Google Classroom Project

Table of Contents

Overview of Google Classroom Elements......................................................................................2

Google Classroom Final Reflection.................................................................................................3

The Past Informs The Present Assessment Rubric..........................................................................4

Women’s Suffrage DBQ..................................................................................................................5

Primary Sources Lesson Plan........................................................................................................10

Primary Source Project Graphic Organizer...................................................................................13

Completed Primary Source Project Graphic Organizer.................................................................14

Multiple Choice Assessment.........................................................................................................15

Overview of Google Classroom Elements One Announcement

As you work on your Group Projects I wanted to remind you to think about what primary sources you and your groups are going to use. Remember that primary sources aren’t just part of your research, but can be used in your presentations as visuals.  To help you brainstorm how primary and secondary sources can be used in your presentation, take a look at this graphic organizer. (Announcement links to Graphic Organizer from Week 4.)

Two Assignmentso The Past Informs the Present — Every member of your group needs to submit a copy

of (or link to) your Group Presentation along with a completed Peer Evaluation Form. When you make your presentations in class you will be graded using the attached rubric. (Assignment links to Rubric from Week 7 and a Peer Evaluation Form.)

o Women’s Suffrage DBQ — Write a well organized essay, including an introduction, supporting paragraphs and a conclusion, using evidence from the documents and your knowledge of American history. Remember, like all DBQs this will be graded using the APUSH DBQ Rubric which I have included a link to. (Assignment links to Student Test from Week 7 and an APUSH DBQ Rubric.)

Two Questionso Why study the past? — Please watch this short interview with Gerda Lerner, an

Austrain-born American historian and author, on the history of Women's Suffrage. (Link) Can you think of an example of how the history of women’s suffrage has been presented from a male point of view? What about how the history of women’s suffrage has been presented from a white point of view?

o Time (and technology) march ever on. — Although our group project focuses on what we can learn from historical protests, you can’t deny that the world’s changed since the 1920s and the methods used to protest have changed as we can see in this short interview with Dr. Karin Enloe. (Link)  How do you think Women’s Suffrage would have been impacted by modern day technology, such as television or social media?

Prezi Presentationo Announcement: For anyone who missed today’s class period or needs to review, here

is a link to the Prezi on Women’s Suffrage (Link) and the in-class assessment. Assessments

o The Student Test from Week 7 is split into two halves which are included in different sections.

Part I - Selected Response is included as an in-class assessment alongside the Prezi Presentation.

Part II - Constructed Response is included as the Women’s Suffrage DBQ assignment.

o The Rubric from Week 7 is included in The Past Informs The Present assignment.

Google Classroom Final ReflectionThe idea for my Google Classroom was born in Week 4 when I was working on my

Primary Source Lesson Plan. I knew from my own readings / explorations that there was a wealth of primary sources related to the Women’s Suffrage movement, including a veritable treasure trove of political cartoons which are a particular favorite primary source of mine. This combined with the current atmosphere of political protests, ranging from the Black Lives Matter movement, to LGTBQA rights, to the Presidential Election, to inspire me to create a Group Project looking at how the past could influence the present with regards to social movements.

Once I had that created I knew that it would make sense to use that s the focus point for my Google Classroom assignment, so I made a point of focusing on Women’s Suffrage for subsequent assignments. Because of this I essentially had the Google Classroom assignment completed and only had to create the descriptions for the various items, come up with two discussion questions and arrange everything into something approaching a reasonable order of events. The discussion questions were chosen via googleing / youtubing around to see what I could turn up that I thought was interesting, could lead to good discussions and could help get students thinking about their group project.

I’ve know for a while that I would like to include Google Classroom in my future teaching career, though this had mostly been on the basis of having somewhere that students could check homework assignments and where PowerPoints shown in class could be accessed. While I did enjoy working with Google Classroom during this assignment, I feel more inclined to use Google Classroom just for the assignment / “graded work” side of things and perhaps have a classroom blog or maybe even a classroom Tumblr for the rest of the online portion of a class, due to how it seems easier to make things look “nice” using other programs. I would have appreciated the ability to add “fun” images such as this screen cap from Axis Powers Hetalia featuring America giving you a thumbs up.

The Past Informs The Present Assessment Rubric

Criteria 4 – Exemplary 3 - Good 2 - Emerging 1 - Needs ImprovementVisuals All visuals are

appropriate/on topic. Layout of visuals is not

cluttered, has been thought through and is pleasing to the eye.

All slides have a visual.

All visuals are appropriate/on topic.

Layout of visuals is somewhat cluttered and/or not thought through enough.

A few slides have no visuals.

Most visuals are appropriate/on topic.

Layout of visuals is cluttered and/or not thought through.

Several slides have no visuals.

Visuals are inappropriate/off topic.

Image layout is very cluttered and/or not thought through at all.

Most slides have no visuals. PowerPoint contains

plagiarism.PowerPointOrganization

Information is presented in a logical sequence.

PowerPoint contains a title slide and slide listing references.

PowerPoint accompanies the verbal presentation, but could not replace it.

Information is somewhat out of logical sequence.

PowerPoint contains a title and a slide listing references.

PowerPoint mostly accompanies verbal presentation, but 1-2 slides could replace it.

Information is only vaguely in a logical sequence.

PowerPoint has no title but contains a slide listing references.

PowerPoint somewhat accompanies verbal presentation, but several slides could replace it.

Information is not presented in a logical sequence.

PowerPoint has no title or no slide listing references.

PowerPoint could entirely replace verbal presentation.

PowerPoint contains plagiarism.

Verbal Presentation

The entire classroom can hear the presentation clearly.

The presentation flows nicely without pauses and/or verbal fillers.

The presentation is delivered with enthusiasm, poise and assurance.

Most of the class can hear the presentation clearly.

The presentation flows well, with only a few pauses and/or verbal fillers.

The presentation is mostly delivered with enthusiasm, poise and assurance.

Only some of the class can hear the presentation clearly.

The presentation’s flow is frequently interrupted by pauses and/or verbal fillers.

The presentation is only partially delivered with enthusiasm, poise and assurance.

The majority of the class cannot hear the presentation clearly.

The presentation does not flow and has many pauses and/or verbal fillers.

The presentation lacks enthusiasm, poise and assurance.

PowerPoint contains plagiarism.

Content Presentation covers topic completely and in depth.

Information is clear, appropriate and accurate.

Clear and strong connections are drawn between Women’s Suffrage and the modern day social movement.

Presentation covers the topic almost completely and/or lacks some depth.

Information is somewhat unclear and/or contains some inaccuracies.

Connections between Women’s Suffrage and the modern day social movement are not very strong and/or clear.

Presentation does not cover topic completely and/or lacks a great deal of depth.

Information is unclear and/or contains several inaccuracies.

Connections between Women’s Suffrage and the modern day social movement are relatively weak and/or very unclear.

Presentation does not cover topic and lacks depth.

Information is very unclear and/or contains multiple inaccuracies.

No connections are drawn between Women’s Suffrage and the modern day social movement.

PowerPoint contains plagiarism.

Women’s Suffrage DBQDocument A

Document B

Document C

Document D

Document E

Document F

Guiding Questions – Write a one paragraph answer to each question.

1. What attitudes do Documents A, B and C express towards the subject of women’s suffrage? Who do you think these images were created by?

2. What attitudes do Documents D, E and F express towards the subject of women’s suffrage? Who do you think these images were created by?

DBQ – Write a well organized essay, including an introduction, supporting paragraphs and a conclusion, using evidence from the documents and your knowledge of American history. Your essay will be graded using the APUSH DBQ Rubric (Link)

Compare and contrast the arguments for and against women’s suffrage, including an analysis of how advocates for women’s suffrage addressed the criticisms of anti-suffragists.

Primary Sources Lesson PlanSubject: United States History Grade Level: 11th

Overview:As part of the conclusion of the class learning about the women’s suffrage movement and the passage of the 19th Amendment students will work in small groups to determine how the tactics utilized by suffragettes can be applied to modern day social movements.

California Grade Level Content Standard:Historical and Social Sciences Analysis Skills – Chronological and Spatial Thinking – 1. Students compare the present with t1he past, evaluating the consequences of past events and decisions and determining the lessons that were learned.

Historical and Social Sciences Analysis Skills – Historical Research, Evidence, and Point of View – 4. Students construct and test hypotheses; collect, evaluate and employ information from multiple primary and secondary sources; and apply it in oral and written presentations.

United States History and Geography: Continuity and Chance in the Twentieth Century - 11.5.4 - Analyze the passage of the Nineteenth Amendment and the changing role of women in society.

United States History and Geography: Continuity and Chance in the Twentieth Century - 11.10.7 – Analyze the women’s right movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the role of women.

Common Core State Standards:CCSS.ELA-Literacy.RH.11-12.1 - Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CCSS.ELA-Literacy.RH.11-12.2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

CCSS.ELA-Literacy.RH.11-12.9 - Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

CCSS.ELA-Literacy.WHST.11-12.9 - Draw evidence from informational texts to support analysis, reflection, and research.

Essential Question:What can modern day social movements learn from the women’s suffrage movement?

Subsidiary Questions:Why was women’s suffrage legal in some states but not in others?

What strategies did women use to win the right to vote?Which strategies were most successful? What made those strategies successful?What role did state governments play in extending voting rights to women?What role did the federal government play in extending voting rights to women?What impact did historical events (such as World War I) play upon the women’s suffrage movement?

Primary Sources:Women’s Suffrage Primary Source Set from the Library of Congress (Link)Women’s Suffrage: Campaign for the Nineteenth Amendment from the DPLA (Link) Women, Their Rights and Nothing Less from Newseum ED (Link)Women’s Suffrage Memorabilia collected by Kenneth Florey (Link)19th Amendment to the United States Constitution (Link)

Multimedia:Excerpts from Iron Jawed Angels (Link 1) (Link 2) (Link 3)Bad Romance Parody: Woman’s Suffrage (Link)School House Rock’s Suffering Till Suffrage (Link)

Activities/Tasks:Students will work together in small groups of 3 to 4 students. Each group will chose a modern day social movement, such as Black Lives Matter, LGTBQA rights, and create a presentation illustrating what their chosen social movement could learn from the trials, tribulation and triumph of the women’s suffrage movement.

In their small groups students will investigate primary sources relating to the struggle for women’s suffrage and the passing of the 19th Amendment, including but not limited to historical photographs, political cartoons and newspaper articles.

The presentations created by these small groups will be presented to the class. Each student will be responsible for one section of the presentation with the following suggested division of responsibilities:

1 – Brief history of women’s suffrage, focusing on issues mentioned in other sections.

2 – Introduction to your group’s modern day social movement

3 / 4 – How women’s suffrage connects to your social movement

Presentations should include visual primary sources such as historical photographs and political cartoons and references to primary sources such as pamphlets and newspaper articles.

Students will submit a brief “essay” noting what primary sources they used and why they used those sources as opposed to others.

Students will also be asked to assess their work on the group project and the work of the other members of their group. These will be taken into account with regards to the grade assigned by the teacher.

Procedures:Students will use the internet to access the primary sources provided by the teacher and to locate their own primary sources concerning women’s suffrage and the modern day social movement their group decides to focus on.

Students will use Google Presentations, Prezi or similar programs to create their presentations.

Samples of Student Work:Students will generate a presentation, a graphic organizer demonstrating their ability to analyze primary sources and a brief essay demonstrating their ability to utilize primary sources.

Assessment:Students will demonstrate understanding of the issues raised in this lesson through class participation, completion of the graphic organizer and their group presentation.

Teacher Commentary Reflection:This lesson fits into my overall curriculum planning by taking place after the bulk of instruction is given on the women’s suffrage movement and the 19th Amendment. This lesson gives students a chance to utilize what they have learned and to practice the skills of a historian through the locating of and use of primary sources. Additionally this lesson helps students to connect what they are learning in class about the past to the real modern day world through connecting the tactics of the women’s suffrage movement to modern day social movements.

However as this lesson touches on modern day social movements it is likely that problems will arise with students holding differing viewpoints or the parents of students holding differing viewpoints. I feel that the problems which might arise from this could be minimized through good classroom management and by establishing the classroom as a place where multiple viewpoints are respected. It may prove worthwhile to have the entire class participate in a brainstorming session on modern day social movements so that I could perhaps steer the conversation towards more appropriate topics. This could also help with the fact that someone is likely to bring up legalizing marijuana or something similar as a social movement.

Primary Source Project Graphic OrganizerName: Group: Contemporary Issue:

Collect Evaluate EmployDocument Information

Title, Media Type and CitationObservations

What do you notice first? What did you find interesting? What didn’t you

expect? What can’t you explain? What do you want to learn more about?

Why was this document produced? What was the audience for this document? What can you learn from examining this? If this

was made today, how would it be different? What can you learn from examining this?

How can you use this document in your presentation? How could

this document relate to your contemporary issue?

Completed Primary Source Project Graphic OrganizerName: Rebecca Johnston-Carter Group: 2 Contemporary Issue: LGTBQA Rights

Collect Evaluate EmployDocument Information

Title, Media Type and CitationObservations

What do you notice first? What did you find interesting? What didn’t you

expect? What can’t you explain? What do you want to learn more about?

Why was this document produced? What was the audience for this document? What can you learn from examining this? If this

was made today, how would it be different? What can you learn from examining this?

How can you use this document in your presentation? How could

this document relate to your contemporary issue?

Billboard Campaign, Photograph/Billboard(1916) Part of the Vast Billboard Campaign of the Woman's Party. Putting up billboard in Denver-- 1916. [Image] Retrieved from the Library of Congress, https://www.loc.gov/item/mnwp000345/

Using state gains to try to get more widespread gains.Advocating against politicians/parties (specifically Democrats)

Sign arranged so politicians/parties section could be replaced

Billboard produced for women w/ vote prior to 19th amendment to vote against politicians/parties not supporting suffrage.Photographs produced for publicity? Note woman on right “putting up” sign

Different states have different protections, from marriage to protection against firing due to LGTBQA.Could use similar to encourage supporters in LGTBQA friendly states to elect politicians/parties who support cause.

Do It Now!, Flyer“Flyer titled ‘Do it now. Support the Federal Suffrage Amendment’ printed by the National American Woman Suffrage Association, New York, July 1918,” Digital Public Library of America, http://dp.la/item/56844a2497fc6a14d70a25d117da7449.

Commanding titleRepetition of “because”Simple yet eye-catchingStraight forward arguments, calling on allies who have suffrage, demands of Gov on women. “Women’s suffrage is inevitable”Contact info and date printed.

Printed to get support for what would become 19th Amendment, so for undecided and even anti-suffrage

If made today probably more colorful, since we’re used to more colors and illustrations and such. All text wouldn’t get as much attention.

Argument are straightforward and less “charged” then they could be. Speaks of desired outcome as inevitable.

Use as prompt for LGTBQA flyer?

White House Picket, Photograph(1918) Woman Suffrage. Bonfire on Sidwalk Before White House—1918 [Image] Retrieved from the Library of Congress, http://www.loc.gov/pictures/item/hec2008008277/

Fire and boy on right – it must be so cold.Only 3 women in pic, no indication others boycotting at time.Assuming this is long term boycott it makes sense to have only a few.Is the fire to like warm bricks or something?

Photograph taken by Harris & Ewing – new photography studio in DC that did new photosBoycot - shame Wilson into action since he was “defender of democracy abroad” (aka WWI)If done today then no fire and probably more security

Long term protest at White House / in DC

Know that other signs used in picket quoted Pres’ words.

Suffragette Card GamesSuffragette Card Games by WSPU – [Images] Retrieved from Women’s Suffrage Memorabilia http://womansuffragememorabilia.com/woman-suffrage-memorabilia/toys-and-games/

Card games!Reminds me of playing cards with pics of most wanted members of the Taliban

Produced for pro and anti reasons. Some have suffragettes as they were seen at time, like Panko Some contain trivia, like The Game of Suffragette Some just straight up cardsProduced today would be in color and might be like CafePress things.

Reminds me of Rise Up and movement of games for learning. Could create online flash game like this or when CA did the flash “balance the budget” thing.Having question/answer on card prompts learning about topic.

Multiple Choice AssessmentMultiple Choice – Circle one letter for each question.

1. On July 19th 1848 the first women’s right convention was held in

A. Washington DCB. Boston, MAC. Seneca Falls, NYD. Seneca Falls, MA

2. After the Civil War the American Equal Rights Association split into two groups

A. due to a disagreement on which methods should be used.B. in order to focus on different areas of the United States.C. due to a disagreement on the 15th Amendment.D. one for women and one for male supporters.

3. What “unladylike” methods did the National Woman’s Party use?

A. Street corner speeches on soap boxesB. Window-smashing and arson.C. Marching in parades and picketingD. All of the aboveE. A & CF. B & C

4. After the 19th Amendment was passed and enacted nationally MississippiA. ratified the 19th Amendment within the year.B. ratified the 19th Amendment within sixteen yearsC. ratified the 19th Amendment within thirty yearsD. ratified the 19th Amendment within sixty five years.

True / False – Circle one for each question.1. At Seneca Falls Frederick Douglass argued against Women’s Suffrage. True False

2. Alice Paul’s primary focus was the “state by state” approach. True False

3. The Silent Sentinels were the first protests to picket the White House. True False

4. Before the 19th Amendment no women in the US could vote. True False