EDU 6710 C15- The Enduring Legacy of the American Revolution – Equality Image vs. Reality: Woman’s Journey for Equality in the 20th Century This unit was created by Jill Dawson and Aubrey Garrison Colchester Middle School Jill Dawson and Aubrey Garrison 2 Table of Contents Table of Contents…………………………………………………………………………….……..…………………2-3 Project Proposal (Unit Description)………………………………………………………………..…….4-11 Unit Calendar (teacher tool)…..………………………………………………………………………………12 Unit Notes (teacher tool)……………………………………………………………………………..…………13-22 Unit Overview (student handout)…………………………………………………………………………..23-24 Key Vocabulary for Unit (student handout)……………………………………………………….25-26 Notes Sheet (student handout)……………………………………………………..........................27-31 Analyzing Primary Sources: The Declaration of Independence (teacher lesson plan, including student handouts)……………………………………………..32-41 Analyzing Primary Sources: Letters Between John and Abigail Adams (teacher lesson plan, including student handouts)……………………………………………42-43 Analyzing Primary Sources: Elizabeth Cady Stanton’s Declaration of Sentiments (teacher lesson plan, including student handouts)……………………………………………44-53 Introducing the Women’s Suffrage Movement (teacher lesson plan, including student handouts)……………………………………………54-55 Analyzing Primary Sources: Women of 1900 – 1920 (teacher lesson plan, including student handouts)……………………………………………56-64 Study Guide for Accommodated Pop Quiz #1 (student handout/assessment)………………………………………………………………………………65-66 Accommodated Pop Quiz #1 (student handout/assessment)………………………………………………………………………………67-68 Jill Dawson and Aubrey Garrison 3 Pop Quiz #1 (student handout/assessment)………………………………………………………………………………69-70 Exit/Entrance Card 1920 - 1930 (student handout/assessment)…………………………………………………………………………….71 Study Guide for Accommodated Pop Quiz #2 (student handout/assessment)……………………………………………………………………………..72-73 Accommodated Pop Quiz #2 (student handout/assessment)……………………………………………………………………………..74-76 Pop Quiz #2 (student handout/assessment)………………………………………………………………………………77-78 “Image Verses Reality” Culminating Project Descriptions (student handouts and grading rubrics)………………………………………………………………79-95 Accommodated “Image Verses Reality” Culminating Project Descriptions (student handouts and grading rubrics)……………………………………………………………..96-103 Song Lyrics (student handouts)………………………………………..…………………………………………………………104-108 “Image Verses Reality” Heroine Matrix (teacher tool)……………………………109-125 Jill Dawson and Aubrey Garrison 4 Names of Teacher-participants: Jill Dawson and Aubrey Garrison EDU 6710 C15- The Enduring Legacy of the American Revolution – Equality Title: Image vs. Reality: Woman’s Journey for Equality in the 20th Century Date: 11 April 2010 Grade Level: 7th-8th grade humanities The Humanities Model: This unit was collaboratively designed using the humanities model- one that integrates social studies and language arts skills and concepts. It is our belief that our instruction should be as integrated as much as possible, in order to allow our students to spend substantial blocks of time reinforcing their literacy and social studies skills in a meaningful context. Seminar Impact: We attended this institute together in order to spend some time working collaboratively on a humanities project for our 7th-8th graders, and to increase our contextual understanding of the Civil Rights, Women’s Rights, and Labor Movements of the 20th Century. The 20th Century is a time period that both of us are intrigued by and about which we both are excited to learn more. Due to forces beyond our control, the two of us will not be working on the same team (or with the same students) as last year. This further deepened our excitement and desire to spend another summer working collaboratively on a new TAH unit. One of the many benefits our TAH collaboration will bring to our district is that we’ll each be teaching our unit to different teams of student, thus reaching twice as many young minds. Because we’d both felt that deepening our content knowledge would help us to more fully bring this time period to life for our students, we were thrilled at how instrumental this five-day institute was in accomplishing that goal, particularly with regard to the ample supply of resources that we were given throughout the week. The fact that some of the materials we received were written with students in mind further increases our excitement about teaching our unit, because it increases our confidence that we will be able to provide a rich contextual and textual base for our students’ own exploration and learning. Jill Dawson and Aubrey Garrison 5 One other significant way that the seminar has impacted our teaching is that it has helped us find a way to update and enhance our school’s current American History curriculum. At the moment, the American History curriculum for our school only goes up to the antebellum era. The enthusiasm of our colleagues and teachers here at TAH has inspired us to find creative ways to infuse this content into our curriculum in March, during Women’s History Month. Milestones: This is our second year working together at TAH. As was the case last year, we looked forward to TAH and the resources and opportunities provided in the program as a way of continuing to solidify and expand our commitment to helping our students make their own historical interpretations using a variety of primary sources to include text, audio and video clips, photographs, art, and music. Final Proposal: The intent of our unit is to provide students with an opportunity to analyze and interpret various types of media with the goal of tracing the ongoing journey of women’s legal and social equality throughout the 20th Century. Starting with the prophetic words of Abigail Adams to, “Remember the Ladies,” students will examine the “Enduring Legacy” of the American Revolution, with respect to women’s opportunities for liberty, freedom, and equality. While we intend to take a brief look at women’s roles, issues, and rights around the time of the Revolution and again during the antebellum period, our major focus will be on the 20th Century. Students will study examples of key heroines and examine primary source materials from each of the major eras. They will begin to build an understanding of how media images both shaped and reflected the experiences, issues, social norms, and legal rights of women of those times. As each era is studied, students will begin to build an historical narrative of the roles, rights, and legal status of women throughout the century. Through media analysis, students will discover that the narrative of women’s history throughout the century is one that cannot exist independently from the larger picture of national and global events. Enduring Understanding: Media portrayals of women throughout the 20th Century provide a deeper understanding of shifting attitudes about women’s roles in society and the extent to which women have achieved legal and social equality in the United States. Jill Dawson and Aubrey Garrison 6 Central Questions: 1. How did woman’s quest for new roles and rights for her gender evolve from colonial times through the 20th Century? 2. How do media portrayals of women help us understand attitudes about women’s roles in society? Challenge Questions: 1. How does woman’s quest for new roles and rights for her gender continue to evolve? 2. If Elizabeth Cady Stanton were alive today, would she construct a new “Declaration of Sentiments”? If so, what might she list as major grievances? What specific political, social, economic, and legal grievances are outlined in the document? Lesson Length: Two – Three Weeks Note: Our original proposal was for a two week unit. We knew we would feel pressure to keep the unit contained to a reasonable time period. When we launched the unit during the first week of April, student responses were so enthusiastic that we chose to extend the unit by a week. Students were engaged and interested, and we wanted to capitalize on this; we also wanted to include more speeches, poems, and reader’s theater activities. Key Ideas: § Throughout the 20th Century, the role of women in society changed as the needs of the nation changed. § Stereotypical / archetypal images of women, from different eras of the century, provide insight into both the social norms of the times and challenges to those social norms (i.e. women’s rights activism). § Key heroines from each era in the 20th Century helped move the fight for women’s legal and social equality forward. § Media (i.e. photographs, videos, radio clips, newspaper articles, political cartoons) both shapes and influences the experiences, issues, social norms, and legal rights of women in society. Jill Dawson and Aubrey Garrison 7 Intended Learning Outcomes: Students will… § identify a minimum of six of the fifteen grievances listed in the Declaration of Sentiments and explain what progress, if any, is made toward addressing these grievances, from colonial times through the 20th Century. § provide examples of key political and social factors throughout the 20th Century that caused woman’s roles in society to change. § compare and contrast media portrayals of women and the attitudes about women’s roles in society that they convey. § compare and contrast key events and characteristics of various eras of the 20th Century. § analyze a variety of media portrayals of women (i.e. historical documents, photographs, picture books, music, art, political cartoons, video clips) to build an historical narrative of the