UBD Lesson Plan

Time frame: 3 Weeks

Melissa Waudby

UBD Lesson Plan Template

Topic/Theme: Women and the Fight for Equality

Class/Grade Level: 11th Grade Advanced Placement United States History

Lesson #1
Lesson Summary The focus of this lesson is the introduction of the theme for the unit and the essential questions. The lesson will also focus on defining the term gender equality. Students will work on finding examples of gender equality in primary documents. Lesson Objective(s) 1) Students will be able to define gender equality. 2) Students will be able to identify at least three characteristics of gender equality. 3) Students will be able to correctly classify examples of historical documents promoting gender equality from documents, which lack the characteristics of gender equality. 4) Students will be able to create or find an example of gender equality and explain how the example meets the characteristics of gender equality. Materials/Resources required Gender Equality Concept Map (direction sheet, packet of primary sources, graphic organizer) Unit note packet Poster Paper with unit essential questions White board and white board markers

UBD Lesson Plans Desired Results

UBD Template

Established Goals: (Including state standards) Understand how and why people create, maintain, or change systems of power, authority and governance. Understand historical patterns, periods of time, and the relationship among elements. Understand the role of individuals and groups within a society as promoters of change in the status quo. Essential Questions: 1) What is gender equality? What are rights and who deserves them? Understandings: Students will understand that 1) Historically women have possessed fewer rights than men. 2) Inequality based on gender was influenced by both cultural views of women and institutionalized policies. 3) The role of women in society has undergone several dramatic changes in the past century and a half. Knowledge: Students will know 1) Equality is generally defined as the equal access to nutrition, health care, education and opportunities to make decisions in households and communities. Includes legal equality; for example equal pay for equal work and equal rights to own and inherit property. 2) That three characteristics of equality include impartiality that is free from self-interest, prejudice, or favoritism, conforms with the established rules or laws: free from favor toward either or any side and implies an absence of all prejudice. Skills: Students will be able to 1) Read primary sources and analyze content for specific evidence. 2) Express their own conclusions and findings about equality and rights orally and in writing.

UBD Lesson Plans Assessment Evidence

Performance Tasks/Formal/Summative Assessment:
Task / Assessment

UBD Template

UP Connects

Concept Formation Map- Students will complete concept formation map about gender equality. Students will have to fill out examples/non examples of gender equality. Students will note the similarities and differences between these examples and non examples and form characteristics for gender equality. In summary, students will define gender equality. Key Criteria- Students will complete this concept map with numerous examples and non examples of gender equality, 3 or more characteristics of the term and a thorough and thoughtful definition of gender equality.

U: 1, 2, 6

Other Evidence/Informal/Formative Assessment:

Task / Assessment UP Connects

Classroom Participation- Students will be observed throughout the unit, in both classroom discussion and smallgroup work. Notes will be taken on a whole class and individual basis. These notes will discuss student learning (correct or incorrect), application of concepts and grasp of the material. Key Criteria- Students will participate at least 70% of the time during classroom discussion and small-group work. Students will make substantive contributions to classroom discussion and small-group work. Individual Note Packet- Students will be given a packet with an outline of notes for the unit. This packet will include key terms and events that students should know by the end of the unit. The teacher will check for student work every other day, to make sure students are keeping up with the material. Key Criteria- Students will complete the entire packet with 100% accuracy.

U: 1,2, 4, 6, 9

U: All

UBD Lesson Plans Detailed Steps/Procedures

Learning action

UBD Template

Time (mins)

INTRO: 1) Start by introducing the theme of the unit and the 6 essential questions for the unit. Tell students about the theme for the unit. Have a poster to hang at the front of the classroom. Instruct students to write down essential questions at the top of the note-taking packet. 2) Introduce that, from the formation of the United States women have had limited rights and have faced discrimination under the law and in society. 3) Explain that the learning objective for today is to define gender equality and identify examples and non examples of gender equality. CONCEPT FORMATION: 1) Handout Concept Formation Map with a copy of primary documents and a graphic organizer. 2) Instruct students to read the included primary documents and categorize each document into an example or nonexample of gender equality based on their individual definition of the term 3) Give students 10-15 minutes to read through the documents and fill out the corresponding graphic organizer. 4) After 15 minutes check to see if students need more time if so give the students 5 more minutes. 5) Bring the class together and see how the students responded to each document. Ask for volunteers to explain their rationale for categorizing each document into the chosen category. (What do you think in response to Document 1? Does the document refer to one particular group of people? How does language affect the meaning of the document?) Go through each document and see if there are any discrepancies in student responses and what their rationale was. 6) Ask the students to compare all of the documents and note the differences and similarities. (What are some differences between the documents? Are the documents laws, policies or opinions?) (What are some differences between the documents? Are the documents laws, policies or opinions?) Have students discuss in small groups. 7) Ask the students to compare all of the documents and note the differences. (What are some differences between the documents? Are the documents laws, policies or opinions?) Write student responses on the white board at the front of the class.

5 Minutes

40 Minutes

UBD Lesson Plans

8) Ask the students to compare all of the documents and note the similarities. (What are some similarities between the documents?) Write student responses on the white board at the front of the class. 9) Instruct the students to look at the whole list of similarities and differences and summarize a list of characteristics about the concept gender equality. Have them individually write these characteristics in the corresponding column on the graphic organizer. 10) Ask the students to share their list of characteristics with the class. (What are characteristics of gender equality? Is there evidence from the document to support your argument?) 11) Instruct students to look at the examples/non examples and characteristics of gender equality and formulate an individual definition of the concept. 12) Ask the students to share their definitions of gender equality and note any differences in the definitions. After all volunteers have shared their opinions, formulate a class definition. CLOSURE: 1) To solidify the concept of gender equality ask students to think of an example of gender equality from their own life. This can include anything from their educational experience to their work experience. Students will write this example down in their individual note packet. They will use this note packet to review for the final test.

UBD Template

5 Minutes

UBD Lesson Plans

UBD Template

Lesson #2
Lesson Summary The focus of this lesson will be on the role of women in society during and after World War II. The lesson will focus on the primary shift of women in the workplace during wartime to women in the private sphere. Students will work on identifying key factors for the shift, social, political and economic. Lesson Objective(s) 1) Students will be able to identify the role of women in society during World War II. 2) Students will be able to analyze key factors of change in the role of women in society after World War II. 3) Students will be able to create a journal in the perspective of a woman living during World War II. 4) Students will be able to define the terms, Rosie the Riveter, WASP, USO, and WAVES. Materials/Resources required Historical Journal Directions Handout Role Shift Worksheet PowerPoint corresponding to note packet Unit Note packet Examples of ads and propaganda from during World War II and directly after. Excerpt from Housekeeping Monthly The good wifes guide.

UBD Lesson Plans Desired Results

UBD Template

Established Goals: (Including state standards) Understand historical patterns, periods of time, and the relationship among elements. Understand how and why people create, maintain, or change systems of power, authority and governance. Understand the role of individuals and groups within a society as promoters of change or the status quo. Essential Questions: 1) Historically, why have women been seen as inferior? 2) In what ways do people argue or disagree about the various roles people play in society? Understandings: Students will understand that 1) Historically women have possessed fewer rights than men. 2) After gaining the right to vote, the expectations and societal roles for women did not change. 3) The role of women in society has undergone several dramatic changes in the past century and a half. 4) During the late 20th century women experienced increased empowerment toward career and education development. Knowledge: Students will know 1) Rosie the Riveter was a cultural icon that represented American women who worked in factories during WWII. She is often used as a symbol of feminism and womens economic power. 2) After WWII, women who had gone to work to help the war effort were replaced by returning GIs. 3) After WWII the role of women in society shifted from working women to housewife. Skills: Students will be able to 1) Write a journal in correct journaling format. 2) Describe and evaluate the historical significance of events throughout time. 3) Compare and contrast the lives of women during the 18th and 19th centuries to the lives of women today

UBD Lesson Plans Assessment Evidence

Performance Tasks/Formal/Summative Assessment:
Task / Assessment

UBD Template

UP Connects

Historical Journals- Student will write a journal at the beginning of each class based on the learning from the last class period. Student will imagine that he/she is a woman in ______ time period (time period chosen will depend on lesson from the previous day). They will write a journal based on the daily life of the woman. Students should include the political, economic and social situations and events that occurred during this time period. Key Criteria- Students will complete each journal in correct journal format and with 90% accuracy. Students will describe the political, economic and social status of women during this time period. Shifting Roles Worksheet- Students will be given a worksheet to analyze the changing roles of women in society. The worksheet will state the given time periods (e.g. the late 19th century and early 20th century). The worksheet will split the analysis into three parts: how the government viewed women, how the media portrayed women and the involvement of women in the economy. Key Criteria-Students will complete all parts of analysis accurately. In addition, students will complete this task with 2 pieces of evidence for each category on the worksheet.

U: 2, 3, 7, 8, 9, 10

U: 1, 6, 7

Other Evidence/Informal/Formative Assessment:

Task / Assessment UP Connects

Individual Note Packet- Students will be given a packet with an outline of notes for the unit. This packet will include key terms and events that students should know by the end of the unit. The teacher will check for student work every other day, to make sure students are keeping up with the material. Key Criteria- Students will complete the entire packet with 100% accuracy. Classroom Participation- Students will be observed throughout the unit, in both classroom discussion and smallgroup work. Notes will be taken on a whole class and individual basis. These notes will discuss student learning (correct or incorrect), application of concepts and grasp of the material. Key Criteria- Students will participate at least 70% of the time during classroom discussion and small-group work. Students will make substantive contributions to classroom discussion and small-group work.

U: All

U: 1, 2, 4, 6, 9

UBD Lesson Plans Detailed Steps/Procedures

Learning action

UBD Template

Time (mins)

INTRO: 1) Start by introducing students to the picture of Rosie the Riveter and have students listen to the song about this icon. 2) Ask students what they know about Rosie and how she relates to women and their role in society during World War II. (What do you know about this image? Have you ever seen this image? What do you think the purpose of this image was? How does this image portray a certain stereotype of women?) DIRECT INSTRUCTION: 1) Introduce students to key demographics of women during the war (PowerPoint). Ask the students to take notes of any relevant information in their individual note packets. While showing students these slides, ask them questions comparing the demographics of women before the war and during the war. (How did the demographics of women change during the war? Why do you think this change occurred? How did the role of women in society change during this time period?) 2) Discuss the different ways women were involved in the war effort on the home front and the effect of the draft on the workforce in the United States. (Women had increased presence in the workforce because decreased availability of qualified men. Women were involved in numerous groups, which focused on raising money and support for the troops.) 3) Show students examples of propaganda used to entice women into the workforce. Ask students the meaning behind the images and how the reflect a shift in societys attitude toward women. (What is the meaning of this image? How do you think that it was used during this time period? What role do you think women played in society during this time period? How does the image reflect womens expected role in society during this time?) 4) Discuss the end of the war and the effect on women. (Returning GIs replaced women in the workplace. The expected role of women in society shifted from the public sphere to the private sphere). Ask students why they think this change happened. (Why did women return to the home? What was the expected role of women in society?) 5) Explain the new expected role of women in society. The transformation of the private sphere and the domestic life of women. COOPERATIVE GROUPS:

5 Minutes

15 Minutes

20 Minutes

UBD Lesson Plans

1) Handout Role Shift worksheet with corresponding materials (Examples of ads and magazine excerpts from during and after World War II). 2) Ask students to view the provided material and summarize the meaning and intend behind each piece of primary source. 3) Working in groups of 2-3, students should use the text, supplementary readings and the given media images to find 1-2 pieces of evidence for each box on the Role Shift worksheet. 4) Give students 15 minutes to complete the worksheet. 5) Bring the class together for a whole group discussion. Ask the groups to share their pieces of evidence and what the main shift in the role of women in society was. (What was the expected role of women during and after World War II? What pieces of evidence did you find each corresponding section on the worksheet.) CLOSURE: 1) Handout directions for historical journal. 2) Instruct students to write in the perspective of a woman living in the United States during World War II. Students will have the reminder of class to complete their journals. Have the students write their names at the top of the paper and turn the journals in at the end of class.

UBD Template

10 Minutes

10

UBD Lesson Plans

UBD Template

Lesson #3
Lesson Summary The focus of this lesson will be the effect of media on defining gender roles. The lesson will involve students finding primary documents and analyzing the effect of these documents (media, movie, magazine articles, pictures, etc.) on the expected roles of men and women in society. Students will work to show that media plays an important role in the definition of gender roles. Lesson Objective(s) 1) Students will be able to analyze primary documents in the context of gender roles. 2) Students will be able to identify different methods of media propaganda. 3) Students will be able to identify the influence of media in society. 4) Students will be able to evaluate primary documents for certain characteristics in relation to gender roles. 5) Students will be able to identify different gender roles throughout history. 6) Students will be able to create a presentation summarizing their findings. Materials/Resources required Computers (1 per 2 students) Media and Society Project Handout Supplementary Reading Material (excerpts from books, journal articles, etc.) Textbook

11

UBD Lesson Plans Desired Results

UBD Template

Established Goals: (Including state standards) Understand historical patterns, periods of time, and the relationship among elements. Understand how and why people create, maintain, or change systems of power, authority and governance. Understand the role of individuals and groups within a society as promoters of change or the status quo. Essential Questions: 1) What drives patterns of distribution of rights in a society? 2) What role does the media play in the construction of identity and ones place in society? Understandings: Students will understand that 1) Historically women have possessed fewer rights than men. 2) Inequality based on gender was influenced by both cultural views of women and institutionalized policies. 3) Media plays a significant role in shaping the status of women in society. 4) During the late 20th century women experienced increased empowerment toward career and educational development. Knowledge: Students will know 1) Rose the Riveter was a cultural icon that represented American women who worked in factories during WWII. She is often used as a symbol of feminism and womens economic power. 2) Betty Friedan was a leading figure in the Womens Movement during the 1950s and 1960s. She wrote the bo ok, Feminine Mystique, which is credited with sparking the second wave of American feminism. Skills: Students will be able to 1) Read primary sources and analyze content for specific evidence. 2) Use Internet and library research skills to find out about the ways in which women have changed roles in society. 3) Express their own conclusions and findings about equality and rights orally and in writing.

12

UBD Lesson Plans Assessment Evidence

Performance Tasks/Formal/Summative Assessment:
Task / Assessment

UBD Template

UP Connects

Media and Society Project- Students will find three examples of how the media portrayed women during two time periods studied during class. Then they will complete an analysis of the historical significance of these portrayals. Key Criteria- Students will find three correct and historically relevant examples of media portrayal of women. Students will analyze these examples based on social, economic and political significance.

U: 4, 6

Other Evidence/Informal/Formative Assessment:

Task / Assessment UP Connects

Classroom Participation- Students will be observed throughout the unit, in both classroom discussion and smallgroup work. Notes will be taken on a whole class and individual basis. These notes will discuss student learning (correct or incorrect), application of concepts and grasp of the material. Key Criteria- Students will participate at least 70% of the time during classroom discussion and small-group work. Students will make substantive contributions to classroom discussion and small-group work. Individual Note Packet- Students will be given a packet with an outline of notes for the unit. This packet will include key terms and events that students should know by the end of the unit. The teacher will check for student work every other day, to make sure students are keeping up with the material. Key Criteria- Students will complete the entire packet with 100% accuracy.

U: 1, 2, 4, 6, 9

U: All

13

UBD Lesson Plans Detailed Steps/Procedures

Learning action

UBD Template

Time (mins)

INTRO: 1) Show students clip from the 1950s TV show I Love Lucy. Ask the students about the clip. (What are your initial thoughts about this clip? How does this clip show the expected gender roles for women? How does this relate to the material studied in class so far? How do you think this perpetuated certain stereotypes of women? What is the role of media in society?) STUDENT DIRECTED INVESTIGATION: 1) Handout Media and Society project worksheet and rubric. (This project will focus on the effect of media on society. Your task will be to find different types of media that show the gender roles during each given time period.) 2) Instruct the students on the evidence needed and analysis of primary sources that they should include in their presentation. (For each of the given time periods, find 1-2 pieces of media or documents that show the expected role of women during this time period. After you have found the evidence, analyze the effect of these documents on society in terms of governmental policies, economic power and societal status. Make either a PowerPoint or poster about the information you have found). 3) Have students review the rubric and worksheet and ask if anyone has any questions. (Do you have any questions about the task or the rubric?) 4) Instruct the students that they will have an additional day tomorrow to work on the project in class. Anything not finished in class will be done for homework. 5) Working in groups of 2, students will have 30 minutes to work on the project during this lesson. While students are working on the project, monitor on/off task behavior by walking around the classroom. In addition to monitoring student behavior, look for students that are struggling with the material or those that have questions. Be sure to help students that have questions in a constructive and positive manner. CLOSURE: 1) Ask students to share one piece of evidence they have found during their research time. Students will write down this material on a slip of paper and turn it in as an exit slip.

10 Minutes

35 Minutes

5 Minutes

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