, or stay in bed,

or dance a lot, or pet the cat,

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or drink some milk, or buy a hat,

or sing a song, or read a book,

or change my socks, or learn to cook,

or dig a hole, or eat a pear,

or call my friends, or brush my hair,

or hold my breath, or have a race,

or stand around, or go to a new place.

I'm so confused, and bored, and blue,

to not know what I ought to do.

I guess that I should just ask you.

So, what do you think I should do?

Haiku Poem Example: (5/7/5)

Butterflies are cool

In the big, huge, green forest,

They fly up so high!

Senryu Poem Example: (5/7/5)

I went to the store

To buy a great, big pizza

Oops, I forgot cash.

Acrostic Poem Example:

Sun shines brightly

Up in the sky

Nice and warm on my face

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Day 5: Protesting Around the World

Walk to the line Questions

1. If you think that women could always vote in the United States, walk to the line.

2. If you think that women fought for their right to vote and got it 95 years ago, walk to the

line.

3. If you think that there are women who lead protests, walk to the line.

4. If you think that women still cannot vote in some parts of the world, walk to the line.

5. If you think that women are still treated as if they were not equal to men, walk to the line.

6. If you think that in some countries girls can’t go to school, walk to the line.

7. If you think that there are children that are your age working in a factory right now in

other countries, walk to the line.

8. If you think that there is something in the world that you want to change, walk to the line.

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WOMEN PROTESTING

AROUND THE WORLD

What issues do you think women protest?

Where do you think women protest?

How do you think women protest?

DOLERES HUERTA

Dolores Huerta is from New Mexico in the United States and she grew up in California during

the 1930’s. She became an activist and labor leader who worked to improve conditions for farm

workers.

In the early 1950s, she worked as an elementary school teacher. Huerta saw that her students,

many of them children of farm workers, were living in poverty without enough food to eat or

other basic necessities. To help, she became one of the founders of the Stockton chapter of the

Community Services Organization. The CSO worked to improve conditions for farm workers.

Later, she created an organized group of workers: the Agricultural Workers Association (AWA).

She stood up for workers, immigrants and workers in the United States.

She wanted change in the United States to support immigrants from Latin America. She asked

the government to create Spanish-language voting ballots and driver's tests. She co-founded a

workers' union with Cesar Chavez, which was later known as the United Farm Workers (UFW).

The two made a great team. Chavez was leader and speaker and Huerta was a skilled organizer

and tough negotiator. One of her big projects was the strikes against California grape growers in

the 1960s and 1970s.

RIGOBERTA MENCHU

Rigoberta Menchu is from Guatemala and she was born in Chimel, a small town in the

Guatemalan province of Quiché. She grew up during the 1950’s in a community of native people

who have lived there since before the Spanish conquest, maintaining their culture and own

language. The land-owners had control over these people and forced them to do hard work for

them.

At first, Rigoberta joined a group of people who disagreed with the land owners to protest them.

However, there were consequences for speaking out against these powerful people. Most of her

family was killed because they did not agree with the land owners in charge during the violent

Civil War. She fled to Mexico and then moved to France to get away.

In 1982, she met a historian who wanted to help her tell other people about what was going on in

Guatemala. They published a book together, I, Rigoberta Menchu. Many people read the book

and learned about the problems that people in Guatemala faced. She became famous, organizing

protests, conferences and speeches around the world. She earned the 1992 Nobel Peace Prize for

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protesting. In 2007, she ran for president of Guatemala but she did not win. She continues to

fight for native Guatemalan people today!

ELLEN JOHNSON SIRLEAF

Ellen Johnson Sirleaf was born in 1938 in a country called Liberia in Africa. She went to school

in the United States at three different schools and received many degrees. After returning to

Liberia, Ellen served in the African government. But in 1980, an extreme, violent group took

control of the country. Ellen left Liberia to be safe from the violence.

In 1985, Ellen returned to Liberia and ran for government position, but when she spoke out

against the violent group in power, she was sentenced to 10 years in prison. She went to jail for a

while but later left the country and return back to the United States to escape.

She returned home to run in the 1997 presidential election but she did not win. The new leader

did not like Ellen but she led a group of people against him. In 2005, she was elected president.

She was known as the “Iron Lady,” and she was the world’s first black female president and

Africa’s first elected president.

In 2011, she shared the Nobel Peace Prize with a few other women who helped her to stand up

against the violent leaders. They won because they did not fight the leaders with violence and

they protested for the safety of women and for women’s rights.

MALALA YOUSAFZAI

Malala was born in 1997 in Pakistan which is a country near Asia in the Middle East. Malala is

Muslim and so are most people who live in that area of the world. She had a normal life until a

violent group called the Taliban came to her town and took control.

Malala was upset because when the Taliban took control, they made many rules for the people to

follow and they told them they had to because it was in the laws of their religion. One of the new

rules was the girls could not go to school. Malala continued to go to school anyway. Malala and

her family, especially her dad, spoke out against this rule. The Taliban did not like her protesting

the new laws.

In 2012, Malala was on her way home from school and she was shot by members of the Taliban.

After the attack, Malala was badly injured but she survived! After she recovered, she continued

to speak up for girls in the Middle East who are not allowed to go to school. She lives in England

currently so that she is safe from the Taliban and she won the Nobel Peace Prize for all of her

work. She also wrote a book called, I am Malala and it was published for adults and children so

everyone can read her story.

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Name ______________________________________________________

What kinds of injustices did Dolores Huerta fight against?

______________________________________________________________________________

__________________________________________

Who was the woman from Guatemala who stood up for the poor people? What did she fight

against? ____________________________________________________________

____________________________________________________________

What country was Ellen Johnson Sirleaf from?

____________________________________________________________

She was the first ______________________ of Africa.

Malala Yousafzai comes from Pakistan which is in the ________________.

She could not go to ________________________.

What work is Malala doing today?

____________________________________________________________

DOLORES HUERTA

RIGOBERTA MENCHU

ELLEN JOHNSON SIRLEAF

MALALA YOUSAFZAI

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Day 6 and 7: Women in Science

Name ________________________________

Scientist ___________________________________________________

When Were They Alive ________________________________________

What is special about her?

1. _________________________________________________________

___________________________________________________________

___________________________________________________________

2. _________________________________________________________

___________________________________________________________

___________________________________________________________

3. _________________________________________________________

___________________________________________________________

___________________________________________________________

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Day 8: Women's jobs during the Civil War

THE NORTH

The South

Let’s Learn About the Civil War

During the first part of the 1800's the North and the South grew in different ways. In the

North, cities were centers of wealth and manufacturing. There were many skilled workers. In the

South there was not much manufacturing. There were not many skilled workers. Most of the

people were farmers. Money came from plantation crops, like cotton, rice, sugar cane and

tobacco. Slaves did most of the work on the plantations.

During the Civil War the North and the South had some advantages that were helpful to

their part of the country.

The North produced most of the nation's wealth. They had a bigger army. The North also

had better equipment and supplies to fight the war.

The South had some advantages too. Most of the war was fought on Southern territory so

soldiers did not have to travel so far. The South had better generals.

When Abraham Lincoln was elected as president in 1860, Southerners thought the

government was becoming too strong. They did not think the government had the right to tell

them how they should live. Southerners felt if they stayed in the United States, the North would

control them.

Some southern states decided they had no choice. They decided leave the United States.

South Carolina was the first to leave the Union and form a new nation called the Confederate

States of America. Four months later, other states left as well. The people of these states elected

Jefferson Davis as president of the Confederacy.

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If the men were all fighting in the war, what were the women doing?

Clara Barton: A Biography

Where did Clara Barton grow up?

Clara was born Clarissa Harlowe Barton on Christmas in 1821, Massachusetts. Her

family owned a farm. Clara grew up the youngest of five children. She had two older sisters,

Sally and Dorothea, as well as two older brothers, Stephen and David. They taught her how to

read and write while she was still young and Clara did very well in school.

Growing up on a farm Clara learned about hard work. She had lots of chores from

milking the cows early in the morning to chopping wood and taking care of sick animals. She

liked to ride horses as well.

Her Brother Gets Hurt

When Clara was eleven years old, her brother David fell off the roof of a barn. He

became very sick. Clara spent the next two years taking care of David. The doctors didn't hold

out much hope for David, but, with Clara's help, he eventually got better. It was during this time

that Clara discovered that she enjoyed taking care of others.

Working as a Teacher

At the age of seventeen, Clara began to work as a schoolteacher teaching summer school.

She had no training, but was very good at her job. Soon schools wanted to hire her to teach

during the winter as well. They offered to pay her less than the men teachers were making. She

said she would not do a man's work for less than a man's pay. They soon agreed to pay her the

full wage.

Eventually Clara decided to get a degree in education. She went to college in New York

and graduated in 1851.

Fighting for Women's Rights

Clara moved to Washington D.C. and went to work in an office. However, as a woman

she was not treated well. At one point she, and all the other women employees, were fired just

because they were women. Clara worked to get her job back. She also fought for the rights of

women to be treated equally in the work place.

The Civil War Begins

Near the start of the Civil War a number of wounded soldiers arrived in Washington D.C.

Clara and her sister Sally did what they could to help the men. They found out that the soldiers

had little in the way of basic supplies to take care of their wounds. Clara decided to do something

about this. She soon organized a way to get needed supplies to the soldiers on the front lines.

Throughout the Civil War, Clara traveled from battle to battle, doing what she could to nurse

the soldiers back to health. She was brave enough to go right up to where the fighting was taking

place. Many soldiers were comforted by her presence and she became known as the "Angel of

the Battlefield".

Medicine during the Civil War was not like it is today. Doctors didn't clean their medical

equipment or even wash their hands before working on a patient. Conditions were so bad that

nearly 60% of the deaths during the war were from disease.

The American Red Cross

While traveling overseas Clara learned of an organization called the International Red Cross.

This group helped wounded soldiers during war. They hung a flag with a red cross and a white

background on the outside of their hospital tents. After working for the Red Cross in France,

Clara wanted to bring the organization to America.

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It took a lot of hard work, but, Clara founded the American Red Cross on May 21, 1881.

Since then, the American Red Cross has helped people recover from all sorts of disasters from

floods to fires to earthquakes. Today the Red Cross runs a major blood donation program that

helps hospitals stay supplied with much needed blood.

Fun Facts about Clara Barton After the Civil War, Clara worked to track down missing soldiers. The army had kept

little record of lost soldiers.

After leaving the Red Cross, Clara traveled the country teaching people first-aid skills.

She never married nor had children. She said she considered the soldiers to be her family.

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Day 9: Extraordinary Women in the Civil War

Harriet Tubman

Harriet Tubman was born a slave on a plantation in Maryland. She was born in 1821 and

worked as a slave. Life as a slave was difficult. Harriet first lived in a one-room cabin with her

family that included eleven children. When she was only six years old, she was loaned out to

another family where she helped take care of a baby.

Later Harriet worked a number of jobs on the plantation such as plowing fields and

loading produce into wagons. She became strong doing all of that hard work!

During this time there were states in the northern United States where slavery was

outlawed. Slaves would try to escape to the north using the Underground Railroad. This wasn't a

real railroad. It was a number of safe homes (called stations) that hid slaves as they traveled

north. The people that helped the slaves were called conductors. Slaves would move from station

to station at night, hiding in the woods or sneaking onto trains until they finally reached the north

and freedom.

In 1849 Harriet decided to escape. She would use the Underground Railroad. After a long

and scary trip she made it to Pennsylvania and was finally free.

In 1850 the Fugitive Slave Act was passed. This meant that slaves could be taken from

free states and returned to their owners. In order to be free, slaves now had to escape to Canada.

Harriet wanted to help others, including her family, to safety in Canada. She joined the

Underground Railroad as a conductor.

Harriet became famous as an Underground Railroad conductor. She led nineteen different

escapes from the south and helped around 300 slaves to escape. She became known as "Moses"

http://www.ducksters.com/geography/us_states/maryland_history.php

http://www.ducksters.com/history/civil_war/underground_railroad.php

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because, like the Moses in the Bible, she led her people to freedom.

Harriet was truly brave. She risked her life and freedom to help others. She also helped her

family, including her mother and father, to escape. She was never caught and never lost a slave.

Harriet's bravery and service did not end with the Underground Railroad, she also helped

during the Civil War. She helped to nurse injured soldiers, served as a spy for the north, and even

helped on a military campaign that led to the rescue of over 750 slaves. After the Civil War,

Harriet lived in New York with her family. She helped poor and sick people. She also spoke out

on equal rights for blacks and women.

Fun Facts about Harriet Tubman

She was a very religious woman having learned about the Bible from her mother.

She was so successful in helping slaves to escape that, at one point, slave owners offered

a reward of $40,000 for her capture

Terms Used on the Underground Railroad

Agent: Coordinator, who planned the slaves’ journey.

Baggage: slaves carried by Underground Railroad workers.

Conductor: Person who transported slaves

Drinking Gourd: the stars that slaves followed

Forwarding: Taking slaves from station to station

Freedom train: The Underground Railroad

French leave: Leaving suddenly

Heaven: Canada, freedom

Stockholder: People who donated money, food, clothing.

Patter roller: Bounty hunter hired to capture slaves

River Jordan: Ohio River

Shepherds: People who encouraged slaves to escape and escorted them

Station: A safe house

Station master: Owner of a safe house

http://www.ducksters.com/history/civil_war.php

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Other Extraordinary Civil War Women

Pauline Cushman, Union Spy

Pauline Cushman was a 30-year-old actress in 1863. While performing in

Louisville, Kentucky, a Confederate general asked her to support the

Confederacy on stage and she used this as her chance to get the Confederacy

to trust her. Once the Confederates thought she was on their side, she began

to spy on them and give the Union information about their secrets.

She gathered information about enemy operations, identified Confederate

spies and served as a messenger. She was arrested after the Confederates

found out that she was tricking them and telling the Union all their secrets.

The Union saved her before the Confederates could hurt her. After the war, Cushman tried

acting again and performed plays about the war, sometimes while wearing a uniform. She served

the Union and as an undercover spy even though she was a woman.

Mary Elizabeth Bowser, Union Spy

Mary Elizabeth Bowser was a slave of from Virginia. When her master died, his

wife was against slavery they secretly granted their slaves, including Bowser,

freedom.

When the Civil War broke out, Elizabeth carried messages between the prisoners

and Union officials and helped prisoners escape. She had a whole team of people

helping her to carry the messages in secret. It was dangerous work but she

inspired many others to help as well. In the fall of 1865, Bowser gave a speech talking about the

work that she had done to help the Union side to win. She was a very brave woman who helped

the army even though we did not fight in the war.

Women Soldiers

Men were not the only ones to fight that war. Women charged into battle,

too! Like the men, there were women who lived in camp, suffered in prisons, and

died in battle.

Both the Union and Confederate armies did not allow women to join the

army. Women soldiers of the Civil War disguised themselves as men and hid the fact

they were women. Because they passed as men, it is impossible to know how many

women soldiers served in the Civil War. Some say that the number of women in both

armies was close to 300! Even though there is evidence to show that women fought in

the war, the U.S. Army tried to deny that women had any part in the fighting. Some of

these women were, Mary Livermore, Mary Owens, Satronia Smith Hunt, Mary

Stevens Jenkin and Frances Clayton. They were all very brave to go and fight for what

they believed in.

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Day 10: Closure and Interview

One question I want to ask is:

____________________________________________________________

The answer given to the question was:

Today during the interview I learned:

Another question I had after the interview was:

___________________________________________________________________________

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Documents

The Unit Plan - claresweeney.weebly.comclaresweeney.weebly.com/uploads/4/6/9/5/46957573/unitplanwomens...Initiatory Activities ... strategies, and improve ... Keeping with this format,