Lesson 5: Women of Early America Letter Writing ODE Standards: Strand: Economics Topic: Economic Decision Making and

Skills 22. Choices made by individuals, businesses and governments have both present and future consequences. (NCSS 7, 8, 9,) Overview: Students will learn about the treatment of Women in the 17th and 18th century through research and letter writing. Learning Target: Students will use proper letter writing techniques to produce a letter from a perspective of a woman in early America. Time Period: 45 Minutes. Procedure: 1. The students will come to class with having already read Chapter 6: Women of Early America in the book, A Young Peoples History of the United States in class the day before. 2. As students walk into class the teacher will hand a picture of women who were discussed in chapter 6 that made impacts on our history during the time period. On the picture there will be a short narrative about her life and what she did. 3. Once the students have returned to their desks the teacher will open with some rhetorical questions: What was life like for the woman that we read about? Did these women push the envelope in anyways? Was their life any different from your own today? 4. The teacher will then instruct the students to take 5 minutes to read through their narratives and look at the picture they received. 5. Once the 5 minutes is up the teacher will instruct the students to gather with their classmates that have the same picture as they do. 6. Once the students are in their group they will be told to have a discussion about the woman in history that they received they will then begin discussing. 7. Students will take 25-30 minutes (depending if the class needs more time) to talk with their group about the picture and the story that goes along with it. Questions to be discussed will be placed on the overhead. - Discussion questions will include: Who was this person? What do you think her daily life like? How did the events of the time period affect the woman? How is this womans life different from your own? How much control did the

woman have over her daily life decisions? How did their views differ from the views of the time? 8. After the 25-30 minutes is up the students will return to their desks to have a small class discussion. One student from each group will show the entire class the picture of the woman on their paper. They will tell the class a few things that each of their group discussed. 9. 5 minutes before the class period is about to end the teacher will explain the homework assignment to the students. 10. The homework assignment is to write a letter from the perspective of the woman to a person that they choose. The students will receive a handout about the things they must include in their letters.

Materials: 1. 25 handouts of the picture of the woman in history with the narrative attached. ( 5 different women will be featured) 2. 25 handouts for the homework assignment on the letter writing. 3. Overhead/ smart board for the discussion questions to be displayed

Resources: 1. 2. 3. 4. 5. http://www.pbs.org/godinamerica/people/anne-hutchinson.html http://www.nwhm.org/education-resources/biography/biographies/catharine-beecher/ http://www.nps.gov/wori/historyculture/lucy-stone.htm http://www.pbs.org/godinamerica/people/angelina-grimke.html http://www.nps.gov/wori/historyculture/elizabeth-cady-stanton.htm

Lesson 6: Women of Early America

ODE Standards: Strand: Economics Topic: Civic Participation and Skills 18. Participation in social and civic groups can lead to the attainment of individual and public goals. (NCSS 4, 5, 6, 10) Overview: The students will gain an understanding of what life was like for women during the 17th century through the document: Advice to a Daughter Learning Target: Students will use effective reading skills to read and discuss a primary document. Procedure: 1. The Students will come to class with the knowledge of Chapter 6: The Women of Early America in A Young Peoples History of the United States and perspective of these women through the stories they read and the letters they wrote the day before. 2. Once the students have taken their seats the teacher will hand out part of the document: Advice to a Daughter. The teacher will tell the students they have 30 minutes to read through the document and highlight important points they would like to bring up in the discussion at the end of the period. 3. Once the students have taken the 30 minutes to read through the section of the document the teacher will open the class up for a discussion.

4. The teacher will start the discussion by saying: Inequality was a fact of life in the 17th century, how does this document highlight this idea? 5. The students will then raise their hands to discuss points in the document. 6. Once the discussion has come to a closure (about 10 minutes left in class) the teacher will tell the students about the next assignment. 7. The students are to now write a one page response paper to what they discussed today. The response paper should include: Their thoughts on the document, how the document highlights inequalities, and any parts of the document that they may have been shocked about.

Materials: 1. 25 packets of the PDF file, Advice to a Daughter Resources: http://archive.org/details/ladysnewyearsgif00hali