Unit Title: Womens Rights Movement in the United States Grade level: 10th grade Length of unit: 3 weeks

Stage 1 Desired Results

Meaning Enduring Understandings/Generalizations:

The womens movement was shaped by economic, cultural, political and technological forces.

Economic power and biological issues are highly intertwined in the womens movement.

Systems create power and inequalities for different groups within society.

Femininity and masculinity are social constructions that reflect the values of culture that created them.

Equality, equal opportunity, and fairness are not necessarily the same concept.

Cultural change is both a legislative and a social process. A movement evolves with the culture it is apart of.

Essential Questions: 4-5questions??? Or 1-2 questions to correlate to understandings (Note: black bullet points are essential questions, open circle bullet points are important questions)

How has the womens rights movement come to be a movement of equality and difference?

o Why is economics so closely linked to feminism? o Why is the modern womens rights movement linked

to sexual freedom and access to contraception? o Should men and women be treated exactly the same?

Does femininity still exist in our modern culture?

o Are masculinity and femininity be opposing? o Are femininity and feminism opposed to each other?

What does the media tell us about being a woman in the 21st century?

o What are the expectations (if any)? o What are the responsibilities (if any)? o What are the luxuries and rights (if any)? o What are the stereotypes (if any)?

How has the womens movement evolved over time? What factors or events have shaped it the most?

o Did the womens movement change society or did society change the nature of the womens movement?

o How does what you wear tell a historical story? Is the womens movement still relevant in modern society?

o In terms of gender, how close are we to having an equal society?

Knowledge & Skills Acquisition Learning Goals: (e.g., Iowa/Common Core standards.) Understand historical patterns, periods of time, and the relationships among these elements. (SS.9-12.H.1) Understand how and why people create, maintain, or change systems of power, authority, and governance. (SS.9-12.H.2) Understand the role of culture and cultural diffusion on the development and maintenance of societies. (SS.9-12.H.3) Understand the role of individuals and groups within a society as promoters of change or the status quo. (SS.9-12.H.4) Understand the effect of economic needs and wants on individual and group decisions. (SS.9-12.H.5) Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues. (SS.9-12.H.8) Students will know

What facts, concepts, vocabulary, terminology, and other types of knowledge will students learn in this unit? (e.g., Pythagorean theorem, density, simile and metaphor, line, cost-benefit, analysis, Roosevelts concept of a bully pulpit, etc.)

Seneca Falls Convention Equal Rights Amendment Title IV 19th Amendment Roe v Wade Lily Ledbetter Act Intersectionality Privilege Suffrage/suffragist Media Stereotypes Double standard sex Gender Gender norms Wage gap Feminism

Students will be able to What discrete skills/abilities will students be able

to demonstrate in this unit? (Infer meaning from a text, identify the major causes of the Civil War, explain the difference between mitosis and meiosis, create a 3-D sculpture using paper, calculate the square root in a given problem, etc.)

Interpret and use primary documents Write an organized and data-driven paper Give and receive edits/feedback on writing and presentation Summarize texts and/or find thesis statements in readings Present information or an argument in a professional manner Work successfully in a group Take part in a discussion Analyze song lyrics Make a timeline of major events Craft an argument with multiple supports Explain the difference between the three waves of feminism Teach about 3 important female historical figures Explain how legislation has shaped rights Explain has cultural movements have shaped rights

femininity Systemic or institutionalized sexism reproductive freedom Social construction

Resources/Materials: Print offs/copies White board Internet LCD projector Speakers Computer with Microsoft Office Butcher paper Markers

Stage 2 Evidence (Assessment)

Types of assessment: Selected-Response (tests, quizzes); Personal Communication (interview, oral exam, discussion); Written Response (short constructed response questions, entrance/exit slips, essays); Performance Assessment (role-play, Simulation, labs, dramatization) Diagnostic:

I would like to start with an informal pre-test. This would be a way for students and me to see how much these know of certain key questions at the start of the unit. It will also be a helpful transition point to start discussion out as students compare and evaluate their answers. On the pre-test I would focus on a) if students can name and describe more than 5 famous women and, b) if students have ideas for how/why women became 2nd class citizens in so many cultures, c) what the definition of feminism is, and d) what they know about the legislative process for equality in the United States, and e) why it makes sense (or not) to offer a womens studies class.

In discussion( after pre-test) for further informal pre-assessment I might give them some opinion statements and have them play 4 Corners, where they go stand in the corner of whether they agree or not. An example of a question might be men and women should be treated exactly the same. This is one of the key questions and a great place to start some discussion.

If a student has demonstrated mastery of something that I plan to teach, I will let this student take a lead role in discussion, thereby letting him/her share and reinforce knowledge, also giving recognition. I also can tailor future assignments to be relevant and at the right level for these students (i.e. if they already know about the process of passing the 19th amendment I may have them focus on the failure of the ERA or the current Supreme Court cases regarding gender and discrimination.)

Formative Assessment: There will be many opportunities for formative assessments in this unit. Furthermore, as you will see, all of the formative assessments planned for this unit incorporate a variety of performance assessments (most tied to practicing quality writing and constructing arguments): Student journaling on the song of the day or historical political cartoons or advertisements. This daily practice will help students to work on skills of making and supporting textual analysis (song) and using primary documents (cartoon or ad). I also plan to use quick writes or exit cards at the end of many classes to get students to grapple with some key questions and to give them practice in constructing an argument and or using multiple perspectives. Weekly feedback from the teacher on student progress and examples shared with the class will help scaffold student learning. Practice argumentative essays that students will receive feedback from peers and teachers on. This will serve as a process for students to begin formulating ideas and supporting an argument/opinion on key concepts and at the same time practice key skills, like fact-based writing and peer review. There will also be homework that will generally be reading with comprehension, synthesis and application questions or a piece of writing. These assignments will be opportunities for me to see if students are able to summarize texts, compare and contrast, see cause and effect relationships, and apply information to their analysis of culture. Other homework that will serve as formative assessments:

Cartoon of historical event (cause and effect) Interview of grandmother/older woman and her perception of change in how girls are raised and women are treated Graphic organizer of key social, political, economic, and technological impetuses in the womens movement

Opportunities to informally assess student learning will also happen as the class constructs its timeline and discusses concepts. These will be opportunities to gauge emerging understandings.

Summative Assessment:

How will you summatively assess student learning in this unit (end-of-unit test, essay, interview, performance assessment)? I will do an end-of-unit test, which will include defining key vocabulary and some short essay questions to assess content knowledge of key questions and vocabulary (see sample of test included). Ill integrate performance assessment into this test through its format: no multiple choice or matching type questions, only critical thinking questions. The other summative assessment for this class will be a debate (Prompt: The womens movement is no longer relevant or necessary in modern society.) This debate will be a performance assessment and will assess skills, as well ask students to integrate some historical content. The skills that will be incorporated will be supporting arguments with clear reasoning and facts, presenting professionally, and working successfully/supporting a group.

Stage 3 Learning Plan

Week Day 1 Day 2 Day 3 Day 4 Day 5

Pre-

Pre-Assessment: shorts/journal format to these questions (15) Why do we offer a womens

studies class? Name 5 famous women and

their achievements Definition of feminism Why/how do you think that

women got the status they did?

How has the government helped women change the status of women?

Turn journal into starting point for discussion of these questions Introduction: Whats expected in this unit? What are some big

questions? What are the big

projects/assessments? Hmwk: Give time to start researching 3 women, Students pick and then find dates, achievements, impacts. If dont get done it is homework. Look at individual assessments over weekend. Plan entry point for Monday based on assessment and discussion

1

1850-1880 Start Timeline: All put up their women on a timeline. Where do we see the most action happening on our time line? Why do we think this is? Lecture and Video Clip: What got women political in the 1850s? What was womans role

before the womens movement?

o Cultural role o Legal status o Education level

What were major cultural issues for women?

o Abolition of slavery o Prohibition o Eventually suffrage

What were divisions in the movement?

o Civil War o Racial v. gender

Who were the major players of the womens rights movement?

o Cady Stanton o Anthony o Truth

Update timeline with events and persons from todays class

Introduce Song journal: Progress, Evalyn Parry

Hmwk: Read Aint I a Woman (Truth) or The Yellow Wallpaper (Gilman)

1880-1925 Song journal: Political LegsEvalyn Parry Activation: What do the readings from last night give more depth to our discussion from yesterday? Lecturette: What battles are still going on during this period? What are the new developments culturally, politically, economically, and technologically that affect women in this era? Industrial Revolution 19th Amendment. Bikes World War 1 Flappers Alice Paul & Lucy Stone

& Emma Goldman and & Margaret Sanger

Update timeline with events from todays class PBL Activity (and exit card): Using advertisements and political cartoons prior to the passage of the 19th Amendment figure out what the various arguments for and against women voting. Hmwk: Make own political cartoon or make cartoon of early history of womens rights (i.e. whats been covered)

1925-1945 Song journal: Amelia Bloomer Sings for Fashion ReformEvalyn Parry Powerpoint/Lecture: evolution of womens fashion Influences & symbolism

o Modesty o possession

What does it emphasize aesthetically? Sexualize?

What is its physical impact? When did fashion really

begin to change? And what other things were happening at this point in time?

Update timeline with events from todays class Start Essay: How does what you wear tell a historical story? What does what you wear say about our culture and the status of women in it? What do you think will be the next trend in womens fashion? Find two new sources to contribute to your essay. exit card: tell what new info you found in your two sources Hmwk: Finish draft of essay

1945-1960 Song journal: These boots are Made for WalkingNancy Sinatra Peer-editing of essay (final draft due Monday) Start watching PBS Makers. Discussion questions: What were the big issues that the first wave of feminism was focused on? How did women go about achieving them? What about second wave? Update timeline with events from todays class Exit card: what were the three waves of feminism? What was a central issue of each? Hmwk: If Men Could Menstruate (Steinem) and response questions

1960-2000 Song journal: Watch selections of PBS Makers and take notes. Focus on:

Economic rights reproductive rights ERA and opposition

Discussion Prompt: What more are we learning about why biology/ reproduction is such a key topic? What about economic rights? How does this womens movement look different than the initial (first wave) did? Group Brainstorm: interview questions (hopefully asking about opportunities, how these women were raised, who made decisions in their family, who their role model was growing up, ect.) Update timeline with events from todays class Hmwk: Conduct interview over the weekend of woman over 65. Summarize answers and be prepared to share on Monday.

2

Topic: The cultural construction of femininity Song Journal: When I Was a BoyDar Williams Read! Vocab!Discussion When Did Girls Start Wearing Pink? (Smithsonian) Introduce vocabulary:

cultural construction Discussion questions:

Where else do students recognize cultural construction in terms of gender norms?

Does the concept of social construction show up in their interviews?

T-P-S: interviews How womens treatment and opportunity has changed within living memory? Read: Girl (Kincaid) and discuss intersectionality HMWK: Write short piece (1 -2 paragraph) of their own take on Kincaid piece: their experience of their gender

Topic: Reproductive Rights Song journal: Independent Woman--Beyonce Activate prior knowledge: We know that a womans ability to hold a job, earn a wage, vote, own property are all central to gaining equality. Quick Write: Why would reproductive rights also be extremely important to this? Group work on DBQ/Jigsaw: Roe v. Wade decision Student led- Debrief: legal process of Roe v. Wade Add events to timeline Exit Card: Explain the progression of legislation regarding Roe v. Wade. What is the protected right at the core of Roe v. Wade?

Topic: Media portrayal Song journal: GirlsEvalyn Perry Activity: Go through magazines to look at advertisements to see how women are portrayed. Are there categories or archetypes of modern women? How much do these shape womens views of themselves? How much do they shape mens expectations? Learn about Bechdel Test (watch clip): What movies can pass the test? What about TV shows (which tend to be more complex representations). Exit card: apply Bechdel Test to a movie, explain why it passes or not HMWK: Read New Yorker articles about women-centered films and why they dont get made (need to look up title) or make a collage of female positive, negative and neutral media images or headlines

Topic: Wage Gap Song journal: Story problem to frame: Whats the current disparity in pay? Do math problem: difference in pay over 40 year work history. Discuss explanations for the wage gap: Kids and earnings (daycare) Negotiating pay Transparency type of jobs Introduce important terms: Title lX and Lily Ledbetter Add events to timeline T-P-S: Sandberg Ban bossy campaign. Discussion Question: Do you agree with the ban bossy campaign? Why or why not? Exit card: Why are issues like the wage gap and affordable child care still so relevant to women having equal opportunity?

Do Essay #2: Chose to write on a topic: Are femininity and

masculinity opposites? Do they need to be?

Should men and women

be treated exactly the same?

Is the womens movement

necessary or polarizing in modern society?

Get in discussion groups around topic Start writing essay that reflects perspectives uncovered in group discussion HMWK: Finish essay for Monday

3

Turn in essay from Friday, jigsaw in small groups what arguments were to these questions Students journal on debate prompts: Group 1: The womens movement is no longer relevant or necessary in modern society. Group 2: Men and women should always be treated exactly the same. Receive structure and time constraints for debate and rubric for debate/performance assessment Get assigned groups and have most of class for research and preparation. Students receive study guide with all possible questions for unit exam. Remind exam is Friday and prep will happen daily Hmwk: 1 short answer and 1 essay from study guide.

Debate Prep Students continue to work in groups to get arguments prepared and organized. Anticipation of rebuttal points should begin. Hmwk: 1 short answer and 3 vocab from study guide.

Study Groups: Unit Assessmentwork in pairs or small group. Option to prep with game of jeopardy if class votes for it. Debate Prep: groups assign roles and practice parts Review assessment criteria for debate scoring Hmwk: Prepare for debate

Performance Assessment Debate 1 (22 minutes) Debate 2 (22 minutes) Quick Write: Critique debate performances, give self and group positive and constructive feedback Hmwk: Practice 1 short answer and 3 vocab or 1 essay from study guide.

Unit Assessment Vocabulary, short answers and essay questions (sample turned in with key)

Example of Summative Assessment Unit Exam and Key

Name______________

***** Womens History Test*****

VocabularyUse your own paper to define/explain the following terms as fully as you can using our What?..So what? method. That is, make sure you explain what each term is and why it is important to know about. PICK 3 OF 5 TO ANSWER. Each is worth 6 pts.

Title IV Intersectionality Double standard Systemic or institutionalized sexism Social construction

Short Answer Questions: Answer two of the three answers below. Your answers shouldnt take longer than 5 minutes to write. Two to four sentences is the suggested length, depending on the needs of the question. Each question is worth 12 points.

Short Answer 1: Which of the above PSAs is more convincing. Explain your reasoning.

Short Answer 2: Give three example of how what you wear tells a historical story? Short Answer 3: Why is the womens right movement so linked to biology and economics?

ESSAY DIRECTIONS: Use your own paper to answer these. Your answers should be in complete sentences and will most likely vary between three to four paragraphs. Be sure to fully explain your arguments and support it with specific information, facts, and (importantly!) examples and hypotheticals. Include introductory and concluding sentences. Each question is worth 30 points.

Essay 1 How close are we to living in an equal society? Is equal possible in the context of gender? Is it a desirable goal? Be sure to give evidence to support your argument.

Essay 2: What is femininity in the modern age in your culture? Does it serve a purpose? How and why has it evolved? Be sure to give evidence to support your argument.

***** KEY--Womens History Test***** Name______________

VocabularyUse your own paper to define/explain the following terms as fully as you can using our What?..So what? method. That is, make sure you explain what each term is and why it is important to know about. PICK 3 OF 5 TO ANSWER. Each is worth 6 pts.

Title IVlegislation that requires equality for boys and girls from programs that receive federal monies. Significant because if affected womens education greatly in terms of athletics, sexual harassment and access to higher education. Intersectionalitythe various parts of our identity that comprise who we are and how people see us. Its important because its involved in self-perspective, social expectation and discrimination. Double standard a rule or principle that is unfairly applied in different ways to different people or groups (Encyclopedia.com). Important to know about because it is an important issue in womens history and the fight for gender equality/equal opportunity. Systemic or institutionalized sexism refers to the unjust and discriminatory mistreatment of an individual or group of individuals by organizations, public institutions, and other societal entities. It stems from systemic stereotypical beliefs (such as sexist or racist beliefs) that are held by the vast majority living in a society where stereotypes and discrimination are the norm (Wikipedia.com). Important to know about because it changes the way we see and address issues of gender, etc.

Social constructa social mechanism, phenomenon, or category created and developed by society; a perception of an individual, group, or idea that is 'constructed' through cultural or social practice (dictionary.com). Important to know about because it applies to the concept of femininity and its evolution.

Short Answer Questions: Answer all two of the three short answers below. Your answers shouldnt take longer than 5 minutes to write. Two to four sentences is the suggested length, depending on the needs of the question. Each question is worth 12 points.

Short Answer 1: What is the message of each of these ads? Which of the above PSAs is more convincing. Explain your reasoning with at least reason.

1st part: the Lincoln ad shows

a venerable leaders words in support of womens right, thus making the viewer say how can I argue with Abe?

The give mother the vote ad says that people who know the most and exist in certain important spheres of life (health, schools, food) arent currently allowed to make decisions 2nd part is opinion-based question: Dependent on making and supporting one key points/reasons

Short Answer 2: How does what you wear tell a historical story? Should cover:

Emphasis of certain body parts or shape (sexualizing), De-emphasis/coverage of certain body parts (modesty) health (constriction and long-term effects)

Use examples to support above themes from what we or theyve studied:

Pants--bloomers Heels Corsets and undergarments Hemlines Make up

Short Answer 3: Why is the womens right movement so linked to biology and economics? Economic; education, property, income, vote

Reproductive (biology): deciding if and when to have a baby, self-control (ultimate freedom)

ESSAY DIRECTIONS: Use your own paper to answer these. Your answers should be in complete sentences and will most likely vary between three to four paragraphs. Be sure to fully explain your arguments and support it with specific information, facts, and (importantly!) examples and hypotheticals. Include introductory and concluding sentences. Each question is worth 30 points.

Essay 1 How close are we to living in an equal society? Is equal possible in the context of gender? Is it a desirable goal? Be sure to give evidence to support your argument.

Essay 2: What is femininity in the modern age in your culture? Does it serve a purpose? How and why has it evolved? Be sure to give evidence to support your argument.

Answers will vary and grades each part of the question is covered with elucidated reasoning grounded in facts, information or examples. Grading as follows:

7 pts for answering with support/evidence/reasoning each part of the qesution (each question has three parts/sub-questions, so 21 pts can be earned here per question)

6 pts for organization

3 pts for mechanics