DOCSLIB.ORG

Emma Willard School Profile 2019-2020

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Emma Willard School Profile 2019-2020 EMMA WILLARD SCHOOL PROFILE 2019-2020 Founded in 1814, Emma Willard School is one of America’s oldest and most distinguished college preparatory boarding and day schools for girls. Known for its academic rigor, the school promotes intellectual curiosity and disciplined study habits through a broad JENNY C. RAO and challenging curriculum in the humanities, social sciences, sciences, mathematics, HEAD OF SCHOOL technology, and visual and performing arts. The school also taps into the rich resources [email protected] of Albany's Capital Region to provide extensive off-campus research opportunities, 518-833-1301 internships, experiential learning, and community service programs. Throughout its history, Emma Willard has been committed to enrolling a diverse student body from across the country and around the world. This commitment is supported by significant expenditures in financial aid. DR. MEREDITH LEGG Academic DEAN [email protected] Student Body: 360 students (225 boarding, 135 day) from 24 states and 36 foreign 518-833-1312 countries. 104 new students enrolled in the fall of 2019. Of the 360 students, 95 are students of color (according to guidelines established by the National Association of Independent Schools) and 84 are international students, and 64 have an alumna or current sister relationship to the school. There are 88 students in the Class of 2020. A KENT JONES financial aid budget of $4,645,712 enables 149 students (42%) to receive awards ranging CO-Director OF COLLEGE COUNSELING [email protected] from $1,000 to $63,990. 518-833-1305 Faculty: 53 teaching faculty (77% female, 23% male). 83% hold advanced degrees. 85% are full-time, 15% are part-time. An additional 10 houseparents serve as members of the ALYSIA MAJERAN residential faculty. CO-Director OF COLLEGE COUNSELING [email protected] Academic Program: The Emma Willard curriculum reflects the school’s traditional pursuit 518-833-1303 of excellence; capitalizes on the global nature of its student body; sustains a belief in the centrality of leadership, ethics, and service in adolescent education; and honors the woman’s perspective. Emma Willard offers a rigorous college preparatory program with ABBEY MASSOUD-TASTOR Advanced Placement® opportunities and upper-level electives in all disciplines. The school Associate Director OF year is comprised of two semesters, and most students take five or six academic classes COLLEGE COUNSELING per term. Classes meet up to four times a week in blocks of 50 or 75 minutes. Academic [email protected] requirements for graduation include a minimum of four years of English; three of history, 518-833-1311 foreign language, mathematics, and laboratory science (including biology and chemistry); and visual/performing arts. Students in all grades may pursue focused research projects CHERYL ACKNER through the STEAM Research Program and juniors and seniors may include a year-long ADMINistratiVE AssistaNT project in their schedule through the Signature Program. Emma Willard’s Practicum FOR COLLEGE COUNSELING AND program offers a wide array of experiential and enrichment opportunities that allow Academic Affairs [email protected] students to explore academic, career, service, or extracurricular interests. The curriculum 518-833-1310 is complemented by The Speaker Series, which invites accomplished and renowned experts in various fields to speak at assemblies and in classes throughout the school year. EMMA WILLARD SCHOOL Accreditation and Affiliations: Emma Willard School is accredited by the New York 285 PawliNG AVENUE State Association of Independent Schools (NYSAIS). Its affiliations include the National TroY, NY 12180 Coalition of Girls’ Schools, The Association of Boarding Schools (TABS), the New York State T: 518-833-1300 Association of Independent Schools (NYSAIS), the National Association of Independent F: 518-833-1892 Schools (NAIS), the College Board, and the National Association of College Admission www.emmawillard.org Counseling (NACAC). CEEB CODE: 335600 GPA and Class Rank: Emma Willard does not rank students or provide a cumulative grade point average as part of a student’s credentials. This practice is consistent with our founder’s belief that “education should seek to bring its subjects to the perfection of their moral, intellectual, and physical nature.” Believing that her vision encourages students to measure their strengths against their own potential rather than in competition against others, we do not report information that invites invidious comparisons of students. Grading: Letter grades are used with plus and minus notations to refine the passing grades of A (93-100), A- (90-92), B+ (87-89), B (83-86), B- (80-82), C+ (77-79), C (73-76), C- (70-72), D+ (67-69), D (63-66), D- (60-62), NC (<60). There is no grade of A+. “NC” (no credit) represents a failing grade. All arts courses are graded as CR/NC (credit/no credit) unless a letter grade is chosen by the student (for visual art courses only). Grading for 9th Graders: Students entering Emma Willard's ninth grade are graded on a credit/no credit basis for the fall semester. In the spring semester, freshmen receive letter grades that are reported on transcripts. Comprehensive final exams may be included in this spring semester grade. Because of this, there is no year grade recorded for ninth grade. If colleges require a final grade for the purpose of calculating a GPA, we suggest using the spring semester grades for this purpose. Credits: Ordinarily, a semester course equals .5 unit, a year-long course equals 1.0 unit, a semester-long AP course equals .75 unit, and a year-long AP course equals 1.5 units. Some arts courses carry a lower weight of .25 unit for a semester and .5 unit for a year. A student customarily carries 2.5–3 units per semester and 5-6 units per year. Each student must carry a minimum of 2.5 units per semester. Graduation Requirements: • Arts—Entering 9th graders must successfully complete two units of arts electives. One of these should be completed by the end of 10th grade; at least one course must be performing and at least one course must be a visual arts course. For entering 10th graders, successful completion of one unit of arts electives; at least one course must be performing and at least one course must be a visual arts course. For entering 11th graders, successful completion of one unit of arts electives with no distribution required among the arts. • English—Successful completion of four years of English. • History & Social Science—Three year-long courses in history and social science or their equivalents, including one year of United States history taken in 11th or 12th grade. Typically, freshmen and sophomores take four discrete semesters of history, beginning with Classical Mediterranean History in 9th grade and ending in 10th grade with Contemporary World History. In the spring of 9th grade and the fall of 10th grade, students choose from electives in African, East Asian, Indian, Middle Eastern, Latin American, and European history. • Foreign Language—Successful completion of the third level of a single foreign language. This requirement may be waived for students for whom English is a second language. • Mathematics—Successful completion of the mathematics sequence through the third level, including Algebra I, Algebraic Geometry, and either Algebra II and Trigonometry or Algebra II and Trigonometry with Non-Routine Problems. • Science—Emma Willard's science sequence includes Physical Science: Foundations for Physics and Chemistry, one year of chemistry, and one year of biology. Students entering 10th or 11th grade must complete two units of laboratory science during their high school career: one year of physical science and one year of life science, determined on an individual basis. • Physical Education & Athletics—All students must take physical education classes or their equivalent in team sports or dance all year during 9th, 10th, and 11th grade. 12th graders are required to take 10 weeks of physical education classes or the equivalent. Students must also complete a swimming and water safety proficiency test prior to graduation. Course Listings and Units: Please visit emmawillard.org/academics/curriculum for a full listing and description of courses. English Support: Each year, Emma Willard admits a small number of international students who require English language support. This is offered only at the advanced level and as a complement to regular, grade-level English and history courses. In order to earn a diploma, students who participate in English support must complete all graduation requirements. School Policy on Reporting Discipline: Making mistakes is a natural, even necessary, part of a student’s personal growth and educational development, particularly in the early years of her secondary education. This is especially true in a boarding school environment such as Emma Willard’s where student behavior is monitored closely and consistently. While we acknowledge the need to report significant disciplinary events to colleges, we also believe that routine discipline is a developmentally appropriate tool to be used without fear of long-term consequences. Emma Willard therefore shares with colleges only disciplinary information about a student’s probation, suspension, or expulsion. Reports of such disciplinary action are made by answering “yes” to the appropriate statement(s) on the Secondary School Report and by inviting admission officers to call the student's college counselor
Load more

Recommended publications
  • American Heritage Day
    American Heritage Day DEAR PARENTS, Each year the elementary school students at Valley Christian Academy prepare a speech depicting the life of a great American man or woman. The speech is written in the first person and should include the character’s birth, death, and major accomplishments. Parents should feel free to help their children write these speeches. A good way to write the speech is to find a child’s biography and follow the story line as you construct the speech. This will make for a more interesting speech rather than a mere recitation of facts from the encyclopedia. Students will be awarded extra points for including spiritual application in their speeches. Please adhere to the following time limits. K-1 Speeches must be 1-3 minutes in length with a minimum of 175 words. 2-3 Speeches must be 2-5 minutes in length with a minimum of 350 words. 4-6 Speeches must be 3-10 minutes in length with a minimum of 525 words. Students will give their speeches in class. They should be sure to have their speeches memorized well enough so they do not need any prompts. Please be aware that students who need frequent prompting will receive a low grade. Also, any student with a speech that doesn’t meet the minimum requirement will receive a “D” or “F.” Students must portray a different character each year. One of the goals of this assignment is to help our children learn about different men and women who have made America great. Help your child choose characters from whom they can learn much.
    [Show full text]
  • RMM00006 B.Pdf
    This document is from the Cornell University Library's Division of Rare and Manuscript Collections located in the Carl A. Kroch Library. If you have questions regarding this document or the information it contains, contact us at the phone number or e-mail listed below. Our website also contains research information and answers to frequently asked questions. http://rmc.library.cornell.edu Division of Rare and Manuscript Collections 2B Carl A. Kroch Library Cornell University, Ithaca, NY 14853 Phone: (607) 255-3530 Fax: (607) 255-9524 E-mail: [email protected] PREFACE TO THE LETTERBOOK INDEX The letterbooks of Jacob Gould Schurman were maintained in his office by several persons over his twenty eight year incumbency, resulting in significant variations in control, style, and judgment. Moreover, indexes to each volume were kept by handwritten notation, in both pencil and ink, seldom in alphabetical order, and with numerous addenda and instances of inserted or corrected text. Researchers should exercise special and unusual latitude in an attempt to gather all the citations for a specific name. There are a number of variant patterns, but the most consistent apply to abbreviated versions of the name of the same person. "Cunningham, ~riggs"may be the same as "Cunningham, B." I,Dann, H. E ." may be the same as "Dann, H. H." (due to blurred or illegible handwriting). "Campbell, E. P." may be the same as "Campbell, President" (or Senator, Governor, Secretary, etc.). In many cases the index has knowingly been recreated literally from the original volume indexes with the mistakes intact to avoid an even more confusing, erroneous and unconfirmable interpretation.
    [Show full text]
  • T H E C O Rin Th Ia N
    May 2020 Volume 41, Issue 5 Strawberry Festival Canceled We are sorry to announce that the 46th annual Greece Historical Society Strawberry and Dessert Tasting Festival, scheduled for June 22nd, is canceled. The GHS Board of Trus- tees made the difficult decision to cancel our 2020 Festival due to the COVID-19 global pandemic We held off announcing the cancellation in hopes that the COVID pandemic would be resolved in time to still have our June 22nd festival, but it is now clear that won't happen We would like to thank all our vendors, event sponsors, community groups, members and friends, and especially our volunteers who have made our past festivals possible. While we are all deeply disappointed that this year’s event will not take place, we do plan to continue the tradition in 2021 and possibly have a different community event later this year. Membership Renewal May 1st through April 30th is the membership year in the Greece Historical Society. We sent a reminder letter to our current members early last month and are encouraged at the number of people who have renewed. If you are not a member please consider supporting the Greece Historical Society with a paid membership. Your membership will help support the programs and exhibits of the Society & Museum and the maintenance of our building, plus you will receive our monthly newsletter, the "Corinthian" . Membership applications are available at our museum and on our website at http:// greecehistoricalsociety.org/join-us/membership/. The Greece Historical Society is supported solely by the community and receives no fi- nancial assistance from local government.
    [Show full text]
  • Administration
    Smart & Sustainable Campuses Conference 2008 Organizations that sent attendees AASHE Academic Privatization, LLC /AP Management Company, LLC Affiliated Engineers, Inc. Amenta/Emma Architects Amherst College APPA Appalachian State University Aquinas College ARAMARK Higher Education Arcadia University Archibus Arizona State University ASG, Inc. Association for the Advancement of Sustainability in Higher Education Atlantic Information Services Ayers Saint Gross, Architects & Planners Barton Malow Company Bentley University Berea College Biohabitats, Inc. BLT Architects Bowie State University Brown University Bucknell University Burt Hill Kosar Rittelmann Associates California State University, East Bay California State University, Fresno California State University, Monterey Bay Campus Consortium for Environmental Excellence Cannon Design Case Western Reserve University Castleton State College Cedar Valley College Central Michigan University Chatham University Chesapeake Climate Action Network Chestnut Hill College Chevron Energy Solutions Christchurch School Clark University Clean Air-Cool Planet College of William and Mary Colorado Academy Colorado College Community Energy, Inc Connecticut College Coppin State University Creative Artists Agency Cubellis Culver Academies Cunningham + Quill Architects, PLLC CUNY Herbert H. Lehman College Smart & Sustainable Campuses Conference 2008 Organizations that sent attendees CUNY The City College of New York Davidson County Community College Design Collective, Inc. Dickinson College Dining Services
    [Show full text]
  • Linda B. Miller
    Linda B. Miller Box 415 508.349.3557 (home) South Wellfleet, MA 02663 401.863.3318 (office) Linda [email protected] Recent and Current Positions Adjunct Professor of International Relations (Research), Watson Institute, Brown University, 2003-2011; Adjunct Professor of International Studies, 2013-2014; Visiting Fellow/Scholar, 2011-2013 Senior Fellow, Watson Institute, 2000-2003 Editor, International Studies Review, 1999-2002 (joint Wellesley-Brown project) Professor of Political Science, Wellesley College, 1975-2004, Emerita- Co-founder and Co-editor, Argentia, BISA Working Group on U.S. Foreign Policy e- Magazine Member and contributing writer, Scholars Strategy Network, 2013 Education Columbia University, M.A., 1961; Ph.D., 1965 Radcliffe College, A.B., cum laude, 1959; Phi Beta Kappa, 1984 Emma Willard School, diploma cum laude, 1955 Professional Experience Teaching 1997-1998 Visiting Professor, Department of Political Science, Brown University 1985-1989 Chair, Political Science Department, Wellesley College 1969-1975 Associate Professor, Department of Political Science, Wellesley College 1968-1969 Lecturer, Department of Government, Harvard University 1964-1967 Instructor and Assistant Professor, Department of Government, Barnard College, Columbia University Research, Grants, and Fellowships 1999-2001 Senior Scholar, Tami Steinmetz Center for Peace Research, Tel Aviv University 1998-2000 Adjunct Professor of International Relations (Research), Watson Institute for International Studies, Brown University 1997 Visiting Professor (Research),
    [Show full text]
  • Semifinalists: 2021 National Merit Scholarship Program
    160 Rich, Samantha M. CLIFTON PARK Semifinalists: 2021 National 821 Santora, Jeremy J. SHENENDEHOWA H. S. 999 Tunnicliffe, Galen 302 Grady-Willis, Emi A. Merit Scholarship Program 162 Wong, Emily 200 Han, Alice 742 Huang, Yicheng PACKER COLLEGIATE INSTITUTE 906 Kelly, Jack 821 Baum, Eli C. 000 Mackey, Catherine F. 000 Craig-Schwartz, Jordyn S. 600 Park, Brian 000 Harrell, Harper C. 000 Stevens, Taina 000 Paredes, Jaymie 000 Levine, Samuel O. 303 Tang, Kah Shiuh NEW YORK 000 Polish, Isadora J. 000 Yohn, Nicholas V. 450 Yevzerov, Alexander M. 000 Promi, Ramisa ALBANY 000 Reynolds, Kate POLY PREP COUNTRY COLD SPRING 000 Schrader, Max A. ACADEMY OF THE HOLY NAMES DAY SCHOOL HALDANE H. S. 000 Schwarz, Aviva 454 Bell, Megan E. 161 Axinn, Isadore J. 720 Kottman, Sophia O. 000 Sison, Benjamin E. 000 Morris, Henry J. 000 Sze, Edgar 000 Purohit, Gauri A. ALBANY ACADEMIES 000 Van Deventer, Hugh F. COLD SPRING HARBOR 455 Alonge, Mia C. 000 Yamaguchi, Jason A. COLD SPRING HARBOR H. S. 999 ST. ANN'S SCHOOL Li, Alex S. 000 Yamner, Miles E. 454 Ross, Matthew F. 712 302 Mody, Kiran S. Madan, Jay M. 000 Zeana-Schliep, Lars 943 Schisgall, Elias J. COMMACK 843 Tom, William J. AMHERST FIELDSTON SCHOOL COMMACK H. S. AMHERST CENTRAL H. S. 000 Hendrickson, Rachel A. 000 Chen, Kevin 628 Kang, Alex 000 Johnson, Julie A. BUFFALO 555 Park, Paul J. BUFFALO ACADEMY OF THE 450 Whitton, Max M. 000 Kao, Denika 999 Tawadros, Catherine A. SACRED HEART 999 Kim-Suzuki, Saya S. 000 Walsh, Jordan M.
    [Show full text]
  • Smith Alumnae Quarterly
    ALUMNAEALUMNAE Special Issueue QUARTERLYQUARTERLY TriumphantTrT iumphah ntn WomenWomen for the World campaigncac mppaiigngn fortififorortifi eses Smith’sSSmmitith’h s mimmission:sssion: too educateeducac te wwomenommene whowhwho wiwillll cchangehahanngge theththe worldworlrld This issue celebrates a stronstrongerger Smith, where ambitious women like Aubrey MMenarndtenarndt ’’0808 find their pathpathss Primed for Leadership SPRING 2017 VOLUME 103 NUMBER 3 c1_Smith_SP17_r1.indd c1 2/28/17 1:23 PM Women for the WoA New Generationrld of Leaders c2-50_Smith_SP17.indd c2 2/24/17 1:08 PM “WOMEN, WHEN THEY WORK TOGETHER, have incredible power.” Journalist Trudy Rubin ’65 made that statement at the 2012 launch of Smith’s Women for the World campaign. Her words were prophecy. From 2009 through 2016, thousands of Smith women joined hands to raise a stunning $486 million. This issue celebrates their work. Thanks to them, promising women from around the globe will continue to come to Smith to fi nd their voices and their opportunities. They will carry their education out into a world that needs their leadership. SMITH ALUMNAE QUARTERLY Special Issue / Spring 2017 Amber Scott ’07 NICK BURCHELL c2-50_Smith_SP17.indd 1 2/24/17 1:08 PM In This Issue • WOMEN HELPING WOMEN • A STRONGER CAMPUS 4 20 We Set Records, Thanks to You ‘Whole New Areas of Strength’ In President’s Perspective, Smith College President The Museum of Art boasts a new gallery, two new Kathleen McCartney writes that the Women for the curatorships and some transformational acquisitions. World campaign has strengthened Smith’s bottom line: empowering exceptional women. 26 8 Diving Into the Issues How We Did It Smith’s four leadership centers promote student engagement in real-world challenges.
    [Show full text]
  • The Spirit of Reform Chapter 15 255
    APTE CH R NGSSS SS.8.A.4.8 Describe the influence THE SPIRIT of individuals on social and political developments of this era in 15 American History. SS.8.A.4.11 Examine the aspects OF REFORM of slave culture including plantation life, resistance efforts, and the role of the slaves’ spiritual system. ESSENTIAL QUESTIONS Why do societies change? What motivates people to act? How do new ideas change the way people live? My heart was bursting with Writing to one of her children, Harriet Beecher “ Stowe explained why she was inspired to write the anguish excited by the cruelty Uncle Tom’s Cabin: and injustice our nation was showing to the slave, and praying God to let me do a little and to cause my cry for them to be heard. HARRIET BEECHER ” STOWE PHOTO: Library of Congress anguish Write another word (synonym) for anguish below. To whom is Stowe referring as them? Copyright © by The McGraw-Hill Companies, Inc. DBQ BREAKING IT DOWN When Uncle Tom’s Cabin was published, many of its critics argued that Stowe was exaggerating the conditions in which American slaves were living. Suppose that you are an abolitionist living in the 1800s. Write a response to Stowe’s critics. netw rksTM There’s More Online! The Spirit of Reform Chapter 15 255 255_266_DOPA_WB_C15_661734.indd 255 9/15/11 11:59 AM NGSSS SS.8.A.4.8 Describe the influence N of individuals on social and political SO S developments of this era E in American History. L SOCIAL REFORM SS.8.A.4.9 Analyze the causes, course, and consequences of the Second Great Awakening on social reform movements.
    [Show full text]
  • Alumni New Volume 45 Number 6
    CORNELL ALUMNI NEW VOLUME 45 NUMBER 6 Leviton '44 OCTOBER 29, 1942 PROFESSIONAL Here Is Your DIRECTORY TIMETABLE Hold- OF CORNELL ALUMNI TO AND FROM ITHACA Overs NEW YORK AND VICINITY WESTWARD Light type, am. EASTWARD HARRY D. COLE Ί 8 Read Down Dark type, p.m. Read Up REALTOR 11:05 f1 1 :45t10:20 _v.NewYorl<Ar. 8:10 8:45 Business, Commercial and residential 11:20 t11:59 ί10:35 Newark 7:54 8:29 Only the good things of life are kept and properties in Westchester County Appraisals made. 11:15 t11:00 ί10:15 ' Phila. 7:45 8:30 cherished. In the modern Grosvenor on lower Fifth RKO Proctor Building Mount Vernon, N. Y. 6:40 01 6:50 It 6:49 Ar.lTHACALv. •11:45 12:58 Avenue, you find quality, good taste and the courtesy of another day, hold-overs from an era REA RET A*—Folded and interίolded facial tissues 0 6:40 °yό:54 9:28 Lv. ITHACA Ar. 11:32 12:52 of gracious living; outside, the historic charm for the retail trade. 9:35 °y9:45 °12:45 Ar.Buffalo Lv. 8:30 10:05 of Washington Square and old Greenwich S'WIPES*—A soft, absorbent, disposable tissue, Village combined with smart shops and the packed flat, folded and Interίolded, in bulk or 7:25 11:15 " Pittsburgh " 10:30 11:35 wizardry of present day transportation. The boxes, for hospital use. FIBREDOWN*—Absorbent and non-absorbent 7:15 5:20 " Cleveland " 12:30 2:15 little Lounge Bar and the blue and ivory Wedgwood Room with smooth efficient ser- cellulose wadding, for hospital and commercial use.
    [Show full text]
  • Women Educators in Texas, 1850-1900: Were They Feminists?
    East Texas Historical Journal Volume 27 Issue 1 Article 6 3-1989 Women Educators in Texas, 1850-1900: Were They Feminists? Sylvia Hunt Follow this and additional works at: https://scholarworks.sfasu.edu/ethj Part of the United States History Commons Tell us how this article helped you. Recommended Citation Hunt, Sylvia (1989) "Women Educators in Texas, 1850-1900: Were They Feminists?," East Texas Historical Journal: Vol. 27 : Iss. 1 , Article 6. Available at: https://scholarworks.sfasu.edu/ethj/vol27/iss1/6 This Article is brought to you for free and open access by the History at SFA ScholarWorks. It has been accepted for inclusion in East Texas Historical Journal by an authorized editor of SFA ScholarWorks. For more information, please contact [email protected]. 16 EAST TEXAS HISTORICAL ASSOCIATION WOMEN EDUCATORS IN TEXAS, 1850·1900: WERE THEY FEMINISTS? by Sylvia Hunt That the experiences and opinions of women educators in Texas from 1850 to 1900 helped to pioneer new patterns emerging in the sphere of women's rights during this period is the major focus of this research. l The idea that the feminist movement of today had its roots in the social changes of the nineteenth century can be documented by taking a look at the women who were involved in those changes of a hundred years ago. 2 Women teachers provide the best source for that documentation because teaching was the first profession to be socially acceptable for women. It was the training ground for feminists. 3 The first order of priority is to establish the national picture by describing the social conditions of the nineteenth century and identifying nationally recognized women teacher-feminists.
    [Show full text]
  • Teaching About Women's Lives to Elementary School Children
    City University of New York (CUNY) CUNY Academic Works Women's Studies Quarterly Archives and Special Collections 1980 Teaching about Women's Lives to Elementary School Children Sandra Hughes How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/wsq/449 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] Teaching about Women's Lives to Elementary School Children By Sandra Hughes As sixth-grade teachers with a desire to teach students about the particular surprised me, for they showed very little skepticism of historical role of women in the United States, my colleague and I a "What do we have to do this for?" nature. I found that there created a project for use in our classrooms which would was much opportunity for me to teach about the history of maximize exposure to women's history with a minimum of women in general, for each oral report would stimulate teacher effort. This approach was necessary because of the small discussion not only about the woman herself, but also about the amount of time we had available for gathering and organizing times in which she lived and the other factors that made her life material on the history of women and adapting it to the what it was. Each student seemed to take a particular pride in elementary level. the woman studied-it could be felt in the tone of their voices Since textbook material on women is practically when they began, "My woman is .
    [Show full text]
  • Creating a Primary Source Lesson Plan
    Women’s Fight for Equality Katy Mullen and Scott Gudgel Stoughton High School London arrest of suffragette. Bain News Service. Library of Congress, Prints & Photographs Division, reproduction number LC-DIG-ggbain-10397, http://www.loc.gov/pictures/resource/ggbain.10397/ This unit on women in US History examines gender roles, gender stereotypes, and interpretations of significant events in women’s history. This leads students to discover gender roles in contemporary society. Overview Objectives: Students will: Knowledge • Analyze women’s history and liberation • Analyze the different interpretations of significant historical events Objectives: Students will: Skills • Demonstrate critical thinking skills • Develop writing skills • Collaborative Group work skills Essential “Has the role of women changed in the United States?” Question Recommended 13 50-minute class periods time frame Grade level 10th –12th grade Materials Copies of handouts Personal Laptops for students to work on Missing! PowerPoint. Library time Wisconsin State Standards B.12.2 Analyze primary and secondary sources related to a historical question to evaluate their relevance, make comparisons, integrate new information with prior knowledge, and come to a reasoned conclusion B.12.3 Recall, select, and analyze significant historical periods and the relationships among them B.12.4 Assess the validity of different interpretations of significant historical events B.12.5 Gather various types of historical evidence, including visual and quantitative data, to analyze issues of
    [Show full text]