Curriculum Framework for Equity Big Concept: Independence NCSS # and Theme: #6- Power, Authority, and Governance

Essential Question:

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How does independence influence us?

Part 1: Outcomes: NCSS Standard Fundamental values of democracy: the common good, liberty, justice, equality, and individual dignity Specific examples of what you want your students to know (in bullet form) Declaration of Independence Purpose of governmento Independent governance- Citizens wanted to be responsible for their own government and not be at the mercy of the British. o Constitution and Bill of Rights- An amendment is a change or addition to the Constitution. The first 10 amendments to the United States Constitution are called the Bill of Rights. The Bill of Rights was ratified in 1791, only a short time after the Constitution was first ratified. This is because some states only agreed to ratify the Constitution once they knew a Bill of Rights would soon be added. Over the years additional amendments have been added to the Constitution. 1. Speech, religion, assembly, press 2. Bear arms 3. Quartering of soldiers 4. Unlawful search and seizure 5. Habeas Corpus, due process 6. Speedy trial, representation 7. Trial by jury in federal court 8. Cruel, unusual punishment 9. All individual rights may not be listed 10. Powers not specifically given to the Federal government are reserved to the states or individual 11. Clearly defines original jurisdiction of Supreme Court 12. Electoral College for selecting President / Vice President 13. Abolished slavery 14. Established citizenship, representation, and loyalty 15. Gave suffrage to all males of age, regardless of race 16. Established Federal Income Tax system 17. Established popular vote for Senators 18. Prohibition 19. Gave women right to vote 20. Terms of office for Legislature, Presidential succession 21. Ended Prohibition 22. Terms limits for President 23. Gave D.C. electoral votes 24. Ended poll taxes 25. Further clarifies Presidential succession 26. Gave right to vote to all citizens 18 years of age, and older

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27. Legislators cannot give themselves pay raises in an election year o Right of revolution Basic Human Rightso Life o Liberty o The pursuit of happiness Wrongdoing by the King- (King George III) o Taxation without representation, o Maintaining a standing army in peacetime, o Dissolving houses of representatives, and o Hiring "large armies of foreign mercenaries. Declaration of Independence by Colonieso Delaware o Pennsylvania o New Jersey o Georgia o Connecticut o Massachusetts Bay o Maryland o South Carolina o New Hampshire o Virginia o New York o North Carolina o Rhode Island Part 2: Assessments How do we know what they know? Formative (Ongoing) Assessments Formative Assessment 1: Thumbs up, Thumbs Down Useful: Allows the teacher the opportunity to poll the classrooms understanding with a visual representation Meaningful: Students are able to respond quickly and effectively, without having to interrupt their workflow Equitable: A form of assessment that most all students can participate in and can respond without the feeling of judgment from classmates.

Formative Assessment 2: Journal Entries Useful: Teacher can check each individual students understanding on their own time schedule Meaningful: Students can express themselves in a private way Equitable: Students can create journal entries in a way that works best for them (narrative, pictures, poem, etc)

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Summative Assessment: Performance-Based Assessment (PBA) Pick 1 PBA Name of PBA: Pen Pal Reason for selecting PBA: Students are able to use information gained from lessons and learned writing skills to construct a letter to a student in another country How is PBA developmentally appropriate? Students usually prefers written to mental computation and gain proficiency in writing Description of PBA: Students use information gained throughout the lesson to write a pen pal letter to a student in another country. Within this letter, they will introduce themselves and their country, then they will explain in detail what our states constitution dictates and how it affects their life in the United States. Universal Design: Students can choose what specific information about the United States Constitution they want their letter recipient to gain Universal Design: Students are able to choose whom they write their letter to, what they include in the letter, and how the letter is created (handwritten, typed, audio, video, etc.)

Part 3: Path- How do we get there? Meaningful Learning Activities Relationship Building: Activity 1: Snowball Fight- Give everyone a white sheet of paper. Their name is written in the middle of the paper and the sheet is divided into three sections. In section 1 have them write one thing they are excited about, in section 2 one thing they are nervous about, and finally in section 3 one thing they would like to learn. (They can draw a picture if they aren't able to write yet.) Wad up the paper and have half the class throw their snowballs. The other half of the class picks up a snowball and reads the information. Next, they have to find whom it belongs to. This allows for a greeting and further discussion of the information. Activity 2: ABC Game- Students sit in a circle and the first person starts off saying I am going on a trip and Im taking an apple. The next student must say the item the previous student gave for their letter of the alphabet, then come up with their own for the next letter in the alphabet. Prior Knowledge: The Three Step Interview: a cooperative structure that helps students personalize their learning and listen to and appreciate the ideas and thinking of others. Active listening and paraphrasing by the interviewer develops understanding and empathy for the thinking of the interviewee. 1. Students work in pairs. One is the interviewer, the other is the interviewee. The interviewer listens actively to the comments and thoughts of the interviewee, paraphrasing key points and significant details. 2. Student pairs reverse roles, repeating the interview process. 3. Each pair then joins another pair to form groups of four. Students introduce their pair partner and

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Culturally Responsive Learning Activities: Activity 1: Famous Leader Comparison 1. Read Just in time, Abraham Lincoln as a class. 2. Students will form groups of 2-4 3. Students will use computers to research the impact of two different revolutionary leaders (different ethnicities). 4. Students will create a Venn diagram illustrating the similarities and differences of the two leaders they chose. Activity 2: 1. Whole class discussion about the Fourth of July/Independence Day in the United States. 2. Students will use computers to research another countrys independence day. 3. Students should know how the country gained its independence, whom it gained independence from, how they celebrate their day of independence, etc. 4. Students will make a collage that depicts their countrys independence. 5. Students will do a gallery walk of all collages in the class and leave a comment on each of their classmates collages (Each collage will have a blank sheet of paper underneath or students may choose to leave a post it note). People Society Marginalizes: Activity 1: 1. Read Meg Rosoffs How I Live Now. 2. Students will put themselves in the position of the main character, Daisy, who has found herself with no adult supervision in the midst of her country being invaded and stripped of their freedoms. 3. Students should discuss whom they are responsible for helping (siblings, friends, or other family members) and how they would deal with losing their personal freedoms and how it would impact others around them. 4. After the class discussion, students will write a diary entry about how they would react to their loss of personal freedoms. Activity 2: 1. Discuss the meaning of government repression with the students and provide some examples. 2. Read Star of Fear: Star of Hope as a class. 3. Students form groups of 4-5 and use large sheets of paper to make a word web of all the ways government repression is evident in the story. 4. Groups present their word webs to the class and explain why they chose the words they did. Relevance: Activity 1: 1. Have a classroom discussion to decide what to vote on (or you decide the issue and have the students discuss the pros and cons of each side). It can be a mock presidential election or an initiative about classroom rewards or behavior (for example, what to eat at a classroom party). 2. Decide how to word the question and the choices on the ballot. Then make a ballot for each student. Each should be a small piece of paper that states the issue to be voted on. For example, "Favorite classroom party food." You can have the students check a box, fill in a circle, or write in their choice. 3. A shoe box with a slot in the top makes a nice ballot box. If you like, cover it with construction

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paper and label it "BALLOT BOX." 4. One at a time, each student needs to find their name on the voters list and sign next to it. That student then gets a ballot. Have an area in which the students can privately read and fill out the ballot. A few desks in a corner will do (for extra effect, you could make a voter's booth in which a student reads and fills out the ballot -- a cardboard box from a refrigerator would work, but it is not necessary). 5. As you count each ballot, tally the votes on the board (for older students, you can also calculate percentages). When you're done counting, make sure the number of ballots is equal to the number of students. The side with greatest number of votes is the winner. If there is a tie, you can discuss the issue again, and have another election. 6. To show the students that voting is important, make sure the policy goes into effect when you said it would. Activity 2: 1. Provide a topic on which your fourth graders can debate. Offer topics such as bioengineered foods, school uniforms or standardized testing in schools. Choose a topic that the does not offend any students. 2. Divide the class in half. One team is for the topic's statement and one team is against it. 3. Write down rules for the debate. They should include no personal insults, no put downs, no emotional appeals and everyone needs to do their fair share of research. 4. Assign the students to research both sides of the topic from the Internet and at the library. 5. Ask each team to elect a team captain, allowing the students to decide on their own. Using the found research, have each team plan and discuss their arguments. 6. Set up the classroom for the debate. Invite other teachers of parents to help judge and moderate the debate. A timekeeper will keep track of the time of the speeches. 7. Ask the student who will speak first for the topic statement to give their opening speech. If debate is new for these fourth graders, you can allow the entire team to speak rather than using the threeperson team debate. Give the first speaker six minutes to open the debate. Ask the opposing team to give a six-minute rebuttal speech opposing the topic statement. 8. Give each student four minutes to speak for or against the subject. Halfway through the debate, provide a break so students can work on their arguments. 9. After everyone is finished, the moderators and judges may ask the students questions and decide on the winning team. Empowerment: Activity 1: 1. Read We the People: The Constitution of the United States of America 2. Show Schoolhouse Rock: The Preamble (Link located under Resources) 3. Students will form groups of 3-4. 4. Students will then use the accompanying illustrations to rewrite the preamble in their own words. 5. Each group will present their preamble to the class. Activity 2: Poster Design 1. The class will walk around the school and look at the colors in signs and how they get their attention. Students will receive some lessons in Art and color (prior to making posters using Elements of ART.ppt), so that their displays will be eye catching, clear and easy to understand. 2. Read Constitution Translated for Kids 2. Divide the class into groups of 2-3 3. Give each group of students one of the first ten amendments to the Constitution.

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4. Students will then work in groups to create a poster showing one of the amendments and what it means to them. 5. Students will present their posters to the rest of the class and the observing students will comment and ask questions about the student work. These posters may also be shared with other classrooms. The posters will then be displayed on walls around the school.

Resources: Primary Source- The Constitution of the United States of America Critical Literacy: Book 1: Rosoff, M. How I Live Now. Fifteen-year-old Daisy is sent from Manhattan to England to visit her aunt and cousins shes never met: three boys near her age, and their little sister. Her aunt goes away on business soon after Daisy arrives. The next day bombs go off as London is attacked and occupied by an unnamed enemy. As power fails, and systems fail, the farm becomes more isolated. Despite the war, its a kind of Eden, with no adults in charge and no rules, a place where Daisys uncanny bond with her cousins grows into something rare and extraordinary. But the war is everywhere, and Daisy and her cousins must lead each other into a world that is unknown in the scariest, most elemental way. Book 2: Spier, P. We the People: The Constitution of the United States of America. Presented in easy-to-read language, We The People makes the Constitution fun and approachable for children. Spier gives the historical facts behind the writing of the document, while his colorful and realistic illustrations depict scenes of past and present American life. "...A joyful celebration of the people whose leaders created the Constitution..."--Booklist, starred review. Full-color throughout. Book 3: Hoestlandt, J. Star of Fear: Star of Hope. The story is about two girls; one is Jewish and her name is Lydia and the other girl her name is Helen. The time was 1942 and a new law was in place that all Jews must wear a star on their clothing. It was Helens birthday and Lydia came to spend the night. Helens parents worked at a bar and was not home that evening. At Eleven oclock there was a knock on the door; it was madam Eleven Oclock but they did not answer. Then later another knock and a male voice said that he was the Midnight Ghost but again the girls did not answer the door. The parents finally arrived at home and the girls explained what had happened. The dad went to look for the two people and only found the madam hiding in a dark. Lydia then told Helens parents that she wanted to go home. Helen was mad because she left her on her birthday but Lydia gave her a present before she left. Helen has never seen her again and wrote this book in hopes that she will again see Lydia. Book 4: Travis, C. Constitution Translated For Kids. Constitution Translated for Kids is a simple translation of the entire U.S. Constitution, written at the 5th grade level, with the original 1787 text alongside a translation in the first ever side-by-side look at our most supreme legal and political document. This book is an excellent learning tool for teachers and parents. Book 5: Polacco, P. Just in time, Abraham Lincoln. Michael and Derek don't expect the adventure of a lifetime visiting a Civil War museum with their grandmother. But the mysterious museum keeper invites them to play a game, and before they know

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it, they're walking through a door straight into a very realistic depiction of 1863. They see the destruction at the battlefield of Antietam, and even meet President Lincoln. Soon, they start to wonder if it's really a game, after all-and suddenly they're racing across Confederate-occupied land to return to their own time before it's too late.

Website: http://www.schooltube.com/video/03f9c858260a4da9b582/School%20House%20Rock:%20The %20Preamble

Big Concept: Independence NCSS # and Theme: #4- Individual Development and Identity

Essential Question: How does independence influence us?

Part 1: Outcomes: NCSS Standard Individual choices are influenced by personal and social factors Specific examples of what you want your students to know (in bullet form) Slavery Why were African people brought to North America? o Many Africans did not desire to go to North America for economic reasons, as the English did. o Africans were settled on a continent that was already rich in the goods that the Europeans were seeking in the new world. o These included raw materials needed for the burgeoning Industrial Revolution as well as gold and silver. How did African Americans become slaves? o The settlers never intended to use African slave labor to contribute to the economic success of the colony; however, it soon became clear that tobacco was an extremely labor intensive crop to grow. o When the first Africans arrived unexpectedly in 1619 on a Dutch trading ship Virginian farmers saw another possible source of labor to help with the cash crop. o The first Africans were employed under loose contracts as indentured servants. However, by 1660, the system of inherited slavery was legalized in Virginia. o The skills that the Africans brought with them directly impacted the success of the colony. o Strong African males were sought after and highly valued due to their specialized agricultural knowledge and experiences. What the Slaves had to endure? o Slaves were treated as property to be insured and inherited like cattle or land. o Some masters even went so far as to force strong, reliable, hard working slaves to have children in order to produce offspring with the same qualities. o Slave masters would stop at nothing to protect their investments by torturing and even killing slaves that tried to gain their freedom.

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o The slaves that did choose to run risked subjecting their loved ones to brutal punishment for their actions. Out of fear for their families many slaves chose to resist in subtle ways. The Underground Railroad o Quakers, more correctly called the Religious Society of Friends, were among the earliest abolition groups. Two Quakers, Levi Coffin and his wife Catherine are believed to have aided over 3,000 slaves to escape over a period of years. For this reason, Levi is sometimes called the president of the Underground Railroad. They used an eight-bedroom home in Indiana as their station for harboring fugitive slaves. o The term Underground Railroad comes from the terminology used when referring to the process of helping slaves. Homes and businesses that harbored runaways were known as "stations" or "depots" and were run by "stationmasters." "Conductors" moved the fugitives from one station to the next. The Underground Railroads "stockholders" contributed money or goods. o Harriet Tubman Among the best known "conductors" is Harriet Tubman, a former slave who returned to slave states 19 times and brought more than 300 slaves to freedomusing her shotgun to threaten death to any who lost heart and wanted to turn back. o John Parker John P. Parker was born into slavery in Norfolk, Virginia, but became a freeman by 1845. He moved to Rowley, Ohio with its active abolitionist community and followed his trade as an iron master by day while rescuing fugitive slaves by night. Free blacks such as Parker supplied most of the needed labor and finances to help escaped slaves. Parker, it is believed, helped hundreds escape to freedom across the Ohio River from Kentucky along the busiest segment of the railroad. He then passed them on to another conductor, braving significant dangers, How African American slaves gained their freedom? o 1861: The Confederacy is founded when the Deep South secedes, and the Civil War begins. o 1863: President Lincoln issues the Emancipation Proclamation, declaring, "that all persons held as slaves" within the Confederate state "are, and henceforward shall be free." o 1865 The Civil War ends. Lincoln is assassinated. The Thirteenth Amendment abolishes slavery throughout the United States. On June 19 slavery in the United States effectively ended when 250,000 slaves in Texas finally received the news that the Civil War had ended two months earlier.

Part 2: Assessments How do we know what they know? Formative (Ongoing) Assessments Formative Assessment 1: Laundry Day Useful: Allows teacher to visually identify the level of understanding for students in the

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Meaningful: Students are able to see that other students are having similar (or even more) struggles than they are with a certain lesson Equitable: Each group is named as a different laundry detergent, so there isnt a specific label or negative connotation that can be associated with the groups level of understanding

Formative Assessment 2: Slap It Useful: Students are given only two options (yes/no or agree/disagree) to demonstrate their understanding to the teacher. Easier for the teacher to readily identify all student understanding Meaningful: This is meaningful to students because it alleviates the stress that can come with multiple choices for describing their level of understanding Equitable: Students are seated at their individual desks and can answer without the feeling of judgment from classmates.

Summative Assessment: Performance-Based Assessment (PBA) Pick 1 PBA Name of PBA: Board Game Reason for selecting PBA: Board game is a great way to depict the evolution of something and slavery evolved, for the better, throughout this lesson How is PBA developmentally appropriate? Students at this age are mostly cooperative, responsible, and dependable

Description of PBA: Students will create a board game that chronicles African American slavery in the United States. Students are responsible for using facts learned throughout the lesson to develop their game Universal Design: Students can choose to address different aspects of slavery (based on lessons from class) within their game Universal Design: Students can base their board games off of any other game or can be an original game. They can also choose to work in partners or individually

Part 3: Path- How do we get there? Meaningful Learning Activities Relationship Building: Activity 1: Back to School Back Pack- In the back pack, put several things that tell something about you: favorite book, a picture of your family, something you value, a picture you have painted. Activity 2: Journey through School- Give each student a piece of paper and crayons or markers and

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have him or her draw a visual illustration of "my schooling to now," a road that has twists and turns, hills and valleys. Include "road signs:' "place names," and labels of events, people, places and things. Prior Knowledge: Two Minute Talks: Students will share with a partner by brainstorming everything they already know (prior knowledge) about a skill, topic, or concept. In doing so, they are establishing a foundation of knowledge in preparation for learning new information about the skill, topic, or concept. 1. Group students into pairs. 2. Inform students that they will each be talking about topic X for two minutes. They will need to select which student will begin first. An easy way to do this is to say something like: "Find out whose birthday comes first in a calendar year." Then tell students that, "That person gets to go second!" 3. Using a stopwatch or other timing device, tell students to begin talking. 4. At two minutes, instruct students to switch. At this point, the other partner begins talking. It is okay for the second person to repeat some of the things the first person said. However, they are encouraged to try and think of new information to share. 5. Have a few groups share some of their responses with the entire class when the activity is done. Culturally Responsive Learning Activities: Activity 1: 1. Introduce the childrens book Freedom River by Doreen Rappaport. The introduction in the front of the book sets the stage for the story. After reading the introduction, ask the students the following questions: If you were a slave, what would your life be like? Why do you think slaves risked their lives to run away? Why do you think others risked their lives to help slaves run away? If you were a slave, what would freedom mean to you? 2. Read aloud Freedom River. Discuss the following questions: What qualities did John Parker possess that allowed him to continue to help slaves escape to freedom? Why did John Parker feel the need to help others? What obstacles did John Parker face in this story? 3. Using a large piece of chart paper, write the word Independence at he top of the chart paper. 4. As a class, list specific events from the story that demonstrate this theme. Allow time for discussion. Activity 2: 1. Read Show Way by Woodson and Talbott. 2. After reading Show Way, create a paper-made classroom quilt depicting the students ancestry. 3. Each student is required to tell (K) or write a one page report (1-3) about their findings. 4. Invite the families to an open house to unveil the classroom project. People Society Marginalizes: Activity 1: 1. Read Erikas Story 2. Using library books and encyclopedias try to find at least three facts about the Ku Klux Klan and three facts about the Great Depression. Share those facts with others who have read the book. 3. Write a letter of appreciation to a hero. 4. Write about standing up for your beliefs. This can be an autobiographical account or an imagined

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Activity 2: 1. Read Letters From a Slave Girl. 2. Discuss Harriet's family tree found at the end of the book. 3. Have students interview family members and write a mini report on his or her family tree. This will be presented to the class on a specified day. 4. Using a graphic organizer-concept web (http://www.teach-nology.com/worksheets/graphic/ fill in the events of your life and write an autobiography. The autobiography should be a minimum of one page but no less than one paragraph. This should be presented to the class on a specified day. Relevance: Activity 1: 1. Read the New York Times article on African American Inventions. 2. Students will choose an African American invention and research important facts about the chosen invention. 3. Students will write a story and draw a picture about a world without that particular invention. 4. After completing the story and picture, students will pair up with another student and compare to see whose invention is missed the most. Activity 2: 1. Assign students to work individually or in small groups. Alert students that they will share their activity responses with the class. 2. Ask students to think about all the activities they were involved in during the past 24 hours, and list as many of these activities as they can remember. 3. Have students write down what evidence, if any, each activity might have left behind. 4. Direct students to review their lists, and then answer these questions: o Which of the daily activities were most likely to leave trace evidence behind? o What, if any, of that evidence might be preserved for the future? Why? o What might be left out of a historical record of these activities? Why? o What would a future historian be able to tell about your life and your society based on evidence of your daily activities that might be preserved for the future? 5. Now think about a more public event currently happening (a court case, election, public controversy, law being debated), and answer these questions: o What kinds of evidence might this event leave behind? o Who records information about this event? o For what purpose are different records of this event made? 6. Based on this activity, students will write one sentence that describes how the historical record can be huge and limited at the same time. As time allows, discuss as the strengths and limitations of the historical record. Empowerment: Activity 1: 1. View the photograph found within the URL for the primary source. 2. Form groups of 3-4 students 3. Predict what will happen one minute/one hour before the photograph was taken or one minute/one hour after the photograph was taken. 4. Explain the reasoning behind your predictions Activity 2:

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1. Students will work in small groups to create a time capsule that depicts what the slaves would have left behind if they had made a time capsule in the 19th century. 2. Students will need to write, draw, or make the items that would go into their capsule. 3. Once the time capsules are completed, each group will present their time capsule to the class. 4. They will be expected to explain each item in their capsule and why they included that item in their capsule

Resources: Primary Sourcehttp://www.kidport.com/reflib/usahistory/civilwar/Images/Slaves.jpg Critical Literacy: Book 1: Wall, T. Letters from a Slave Girl-The Story of Harriet Jacobs. Harriet Jacobs was born into slavery; it's the only life she has ever known. Now, with the death of her mistress, there is a chance she will be given her freedom, and for the first time Harriet feels hopeful. But hoping can be dangerous, because disappointment is devastating. Harriet has one last hope, though: escape to the North. And as she faces numerous ordeals, this hope gives her the strength she needs to survive. Book 2: Woodson, J. & Talbott, H. Show Ways. Soonie's great-grandma was just seven years old when she was sold to a big plantation without her ma and pa, and with only some fabric and needles to call her own. She pieced together bright patches with names like North Star and Crossroads, patches with secret meanings made into quilts called Show Ways -- maps for slaves to follow to freedom. When she grew up and had a little girl, she passed on this knowledge. And generations later, Soonie -- who was born free -- taught her own daughter how to sew beautiful quilts to be sold at market and how to read. Book 3: Rappaport, D. (2000). Freedom River. Hyperion Book CH. One thousand feet across the Ohio River lay Ripley, Ohio and freedom. Before the Civil War, Kentucky was a slave state, while Ohio remained free. Time and time again, John Parker, an exslave who had bought his own freedom, led Kentucky slaves across a thin stretch of river to Ohio, and safety. These dangerous journeys demanded a tremendous amount of courage, careful planning, and faith. Freedom River is based on a true story of one man s determination to help an African American family escape from slavery along the legendary Underground Railroad. Book 4: New York Times Article on African American Inventions A detailed list of the many inventions that African Americans are responsible for. Shows just how important it is to support minority education and progress. Without these people, these inventions would never have been. Book 5: Vander Zee, R. Erikas Story. When Erika was just a baby, her and her family were taken away to concentration camps, where they will die. Erika didn't remember much but there were a few things she remembered. She remembered when they were getting on the train, everyone was squished in and they locked it up. And she remembers the next day when her mom threw her out the window of the train so she will

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survive. Then someone picked her up and raised her, she was named Erika, and that is her story. Website: http://nationalgeographic.com/features/99/railroad/j2.html http://teacher.scholastic.com/activities/bhistory/underground_railroad/ http://www.aghines.com/Quilt/Lessonplans/lessonplans.htm

Big Concept: Independence NCSS # and Theme: #10- Civic ideals and Practices

Essential Question: How does independence influence us?

Part 1: Outcomes: NCSS Standard Concepts and ideals such as: individual dignity, fairness, freedom, the common good, rule of law, civic life, rights, and responsibilities Specific examples of what you want your students to know (in bullet form) Womens Suffrage Beginning of the Movemento Women began to speak out against slavery in the 1830s and opened the way for women to speak publicly as they traveled around addressing public meetings about the evils of slavery in 1848. o A Declaration of Sentiments, modeled after the Declaration of Independence, was adopted, along with a set of resolutions calling for womens educational opport unity, equality under the law, and the right to vote. This was a declaration of womans independence proclaiming that all men and women are created equal. These women realized that if they had the right to vote they could change laws and customs. After the Civil Waro After slavery was abolished by passage of the 13th Amendment, Susan B. Anthony organized the American Equal Rights Association with the goal of attaining civil rights for all women and for black men. o The 14th Amendment in 1868 established citizenship for all those born in the U. S., but the language included the word male in defining citizen. Many hoped that citizen would be interpreted to give women the right to vote, but the wording implied that women could be denied the right to vote. o Black men were assured the right to vote in the 15th Amendment, but all women were still excluded. Organizations for Womens Rightso Susan B. Anthony and Elizabeth Cady Stanton organized the National Woman Suffrage Association (NWSA) in 1869, with the goal of adding an amendment to the Constitution, which would give all women the right to vote. o The American Woman Suffrage Association (AWSA), organized by Lucy Stone and Henry Blackwell, was also formed in 1869. This group worked on separate referenda campaigns in each state to get the right to vote and did not get involved with other womens issues.

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o After 30 years, these two organizations merged to become the National American Woman Suffrage Association (NAWSA) with Elizabeth Cady Stanton as president and womans suffrage as the main focus. Nineteenth Ammendmento On August 24, the Secretary of State signed the 19th Amendment into law. o The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex. Part 2: Assessments How do we know what they know? Formative (Ongoing) Assessments Formative Assessment 1: Jeopardy Useful: Teacher is able to create jeopardy game that addresses the material for a specific lesson Meaningful: Students are able to work together to answer questions for their team. Equitable: Students can involve themselves to a capacity that falls within their means. Even if they do not know the answer, maybe their classmates can come up with it and they can just relay it to the class.

Formative Assessment 2: Conferences Useful: Teacher can meet with individual students or with small groups of students at similar levels Meaningful: Students are able to have an intimate discussion with the teacher and feel as though they matter Equitable: Students are afforded privacy and discretion when conferencing with the teacher and can express themselves openly

Summative Assessment: Performance-Based Assessment (PBA) Pick 1 PBA Name of PBA: Walking Timeline Reason for selecting PBA: Provides students with a visual representation of the Womens Rights Movement, in chronological order How is PBA developmentally appropriate? Students at this age like to read for facts and information Description of PBA: Activity: o Divide the class into small groups, approximately four students per group. o Discuss the different events that occurred during the womens suffrage movement with the whole class o Make a group list of the different events that occurred based on student input and display this list on the SmartBoard for students o Distribute pieces of chart paper, or butcher paper cut to similar size, to each group. o Distribute scissors, tape, and markers to each group.

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o Distribute handout instructions to the groups, or simply explain the directions as you go. o Students should title their timelines at the top of each of their paperstitles may be Woman Suffrage Movement, or something similar. o Ask students to choose 5 important events or dates from the displayed list (group decision). o Ask students to put their selected timeline items in chronological order on their respective chart papers. o Ask groups to share their final timelines with the class by hanging timelines around the classroom. Give students an opportunity to walk around and look at their fellow classmates timelines. o Regroup, and ask groups to present their timelines to the class. Students should explain the significance of their events, or the so what of their choices, rather than simply reading the dates and events from their timelines. Students should convince their classmates, or defend timeline choices. Since groups began with the same pool of events, and presentations could get repetitive, limit groups to 5 minutes, and suggest that they present new events that they may have included on their timeline that other groups might not have thought import Universal Design: Students are able to collaborate with one another to compile multiple pieces of information to include in their portion of the timeline. Universal Design: Students are able to choose the window of time they would like to portray and how this information is presented to the rest of the class

Part 3: Path- How do we get there? Meaningful Learning Activities Relationship Building: Activity 1: Alphabet Line Up- Children line up so first names/last names are in alphabetical order, without talking. Activity 2: Standing in a circle, group members reach across and grab other participants hands. The group then tries to unravel the "human knot" by untangling themselves without letting go of each others hands. Prior Knowledge: Walk Around Survey: In this activity, students are given a topic of study and asked to move around the room for the purpose of conversing with other students. During these conversations, students will share what they know of the topic and discover what others have learned. 1. Assign a topic for the Walk Around Survey. 2. Pass out a survey form to each student in the class. 3. Allow students an allotted amount of time to survey three classmates (informers) on the given topic. 4. When students are completing the survey form, the soliciting student should write the name of the informer on his/her worksheet in the left-hand column. He/she will then record three facts from the student informer on the worksheet in the three empty blocks. He/she will then move on to find a second and third informing student to complete the survey worksheet. 5. Have students return to their seats and complete the Survey Summary.

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Culturally Responsive Learning Activities: Activity 1: What Makes a Hero? 1. Read Sonia Sotomayor: A judge grows in the Bronx 2. Ask students What makes a hero? What characteristics should he/she have? 3. Have students brainstorm in pairs or small groups a list of actions and traits a hero has. 4. Have them share with the group and explain why. 5. As students are describing, create a class word web on the word hero on the board or chart paper. Activity 2: 1. Read Inside Out & Back Again 2. Lead students in a think-pair-share about customs/traditions that are a important to them and their families. 3. Each pair will be responsible for sharing their counterparts response to the class. 4. Students will then write a note to someone new to the United States and explain what a particular holiday means to them and how they celebrate. People Society Marginalizes: Activity 1: Girls Rule 1. Teacher will lead a class discussion of what equal rights are, and who in the past has been denied the rights to vote, hold office, etc. 2. Tell the class that the ruling body of the school or class, for today, will be only the girls. Only the girls have the right to vote on the issues presented. 3. Ask for a vote on the following issues and tally the votes. --How many of the girls would like an afternoon recess? --How many of the girls would like to be able to eat gum and candy in school? --How many of the girls think that the boys should be given more work that would require more time than they are? --How many of the girls would like to have free time during reading and math while the boys work? --Would it be good to have each Friday off -- for the girls only? 4. A panel of boys could then give their response to how these laws or rules would effect them and how they felt about them. 5. Students hold a class discussion to debrief about how they felt throughout the activity Activity 2: Sports Gender Timeline 1. Read Dirt on Their Skirts: The Story of the Young Women who Won the World Championship 2. Teacher will divide the class in half by gender. 3. Assign the boys the task of putting together a timeline of women in sport and the girls the task of putting together a timeline of men in sport. Relevance: Activity 1: Interview A Special Woman 1. Through interviews, students will complete an oral history about a woman in their life (a mother, a grandmother, a woman in the neighborhood, a woman in a nursing home, a woman from church, etc.) 2. While developing an understanding of the changes that can occur in a lifetime, students will collect information regarding women. 3. Some suggested questions may be: --What are your recollections of childhood? --What do you remember about school? Clothes that you wore? Friends that you were close to? --How did you pass your time? What hobbies or games did you play?

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--What do you want people to remember about your life? --Were there ever disappointments or frustrations that you felt were brought on because you were female? --Were there times when you felt the laws restricted you because you were a woman? --Do you remember when women earned the right to vote? 4. Students will compile their information, share it in small groups, see what similar kinds of information others may have come up with, and discuss the results. 5. Students will then write a letter to the woman that they interviewed and share their results. Activity 2: Heavy Clothes 1. Read You Forgot Your Skirt, Amelia Bloomer 2. Teacher will lead a class discussion about the 1800s and how women wore clothing that weighed between 20 and 40 pounds. 3. Teacher will place a large book-bag on a bathroom scale and let students take turns adding books, one at a time, until the scale reads 20 pounds. 4. Students will each have opportunity to walk around with book-bag on to experience the weight. 5. Students will then have a class discussion comparing and contrasting the clothing women had to wear in the 1800s and now. Empowerment: Activity 1: Protest Signs 1. Read Why Women Should Vote 2. Students will form groups of 2-3. 3. Students will then discuss the article and how they would have dealt with this situation. 4. As a group, students will make protest signs for or against the issue of womens voting rights. 5. Students should be prepared to back up their decision with information gained from the reading and from the website http://www.loc.gov/collection/women-of-protest/about-this-collection/. Activity 2: 1. Students will each choose an influential woman from a teacher-generated list (projected on the SmartBoard) that includes a very brief bio. 2. Students will conduct research on their computers and then draw a picture of this woman or what she represents to the student. 3. Around, or included in, the drawing students should make references to the important things that were learned about her and her accomplishments, as well as include the reasons why she was chosen. 4. When students have finished their artwork help hang them around the room. 5. Students will perform a gallery walk to see if they can identify the woman by the information that has been displayed.

Resources: Primary Source- http://www.loc.gov/collection/women-of-protest/about-this-collection/ Critical Literacy: Book 1: Why Women Should Vote?

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Book 2: Winter, J. Sonia Sotomayor: A judge grows in the Bronx. Before Supreme Court Justice Sonia Sotomayor took her seat in our nation's highest court, she was just a little girl in the South Bronx. Justice Sotomayor didn't have a lot growing up, but she had what she needed -- her mother's love, a will to learn, and her own determination. With bravery she became the person she wanted to be. With hard work she succeeded. With little sunlight and only a modest plot from which to grow, Justice Sotomayor bloomed for the whole world to see. Book 3: Corey, S. You Forgot Your Skirt, Amelia Bloomer Amelia Bloomer, a rebellious reformer and early women's rights activist, invented bloomers (baggy pantaloons worn with a short skirt over them), thus liberating women from the dangerous and oppressive clothing of the mid-nineteenth century. Here is her story, told in buoyant, witty text and beautiful, high styled-illustrations. Book 4: Rappaport, D. Dirt on Their skirts: The Story of the Young Women who Won the World Championship. Story about the 1946 championship game between the Racine Belles and the Rockford Peaches. Sitting in the stands, Margaret thrills to every crack of the bat. Someday she hopes to join her heroes like Sophie "the Flash" Kurys and Betty "Moe" Trezza. As the ball hurtles toward the plate, Margaret can almost feel what it would be like to be in that batter's position, arms tensed, bat held high. As we see this historic game in the annals of the All-American Girls Professional Baseball League through the eyes of a fictional young girl, Dirt on Their Skirts is a potent reminder that women athletes have inspired young fans throughout the twentieth century. Based on written accounts and on the memories of the players themselves, this exciting story is for all those sandlot sluggers whose hearts beat a little faster whenever they hear the words? "Play ball!" Book 5: Lai, T. Inside Out & Back Again. Inside Out and Back Again is a New York Times bestseller, a Newbery Honor Book, and a winner of the National Book Award! Inspired by the author's childhood experience of fleeing Vietnam after the Fall of Saigon and immigrating to Alabama, this coming-of-age debut novel told in verse has been celebrated for its touching child's-eye view of family and immigration. H has only ever known Saigon: the thrills of its markets, the joy of its traditions, and the warmth of her friends close by. But now the Vietnam War has reached her home. H and her family are forced to flee as Saigon falls, and they board a ship headed toward hopetoward America. Website: http://teacher.scholastic.com/histmyst/start.asp?Game=23