L3+Perkins,+Alexa

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Ali Perkins **__Lesson #:__** 3 **__Facet:__** Realize


 * __ Grade Level __**** : ** 8 Grade **__Numbers of Days:__** 3


 * __ Topic: __** The Expanding Nation


 * __ PART I: __**


 * __ Objectives __**

Student will understand that because changes were made in the 1800's, woman now live a free and equal lifestyle.

Student will know about the first high school made for girls, the woman's rights convention and the Woman's suffrage law(see notes)

Student will be able to understand the changes that the country had to make to give woman equal rights and why they are so important.


 * Product: ** Students will create a news report about an event discussed in class on iMovie.


 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

__ Maine Learning Results __


 * Content Area: ** Social Studies


 * Standard Label: ** E History


 * Standard: ** E1 Historical Knowledge, concepts, themes and patterns


 * Grade Level: ** 6-8 "The Expanding Nation"


 * Statement: ** Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and Various regions of the world.


 * Performance Indicators: ** a, b, c, d


 * Rationale: **

This lesson will focus on historic influences, themes and patterns through studying the women's rights movement and it's effect on the nation.


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**


 * Section I – checking for understanding during instruction **

I will use thumbs up and exit tickets to check for understanding during the lesson. The lesson will end with an exit ticket that will be fun and engaging. The exit ticket will include questions about the student’s comfort with using iMovie and the content. Thumbs up and down will be used once a topic is covered and we are ready to move on. If I see a thumb down I will retrace the lesson to what they did not understand.


 * Section II – timely feedback for products (self, peer, teacher) **

Students will self assess their work using a check list and will work with partners to give feedback to improve the iMovies. The checklist will have a list of requirements for the project. There will also be a space for peers to give specific comments. The students will pass in a first copy of their iMovies and I will give written feedback to everyone**.** These comments will be specific to each project and student.


 * __ Summative (Assessment of Learning): __**

iMovie: On your own create a news report from one of the Women's rights events that we studied in class. Your news report will be created on iMovie. It may be created with pictures, videos, text and sound. Your news report should be accurate and depict what life for a woman would of been like in the 1800's. Worth 20 Points


 * __ Integration __**


 * Technology: **

Students will take the information learned in class about women's rights and create a timeline on iMovie. Although this will be done without partners or groups, there will be time in class for them to work on the projects and help each other. They will be able to use videos, sound and pictures on their timeline. They would not be able to use these on a regular "pen and paper" news report.


 * Writing- ** Students will write out their timeline and paste it into iMovie.


 * Art- ** Students will explore different images to use in their iMovie.


 * Music- ** Students will use music or vocals in their timeline.


 * Math- ** Using iMovie require math to time the slides and sound correctly.


 * __ Groupings __**


 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

The students will use a Venn-Diagram to compare life for women in the 1800s to present day. They will state reasons why it was different and what created the change. They will create facts and examples to back up their reasons. We will work as a class to come up with a few reasons. Students will be able to break into groups and discuss the changes on their own. The diagram will help students to organize their thoughts before putting them into the iMovie. Students will also be encouraged to take notes during the discussion of women's rights events.


 * Section II – Groups and Roles for Product **

In this lesson, students will work in groups based on MIs and that mix MIs. The first project will be grouped by MIs (made by the teacher). The peer reviews will be done in groups that are mixed with different MIs and ability’s to use iMovie (made by the teacher). Students will have the choice to work in partners for creating the News report.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Tailors **


 * Verbal: ** Students will close their eyes and imagine themselves to all be women living in the 1800s. I will list the rights they have and don't have and ask them to open their eyes and tell me how they felt


 * Musical: ** I will end the class playing a chant from the Woman's Rights Convention.


 * Bodily: ** A ball will get tossed around the room, when the ball get thrown to you, you are suppose to name a woman's right change made in the 1800's.


 * Interpersonal: ** In MI groups, create a iMovie that is a timeline of woman's rights.


 * Naturalist: ** Compare woman's life in the 1800s to animal’s life presently.


 * Visual: ** Draw a quick sketch of a scene in the 1800s that would of been seen by a woman in the 1800s.


 * __ Modifications/Accommodations __**


 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * Plan for accommodating absent students: **

Classes will be summarized on the class wiki and all homework will be posted. I will find a few students that are willing to share their graphic organizers on the Wiki. Absent students will be assigned a specific area to research (since they missed the hook and grouping). Students will be expected to create their own graphic organizers and the posted ones to create their own embedded links onto the Google earth map.


 * __ Extensions __**


 * Type II technology: **

Students will take the information learned in class about women's rights and create an advertisement on iMovie. Although this will be done without partners or groups, there will be time in class for them to work on the projects and help each other. They will be able to use videos, sound and pictures on their timeline. They would not be able to use these on a regular "pen and paper" news report.


 * Gifted Students: **

If gifted students need more work, they will be assigned to create an addition to their news report which will be a slide which describes how the events they listed effect women in present day.


 * __ Materials, Resources and Technology __**

-Laptops

-Venn-Diagram handouts

-Board and Markers

-A projector -Speakers for my laptop -All handouts


 * __ Source for Lesson Plan and Research __**

My Venn-Diagram was found on EDU Place.com

[]

Info on first college for women-

[]

Info on overall life of women in 1800s-

[]

Info on information on women's education-

www.nwhm.org/online-exhibits/education/1800s_1.htm

First womans rights convention-

[]


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

__ Day One: __

-Begin with hook. The hook will be handing out a ballet to all of the males in the class, which asks them if they want to read or watch a movie in class today. Once I collect the votes, I will ask the females how not being able to vote felt. This will lead us into out discussion of women's rights. (15 Mins)

-Check in with students to make sure blogs from lesson two are finished and ready to be graded. (5 Mins)

-Students will be divided into their MI groups and will receive a handout that explains life for women in the 1800s. Each group will be assigned to read about something different (women’s education, work, health, fashion ect) I will assign these topics so they will connect with the groups MI. Once all of the groups have read and discussed their topic they will take turns coming to the front of the class and explaining them to everyone else. (30 mins) - Discussion on women's rights in the 1800s and events that changed life. (20 Mins)

-Exit ticket and questions (10 mins)

Assignments: Write a paragraph reflect on your thoughts on women’s rights in the 1800s.

__ Day Two: __

-Begin class with short video clip about women's rights in the 1800s. Collect last nights assignment ( [] ) (5 Mins) -Discussion on current women’s rights around the world (10 mins)

-Work on creating Venn-Diagrams as a review (10 mins)

-Explain how to use iMovie (10 Mins)

-Explain project (10 Mins)

-Begin working on projects. Talk to each students about their ideas for the timelines. (35 Mins)

Assignments: news reports.

__ Day Three: __

-Begin by asking students if they have any questions about the project (10 Mins)

-Get into groups that are assigned on the board (I will make these groups so that they include different MIs and iMovie abilities) and rearrange seating (10 mins)

-Have groups peer assess the timelines using the checklists provided, everyone does each others. If groups finish early they will work on a self assessment (25 mins)

- Have students work on their news reports as I go around and check in with each student and give comments. (25 Mins)

-Pass around ball and when the ball gets to a student have them state one right that they take for granted. (10 Mins)

Assignments: The news reports will be due at the beginning of next lesson.

The classroom will be set up using a perimeter set up. This way all of the students can see the board, me and each other.

Students will understand the changes made to women's rights in the 1800s. Students understand major eras, major themes, and historic influences in the history of Maine, the US and various regions of the world. To understand how important change is and how it affects women's life today. Begin with the hook. In the beginning of class I will have the students close their eyes and imagine themselves to all be woman living in the 1800s. I will have the students close their eyes and list the rights they have and don't have and ask them to open their eyes and tell me how they felt.

**Where, Why, What, Hook Tailors:** Verbal, visual, bodily, intrapersonal and interperonal.

Students will know about the first high school made for girls, the woman's rights convention and the Woman's suffrage law(see notes) As I tell stories of the events in the 1800s that involved women, the students will use the Venn-Diagram to organize their notes and thoughts. I will show them how to use the Venn-Diagram and have an example on the board for them to follow. I will encourage students to underline key words, places, and people. The first few events I will create notes on the board that they can follow along with and copy. After the first or second event is covered I will use the board but not write down everything that they are required to know, so they will have to do it on their own. After each event is covered I will check in with them using thumbs/up down. This will be a discussion-based lesson. Students will be encouraged to ask questions and I will ask questions to the students as I explain each event. After covering each event we will have a quick "recap" of the event and I will use thumbs up or down to check for understanding. If there are any thumbs down, we will retrace the lesson to the confusion. Example questions asked in class: //How would you feel if you could not vote in elections? How would you feel about never having the chance to go to school or college. Why were women treated the way they were?// When we discuss each event we will relate it to present day life. We will discuss how this impacted life today and how it created change. They will compare life for women in the 1800s to today. Reasons will include lifestyle, roles in society, education, and rights. Students will be able to share their graphic organizers with each other, which will enable them to come up with new ideas and work with students outside of their table groups.

**Equip, Explore, Rethink, Revise, Tailors:** Visual, Interpersonal, verbal, naturalist and logical.

After completing this project and lesson, students should have a good understanding of how women's rights changed in the 1800s and the events that took place. Students will gain a very deep understanding when creating their timelines. The students will work on this assignment on their own. They will also have time during class to help one another. Students will need to search on the Internet for material for their iMovie and put it all together.

Students will realize the differences in women's rights through out the past. I will use thumbs up and exit tickets to check for understanding. After each event is taught I will check in with the students using thumbs up/down. If a student has a thumb down we will retrace the lesson to where they got lost. We will not move on until all thumbs are up. At the end of classes two, three and four, students will have time to fill out a exit ticket. I will review the exit tickets each day and use them to form/reform the next class. Asking questions in class will also help to check for understanding. All students will be asked questions equally. The tasks involved with the project will be to analyze life for women in the 1800s and the events that took place. They will put together their own news report and iMovie. When peer assessing, the students will receive a check list from their peers which their movies. Students will be given two copies of the checklist so they can use one for their own projects as well. The teacher will give written feedback to everyone. During class three, students will have a change to work in class on their projects and to help each other out. As they are doing this, I will come around and spend time with each student. I will look though their projects and have a discussion about them. Students will have time to ask specific questions about their projects at this time. Before moving onto the student, I will write down my comments so they can use them for a reference. The student’s final presentation and projects will receive a grade with a list of comments that use positive specific feedback.

**Explore, Experience, Revise, Refine, Tailors:** Visual, verbal, interpersonal, naturalist, logical, intrapersonal.

Students will use peer review checklists during class. They will also use the same check list to self review their projects. I will give the written comments during class three and have a discussion with all of the students individually. The final project will receive a grade and comments. Students will be able to make corrections to their projects and show them to me outside of class for a higher grade. Their final grades for the project will be given at the end of day one of lesson two. This project will lead them into the next lesson.

**Evaluate, Tailors:** Visual, verbal, interpersonal, logical, intrapersonal.


 * __ Content Notes __**

Students will know…..

// Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //

**Really good info on overall life for women in the 1800s:**

Women’s popular literature of the period is full of advice about and encouragement for proper housekeeping. Implicit in this advice is the notion that by keeping a clean, neat, pious home and filling it with warmth and inviting smells, women are achieving their highest calling. The movement to elevate the status of housework found an early voice in the writings of Catherine Beecher. Beecher devoted much effort to glorifying housekeeping and attempting to convince her readers that their daily duties, however tedious or distressing, constituted important works assigned to them by Nature and God. Beecher was one of the early proponents of ‘scientific housekeeping,’ believing that a good housekeeper should be a jack-of-all-sciences, and use those sciences to run the household efficiently. She went so far as to suggest a explicit weekly schedules and rational designs for the kitchen and cooking areas. Her many manuals and cookbooks offered not only a philosophy for housekeeping, but practical methods for accomplishing those philosophical ends.

A review of the popular literature of the time provides unique insights into the expectations for women’s lives and the realities of their existence. In his book, So Sweet to Labor, author Norton Juster looked at the advice given and the responses received in a few publications of the time. He notes that the term ‘drudgery’ appears again and again as a descriptive term. Women wrote letters that described the endless, repetitive work undertaken week by week. Not that it was all woe - many reported about the joys of fulfilling their womanly role as keeper of the house, or wrote to chastise their complaining sisters.

The weekly schedule of "drudge" likely included laundry on Monday, ironing and mending on Tuesday, baking on Wednesday and Saturday, daily tidying of kitchen and parlor, and thorough cleaning on Thursday and again on Saturday. This was in addition to childcare, three meals a day, hauling water and keeping the fire burning in the stove, a chore that in itself took at least one hour each day. Then there was making the family garments and seasonal preserving of fruits, vegetables and meat. Often, too, the scope of work extended to the farm itself. Women had charge of the farm garden, livestock and poultry and work related to "civilizing" the farm. During planting and harvest, if she did not work in the fields herself, she provided room and board for the extra help that did.

It is evident from the conflicting opinions offered in literature of the period that women’s lives were fraught with tensions. How-to manuals, magazine and newspaper articles set high, if not impossible, standards for moral rectitude, cleanliness and cheerfulness. The realities posed by the sheer number of tasks to be completed daily, monthly and yearly stressed even the hardiest of women. Even so, many women responded to the challenges place before them with humor and pride. "None of the many mysteries displayed by the study of life has been to mankind more unintelligible than that of disease, and nothing is more striking about this than the terribly disproportionate amount of suffering which falls to the lot of women. All my life I have been engaged in the study of their special ailments, and no conclusion is more firmly rooted in my mind than a devout thankfulness that I belong to the other sex." Sir Lawton Tait, 1890
 * __ Health and Childbearing __**

Much was written in the closing years of the nineteenth century about the innate health - or lack of it - of the female. The middle and upper class ideal of woman was that of an ‘invalid.’ Professional medical theories at the time stated that woman’s normal condition was to be sick. Corresponding to the idea of "separate spheres" for women and men in society, the idea that women were, by their nature, sickly, complemented the idea that men were robust, aggressive, healthy and thus naturally predisposed to the harsh, competitive world of work while women were more suited to the quiet, sanctified life of the home. This is not to say that the illness which did afflict women were inconsequential. For example, for every 100 women who were twenty in 1865, more than 5 would die of tuberculosis by age 30, more than 8 by age 50. Disease was real, and devastating.

Rural women were required, by the nature of their work, to be healthy and strong. But that was often not the case. Beset by long days of labor, they were often exhausted, mentally and physically. It was generally accepted, however, that the prevalence of sickness and decline was the result of the "peculiarity" of her anatomy - woman as a natural invalid. Contemporary writings often noted the preponderance of nervous disorders and "fretfulness."

Middle and upper class women could and did seek medical care from (male) doctors. Working class women sought help in patent medicines and an increasing number of self-help books and magazines. Cures calling for eggs, tar, soot, herbal extracts and other household ingredients illuminated the pages of popular magazines. For example, a recipe for a cure for rheumatism states,

"To a handful of blue flag root add a pint of good spirits; let stand for a week. Dose, a spoon full three times a day, and increase by degrees to three tablespoons full a day. Or, apply a poultice of hot potatoes; renew as often as it becomes hard or cool. It is said to be a very excellent remedy."

Similar concoctions were proposed for the cure of bleeding lungs, cancer, shortness of breath and cough. These home remedies were often supplemented with a myriad patent medicines, many with high percentages of alcohol, and the liberal use of laudanum.

Childbearing and child mortality remained two of the most serious health issues for women and their families. There is evidence that white women in the later part of the century were controlling their fertility. Between 1800 and 1900, their birthrates dropped by half, while those of blacks and European immigrants grew, even though their childhood death rates were higher. On average, women earlier in the century gave birth to seven live babies in her lifetime. One-third to one-half would not survive to age 5. By 1900, the birthrate had dropped to an average of 3.5 live births. Even with this reduction in birthrate, many families lost children early, before they reached adulthood. " That our dress may be more healthful, it must first be made looser about the waist, as loose as a man’s." The Household 1874
 * __ Fashion __**

No description of the lives of women in the late nineteenth century would be complete without a discussion of the constrictions of clothing and the influence of style. Once again, the expanding mass culture, expressed in popular magazines and women’s publications, promoted the latest fashion styles to women of all classes, whether those styles were practical for their lifestyles or not. Elaborate dresses, with bustles, and nipped waists and yards of heavy fabric and lace, illustrated the pages of these magazines. One account reported that the "well-dressed" woman of the late nineteenth century wore 37 pounds of clothing in the winter, 19 which hung from her corseted waist.

Probably the most disputed piece of clothing during this period was the corset. Both physicians and early feminists decried their use. One report stated that a fashionable women’s corset exerted, on average, 22 pounds of pressure on the internal organs. Long term results of wearing the undergarment included fractured ribs, collapsed lungs, displacement of the liver and uterine prolapses. Physicians rallied around the idea that corsets compressed the genitals, thus weakening the woman’s ability to bear children. Another theory, proposed by physician Orson Fowler, was based on the assumption that " compression of any part produced inflammation." Consequently, the compression due to wearing a corset would cause blood to flow to the woman’s head, thereby putting pressure on her nervous system, causing, in Fowler’s theory, a personality change.

Feminists attacked corseting because of its potential harm to internal organs and its restriction of movement. They advised physicians to counsel their female patients on the dangers of corseting. Even popular literature, where illustrations of the latest fashions prevailed, commented on corseting. One woman wrote to the Household in 1879, "I omitted corsets when speaking of underthings. They have been banished from my wardrobe so long I had almost forgotten there was such an article... One feels so perfectly free and easy." "The proper education of a man decides the welfare of an individual; but educate a woman, and the interests of a whole family are secured." Catherine Beecher, Treatise on Domestic Economy
 * __ Women’s Education __**

The roots of the movement for women’s literacy can be traced to the end of the 18th century, when calls for the education of girls got underway. Few objections were raised to the idea that girls should be educated on par with boys. Instead the need for such education was tied to the needs of the new republic; women would make sure that patriot sons were reared properly. When boys’ schools could or would not admit girls, female academies were established and thrived. As publicly supported education expanded in the early decades of the 19th century, girls were included along with boys. By 1860, it was almost as likely for a white girl as a white boy to attend school, even in farming regions of the country. The success of these early ventures assured that when secondary education expanded after the Civil War, it would be overwhelmingly co-educational. In 1870, there were only 160 high schools in the country. By 1880, the figure was almost 800 and by the end of the century, the number had grown to 6000. From 1870 until the middle of the twentieth century, female high school graduates outnumbered male graduates. And, the Census of 1880 found that the proportion of literacy for young women was actually higher than of young men.

The movement for equal education for girls and boys moved forward almost without opposition. The idea fitted nicely into the social ideology that women were the rearers of children and the moral companions of men within the family, so some education seemed appropriate. Early in the century, though, this acceptance stopped short of college. Oberlin College in Ohio was the first to admit women in 1837. And when the Michigan legislature founded a state university that same year, it provided places for women, although women were not actually allowed to attend until 1870.

Even when women were admitted to some private and public colleges, they were not treated as equals. Colleges, for the most part, remained gender separated, opposing coeducation on the ground that it was ‘contrary to nature,’ and predicted that ‘young men would lose a proper sense of dignity of their pursuits’ while’ the delicacy of the female character would be destroyed.’ Educators of the day feared that, although women possessed the mental capability to do college work, their health was threatened if they were forced to follow the intellectual rigors of the male curriculum. Even so, a college educated woman was seen as benefit to herself, her husband and her family. Until, of course, the results of a college education on women became known.

By the end of the 19th century, it became evident that college-educated women did not marry as often as other women. Regardless of who did the counting, the figures always showed that at least a fourth of women who graduated from college never married, more that double the proportion of non-college women. And, if they married at all, they did so later in life, and consequently had fewer children. As a result, women’s higher education came under fire for having a subversive effect on the traditional concept of women and family. The intent of educating women - making them better wives and mothers - showed every indication of doing just the opposite. Once doors had been opened, expectations raised and new skills learned, how women used their education or what conclusions they drew from it were not always what their teachers - or society - intended.

As the land grant colleges began to sprout in western and northern regions, rural women found opportunities open to them that were more technical than intellectual. Just as future farmers were learning new techniques for coaxing more from the land, future farm women were learning the new "scientific" skills of household management. First promoted by Catherine Beecher and her sister, Harriet Beecher Stowe in the 1830s and 1840s, this notion was carried through in the Western and Midwestern land grant colleges founded after the Morrill Land Grant Act of 1862. Lou Allen Gregory, the first professor of domestic science at Illinois Industrial University, agreed with Beecher that women’s education, " must recognize their distinctive duties as women - the mothers, housekeepers and health keepers of the world - and furnish instruction which shall fit them to meet these duties. " Her school claimed to offer women a "liberal and practical education, which should fit them for their great duties and trusts, making them the equals of their educated husbands and associates, and enabling them to bring the aids of science and culture to the all-important labors and vocations of womanhood. " Although most girls continued to learn the skills of housekeeping at home, these home economics programs legitimized the science of homemaking that had been promoted earlier in the century and offered another path to higher education.

**Info on Catherine Beecher and secondary education for women-**

Secondary schools began to flourish in the 1800’s and were called “academies”. The Young Ladies Academy served as an model for the many female academies that arose in the early 19th century. Girls Academies did not require the students to stay for any set period of time and the curriculum varied depending on the school. With the increasing number of female academies the term “seminary” also became popular and referred to female schools which were more serious than a finishing school. The Female Seminary Movement began around 1815 and was led by women such as Catharine Beecher, Mary Lyon and Emma Willard. The goal of these women was to form schools that would offer women an education equal to that of men by holding their pupils to the same high standards.

Large academies and seminaries served as a solution to problems faced by women who opened their own small schools. Many of the teachers had a hard time teaching all of the topics that they wanted to. Catharine Beecher opened a school and wanted to provide a real education but found it to be a difficult task. Beecher was teaching 10-12 subjects a day which meant that she was not able to allow very much time for each subject. Beecher was forced to skim over each subject only teaching what was necessary and was not able to cover some core concepts. Some of the classes Beecher taught her students include philosophy, chemistry, ancient and modern history, geography, grammar, rhetoric, arithmetic, algebra, geometry, moral philosophy, natural theology, and Latin. Beecher wrote, “Suggestions on Education” which she published in response to the problem she found herself encountering. She explained how,

**//Read to class://**

//“For the brothers of a family the well-endowed college, with its corps of professors, each devoted to one department of knowledge, and with leisure to perfect himself in it and teach it in the most complete manner—for the sisters of the family only such advantages as they could get from one teacher in one room, who had the care of teaching in all branches; and she asked what but superficial knowledge could be the result of such a system”//

Beecher sought donations and expanded her school to become Hartford Female Seminary where she hired 8 teachers who would focus on only a few subjects each in order to teach each subject in a “complete manner.”

**First College for Women-**

Mount Holyoke was the most important of the four female seminaries that offered unusual educational opportunities to American women in the early 19th century. Founded in 1837 by Mary Lyon (shown left) in South Hadley, Massachussets, Mount Holyoke became the model for other female seminaries and for the female departments of co-educational institutions like Oberlin and Knox. The original women's colleges that emerged after the Civil War all turned toward Mary Lyon's seminary for guidance. As cultural historian Helen Lefkowitz Horowitz tells us in her book //Alma Mater//, what made Mount Holyoke a leader among seminaries for women was that it linked "the highest available course of study to a system of discipline and a form of building that propelled its students outward into the world." (12) Mary Lyon created an atmosphere in which academic training and domestic work were carefully regulated. The teachers were trained to provide models for imitation, and the buildings were planned so that they would be proper settings for both learning and living. This kind of atmosphere proved highly successful, as 70% of all Holyoke graduates went on to become teachers and provided the female leadership needed in other women's colleges as well as co-educational insitutions. (Vassar and Wellesley's first female heads were Mount Holyoke graduates!) The powerful effectiveness of women's education therefore made its way into other schools via the students it produced.

**First woman's rights convention-**

The seed for the first Woman's Rights Convention was planted in 1840, when Elizabeth Cady Stanton met Lucretia Mott at the World Anti-Slavery Convention in London, the conference that refused to seat Mott and other women delegates from America because of their sex. Stanton, the young bride of an antislavery agent, and Mott, a Quaker preacher and veteran of reform, talked then of calling a convention to address the condition of women. Eight years later, it came about as a spontaneous event.

In July 1848, Mott was visiting her sister, Martha C. Wright, in Waterloo, New York. Stanton, now the restless mother of three small sons, was living in nearby Seneca Falls. A social visit brought together Mott, Stanton, Wright, Mary Ann McClintock, and Jane Hunt. All except Stanton were Quakers, a sect that afforded women some measure of equality, and all five were well acquainted with antislavery and temperance meetings.Fresh in their minds was the April passage of the long-deliberated New York Married Woman's Property Rights Act, a significant but far from comprehensive piece of legislation. The time had come, Stanton argued, for women's wrongs to be laid before the public, and women themselves must shoulder the responsibility. Before the afternoon was out, the women decided on a call for a convention "to discuss the social, civil, and religious condition and rights of woman."

To Stanton fell the task of drawing up the Declaration of Sentiments that would define the meeting. Taking the Declaration of Independence as her guide, Stanton submitted that "all men and women had been created equal" and went on to list eighteen "injuries and usurpations" -the same number of charges leveled against the King of England-"on the part of man toward woman."

Stanton also drafted eleven resolutions, making the argument that women had a natural right to equality in all spheres. The ninth resolution held forth the radical assertion that it was the duty of women to secure for themselves the right to vote. Elizabeth Cady Stanton afterwards recalled that a shocked Lucretia Mott exclaimed, "Why, Lizzie, thee will make us ridiculous." Stanton stood firm. "But I persisted, for I saw clearly that the power to make the laws was the right through which all other rights could be secured."

The convention, to take place in five days' time, on July 19 and 20 at the Wesleyan Methodist Church in Seneca Falls, was publicized only by a small, unsigned notice placed in the Seneca County Courier. "The convention will not be so large as it otherwise might be, owing to the busy time with the farmers," Mott told Stanton, "but it will be a beginning."A crowd of about three hundred people, including forty men, came from five miles round. No woman felt capable of presiding; the task was undertaken by Lucretia's husband, James Mott. All of the resolutions were passed unanimously except for woman suffrage, a strange idea and scarcely a concept designed to appeal to the predominantly Quaker audience, whose male contingent commonly declined to vote. The eloquent Frederick Douglass, a former slave and now editor of the Rochester North Star, however, swayed the gathering into agreeing to the resolution. At the closing session, Lucretia Mott won approval of a final resolve "for the overthrowing of the monopoly of the pulpit, and for the securing to woman equal participation with men in the various trades, professions and commerce." One hundred women and men signed the Seneca Falls Declaration-although subsequent criticism caused some of them to remove their names.

The proceedings in Seneca Falls, followed a few days later by a meeting in Rochester, brought forth a torrent of sarcasm and ridicule from the press and pulpit. Noted Frederick Douglass in the North Star: "A discussion of the rights of animals would be regarded with far more complacency by many of what are called the wise and the good of our land, than would be a discussion of the rights of woman."But Elizabeth Cady Stanton, although somewhat discomforted by the widespread misrepresentation, understood the value of attention in the press. "Just what I wanted," Stanton exclaimed when she saw that James Gordon Bennett, motivated by derision, printed the entire Declaration of Sentiments in the New York Herald. "Imagine the publicity given to our ideas by thus appearing in a widely circulated sheet like the Herald. It will start women thinking, and men too; and when men and women think about a new question, the first step in progress is taken."

Stanton, thirty-two years old at the time of the Seneca Falls Convention, grew gray in the cause. In 1851 she met temperance worker Susan B. Anthony, and shortly the two would be joined in the long struggle to secure the vote for women. When national victory came in 1920, seventy-two years after the first organized demand in 1848, only one signer of the Seneca Falls Declaration-Charlotte Woodward, a young worker in a glove manufactory -had lived long enough to cast her ballot.

**Beginning of Woman's suffrage law-**

The suffrage movement was a very broad one which encompassed women and men with a very broad range of views. One major division, especially in Britain, was between suffragists, who sought to create change constitutionally, and suffragettes, led by iconic English political activist Emmeline Pankhurst, who in 1903 formed the more militant Women's Social and Political Union. Pankhurst would not be satisfied with anything but action on the question of women's enfranchisement, with "deeds, not words" the organisation's motto. There was also a diversity of views on a "woman's place". Some who campaigned for women's suffrage felt that women were naturally kinder, gentler, and more concerned about weaker members of society, especially children. It was often assumed that women voters would have a civilizing effect on politics and would tend to support controls on alcohol, for example. Societies believed that although a woman's place was in the home, she should be able to influence laws which impacted upon that home. Other campaigners felt that men and women should be equal in every way and that there was no such thing as a woman's "natural role". There were also differences in opinion about other voters. Some campaigners felt that all adults were entitled to a vote, whether rich or poor, male or female, and regardless of race. Others saw women's suffrage as a way of canceling out the votes of lower class or non-white men.


 * __ Handouts __**

// List the items that need to be printed out for the lesson. //

- Venn-Diagram -Overview of life for women -Checklist


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – //****// Learner Development. The teacher understands how learners grow and develop, //****// recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. //**


 * //__ Learning Styles __//**


 * // Clipboard: //**

There is a lot of math used in producing an iMovie. Students need to use math to coordinate the music, videos and pictures. There is organization involved with the Venn-Diagrams and with creating the iMovie projects.


 * // Microscope: //**

Students will need to dig deep into the content found in the 1800s. They will need to think about what it was like to live during this time.


 * // Puppy: //**

When discussing the hardships women faced during this time, our class will have to be very compassionate and thoughtful. It is a lot to think about and a lot to imagine. It takes a supportive and caring classroom to discuss such topics.


 * // Beach Ball: //**

In this class we will use a lot of different learning styles to learn about the time period. The class will constantly be moving from one thing to another.


 * // Rationale: //**

This lesson targets a lot of different learning styles that all cover the same content. The students will be required to be organized in order to complete their Venn-Diagrams and to complete their projects. They will also need to analyze each event and it effected woman's rights. The will have to place themselves in this event and think about what they would do. While discussing the events of the 1800s the students will be required to really be thoughtful and us compassion. Many of the classes will discuss deep and serious subjects. It takes a caring and supportive class to discuss war comfortably. This lesson will also use a lot of different techniques to teach the students. The class will constantly be moving from one task to the other.


 * // Standard 6 - //**** //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth// ****//, //****// to monitor learner progress, and to guide the teacher's and learner's decision making. //**


 * // Formative: //**

I will use thumbs up and exit tickets to check for understanding during the lesson. The lesson will end with a exit ticket that will be fun and engaging. The exit ticket will include questions about the students comfort with using Imovie and the content. Thumbs up and down will be used once a topic is covered and we are ready to move on. If I see a thumbs down I will retrace the lesson to what they did not understand.


 * // Summative: //**

iMovie: On your own create a news report that highlights all of the events and changes regarding woman's rights in the 1800's. Collect facts, pictures, videos, music and text to use in your timeline. Your news report will be presented on iMovie. Your timeline should be accurate and depict what life for a woman would of been like in the 1800's. Worth 20 Points


 * // Rationale: //**

The iMovie project will test the students overall understanding of the events that women faced in the 1800s. They will receive peer checklists, self check lists, and comments from the teacher before passing in this project. Their final grade will be detailed and will enable them to see what they did right and wrong. During class, I will use thumbs up and exit tickets to check for understanding during the lesson. The lesson will end with a exit ticket that will be fun and engaging. The exit ticket will include questions about the student’s comfort with using iMovie and the content. Thumbs up and down will be used once a topic is covered and we are ready to move on. If I see thumbs down I will retrace the lesson to what they did not understand.


 * // Rationale: //**


 * // Standard 7 //**** - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum,// ****// cross //****// -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. //**


 * // Content Knowledge: //**

Students will understand that because changes were made in the 1800's, woman now live a free and equal lifestyle. Students will know about the first high school made for girls, the woman's rights convention and the Woman's suffrage law

To understand the changes that the country had to make to give woman equal rights and why they are so important


 * // MLR or CCSS: //**

__ Maine Learning Results __


 * Content Area: ** Social Studies


 * Standard Label: ** E History


 * Standard: ** E1 Historical Knowledge, concepts, themes and patterns


 * Grade Level: ** 6-8 "The Expanding Nation"


 * Statement: ** Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and Various regions of the world.


 * Performance Indicators: ** a, b, c, d


 * // Facet: //**

In this lesson, Students will learn about causes and effects. They will see changes in women's rights that took place in the 1800s. There will be times during this lesson when students are faced with challenging concepts that our current society is still dealing with today. The students will gain a broader understanding of the history of freedom and how to create change over time.


 * // Standard 8 - //**** //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.// **


 * // MI Strategies: //**


 * Verbal: ** Students will close their eyes and imagine themselves to all be woman living in the 1800s. I will list the rights they have and don't have and ask them to open their eyes and tell me how they felt


 * Musical: ** I will end the class playing a chant from the Woman's Rights Convention.


 * Bodily: ** A ball will get tossed around the room, when the ball get thrown to you, you are suppose to name a woman's right change made in the 1800's.


 * Interpersonal: ** In MI groups, create a iMovie that is a timeline of woman's rights.


 * Naturalist: ** Compare woman's life in the 1800s to animal’s life presently.


 * Visual: ** Draw a quick sketch of a scene in the 1800s that would have been seen by a woman in the 1800s.


 * // Type II Technology: //**

Students will take the information learned in class about women's rights and create a news report on iMovie. This project will be available for the students to do alone or in partners. They will be able to use videos, sound and pictures on their news report. They would not be able to use these on a regular "pen and paper" new report.


 * // Rationale: //**

This lesson targets all learning types. It uses visuals on the board and in the student’s notes. It encourages logical students to use math in making the movies. It gives bodily and musical students a chance to relate their strengths to the 1800s. It uses both group work and class work. Students also give feedback to each other and themselves. The final project gives all of the intelligences a chance to use their strengths to produce a iMovie. The iMovie enables the students to create a timeline with features that they would never be able to produce on paper. Using the iMovies will encourage the students to explore and dig deep into the content.

**//__NETS STANDARDS FOR TEACHERS__//**

**1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

a. Promote, support, and model creative and innovative thinking and inventiveness

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

In this lesson the class will work together to figure out how women made a huge effect on our nation and it's law. Students will use technology not only to create their final project but to create research for it as well. Students will need to explore the Internet for ideas and arguments to make. They will begin to see how the changes in women's rights made, effected times to come, not only the ones in 1800s. They will have homework that requires them to push themselves to figure out how to use iMovie. They will also use the webpage provided to further their research from in class.

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

**2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

This will be the students first project assigned for them to do on their own. This will push some students out of their comfort zones and others will feel more comfortable working this way. Because students are doing this project on their own, they are able to do it anyway that they would like. They can use their MIs to create a timeline that is different from the rest. The students will be pushed to figure out how to use iMovies on their own but will also have time in class to help each other. Students have a lot of freedom with this project and will be able to create a product specific of them.

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

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