8th Grade Pilot Concept Lesson 3 Standard 8. 6 8th Grade Pilot Concept Lesson 3 Standard 8.6.6 The Early Women’s Rights Movement Length: 3-4 Days

Standard Being Addressed 8.6.6 - Examine the women's suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony).

History/Social Science Analysis Skills Chronological and Spatial Thinking 1. Students explain how major events are related to one another in time. 2. Students construct various time lines of key events, people, and periods of the historical era they are studying. Historical Research, Evidence, and Point of View 4. Students assess the credibility of primary and secondary sources and draw sound conclusions from them. Historical Interpretation 2. Students understand and distinguish cause, effect, sequence, and correlation in historical events, including the long- and short-term causal relations. 3. Students explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns.

Writing Prompt “The women’s rights movement in the 1800s was successful.” Do you agree or disagree with this statement? Why? Students will write three body paragraphs supporting their opinions.

Overview of Lesson Day 1 Anticipation / Prediction Guide Visual Discovery Human Timeline Day 2 Comparing Declaration of Independence and Declaration of Sentiments Analyzing Declaration of Sentiments Begin Pre-Writing Activity Day 3 Pair Review Pre-Writing Student Writing Day 4 (Optional) Socratic Seminar

Anticipation / Prediction Guide Student Handout 1 How much do you know about the beginnings of the women’s rights movement? Part I is for class discussion Part II – Students can reflect on their answers after completing the lesson Time Frame: 5 minutes

Explaining Goals of the Lesson Student Handout 2 Introduce Writing Prompt Explain the graphic organizer to students Four main categories related to women’s rights Students can organize their thoughts throughout the entire lesson using this organizer Students must cite their evidence Posters can be used in the classroom to help students continue filling out the graphic organizer throughout the lesson Time Frame: 5 minutes

Visual Discovery Notes can be taken on Student Handout 2 Option of two visuals or can use both “The Discord” or “The Age of Brass” Use the visuals to discuss the issues that were part of the early women’s rights movement Possible questions to facilitate discussion are found in the lesson guide (page 3) Time Frame: 10 - 15 minutes

Completing the Timeline Students will need Student Handout 3 and Student Handout 4 In pairs students will use their textbooks and Student Handout 4 to complete the timeline (Student Handout 3) Suggestion: A competition could help expedite this part of the activity While students are completing the timeline, distribute a placard to each pair of students Time Frame: 10 minutes

Preparation for Human Timeline On the back of Student Handout 3, each pair of students will write the date and event described on their placard. Students then will write 2-3 sentences about why they think the event was important in the early women’s rights movement If students are struggling, doing a “Think Aloud” with one of the placards will give them an example as to what you are looking for Time Frame: 3-5 minutes

Human Timeline Activity 1 student from each pair will stand up and place themselves around the room to form a human timeline After the timeline is formed, have students quickly share their thoughts on the importance of the event. Time Frame: 2 – 3 minutes to form the timeline; 10 minutes for discussion

Homework Distribute Documents 3, 4, 5, and 6 to students (these documents are all on one page) Read through the Documents out loud and check for any questions Students will reread the Documents for homework and answer the questions on the back of the Document sheet Time Frame: 10 minutes

Review of Homework Students will work in their pairs to discuss their answers to the Debrief Questions Time Frame: 5 minutes Class discussion reviewing the answers to the questions and discussing the documents Time Frame: 10 minutes

Analysis of Document 1 Distribute the Declaration of Sentiments (Document 1) Read the Document as a class – explaining difficult passages Have students take notes in the margins as discussion occurs Make sure students are aware of the grievances and understand the meanings of the ones articulated in the excerpt Time Frame: 20 minutes

Comparing Documents 1 & 2 Distribute Documents 1 & 2 side by side on the same page Discuss the similarities between the Declaration of Independence and the Declaration of Sentiments Focus on the structure and list of grievances Possible questions for facilitating discussion are provided in the lesson guide Time Frame: 10 minutes

Analyzing the Grievances in Document 1 Distribute Student Handout 5 Students will work in pairs to complete the Student Handout 5 Students will pull quotes from Document 1 (grievances that are listed) Students will explain what the grievance means in their own works Have students share out some of their explanations Time Frame: 5 – 7 minutes for completion of the handout; 2- 5 minutes sharing explanations

Homework Distribute Student Handout 6 This is a prewriting graphic organizer Students will choose if they agree or disagree with the statement in the prompt Students will organize their notes and thoughts into a coherent outline format in preparation for tomorrow’s writing Explanations of the parts of the graphic organizer are in the lesson guide Time Frame: 5 minutes

Review of Prewriting Student will share their information on Student Handout 6 with a partner They should explain their opinion and evidence to their partner Students should check each other’s citations for accuracy and format Time Frame: 20 minutes

Final Check for Understanding Review the prompt/focus question for writing a final time Check for questions on Student Handout 6 or any part of the lesson Time Frame: 5 minutes

Student Writing The focus question should be written on the board or placed on a transparency for all students to see All handouts and documents can be used during the writing, including Student Handout 6 Students should write their thesis at the top of the paper and then write the three body paragraphs of the essay Students can use a rubric to self-assess their writing if time permits Time Frame: 25 minutes

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