Lesson Title: The Abolition and Suffrage Movement

Grade and Subject: 4th Grade Social Studies

Mr. DeMorris Stroud
1. LESSON PLAN LEARNING OUTCOMES AND PROCEDURE
Essential Question(s) / 1. How did Sojourner Truths Aint I a Woman speech at the Ohio Womens
Central Focus Rights Convention address black womens rights
2. Why couldn't women vote in the United States?
3. Why was Harriet Tubman called "the Moses of her people?

Learning Objective(s) The students will be able to...

1. identify some of the suffragists and their actions that eventually won women
the right to vote.
2. explain why many abolitionists also fought for suffrage.
3. describe at least three groups that fought for suffrage.
4. summarize the events and people in a composition on suffrage

CCGPS or GPS SS4H4 Examine the main ideas of the abolitionist and suffrage movements.
Standard(s)
Instructional Introducti To introduce the lesson the teacher will begin with a discussion on Harriet Tubman
Strategies & -on to and her work in regards to the Underground Railroad. After the discussion the
Learning Lesson teacher will play Labels Against Women video
Tasks that (https://www.youtube.com/watch?v=yTOjg4De188), this video will lead into the
Support suffrage topic of the lesson. After the video has played, I will then ask the students
Diverse two questions, What are some stereotypes they may think have been portrayed on
Student women throughout history? and How do African American women suffrage was
Needs different versus the White American women?. After the students responses I will go
into my introduction of Elizabeth Cady Stanton and her impact on the development
of womens rights.

Next I will introduce Sojourners Truths speech Aint I a Woman.

https://www.youtube.com/watch?v=JEAEoq59_4Q
Later, I will introduce the students to the historical background of slave quilts, and
their significance and explain to the students how other slaves helped seeking
freedom along the underground railroad trail towards the north by hanging quilts on
their clotheslines to send messages to the slaves who had escaped.
Body of Day 1:
Lesson 1) Begin with review on what the Underground Railroad was, its importance
and explore its trail from the South to the North.

2) Reading Sweet Clara and the Freedom Quilt by Deborah Hopkinson. (Audio
of book will be played as the students read along)
https://www.youtube.com/watch?v=6mbgenJxgJA

3) Discuss the reading. (As we discuss the book as a class, the teacher will
make side notes on the board of students responses. The students will copy
the responses in their notebook)
 4) Next the teacher will explain the class project (Freedom Quilt) for the week
to the students. Students will be choosing a topic to research that relates to
the abolitionist and suffrage movements. Students will then use the
information collected to create a Freedom Quilt. After completing their
research, students are to write 1-2 page paper about their topic. After they
complete their paper they are to write a paragraph that explains the
importance of their topic and place it within their Freedom Quilt. (Teacher
will schedule a trip the library for the use of computers)

5) After explaining the creation process of the Freedom Quilt and providing the
class with some student examples, the teacher will provide a rubric for the
assignment. Then the teacher will allow the students to disperse and gather
into groups of 3 or 4. Within their groups students will collectively assign
their roles and collaborate on their project.

Day 2:
6) We will review what was discussed in our previous class.

7) Next the students and I will discuss the significance of the various symbols
used within a Freedom Quilt and what they represent. Listed below is a link
that the students will have access to for the creation of their Freedom Quilt.
http://page.reallygoodstuff.com/pdfs/154227.pdf

8) The Teacher will explain and discuss the various strategies used throughout
history to abolish slavery.

9) Afterwards the teacher will ask the students to gather back into their groups
to complete an in class assignment. (Abolitionist Strategy Worksheet
https://herb.ashp.cuny.edu/files/original/8456fc85034c9130448be99324fb23
da.pdf)

10) After the students have completed their worksheet, each group will present
and explain their strategy to the class. They will also explain their strategies
strengths and weaknesses.

11) The Teacher will follow up with an activity with a class discussion and
summary of what the students presented to the class.

Day 3:

12) We will take a trip to library,the teacher has reserved the library for students
to utilize their resources and conduct their research on their topic.
Closure For a closure activity to summarize what the students have learned, students will
create a Freedom Quilt and present it to the class.
 At the beginning of class, I will start with an overview of the lesson and open the
floor for a class discussion to clear up any questions or concerns my students may
have. Class discussion will take approximately 15-20 minutes.
After the class discussion students will be divided into groups of 3 or 4. In their
groups students will create a Freedom Quilt, this activity will allow the students to
express their understanding of the material while being engaged in a group setting.
Students will have the remainder of the class period to complete their Freedom
Quilt. Students will have the first 15-20 minutes during the next class period to
complete their Freedom Quilt. Upon completion of their quilt, each group will
present their quilt to the class and put it on display around the classroom walls
throughout the duration of the topic on African American History.

Learning Supports: Preferential seating will be provided for my students who have visual
Differentiation, impairments
Modification(s)and Additional time in small-group or individual instruction will be
Accommodation(s) provided for struggling readers.
Struggling readers will also be provided a digital version of the book to read
along with and listen to
Extra time for processing and assessments will be provided for
students who need additional time

Formal and Informal Formal Assessment: The quilt assignment will be the formal assessment.
Assessment
Informal Assessment: Day one, the students will complete a hand in, hand out
assignment. I will ask the students a question about abolition and suffrage, and they
will be expected to answer the question anonymously. The students will then
randomly receive a poll, and are to grade the paper they receive. The teacher will
then collect the papers to see on average how many questions they got correct.

After the end of day two, the students will have to list three things their fellow
classmates might not understand.

After completing the unit, have the students write down an explanation of what they
understand.

2. RESOURCES
Academic Language The students will demonstrate their ability to proficiently read and understand words
Language Functions that relate to the Abolitionist and Suffrage Movement. I will introduce key terms and
give a brief explanation of each before the students are introduced to the lesson.

Vocabulary Abolish
Adoption
Amendment
Ballot
Citizen
Citizenship
Enfranchise
 Militant
Petition
Picket
Ratification
Suffrage
14th Amendment
15th Amendment
19th Amendment
Abolition
Democracy
Frederick Douglass
Harriet Tubman
William Lloyd Garrison
Syntax or Students will demonstrate their ability to understand the vocabulary through Writing
Discourse a Paragraph from Sweet Clara and the freedom quilt(writing), Presenting their
project before the class (Speaking), Paying close attention to the teacher explaining
the rubric (Listening) , and Reading the book Sweet Clara and the freedom quilt
(Reading)
Materials
Bags of 9 squares
Piece of construction paper to glue the squares on
Glue & Scissors
Markers/Crayons
Technology
Technology Computers
Ipads