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Women’s History Month:

A 2nd Grade Unit

By: Antoinette Schiffer & Yasmeen Elayyan

University of Illinois at Chicago ED 344 Social Studies Methods

Dr. Montaño Spring 2013

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Unit Plan

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Unit Title: Women’s History Grade: 2nd Grade Social Studies Overview of the Unit: This unit on women’s history month consists of twenty-four lessons that focus on the lives of ten culturally diverse women from the thirteenth century to the twenty first century. The lessons will teach a concept that is related to each woman, and the students will be able to practice and acquire skills that will strengthen their learning. Furthermore, each lesson will consist of a read aloud and an activity to further student understanding through grand discussions and individual work. Throughout the unit, students will be assessed formally and informally in order for the teacher to gauge how well students were able to use the concepts and skills that were used during the social students curriculum about women’s history.

• Michelle Obama: 1964- Present • Hillary Rodham Clinton: 1947- Present • Joan of Arc: 1412-1431 • Susan B. Anthony: 1820-1906 • Harriet Tubman: 1820-1913 • Rosa Parks: 1913-2005 • Ruby Bridges: 1954- Present • Frida Kahlo: 1907-1954 • Anne Frank: 1929-1945 • Woroud Sawalha: 1991-Present

Standards: 1.16.B.1 (W) Explain the contributions of individuals and groups who are featured in biographies, legends, folklore and traditions 2. 16.A.1a. Explain the difference between past, present and future time; place themselves in time. 3. 16.A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources) 4. 16. A.1c Describe how people in different times and places viewed the world in different ways. 5. CCSS.ELA-Literacy.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or

describe. 6. 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. Objectives: • Students will be able to name at least ten historical women. • Students will be able to discuss and define the significant characteristics of each historical woman • Students will be able to identify text features in order to understand biographies • Students will be able to apply skills like time lining, summarizing, compare and contrast, presenting, and writing • Students will be able to distinguish between primary and secondary sources • Students will be able to construct student products that will demonstrate their learning • Students will be able to define and differentiate between the concepts learned during the unit • Students will be able to distinguish between examples and nonexamples during concept minilessons

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Key Concepts: • Equality • Segregation • Freedom • Suffrage • Courage • Rights • Segregation/Integration • Culture • Tolerance • Perseverance

Key Skills: • Cause and Effect • Compare and Contrast • Interpreting • Classification • Timeline • Writing (journal, autobiography, informational, reports) • Oral Presentations • Interviewing (asking and answering questions) Key Vocabulary: • First lady • Government • Hundred Years’ War • Suffrage • Seneca Falls Convention • Underground Railroad • Conductor • Civil Rights Movement • Segregation • Self-portraits • World War II • Anti-Semitism • Olympian • Headscarf Learning Activity 1: Launching Women’s History Unit In the beginning of the unit, the teacher will hook their students interest by displaying photos of influential male historical figures like Cesar Chavez, Martin Luther King Jr, and Abraham Lincoln, and she will ask the students to share why they think women were not in similar roles. As a result, students would realize that women have faced many hardships throughout history, but their contributions have led to making the world a more equal place to live in through their achievements and perseverance. The teacher will show an educational clip that will introduce women’s history month, and they she will conduct a grand conversation that will include the following questions:

• What is Women’s History month? • Why do you think we do not have a Men’s History Month? • How do you determine who is considered an important female?

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• Should women only be recognized during women’s history month? Why or why not? The teacher will mention the women that their unit will focus on which are Michelle Obama, Hilary Clinton, Joan of Arc, Ruby Bridges, Rosa Parks, Harriet Tubman, Susan b. Anthony, Frida Kahlo, Anne Frank, and Woroud Sawalha, and explain the concepts that the students will be learning. Furthermore, she will explain the formative and summative assessments that the students will complete so that they are aware of what will be expected of them from the unit. Materials Used: -anchor chart -markers -projector -laptop Learning Activity 2: This lesson will focus on introducing biographies and key skills to the students. The teacher will use text feature charts to provide a visual representation from a biography about Michelle Obama in order to introduce students to the layout of the book. She will use a projector to display the book as well as anchor charts to list information regarding the following text features: *Table of Contents

-See major parts of the book along with page numbers. -Locate information and see main topics or main points.

*Glossaries

-Quickly find a key term from an alphabetical list. *Index/Indices -Quickly find pages that contain information you are looking for. *Key/Guide words

-Define key terms to find out their meaning in the text. -Better learn and understand the subject.

*Diagram -Understand a more detailed or simplified view of information. -Understand steps, how objects are made, or information in the text

*Graphs/ Charts/Tables

-Organize large amounts of information in a small space. -Understand relationships among and between information. -Summarize and compare information.

*Maps -Understand where an event happens. -Understand how far away an event took place.

*Timeline -Understand important events in chronological order or time order.

-Understand the order of events and how one event may have lead to another. *Illustration -Understand information in a visual way.

-Understand the story. -Understand an idea from the text that was unclear.

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*Bold print -By signaling the word is important and/or found in the glossary. *Italics -Understand the word is important. *Titles -Identify the topic of the text.

-Understand the main idea of the text. -Make connections between what you already know and the text.

*Headings -Identify topics throughout the book/article as they skim and scan.

-Divide the text into sections. *Subheadings -Navigate through sections of text.

-Understand the main idea of each section of the text. -Locate information in the text by telling you where to look.

*Captions

-Understand what is shown in a photo or illustration. -Understand information that may or may not be in the text.

The purpose of this activity is to familiarize students with the text features that will be evident in the in-class read alouds as well as the individual students researching that will be conducted to complete different activities. Materials Used: -anchor charts -markers -projector -Michelle Obama biography Learning Activity 3: This lesson will introduce students to time lining. The teacher will create a standup timeline that she will model so that the students can create their own. The materials that she will use are a Michelle Obama biography, four sheets of 9”x12” construction paper, markers, and stapler. Directions: 1. Fold four pieces of construction paper in half 2. Staple the four pages together to form an accordion 3. On the first panel, write the title of the book and the author as well as your name

4. To make the timeline, write seven important dates in order on the top of the panels (if no dates are provided, use the words first, second, third, fourth, etc)

5. Write three or more sentences at the bottom of each panel describing the event 6. Illustrate each event about its description The purpose of this is to introduce students to the skill of time lining so that they can effectively use it when they complete a summative assessment.

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Materials Used: -projector -Michelle Obama biography four sheets of 9”x12” construction paper (per student) -stapler/staples Learning Activities 4/5: Developing Women’s History Unit This lesson will focus on introducing students to the over-arching concept of equality, which will be used as a lens that the students will use to analyze the lives of the women. In addition, it will be used throughout the unit to engage students in understanding how each women contributed to making the world a more equal place to live in. the lesson will begin with a mini lesson that will follow these steps:

1) Provide class with a working definition 2) model examples of freedom 3) ask students to distinguish between an example of freedom and a non-example and explain why 4) separate students into groups and provide them with examples and nonexamples 5) have them discuss, analyze, interact with the illustration 6) discuss the examples and nonexamples as a class 7) show the working definition again and ask if it should be revised or stay the same and have students explain why 8) conclude the mini-lesson with key characteristics of the concept

Once the minilesson in completed, the teacher will do a read aloud about Hillary Clinton to introduce the students to a women who contributed to making politics more equal by being the first woman senator elected from New York and the. Afterwards, there will be a grand discussion that will as questions such as:

1)How is Hillary Clinton an example of women and equality? 2)What has she accomplished that shows equality between men and women today? 3)How has equality changed from when Hillary was a young girl until today as she is an adult?

After the grand discussion students will do an activity where they will break up into groups. The teacher will ask them, “Are there certain jobs for girls and certain jobs for boys? And if there is a certain job that mostly girls do, does that mean a boy can’t do that job?” The goal is for students to realize that there are no jobs that are gender specific. Your students can be told that if boys want to they can play with kitchen sets and girls can play sports like football. Materials Used: -projector -Hillary Rodham Clinton: Dreams Taking Flight by Kathleen Krull -anchor charts -markers

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Learning activities 5/6: Developing Women’s History Unit This lesson will focus on the concept of freedom and introduce students to Joan of Arc. It will start off with a minilesson that will follow these steps:


Once the minilesson is completed, the teacher will do a read aloud called Joan of Arc by Michael Morpurgo, and she will have a group discussion that asks the following questions:

1)Who was Joan of Arc?

2)What time era did she live? 3)What did she do that was so important? 4)Why did she do it? 5)What war did she fight in? 6)What happened to her as a result of her actions? After the group discussion, the students will complete an activity where they will pretend that they are reporters and use websites that provide secondary and primary resources that will aid them in pretending to witness Joan of Arc’s heroic fighting during the Hundred Years War. They will write a five-sentence report and provide an illustration. Materials Used: -Joan of Arc by Michael Morpurgo, Michael Foreman -projector -laptop -anchor charts -markers -papers (one per student) -crayons/colored pencils -available computers for student research

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Learning activities 7/8: Developing Women’s History Unit This lesson will focus on the concept of women’s suffrage, and the teacher will introduce the students to Susan B. Anthony. She will conduct a mini lesson about suffrage and follow these steps:


After the minilesson, the teacher will do a read aloud on a book called Susan B. Anthony by Alexandra Wallner, and she will conduct a grand discussion that asks the following questions:

1)Who was Susan B. Anthony?

2)When was she born? 3)What did she do that was so significant? 4)What is women’s suffrage? 5)How did she fight for women’s suffrage? 6)Who else fought with her? 7)Why do you think it was important for her to fight for suffrage? The end of the lesson will result in an activity where students will make pickets or advertisements promoting women’s suffrage, and write creative slogans. The purpose of this lesson is for students to practice the skill of listening to and expressing opinions and reasons through grand discussions and individual work. Materials Used: -projector -anchor charts -markers -Susan B. Anthony by Alexandra Wallner -papers (one per student) -crayons/colored pencils

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Learning activities 9/10: Developing Women’s History Unit This lesson will focus on the concept of courage, and the teacher will introduce Harriet Tubman. She will first conduct a mini lesson on courage by following these steps:

1) Provide class with a working definition 2) model examples of courage 3) ask students to distinguish between an example of courage and a non-example and explain why 4) separate students into groups and provide them with examples and nonexamples 5) have them discuss, analyze, interact with the illustration 6) discuss the examples and nonexamples as a class 7) show the working definition again and ask if it should be revised or stay the same and have students explain why 8) conclude the mini-lesson with key characteristics of the concept

After the minilesson, the teacher will read a book called Harriet Tubman: A Woman of Courage By Renee Skelton, and she will conduct a grand discussion that asks the students to debate the question:

1) Harriet Tubman went against the law when she ran away from slavery, do you think it was still right for her to fight against slavery for her freedom?

The end of the lesson will result in an activity where students will create an acrostic poem for the word slavery or courage in order to demonstrate their understanding of the time of the Underground Railroad. Materials Used: -projector -anchor charts -markers -Harriet Tubman: A Woman of Courage By Renee Skelton -papers (one per student)

Learning activities 11: Developing Women’s History Unit This lesson will be dedicated to students doing a presentation in the form of hot seat where they will dress up as one of the women they learned or bring in some type of artifact to portray that woman (this is a possibility for the boys), and they will partner up in order to interview one another. The partners will ask questions about the lives of both women and record their findings. After they have completed the interview, they will have to write five sentences that compare and contrast the two significant figures. This presentation will be a form of an assessment to measure how much the students have learned since the beginning of the unit. It will determine whether or not the concept mini lessons, read alouds, group discussions, and student activities are effective towards students learning.

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Learning activities 12/13: Developing Women’s History Unit This lesson will focus on the concepts of equality/ rights, and the teacher will introduce Rosa Parks. She will do a concept mini lesson on equality/rights and follow these steps:


After the minilesson the teacher will do a read aloud on a book called Young Rosa Parks: Civil Rights Heroine, and she will conduct a grand conversation where she will ask the following questions:

1)What is segregation? 2)When did segregation occur? Does it still exist today? 3)What was the Civil Rights Movement? Why was it so important? 4)Who was Rosa Parks? 5)What did she do that was so important? 6)What makes a heroine? 7)Who do you think is a heroine? 8) How do you become a heroine? The end of the lesson will result in an activity where students will construct a written assignment that asks, “if you can change anything in the world, then what would it be and why?” This will prepare them for persuasive writing and help them focus on a main topic that they can support with evidence. Materials Used: -projector -anchor charts -markers -‐Young Rosa Parks: Civil Rights Heroine by google!!! -papers (one per student)

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Learning activities 14/15: Developing Women’s History Unit This lesson will focus on the concept of segregation and integration, and the teacher will introduce Ruby Bridges. She will conduct a mini lesson on segregation and integration by following these steps (this will also be the activity for the day):

1) I would have my students be separated by the students who are wearing black shoes. The students wearing black shoes will sit one side of the carpet, while the students wearing a shoe that is a color other than black will sit on the other. So then I would ask them “what would we do to in order to integrate everyone in the classroom?”

2) Then once my students all mix together (the boys and girls) on the carpet, I would explain to them that is an example of integration. Then I would show my students pictures that I brought in that show examples of integration.

3) Then I would put my student in groups of 4 or 5 students and tell them to act out a skit that is an example of integration.

4) Then I would show some non examples of pictures I have of integration. Some examples I will show will be from books I have about Martin Luther King and Rosa Parks, since the students have just gone over those famous people and are familiar with segregation, the opposite of integration.

5) I would have students use the same groups that they were in when they did their skits, and give them pictures of examples and non examples of integration. In their groups students will help each other figure out with are examples of non examples of integration.

6)After time is up, I will ask students explain how they know why each picture they have is either an example or a non example of integration.

After the minilesson, the teacher will conduct a read aloud on The Story of Ruby Bridges by Robert Coles, and she will conduct a grand discussion that asks the following questions:

1)Why do you think people weren’t accepting of integrating schools? 2)Do you think the city of Chicago is segregated or integrated?

Materials Used: -projector -anchor charts -markers -The Story of Ruby Bridges by Robert Coles

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Learning activities 16/17: Developing Women’s History Unit This lesson will focus on the concept of culture, and the teacher will introduce Frida Kahlo. She will conduct a mini lesson on culture by following these steps:


After the lesson, she will conduct a read aloud on Frida Kahlo: The Artist Who Painted Herself, and conduct a grand discussion that will ask these questions: 1)Who was Frida Kahlo? 2)What year was she born? 3)What did she do for a career? 4)What did she paint? 5)Why do you think she painted those types of paintings? 6)Why does being an artist make her an influential figure? The end of the lesson will result in an activity where students will be able create a portrait of themselves, just like Frida Kahlo, and provide a brief autobiography of their own lives. Materials Used: -projector -anchor charts -markers -Frida Kahlo: The Artist Who Painted Herself -papers (one per student) -crayons/colored pencils

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Learning activities 18/19: Developing Women’s History Unit This lesson will focus on the concept of tolerance, and the teacher will introduce Anne Frank. She will conduct a mini lesson that will follow these steps:


After the minilesson, the teacher will read excerpts from the book, “Who Was Anne Frank?” By Ann Abramson, and she will conduct a grand discussion that asks the following questions:

1)Was Hitler tolerant of people who appeared to be a race that he didn’t like or accept? 2)Should people be tolerant of others who are different than themselves, why or why not?

The end of the lesson will result in an activity where students will write a brief diary entry of what they think Anne Frank might of wrote in her diary during World War II. The purpose of the overall lesson is for students to be able to identify different types of tolerances and connect them to modern society. Materials Used: -projector -anchor charts -markers -Who Was Anne Frank? By Ann Abramson -papers (one per student)

Learning activities 20/21: Developing Women’s History Unit This lesson will focus on the concept of perseverance, and the teacher will introduce Woroud Sawalha. She will conduct a minilesson on perseverance by following these steps:

1) Provide class with a working definition 2) model examples of courage 3) ask students to distinguish between an example of courage and a non-example and explain why

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4) separate students into groups and provide them with examples and nonexamples 5) have them discuss, analyze, interact with the illustration 6) discuss the examples and nonexamples as a class 7) show the working definition again and ask if it should be revised or stay the same and have students explain why 8) conclude the mini-lesson with key characteristics of the concept

After the minilesson, the teacher will read articles from the following websites that will be displayed on the projector. http://www.theglobeandmail.com/sports/olympics/woroud-sawalha-runs-to-set-an-example-for-palestinian-women/article4469107/ http://edition.cnn.com/2012/05/17/sport/olympics-palestinian-london-2012 The class will discuss the following two questions: 1) How did Sawalha break barriers? 2) How did she set an example for young children in Palestine? Does she encourage them to go after their dreams? At the end of the lesson, the students will complete an activity where they will choose a goal that they plan to preserve. Students will be told in order to pick a topic to chose a certain sport or activity (band, etc.) that they would like to master. Students can write a schedule of how they include practice in their weekly lifestyle. Or students could be assigned the same topic but make a storyboard of how they will attain their goal. So for instance their story can start off with how they weren't good at the sport, how they will practice to get better and the end would show how they attained their goal. Materials Used: -projector -laptop -anchor charts -markers -papers (one per student) -articles

Learning activity 22: Culminating Women’s History Unit Chronological timeline This lesson will consist of students completing a chronological timeline. For the chronological timeline, we will have students fill out a timeline of the women we went over during this social studies unit, and identify how they made an impact on history. This will be a type of summative as assessment to measure the amount of knowledge that the students acquired about women’s contributions to making the world a more equal place to live in. Learning activity 23: Culminating Women’s History Unit Write up: Who is the most inspirational woman and Why? This lesson will be a write-up that asks, “Who is the most inspirational woman and Why?” This is another type of summative assessment to see how much a student has learned about one specific woman who made a difference. This project will be mentioned on Day 1, so that during the unit, the student has time to decide and pick who they may want to write their report on. Learning activity 24: Culminating Women’s History Unit Portfolio This day will be set aside for students to organize all of their authentic activity products and place them in a portfolio that will be submitted to the teacher. It will allow the teacher to measure student progress and development from the beginning

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of the unit to the end of the unit. Discussion The purpose of an end of the unit discussion is to wrap up the main focus of the unit, which is understanding how women have made contributions to make the worlds more equal through their achievements and struggles. Once again, the teacher will raise the question of what “equality” is, and she will ask the students how each of the women have contributed to making the world a more equal place to live in. The teacher will do this by having a picture of each women posted on an anchor chart sheet, and she will write bullet point answers from the students under each women’s picture. Afterwards, the students will work together to post the anchor charts in chronological on one wall of the classroom with the phrase “Equality Through the Contributions of Women” written above it.

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Lesson Plans

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COLLEGE OF EDUCATION - THE UNIVERSITY OF ILLINOIS AT CHICAGO

The following pages have tools for assisting students with lesson planning. As students are planning, it is important that they not only plan lessons with the concepts assessed in the TPA in mind, but they also need to make sure there is an alignment of content, strategies and skills taught with the assessments they use.

TPA-ALIGNED LESSON PLAN TEMPLATE Teacher Candidate: Antoinette Schiffer Date Taught:

Cooperating Teacher:

Ms. Ponce School / District:

James Shields Elementary School

Grade: Second Grade Field Supervisor:

Dr. Montano

Unit / Subject: Social Studies

Lesson Title / Focus:

Women’s History Unit/ Suffrage (Susan B. Anthony)

I. Contextual Information (What?)

The purpose of this lesson is to introduce students to the concept of suffrage through a minilesson, read aloud, grand discussion, and individual activity that involves Susan B. Anthony.

The prior knowledge that students should have is knowing that women were not always viewed as equals towards men. Considering that they are in second grade and the students’ previous grade levels did not implement women’s history curriculum, I do not expect the students to understand the concept of suffrage as well as how she influenced women’s history. Nevertheless, I expect to the students to understand how to create a picket sign and develop their own slogan after viewing examples.

None of the students in the classroom have an IEP, but three of them are planning to be tested for one. Since these students struggle with writing, they will be entitled to differentiated instruction where the teacher will either act as a scribe for them or have them work with a partner who is a more proficient writer.

The second grade students at Shield’s Elementary School are predominately Latino, and the majority of them are low-income. Furthermore, most of them are bilingual or emergent bilinguals. This will influence my planning, teaching, and assessing because I must prepare differentiated instruction for my less proficient English speaking students who struggle with writing. Since there are is only one student who cannot read or write English independently, he will be given written directions for the activity in Spanish, and he will be allowed to write in Spanish as well. During the grand discussion, he will also be allowed to speak and answer questions in Spanish.

Furthermore, I will want to expose my students to historical and influential women who are the same race and culture as them as well as women who come from more diverse backgrounds to make the students culturally aware of the word

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around them.

The school district is Chicago Public Schools, and I am in a second grade classroom where my cooperating teacher has no particular requirements or expectations for this lesson plan.

Issues that might affect instruction are students who are not staying on task via talking to others, fiddling in their desks, doodling on papers, not participating in whole and small group instruction, etc. I will proactively address these issues by making the lesson activities interactively engaging and short enough to maintain the attention span of the students.

Comments/Notes: INSTRUCTIONS: Using guiding questions relevant to this lesson, describe your plan and its rationale in each of the following planning areas. Refer to Appendix A for a list of guiding questions.

II. Lesson Rationale (Why?) Learning Goals and Focus (What?):

• Students will be able to express their opinions and reasons • Students will be able to analyze artwork and discuss their reasoning by identifying parts of a photograph that

stimulate their thinking. • Students will be able to work collaboratively with one another and respect each other’s opinions. • Students will be able to explain the difference between women’s suffrage in the past and compare it to today’s

society. • Students will be able to seek out answers from the historical sources of books, video clips, and artwork. • Students will be able to describe how people in different times and places viewed the world in different ways

through examples and non-examples. Illinois Common Core State Standards: 16.A.1a. Explain the difference between past, present and future time; place themselves in time. 16.A.1b. Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources). 16.A.1c. Describe how people in different times and places viewed the world in different ways.

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.

Academic Language target for you and your students: • Understand, analyze, and explain the concept of suffrage.

III. Instructional Strategies and Learning Tasks (How?) Time • Learning Activities - What learning activities do

you have planned for the students (Note: these describe what the students do during the lesson)

Purpose

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15 min 15 min 15min

Orientation/Engagement/Motivation: (Introduction of the topic: making connections)

In the beginning of the lesson, the students will sit on the floor in a cluster, and they will face the teacher. The teacher will have an anchor chart off to the side in order to use for a group discussion regarding voting. The teacher will ask:

Why is it important to vote? Who has the right to vote today? Who does not have that right? Why would women ever not have the right to vote? The teacher will write any ideas or facts that the students bring to the discussion on the anchor chart paper. Once the group discussion is completed, the teacher will have students watch a School House Rock Clip on suffrage to introduce them to the new term.

Presentation/Explicit Instruction:

This part will consist of a mini lesson and a reading aloud. The minilesson will teach the students the concept of suffrage. During this part of the lesson, the teacher will teacher the concept of suffrage through a mini lesson and follow these steps:

Concept Mini-Lesson: Suffrage

1) Provide class with a working definition 2) model examples of suffrage 3) ask students to distinguish between an example of suffrage and a non-example and explain why 4) separate students into groups and provide them with examples and non-examples 5) have them discuss, analyze, interact with the illustration 6) discuss the examples and non-examples as a class 7) show the working definition again and ask if it should be revised or stay the same and have students explain why 8) conclude the mini-lesson with key characteristics of the concept

After the mini lesson, the teacher will conduct a read aloud called Susan B. Anthony by Alexandra Wallner. There will be pre-reading, during reading, and after

Orientation/Engagement/Motivation The purpose in asking students questions about voting is to help activate prior knowledge and allow them to form connections. Furthermore, students may have a vague understanding of what voting is and what it does. Therefore, this is the time for the teacher to clarify any confusion so that she can assist students in understanding how voting plays a role in society. Furthermore, students will be clustered on the floor to maintain classroom manage, and facts and ideas will be written on anchor chart paper so that the teacher can refer to them later on in the lesson for students to form connections. The School House Rock clip will allow the teacher to easily transition in to teaching the concept of suffrage after discussing voting.


The purpose of the concept mini-lesson is to introduce students to suffrage and have them interact with examples and non-examples in order to gain a greater understanding of what suffrage is. The students will work in groups to practice group collaboration, and the minilesson will be student-centered in order to promote students construction of their own knowledge. The examples and nonexamples will further allow students to actively engage in the lesson in order to develop a definition of suffrage that works for them. This aligns with the following standard:

• 16.A.1c. Describe how people in different times and places viewed the world in different ways.

The purpose of a read aloud and a group discussion is to engage students in reading questions that will stimulate their thinking regarding the concept of suffrage as well as the Susan B. Anthony’s influences in society. All the questions are meant of the students to practice strategies such as activating prior knowledge and making connections in order to better comprehend the story. This activity aligns with the following standards:

• 16.A.1a. Explain the difference between

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25 minutes 20 min

reading questions such as the following:

Prereading:

• Does anyone know who Susan B. Anthony was? • By looking at the cover, who do you think she

was and what do you think she did?

During Reading:

• Who was Susan B. Anthony? • When was she born? • What did she do that was so significant? • What is women’s suffrage? • -How did she fight for women’s suffrage? • Who else fought with her?

After Reading:

• Why do you think it was important for her to fight for suffrage?

Structured Practice/Exploration:

After students teaching students a minilesson and having them engage in a discussion regarding the read aloud, I will have provide them with a structured activity that will allow them to explore picket sign slogans. During this activity, I will then model a slogan, and the students will then do it on their own.

1) Share models of picket signs

2) Have them discuss the similarities and differences as well as what the slogans are promoting or fighting against.

3) Discuss how they influence people and list students’ answers on an anchor chart.

4) Model a slogan

5) Have students create their own.

Guided Practice/Feedback:

1) Students will be placed in small groups and practice the skill of expressing opinions and reasons regarding this artwork:

past, present and future time; place themselves in time

• 16.A.1b. Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources)


• 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.


The purpose of this activity is for students to be able to compare the similarities and differences with the examples of slogans and advertisements along with understand why suffrage was so important in the past and in the present. The discussion is especially important because it will shape students thinking and allow them to understand how other people can influence public thinking through creative writing and illustrations. The teacher will model an example in order to show students what she wants them to do and what is expected of them. This activity will align with the standards:

• 16.A.1a. Explain the difference between past, present and future time; place themselves in time

• 16.A.1b. Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources).


The purpose of this activity is for students to interact with artwork and practice the skill of listening and expressing opinions and reasons. This will align with the standards:

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15 min

2) They will explain how women were viewed in the past as well as how they are viewed in the present using this illustration. They will note similarities and differences.

3) Someone in the group will act as a scribe and write down the groups’ opinions regarding the artwork

4) The class will come back together and have a group discussion sharing each groups’ opinions

Independent Practice/Application:

1) Students will take out their journals and write down three things that they learned about women’s suffrage as well as two sentences that explain why it is good or why it is bad in today’s society.

• 16.A.1a Explain the difference between past, present and future time; place themselves in time and


Independent Practice/Application: The purpose of this activity is for students to display their understandings by writing fully developed sentences about suffrage and their opinion about it. This will align with the standard:

• 16.A.1a. Explain the difference between past, present and future time; place themselves in time.

IV. Assessment (What?)

• assessing prior knowledge and readiness for lesson • assessing learning during lesson • assessing learning at end of lesson • planning the next steps of learning based on the data or information gained through the lesson’s

assessments.

Formative Assessment (Process):

During the lesson, student thinking and discussions will be observed by the teacher and challenged through additional questioning. The teacher will record student answers on a projector using a laptop. Furthermore, student notes regarding the artwork will be collected.

Summative Assessment (Product):

At the end of the lesson, students will submit their pickets or advertisements for promoting women’s suffrage as well as their journal entry.

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V. Instructional Materials, Resources, and Technology • What materials will you need in order to teach this lesson? • What materials will students need?

Teacher Materials: - Susan B. Anthony by Alexandra Wallner -27 pieces of construction paper -art supplies -54 popsicle sticks -projector -computer -powerpoint -School House Rock Clip -6 Group Worksheets -Women’s Suffrage artwork -anchor chart -laptop Student Materials: -notebooks -pencils

VI. Reflection • Once you have completed the lesson plan, take a moment to analyze and reflect on what you

have designed and consider the criteria of internal consistency.

Internal Consistency:

• The lesson procedures and are consistent with objectives and assessment, and each activity aligns with an objective in a lesson that has been developmentally and logically sequenced. All the steps throughout the lesson are numbered in sequential order in a clear, concise, and explicit manner.

• I believe that this lesson plan is educational and engaging for a classroom of second grade students because it is student-centered, and the students have the opportunity to collaborate with their peers. Furthermore, the students are thoroughly learning a social studies concept that is pertinent to understanding women’s political influence in history, and the students are acquiring skills like sharing opinions and ideas with their classmates. This lesson has visual, tactile, and auditory activities that will provide all the students with the chance to find at least one of the activities engaging and insightful. My greatest concern with this lesson is that it does not have a great amount differentiated instruction. However, less proficient students can be grouped with more proficient students so that they can learn more from their peers who will assist them in knowledge acquisition and language barriers. In addition, the one student who struggles with speaking, reading, and writing in English is allowed to communicate in Spanish with the help of his peers who can translate for him as well as aid him in making connections in English.

COLLEGE OF EDUCATION -‐ THE UNIVERSITY OF ILLINOIS AT CHICAGO

The following pages have tools for assisting students with lesson planning. As students are planning, it is important that they not only plan lessons with the concepts assessed in the TPA in mind, but they also need to make sure there is an alignment of content, strategies and skills taught with the assessments they use.

TPA-‐ALIGNED LESSON PLAN TEMPLATE

Teacher Candidate:

Yasmeen Elayyan Date Taught:

Cooperating Teacher:

Mrs. Ponce School / District:

CPS

Grade: 2nd Field Supervisor:

Unit / Subject: Social Studies Unit on Woman’s History

Lesson Title / Focus:

Women and Segregation/Integration (Ruby Bridges)

I. Contextual Information (What?)

Think about the questions below as you brainstorm and complete your lesson plan. These are questions you should be aware of as you formulate your lesson plan. Weave these areas of concern into your lesson plan.

The purpose of this lesson plan is to connect segregation to integration so that students can get a better understanding of integration. Using what students’ have learned about segregation during the lesson on Rosa Parks will help them understand integration. The concept will be integration. There are only two students who are in the process of trying to attain IEPs. These two students have a guided reading level of “A”, and so they can barely read as second graders. In this lesson, there isn’t any need for these are any students to read so they will be fine. But in the writing portion, I could ask them what they would write and I would write it down for them. Connections that I may bring up to students is that there is still segregated today in the city of Chicago. This would be helpful in pointing out that some things haven’t changed since the time of Ruby Bridges. Ruby was trying to integrate an all white school and the students at Shields attend a dominantly Mexican school, so today we can still segregation indiscreetly happening. These students are low income, but this wouldn’t affect my lesson or assessment neither would their cultural backgrounds. The district is CPS and I would be conducting my lesson in a second grade classroom where Mrs. Ponce believes that her students should be able to understand and apply the material that they have learned. For instance, for science, Mrs. Ponce will read a book and have students draw a picture and write three new things that they have learned. Mrs. Ponce has students desks formed into groups so that they work together on

class work. This is perfect for when I have students work in groups because after they go back to their seats after sitting on the carpet, they are already placed into groups for the activities.

II. Lesson Rationale (Why?)

Learning Goals and Focus (What?):

• It relates to state standards because in my discussion I can compare Shields to the rest of Chicago and ask students if it’s segregated and how the segregation is different from how it was during Ruby Bridges’ time.

• It also focuses on discussions, the skit that they come up with and the pictures that I show. The pictures that I show will contain pictures from today so that students can relate to them, but some of them will also be historical photos so students can see the different time era. This way students’ can separate the differences like how back then people were believed that they should be separated by race.

• The goals in this lesson can relate to the unit because we can see how Ruby Bridges is a woman who made an impact on history. When we did a lesson on Rosa Parks, students see how she contributed to the civil rights movement with the Montgomery bus boycott.

• In every lesson, students learn skills that they can view the past and present like “compare and contrast”. • This lesson also has them see how other cultures went through struggles in the United States. • Students will know by the end of the lesson that they should be able to accept and welcome others even

though they may not look like them. • The learning goals would be appropriate for all students in the classroom, but if anything is written, a

couple students would need to tell me what they would say and I would write it down for them. (They are in the process of attaining IEPs)

Illinois Common Core State Standards:

16.A.1a. Explain the difference between past, present and future time; place themselves in time. 16.A.1b. Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources). 1

6.A.1c. Describe how people in different times and places viewed the world in different ways.

Academic Language target for you and your students:

Segregation, integration, racism, law, judge, federal marshals.

III. Instructional Strategies and Learning Tasks (How?)

• aligned with learning focus and state standards • aligned with student learning needs of individuals and whole class • aligned with students academic development, social/emotional development, experiences and/or

interests. • aligned with the language demands of this lesson. • built on each other in ways that create a progression of learning through which students can

monitor their own progress toward the learning focus.

Time • Learning Activities - What learning activities do you have planned for the students (Note: these describe what the students do during the lesson)

Purpose

5 min

Orientation/Engagement/Motivation: (Introduction of the topic: making connections)

To introduce this lesson, I will have students recall and think back what segregation means and to give me a definition and example of it. To help students out, I will show them visuals of segregation. Students will think back to the previous Rosa Parks lesson that they were taught and recall main ideas. Students will remember the example of segregation being when black people had to give up their seat for white people and sit at the back of the bus. Afterwards, I would ask my students what they think what the opposite of segregation is. Students will then use ideas like Rosa Park’s bus situation to think what the opposite could be. The discussion I would facilitate would scaffold students to come up with a working definition of integration. I would also ask my students to give an example of what integration may be. Then I would inform my students that today we will be learning about integration.

Examples of visuals of segregation:

Orientation/Engagement/Motivation: The purpose of me asking my students if they remember what segregation is so that it is a good way to link segregation to integration. Using segregation as background knowledge can help students understand what integration means and how they are related. Previously students have learned about Rosa Parks and so students will use the examples of segregation in the book they read about Rosa Parks can help them get a clearer picture of what the opposite of segregation may be. As a group, students are expected to work together in discussion to come up as a class with a working definition and an example of what integration is.

35 min 25 min


Next I will read the following book aloud, The Story of Ruby Bridges By Robert Coles. When reading the book, I will stop throughout it so that I could ask my students questions. I will especially ask questions when going over pages with key terms with my students, to make sure that they know and understand the terms. After I finish reading the story, I will lead a short discussion starting off with the question, “How did Ruby Bridges, start integration in schools?” I will also have students make connections between Rosa Park’s and Ruby Bridges struggles for integration. Then I will have my students sit on one side of the carpet based on who is wearing black shoes and who isn’t. The students who are wearing black shoes will sit on one side of the carpet, where the children who are wearing shoes that are a different color than black, will sit on the other side of the carpet. I would ask my students, “Boys and girls, you are separated based on the color shoe you are wearing. The children who are sitting on this side of the carpet are wearing black shoes and the students sitting on the other side are not wearing black shoes. What is this example of?”After students come to realize it is segregation, I would ask them, “What would we do to in order to integrate everyone in the classroom?”


Then once my students all mix together on the carpet, I would explain to them that is an example of integration and a class we would clarify why. Then I would show my students pictures that I brought in that show examples of integration. Then I would have my students go back to their seats so they can work with their peers at the groups of desks they sit at. Then I would put my student in groups of 4 or 5 students and tell them to act out a skit that is an example of integration. Then I would show some non examples of pictures I have of integration. Some examples I will show will be from books I have about Martin Luther King and Rosa Parks, since the students have just gone over


The reason I would ask my students questions so that I can make sure that they are on task and paying attention. Another is so I can see if they understand the material. For instance, when we go over key ideas like federal marshal I want to see if they comprehend the definition and can come up with one on their own. After reading, I am raising a discussion to how students figured out that The Story of Ruby Bridges was an example of integration. I want students to give me evidence to where they figured it out or where they had an idea. So students can get a better grasp of what integration is why I separated them based on the color of their shoes. Having students do this activity gives them a better understanding because it emphasizes what integration is. Having them find a way to integrate themselves gives them extra push to confirm what integration is.


The reason for clarifying why that was an example of integration is so students can get a clearer and confirm their understanding. It also helps students who aren’t so sure and so they are being reassured as well. The reason for group work is so that there can be collaboration between the students. Working together can help students assist each other in comprehending the concept even better. Showing them pictures would also show students connections between the books

20min 20min

those famous people and are familiar with segregation, the opposite of integration.


I would have students use the same groups that they were in when they did their skits, and give them pictures of examples and non examples of integration. In their groups students will help each other figure out with are examples of non examples of integration. After time is up, I will ask students explain how they know why each picture they have is either an example or a non example of integration.


Students can draw a picture to show an example of integration. Then write a few examples of why it is an example.

and lessons that they previously had. Seeing those connections would also help students who are struggling to understand.


Again group collaboration would help students in trying to figure out whether the pictures I give them are examples or non examples of integration. The groups would also help out when explaining why it is an example or not.


This is to see if the student understands the material without group help or collaboration. I am curious to see what they may draw so that I can have it for informal assessment.

IV. Assessment (What?)

• assessing prior knowledge and readiness for lesson • assessing learning during lesson • assessing learning at end of lesson • planning the next steps of learning based on the data or information gained through the lesson’s

assessments.

Formative Assessment (Process):

I would make sure that students are able to come up with a working definition of integration and give examples and non examples. I will also make sure that students are able to distinguish the difference between examples and non examples.

Summative Assessment (Product):

At the end of the social studies unit, there is a write up and students can pick any of the woman that they have learned about during the unit and so they could chose Ruby Bridges.

V. Instructional Materials, Resources, and Technology

• What materials will you need in order to teach this lesson? • What materials will students need?

-The book, The Story of Ruby Bridges

-Pictures that are examples and non examples of integration

VI. Reflection

• Once you have completed the lesson plan, take a moment to analyze and reflect on what you have designed and consider the criteria of internal consistency.

Internal Consistency:

The procedures are consistent with the objectives because they are all covered in the lesson plan. For instance, students are viewing on important of an impact Ruby Bridges has on history and are practicing skills like compare and contrast between Rosa Parks and Ruby Bridges during a discussion. To portray integration, the use of separating students with their shoes is a helpful learning activity so that students can remember what integration is. Each step that takes place throughout the lesson connects it to the next step in the lesson. Each step is clear and has a smooth transition to the next. For instance, I start off with having students recall segregation to introduce them to the topic of the lesson plan which is integration. Having students look at the visuals of segregation scaffold them into thinking of Rosa Parks because the last visual is a picture of whites and blacks separated on a bus.

Assessments

Think-Tac-Toe Name______________________________________________

Women’s History - Grade 2: Choose your own assignments! You must choose at least three activities in a tic-tac toe design. Each activity must be about a DIFFERENT woman. Color in each

box as you complete each assignment. Have fun!

Create a Wanted Poster for one of the famous women. Draw a picture, and write two reasons why this person is WANTED. Be sure to offer a reward!

Use Kidspiration to make a web of facts of one of the women you have learned in class.

Travel back in time and write a story about meeting one of the women that you learned about. Be sure to say who you met and how you knew it was her, where you met her, and what you did with her.

Choose one famous woman we learned about and make a timeline of five important events in her life.

Your choice! When you pick your activity, first ask your teacher if you can do it.

Think about one important event that has happened in a famous woman’s life. Draw it and write a sentence that explains what is occurring in the picture. Make sure to write a title for your picture.

Pretend you are one of the famous women and you are writing in your diary. Write about one important day she had in history. Hint: Think back to the read-aloud and what we said about the women in class.

Pick a woman that we did not talk about in class and draw a picture of her. Then answer these questions about the woman: 1) Who is she? 2) What time period is she from? 3) Why is she considered famous? 4) One interesting fact about her.

Create a venn diagram to compare and contrast two women that you have learned about in class.

Rubric for Think-‐Tac-‐Toe

Possible Points 1 Point

(Poor)

Students’ skills are limited and frequent assistance is needed.

2 Points

(Satisfactory)

Student almost meets standard with assistance.

3 Points

(Good)

Student meets standard independently.

4 Points

(Excellent)

Student can go above and beyond standards.

Creativity and Effort

Student work has very little or no details and is very plain. Student didn’t take time to complete the assignment.

Student work has some details. Student may have put some time into the assignment.

Student has some great details. Student has put a good amount of work into the assignment.

Student’s work is very detailed and has put forth extra work into the assignment.

Higher-‐Level Thinking and Connections with unit

Student shows no signs of higher-‐level thinking. There are no connections with the unit.

Student portrays some higher-‐level thinking. There are some connections with the unit.

Student shows a good amount of higher-‐level thinking. Connections with the unit are clear.

Student portrays higher-‐level thinking in their assignment. Connections with the unit are obvious and clear.

Understanding of assignment

Student shows no understanding of the assignment. There are no examples or details.

Student shows some understanding of the assignment. The examples aren’t so clear and have little detail.

Student does shows understanding of the assignment. There are some examples with good detail.

Student shows understanding of the assignment with clear examples and details.

Tic-Tac-Toe

During this summative assessment, students will be working on throughout the entire unit. Each week students have the choice to complete one of the boxes. At the end of the unit, students should have chosen three boxes to complete that make a tic-tac-toe design. The purpose of this assessment is to see how much students are learning throughout the unit and not on just one woman, but to see how much they have learned about as many of the women that we have been covering as a class.

Quiz on Women’s History

The following is a short quiz second grade students would take during the Women’s history unit. This quiz should be given after the entire unit is complete because it contains information on some of the women from the beginning until the end of the unit. This quiz measures some of the information that students have learned throughout the unit. This would be a summative assessment on the students’ knowledge. This quiz targets some of the main ideas of the women and also other history details like questions four and five.

Name_______________________________________ Date__________________________

Women’s History Quiz

1-‐What was Ruby Bridges trying to do when she attended William Frantz Elementary School?

a-‐Segregate the school b-‐Integrate the school c-‐Save the school d-‐Go to school by herself

2-‐ What did Harriet Tubman do during 1850 to 1860? a-‐ Convince people that slaves didn’t have rights b-‐Help slaves escape slavery by using the Underground Railroad c-‐ Help raise money for slaves d-‐Fight slave owners in the South

3-‐What was it called when Rosa Parks and other African Americans use to sit at the back of the bus, and whites use to sit at the front of the bus?

a-‐Integration b-‐Freedom c-‐Segregation d-‐Rights

4-‐Frida Khalo was a famous artist from what country? a-‐The United States of America b-‐Puerto Rico c-‐Guatemala d-‐Mexico

5-‐Woroud Sawalha competed in which of the events in the 2012 Olympics?

a-‐Swimming b-‐Volleyball c-‐Track d-‐Jumping

6-‐Why did Anne Frank have to hide?

a-‐She was Jewish and Hitler wasn’t tolerant of Jews b-‐She was a girl c-‐She didn’t like people d-‐Because she liked to hide

Answer Key:

1-‐b 2-‐b 3-‐c 4-‐d 5-‐c 6-‐a

Review of Resources

Resource Review Unit on Woman 2nd Grade

Resources used throughout the unit:

Citation: Skelton, R. (2005). Time For Kids Biographies: Harriet Tubman: A Woman of Courage. New York: Time Inc.

What makes this text a great one to incorporate in the unit is because it is informational. An informational book like a textbook it has captions and provides much information, but the book is inviting with all the colorful graphics throughout the text. Harriet Tubman a Woman of Courage is a biography that starts off from Harriet’s life as she was a child born to her parents that were slaves in 1820 and goes on to tell her story of how she a hard yet rebellious slave, which many students don’t usually read about. When students learn about Harriet Tubman, they focus on the Underground Railroad and don’t see how she become the strong independent woman she was. This book is perfect in that in portrays Harriet’s right as a person and woman as she fights to find a way to attain her freedom. The book even states how, “She also spoke to support the struggle for women’s rights”, even though at first she was just concerned with the freedom of African Americans, she continued to fight in everything that she knew was right. This text covers how life was for an African American slave living before during and after the civil war and the biography of Harriet Tubman. The objectives it covers are based off the following Illinois State Standards 16.A.1a. Explain the difference between past, present and future time; place themselves in time. 16.A.1b. Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources). 16.A.1c. Describe how people in different times and places viewed the world in different ways. This would be ideal to bring this book in a social studies unit so a teacher could read it to the class and they could discuss the book as a class. The teacher could assign the second grade class for instance to write three things they have learned and to draw a picture going along with it.

Citation: Frith, M. (2003). Frida Kahlo: The Artist Who Painted Herself. New York: Grosset & Dunlap.

This book would be great to target on a woman’s social studies unit because it told the story of a woman who was very sick made never gave up on her painting career. In 1953, she was the first woman artist who had her own show, but she was sick that she was carried to her own show. Being sick in bed, did not stop her from going to her own show. The book begins to with Frieda as a young girl and how she had polio and how she overcame that and goes on with the terrible bus accident that left her in bed for two years. It shows students the confidence and perseverance of a young woman who did not give up on believing that she could still live life with accomplishments as she painted twenty-four paintings in her bed during those two years. The story continues with her marrying Diego Rivera, an outstanding painter who admired and praised her paintings. This book is very helpful in assigning a project because throughout it, it opens up students eyes on how to understand and research information so that it assist them in the future with completing projects. It even shows students how they can recreate artifacts from the past, like how the author created a diary of how she thought Frieda Kahlo’s book. There are also sections in the book where if the student met Frieda, what would she ask her? The objectives the book covers are having students ask historical questions, using Frieda Kahlo’s paintings and also that this is a biography of Frieda Kahlo. This book aligns with the Illinois State Standards, 16.A.1a. Explain the difference between past, present and future time; place themselves in time. 16.A.1b. Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources). 16.A.1c. Describe how people in different times and places viewed the world in different ways. With the book being very helpful in portraying how to work on projects, this would be a great book to read before assigning students to write a report on a famous woman of their choice. With the report they should include a recreation of an artifact that belonged to the woman and/or something she may have used all the time like the recreation of Frieda Kahlo’s diary.

Citation: Coles, R. (1995). The Story of Ruby Bridges. New York: Scholastic.

The Story of Ruby Bridges begins with how her family was poor and how they got by. The book continues with how her family was very God conscious and went to church every Sunday. Ruby lived in a time, where blacks and whites were separated in schools, so in 1960, Ruby and three other black girls were ordered by a judge to attend two white schools. When Ruby began to attend William Frantz Elementary School, every morning there a mob of angry white people who refused to let their children continue to attend William Frantz. They had signs that made it clear that they didn’t want black children in their school. Every morning she had to walk with federal marshals so that they could protect as she walked through the crowd. Ruby was always silent as she walked through the crowd, but one day she stopped walking and began to speak. Her teacher, Mrs. Henry asked her what she told the crowd and Ruby said that she was not talking to the crowd; she was praying for them. She continued to tell Mrs. Henry how she prayed for them every morning, but that morning she had forgot to and so she stopped walking while she was surrounded by the mob and began to say a prayer. The objectives the story covers is showing students today how students back then attended different schools based on the color of their skin. This covers the following Illinois State Standards, 16.A.1a. Explain the difference between past, present and future time; place themselves in time. 16.A.1b. Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources). 16.A.1c. Describe how people in different times and places viewed the world in different ways. This short story would be a good way to link social studies and writing. Listening to the story, students can understand the history and the writing would be done by writing a prayer. Students can write their own short prayer in a few sentences what they might say in a difficult situation to better themselves or others like Ruby did.

Citation: Benjamin, A. (1995). Young Rosa Parks: Civil Rights Heroine. Mahwah, NJ: Troll Associates.

Young Rosa Parks is the perfect book to read to a second grade audience because it is a “first-start biography” and so it is an easy transition for young students to get a feel of an idea of what a biography book consists of. Rosa Parks is an ideal woman to be reading about on a social studies unit on woman because she was not afraid to stand up for what she believed in. The biography informs readers how she was a part of the NAACP (National Association for the Advancement of Colored People). This lets young readers know how anyone can make a difference, even just a woman sitting on a bus. The objectives the book covers shows students how people back then attended different restaurants, schools or sat at the back of a bus because of the color of their skin. It also covers that this is a biography of Rosa Parks used to answer historical questions and find answers. The Illinois State Standards it aligns with are 16.A.1a. Explain the difference between past, present and future time; place themselves in time. 16.A.1b. Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources). 16.A.1c. Describe how people in different times and places viewed the world in different ways. For a written assignment, ask students if they were going to change something in the world, what would it be and why? Ask them what would be their plan in making their change happen.

Citation: Abramson, A. (2007). Who Was Anne Frank? New York: Grosset & Dunlap.

Since this is a dense book for second graders to read on their own, ideally teachers should read excerpts or just chapters at a time. Who was Anne Frank? is a simple chapter book with many pictures for young readers. It starts off with how Anne lived in Germany before the war and how her family was happy. The book even mentions a brief biography about Adolf Hitler and how people today aren’t sure of what may have caused him to be so evil back then. The chapter book is continues to talk about her life in Germany and leads to how her family disappears into hiding. The objective it covers is that it is a biography of Anne Frank and that it shows students the time that she lived in. The Illinois State Standards that is covers are 16.A.1a. Explain the difference between past, present and future time; place themselves in time. 16.A.1b. Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources). 16.A.1c. Describe how people in different times and places viewed the world in different ways. Students will write a brief diary entry of what they think Anne Frank might of wrote in her diary during World War II.

Clip:

"School House Rock - Sufferin' Till Suffrage." SchoolTube. Retrieved 03 Mar. 2013 from

http://www.schooltube.com/video/547d1ffda7c6829c4545/School%20House%20Rock%20-%20Sufferin'%20Till%20Suffrage.

This video clip is a fun way to explain to young students what women suffrage was. This clip not only pulls in the student with the catchy lyrics but with original photographs of the history when it was actually taking place. The learning standard that this resource will achieve is 16.A.1b. Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources). This clip would be a good way to open the part of my lesson on women suffrage. This would be a good opportunity for me to ask my students how did men of color fight the same way to attain voting privileges? Going through the clip, I would tell my students to keep an eye for good photographs that they would use to give them ideas on how to make an advertisement to promote women’s suffrage.

Clip:

"March: National Women's History Month." SchoolTube. Retrieved 03 Mar. 2013 from

http://www.schooltube.com/video/e6dea3c5d2ec4ff0a17a/March:%20National%20Women's%20History%20Month.

This clip not only informs students about national women’s history month, but also mentions how today some women in the world still don’t have equal rights as men and they are still trying to obtain their rights. This video clip shows how woman have received simple tasks today that woman may seem to take for granted in doing like pursuing an education or being on

an athletic team. The learning standards that this clip achieves are 16.A.1c. Describe how people in different times and places viewed the world in different ways and 16.A.1b. Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources). Even though this clip may seem that it targets older grades rather than second graders, my mentor teacher has shown clips like these to her second grade class. This clip is helpful in that in explains to students why women’s history is celebrated in March. Showing this clip, gives me a way to discuss how women are viewed today and why women are still not seen as equals to men. Discussing this as a class, together we could record our answers so that we could compare and contrast them to other students’ views.

Citation: Krull, Kathleen. (2008). Hillary Rodham Clinton: Dreams Taking Flight. New York: Simon & Schuster Books for Young Readers.

This book is for young students letting them know that they can achieve whatever they dream and only sky is the limit. Since Hilary’s youth she has been told that she couldn’t achieve the goals she set her mind to because when Hilary was a girl, woman didn’t have as many opportunities as they do today. Yet, that didn’t stop Hilary from chasing after what she wanted to do. This is an inspiring story of a young girl who set out for her dreams no matter what obstacles she faced along the way. 16.A.1a. Explain the difference between past, present and future time; place themselves in time. 16.A.1b. Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources). 16.A.1c. Describe how people in different times and places viewed the world in different ways. This would be ideal to bring into the classroom so that students can just be reminded to never give up on their dreams, no matter how impossible they may seem to be able to achieve.

Citation: Morpurgo, M. (1999). Joan of Arc. New York: Harcourt Children's Books.

In this exciting read, Eloise is a young girl who happens to move to a city where Joan of Arc fought her greatest battle many centuries ago. Eloise happens to hear a voice that tells her the story of Joan of Arc. As Eloise slips back in time, the reader will join her to meet Joan and see how she saves her country from the English. Joan has outstanding courage and determination as she fights the hard battles of war. Joan earns victories, but pays a price for them in the end.16.A.1a. Explain the difference between past, present and future time; place themselves in time. 16.A.1b. Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources). 16.A.1c. Describe how people in different times and places viewed the world in different ways. This resource would be good to use in the classroom because it shows a different perspective on women. Women are not usually seen as fighters and in Joan of Arc, we see Joan as a fighter in battle. Joan of Arc continues to portray that women can do anything a man can do.

Citation: Wallner, A. (2012). Susan B. Anthony. New York: Holiday House.

When Susan B. Anthony was alive, men and women were not viewed as equals. Anthony didn’t agree with that perspective and gave speeches fighting for woman’s rights. She fought for woman to have the right to vote, receive an education and to simply own property. She dreamt for a future where women had the same opportunities as men. Her speeches and beliefs made her unpopular and many people hated her to a point where they threatened her life. Yet, Anthony did not give up and continued to strive to pass the nineteenth amendment, which gave women the right to vote.16.A.1a. Explain the difference between past, present and future time; place themselves in time. 16.A.1b. Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources). 16.A.1c. Describe how people in different times and places viewed the world in different ways. This is a perfect resource to use because we can clearly see how Susan B. Anthony impacted women at her time and today. Students will see how laws can be fought and how it possible to fight for new ones.

Waldie, Paul. "Woroud Sawalha Runs to Set an Example for Palestinian Women." Theglobeandmail, 8 Aug. 2012. Web. 25 Mar. 2013. <http://www.theglobeandmail.com/sports/olympics/woroud-sawalha-runs-to-set-an-example-for-palestinian-women/article4469107/>.

From this website, students will not only see how Woroud Sawalha competed in the 2012 Olympics, but how she made an impact for Palestinian women today. This website is a great resource to see how much she made a difference because it includes her own personal interactions on the race. This website also points out that even though Sawalha is breaking barriers and running for the race, she is still holding onto her cultural and religion identity as she “ran in a long sleeved blue shirt, long pants and a white hijab.” Students can view Sawalha as making a difference with still holding onto who you are as a person.16.A.1a. Explain the difference between past, present and future time; place themselves in time. 16.A.1b. Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources). 16.A.1c. Describe how people in different times and places viewed the world in different ways. Students can see how they can fight barriers even today like in Sawalha’s situation. They can also see how to hold onto their identity as they fight for their beliefs.

Chance, Matthew & Cheese, Caroline. “Palestinian female Olympian: 'Miracles do happen.”

Cnn.com, 17 May. 2012. Web. 25 Mar. 2013.

<http://edition.cnn.com/2012/05/17/sport/olympics-palestinian-london-2012>.

This website goes more into detail of Woroud Sawalha’s cultural background and how Palestine is recognized in the Olympics. Sawalha’s country, Palestine, is described and how women are viewed there. Sawalha wants to have the view on women there change as she runs in

the 2012 Olympics to make a difference. The article goes on to talk about another runner, Bahaa al-Farra how he encounters the difficulties in trying to practice for the Olympics in a country occupied by war like Sawalha. 16.A.1a. Explain the difference between past, present and future time; place themselves in time. 16.A.1b. Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources). 16.A.1c. Describe how people in different times and places viewed the world in different ways. This resource is important to use in this unit on women because we can see that even as recent as the 2012 Olympics, that today women are still fighting barriers. With Sawalha’s success, students can see that it is possible to continue to fight for your dreams.

Resources that were not used due to complexity or inadequate information:

Website:

"Smithsonian Education - Women's History Teaching Resources." Smithsonian Education -

Women's History Teaching Resources. Retrieved 03 Mar. 2013 from

http://www.smithsonianeducation.org/educators/resource_library/women_resources.html.

This website is quite helpful for both teachers and students because there are photographs, activities, books, artwork and many other resources on this site. There are summaries of famous woman in history; the site also enables you to view different time eras where woman impacted society in all kinds of ways. There are also ways to help teachers make history lessons more engaging and field trips that can make learning fun. The learning standard of this resource is 16.A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources). The purpose of this website is to find a time that is most interesting to the students in your class and use it as a guide to show students how woman influenced that time era. The website could also be used to introduce students to a famous woman in history and give them a few books so that they could learn more about the historical figure.

Website:

"Discovering American Women's History Online." Discovering American Women's History

Online. Retrieved 03 Mar. 2013 from http://cdm15838.contentdm.oclc.org/cdm/landingpage/collection/women

This website is very helpful in having primary resources to show how woman impacted history. This is very convenient because primary sources are always hard to find because the website has primary sources that consist of letters, photographs, diary entries, speeches, interviews and much more. This website also includes woman from cultures all around the world and so this diversity can show students how literally anyone can make a difference in the world. The learning standard of this resource is 16.A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources). This website will help me ask my students more engaging questions and help me provide my students with primary sources. These sources will allow me to show my students how these women impacted our history. The site also has artwork and video clips that I

could use for class discussions. There are other helpful resources for activities that can I introduce my students to make like portraits, diary entries and interviews.

Electronic Timeline:

"BIO Classroom." Bio.com. A&E Networks Television, Retrieved 03 Mar.

2013 from http://www.biography.com/tv/classroom/womens-history-timeline

This is a very useful website because it allows the viewer to go to a certain time period. This specific timeline regards women in history and shows many women in different eras. It also shows a woman’s impact on society and how they changed it. Not only does the timeline provide chronological order of how women changed history but it also had resources like images, videos and other websites that a viewer can use to find more information. The learning standard that this electronic timeline would achieve is 16.A.1b. Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources). This would be beneficial for second graders because it introduces them how to use a timeline and how one actually works. Teachers could use this timeline as an example so that students can make their own and get the hang of placing dates and “fast facts” about people and or events in chronological order.

Handouts and Student Work

Analyzing Art

Group members:____________________________________________________________________________________

Directions: Look at the picture provided below and answer the following questions as a group. One person will act as the scribe.

1) What is happening in this picture?

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2) What time period do you think this is? How do you know?

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3) What is the woman doing in this picture? How do you know?

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4) What is the man doing in this picture? How do you know?

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5) What do you think the role of women was like during that time period?

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6) What do you think the role of women is like today?

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7) Do you think the role of women has changed or remained the same? Support your opinion.

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