Woman's Suffrage In Twentieth Century America A WebQuest for 8th Grade (History) Ellery Clark and Ana Elkins I8avetor2@cox.net elkamina6@hotmail.com

Introduction | Learners | Standards | Process | Resources | Evaluation | Credits | Student Page Introduction This lesson was developed as part of a unit on Woman's Suffrage. This lesson was created to meet the requirements of San Diego State University's Educational Technology 570 course. Through this lesson students will investigate a situation in which reactions to social injustice led to reform movements. Students will create a KWL Chart based upon findings from provided internet resources. Students will then work with their group to create a poster illustrating one interesting finding regarding the Woman's Suffrage Movement. Learners This lesson is anchored in eigth grade history/social sciences and involves language arts to a lesser extent. This lesson could possibly be modified for exploration in grade five. As well, this lesson could be extended to meet requirements for a high school course on American history. Prior to beginning this lesson, the students do not need to have any background knowledge of this topic; however, any prior knoweldge a student may have would only enhance his/her understanding of this unit. The students will need to have basic computer skills, including an ability to navigate the internet. Additionaly, students should be familiar with Excel software. Curriculum Standards California History/Social Science Standards: · 8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast. 6. Examine the women's suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony). This lesson will assist students in strengthling their historical and social analysis skills. Specifically, it will inc rease their understanding of research, evidence, and point of view. The lesson will increase student's ability to summarize, and interpret historical information and events. In addition, students' will improve their chronlogical and spacial thinking by explaining how the present and the psat are connected, identifying simliaritieas and differences between the two and recognizing that some things change over time while others stay the same. Process Time Required: 3 class periods of 50 minutes each Preparation for Teacher: Teacher should have an understanding of the Woman's Suffrage Movement including main events and key people. Step by Step Teacher Procedure Day 1: Voting simulation and discussion Day 2: KWL Chart and internet research 1.) Teacher demonstrates how to create KWL in Excel, and works with students to fill in the K portion with what the students Know. 2.) Teacher has already modeled. Walk around to make sure all students are on task and understand the set up. 3.) Teacher may want to organize the groups or help students get into appropriate groups. 4.) Teacher walks around and observes small groups to make sure they are on track with posing questions, and helps to point groups who are having trouble in the right direction. 5.) Teacher walks around and observes students to make sure they are exploring the appropriate sites. 6.) Teacher my want to read over KWL’s from each group to make sure they are on task and following the assignment procedures. Day 3: Oral presentation and closing discussion 7.) Teacher reviews the poster rubric with the students and answers any questions. 8.) Teacher gives feedback and poses relevant questions based upon the informative fact the students shared and what they thought about it. 9.) Teacher assesses the groups posters according to the rubric. Step by Step Student Procedures: Day 1: Voting simulation and discussion (see teacher procedures) Day 2: KWL Chart and Internet research 1.) Students create a KWL Chart using Excel 2.) Students fill in the K chart of the KWL (follow along with teacher) 3.) Students get into small groups (3-5 students) 4.) Students work in small groups and discuss what they Want to know about the topic (and fill in the corresponding portion of the KWL) 5.) Students work in small groups (or individually if there are enough computers for everyone) exploring the websites given regarding Woman's Suffrage. 6.) Students gather and organize information so that it is relevant to their particular questions. 7.) Students enter in relevant information in their KWL under what they have Learned. Day 3: Oral presentations and Closing Discussion 8.) Groups choose one interesting fact they found from their research 9.) Students work in groups to create a poster which illustrates their one interesting fact according to the guidelines presented in the poster rubric 10.) Students share their poster with their class in the form of a brief oral presentation Misconceptions/Stumbling Blocks Not anticipated. Will vary depending on student abilities and teacher facilitation. Resources Needed Materials and Resources used by teachers and students: ~Supplies: ·Computers (with internet access) ·Excel Software ·PowerPoint Software ~Data Manipulation: Students will manipulate the data they find by creating a KWL Chart by creating an Excel spreadsheet. ~Websites to be used: 1.National Woman’s Suffrage Association Collection 2.PBS Website 3.Suffragette Portraits 4.Woman's Suffrage Timeline ~Human Resources: Only the teacher is required for completion of this lesson. Any additional aids or parents would be helpful for monitoring student progress, but are not required. Evaluation Assessment Types: Demonstrations, Observations, Rubrics, Other: KWL Chart Assessment Specifics: Teacher will assess student's knowledge of social injustice through observation of in-class discussion. Teacher will use the KWL Rubric to assess the student's complete KWL Chart. Teacher will use the Poster Rubric to assess the student's poster presentation. Credits & References Thanks: We would like to say a special thank you to Emily Schell for inspiring us to begin exploring this topic and for challenging us to really examine what is needed to create a quality lesson plan. Finally, we would like to thank Ana's husband Jeremy and Ellery's boyfriend Rob for tolerating our insanity for the past seven weeks of Education Technology 570. We love you guys! Other: Link to The WebQuest Page and the Design Patterns page to access the latest version of this template and training materials. "We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author's name is retained along with a link back to the original URL of this WebQuest. On the line after the original author's name, you may add Modified by (your name) on (date). If you do modify it, please let me know and provide the new URL." Last updated on (July 3, 2003). Based on a template from The WebQuest Page