1. 8th Grade Pilot Concept Lesson 3 Standard 8. 6
8th Grade Pilot Concept Lesson 3 Standard The Early Women’s Rights Movement
Length: 3-4 Days

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

3. 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.

4. 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.

5. 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

6. 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

7. 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

8. 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: minutes

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. THE END