Lesson Plan Candidate Name: Sophie Lee/ Allison Smith

Strategy: Six Thinking Hats

UNIT NAME
American Heroes- Contributions to expanding our rights and freedoms
LESSON NAME Time Needed (Hours/Days)
Susan B. Anthony 3 days (combined ELAR and SS
block)
Grade Subject Course
3rd
Social Studies American Biographies
STANDARDS/ELEMENTS: CCGPS, GPS/GSE (where applicable) and TAG Standards

Advanced Communications Skills

1. The student uses written, spoken, and technological media to convey new learning or challenge existing ideas.
2. The student produces written and/or oral work that is complex, purposeful, and organized, includes relevant supporting
examples and manipulation of language.
3. The student creates products and/or presentations that synthesize information from diverse sources and communicate
expertise to a variety of authentic audiences.
8. The student participates in small group discussions to argue persuasively or reinforce others good points.
10. The student supports and defends his/her own opinions while respecting the opinions of others.
Higher Order Critical Thinking Skills (HOTS)
2. The student responds to questions with supporting information that reflects in-depth knowledge of a topic.
7. The student examines an issue from more than one point of view.
8. The student separates ones own point of view from that of others.
9. The student identifies stereotypes, biases, and prejudices in ones own reasoning and that of others.
Social Studies
SS3H2 - The student will discuss the lives of Americans who expanded peoples rights and freedoms in a democracy.
SS3H2.b - Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how
they overcame them.

ENDURING UNDERSTANDING:

Americans faced many challenges in their mission to expand peoples rights and freedoms as citizens. In their fight for
freedom, these men and women persevered to overcome many obstacles to ensure the fair treatment and equality for all
citizens of the United States.

ESSENTIAL QUESTION(s)
Clearly stated, Specific, Unambiguous, Detailed
What should students know, understand, and be able to do when lesson is completed?
What freedoms are worth fighting for?
TEACHER LESSON PREPARATION
Teacher will need to do the following:
-print out all materials and/or set up devices to access recourses
-plan pairs for research and plan grouping for six-hats activity
-prepare and post six-hats anchor chart; prepare yarn bracelets
-prepare and print questions for each category and cover tables or wall area with colored paper to designate thinking hat
category
-print final product (Blue Hat) choices for students (handout attached)

ACTIVATING STRATEGY
Day 1:
Hook: Ask the class a decision making question- Ex: We earned a reward for outstanding behavior, what do you think your
reward should be? Take all the answers the boys suggest, but ignore all the answers given by the girls. Record only the boys
suggestions on chart paper. **When the girls start to notice that their voices and opinions are not being recorded, ask the
class if they can connect when this same thing (people and women voices not being heard) has happened in history. Discuss
and explain that we are going to focus on the womens fight for their freedom of voting rights.

Whole Class Activity: We have recently finished the unit on Frederick Douglas so students have built background knowledge
on inequality.

Explain that students will use the Six-Thinking Hats strategy to explore the life and accomplishments of Susan B. Anthony.
Explain the six hats thinking strategy and what each color represents by using anchor chart and keep posted throughout
lesson. First, the teacher will pair students of similar reading levels and the students will work together to gather factual
information by using the white hat questions to guide their research and exploration. After reviewing the white hat questions,
the pair will choose two resources from below to work on the white-hat thinking questions. Give about 20-30 minutes to
explore and take notes of the questions posed in white-thinking hat organizer and any additional information.

White (facts/information):
What type of home did SBA grow up in?
What other issues did SBA help fight for?
What is a suffragette? What did they do?
Who did SBA work with to accomplish her goal? What groups were created?
What actions did SBA take to help promote womens right to vote?
What obstacles did SBA face while fighting for womens right to vote?

*Note: each resource can be printed out for student use or student can access digitally

Virtual Timeline: (should be viewed together as one resource)

https://www.timetoast.com/timelines/susan-b-anthonys-challenges
https://www.timetoast.com/timelines/susan-b-anthony--6

Biography:
http://susanbanthonyhouse.org/her-story/biography.php
http://www.scholastic.com/browse/article.jsp?id=4973
** Supplemental for students for struggling readers http://www.biography.com/people/susan-b-anthony-
194905#synopsis

Speech: should be given to high advanced/accelerated readers due to complex content and vocabulary. Students should also
choose one of the virtual biographies to explore in addition to this resource.
Printed-resource 1

Literature:
The Woman Who Dared resource 2 (lower on level readers)
American Heroes: Susan B. Anthony by Jane Corey-resource is part of 3rd grade Social Studies curriculum
Gather students to discuss the information they discovered about Susan B. Anthony. Students should save notes to reference
for remainder of the lesson.

Day 2-
Divide the children into small groups and assign them to a specific colored hat below. Give each child a yarn bracelet for a
visual of his/her group. Explain that the color on their wrists determines the type of thinking they will be using as they are
reflecting and answering questions in the next portion of the activity. Explain that they are expected to become experts in
their specific color hat thinking style. Each student will report to the corresponding colored table which will have questions
posed designed each type of thinking hat. To encourage meaningful conversation and productive collaboration, limit group
size to 3-4 students per color, meaning you may have more than one group for a color.

Red (feelings/emotions):
How do you think the male and female citizens were feeling during the womens rights movement?
Do you feel as if it was fair, or just, that SBA was arrested for voting? How do you think she felt when she was not given a fair
trial as a woman?
How do you think the men felt about her arrest?
How do you think the jury and the judge felt during her trial and why?
How do you feel about breaking a law to make a necessary point?

Yellow (benefits):
How did SBA make the world a better place?
How did SBA help others, not just women?
What are some positive character traits SBA displayed?
What do you think others learned from SBA?
How is your life impacted by the accomplishments of SBA?

Black (flaws or problems):

What were all the problems surrounding all the lectures and protest marches?
What were all the problems of SBA voting in the 1872 election?
What were all the problems surrounding her trial?

Green (new ideas):

What are some other methods SBA could have used to bring attention to her cause?
What other issues could have come about as a result of the women protesting?
What other ways could SBA have protested inequality?
Who else could SBA worked with during her fight for equal rights?
Do we still need advocates like SBA to fight for equality in our society? Can you think of examples?

*Class will come back together for debriefing/discussion about each color hat station.
Day 3:
Blue (conclusion/summaries):
Teacher will create 5-6 small groups; each group having a representative of each color thinking hat. As a group, they will
choose one activity from the choices below to create a final product to demonstrate understanding about the
accomplishments of Susan B. Anthony and her fight for freedom. (see handout below with specific criteria)

Choice 1: Pretend you are the lawyer of Susan B. Anthony during her trial. Write a closing argument in her defense
persuading the judge that she did not commit a crime and is innocent. Include factual evidence. Speech should be about 2-3
minutes.

Choice 2: create a comic strip or a picture book telling the story of Susan B. Anthony and her fight for womens voting rights.
Frames should be in correct sequence and present accurate information through text and pictures.

Choice 3: Create an original song, poem, or rap about Susan B. Anthony. Your creation should tell the story of Susan B.
Anthony from her point of view. Use Chatterpix, iMovie, or Sparkvideo on the iPad.
 Choice 4: Conduct an interview with Susan B. Anthony. Your interview should include 5-6 thoughtful questions the media
would ask SBA and should accurately show how she may have answered those questions. Extension: think of a creative way to
make your interview come alive. (examples: puppet show, using technology, news clip, readers theater, etc.)

Choice 5: Suppose SBA is going to be inducted into the American Heroes Hall of Fame. Create an exhibit for people to view
that clearly depicts her life, struggles, and accomplishments to bring about changes for all citizens. Focus on the impact and
changes to the American Society due to SBAs work.
Instructional Sequence and Activities including use of technology

Technology will be used by students during the research/exploration portion to research. Additionally, it will be used for
activities in the blue -hat portion to create a final product.

Assessment Strategies
Assessment is all of these: aligned to the essential question(s), includes either informal or formal assessment
of student learning, and any assessment tools or questions used are included
Each group will choose one activity to from the blue hat choices to create a product that demonstrates understanding the
obstacles SBA overcame during her fight for womens freedom to vote? The final collaborative product will be assessed using
the attached rubric.
Differentiation

Research what is My Hero Project http://myhero.com/

Research a hero around us who fought for the rights of others to make a difference to submit an entry (art, Media,
technology) to My Hero Project.

Materials/Links/Text References/Resources - Thorough

Social Studies Small Reader- American Heroes: Susan B. Anthony by Jane Corey
The Woman Who Dared by Rus Buyok (A-Z Reading Resource)
Speech: Susan B. Anthony and the Right to Vote (K12 Reader resource)

White Hat organizer with questions

Blue Hat choices and rubric
Online Resources:
http://susanbanthonyhouse.org/her-story/biography.php

http://www.biography.com/people/susan-b-anthony-194905#synopsis

http://www.scholastic.com/browse/article.jsp?id=4973

Additional Resources:
Creativity x 4 by Carolyn Coil model lesson of Caesar Chavez pg. 22-24
Typhoid Mary: Villain or Victim?-model lesson
Rubric adapted from Pieces of Learning: Solving the Assessment Puzzle Revised Edition
Resource 1:

Susan B. Anthony and the Right to Vote

On November 1872, womens rights activist Susan B. Anthony and almost 50 other women voted in Rochester,
New York in the election for U.S. president. At the time, only men were allowed to vote in New York. Anthony was
arrested for illegally voting.

Before her case came to trial, she traveled around the Rochester area giving speeches about her right to vote.

Below is part of one of her speeches.

On Womens Rights to Vote (1873) by Susan B. Anthony

I stand before you tonight under indictment for the alleged crime of having voted at the last presidential
election, without having a lawful right to vote. It shall be my work this evening to prove to you that me thus
voting, I not only committed no crime, but, instead, simply exercised my citizens rights, guaranteed to me and all
United States citizens by the National Constitution, beyond the power of any state to deny.

The preamble of the Federal Constitution says:

We, the people of the United States, in order to form a more perfect union, establish justice, insure domestic
tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to
ourselves and our posterity, do ordain and establish this Constitution for the United States of America.

It was we, the people; not we, the white male citizens; nor yet we, the male citizens; but we, the whole people,
who formed the Union. And we formed it, not to give the blessings of liberty, but to secure them; not to the half
of ourselves and the half of our posterity, but to the whole people - women as well as men. And it is a downright
mockery to talk to women of their enjoyment of the blessings of liberty while they are denied the use of the only
means of securing them provided by this democratic-republican government - the ballot

Webster, Worcester, and Bouvier all define a citizen to be a person in the United States, entitled
to vote and hold office.

The only question left to be settled now is: Are women persons? And I hardly believe
any of our opponents will have the hardihood to say they are not. Being persons, then,
women are citizens; and no state has a right to make any law, or to enforce any old law,
that shall abridge their privileges or immunities. Hence, every discrimination against
women in the constitutions and laws of the several states is today null and void, precisely
as is every one against [African Americans].

Susan B. Anthony in 1870.

Copyright 2014 K12reader.com. All Rights Reserved. Free for educational use at home or in classrooms.
Six-Thinking Hats Anchor Chart:
Below are some questions that will help guide your research on Susan B. Anthonys life and her fight for womens
rights. As you are researching and exploring, answer the questions below and write other important facts about
Susan B. Anthony on the back of this paper.

What type of home did SBA grow up in? Be specific.

What other issues did SBA help fight for?

What is a suffragette? What did they do?

Who did SBA work with to accomplish her goal? What groups were created?

What actions did SBA take to help promote womens right to vote?

What obstacles did SBA face while fighting for womens right to vote?
 Blue Hat- Summarizing Thinking
Choose one activity from the choices below to create a final product to demonstrate understanding about the accomplishments
of Susan B. Anthony and her fight for womens freedom to vote.

Choice 1: Pretend you are the lawyer of Susan B. Anthony during her trial. Write a closing argument in her defense persuading
the judge that she did not commit a crime and is innocent. Include factual evidence. Speech should be about 2-3 minutes.
a. clearly displays knowledge of topic or event
b. uses factual evidence
c. argument and points are persuasive
d. uses visuals or gestures to make closing argument

Choice 2: create a comic strip or a picture book telling the story of Susan B. Anthony and her fight for womens voting rights.
Frames should be in correct sequence and present accurate information through text and pictures.

a. Clearly displays knowledge of topic

b. Text is sequenced in correct order
c. Information presented is accurate
d. Pictures clearly depict what is happening in text

Choice 3: Create an original song, poem, or rap about Susan B. Anthony. Your creation should tell the story of Susan B. Anthony
from her point of view. Use Chatterpix, iMovie, or Sparkvideo on the iPad.
a. Creation clearly displays knowledge of topic
b. Creation is done using appropriate digital medium
c. Creation cites accurate facts
d. Creation is creative and told from Susan B. Anthonys point of view

Choice 4: Conduct an interview with Susan B. Anthony. Your interview should include 5-6 thoughtful questions the media
would ask SBA and should accurately show how she may have answered those questions. Think of a creative way to make your
interview come alive. (examples: puppet show, using technology, news clip, readers theater, etc.)
a. Clearly displays knowledge of topic
b. Includes 5-6 thoughtful questions
c. Includes thorough and accurate responses from Susan B. Anthony
d. Interview comes alive in a creative manner

Choice 5: Suppose SBA is going to be inducted into the American Heroes Hall of Fame. Create an exhibit for people to view
that clearly depicts her life, struggles, and accomplishments to bring about changes for all citizens. Focus on the impact and
changes to society due to Susan B. Anthonys work.

a. Clearly displays knowledge of topic

b. Accurately tells about the life, struggles, and accomplishments of Susan B. Antony
c. Shows or tells audience about the impact Susan B. Anthony on our world
d. Display is neat and creative
 Rubric for Susan B. Anthony Blue-Hat Final Product
Name:_______________________________________________________

Standards:
The student creates products and/or presentations that synthesize information from diverse sources and communicate expertise
to a variety of authentic audiences.
The student will discuss the lives of Americans who expanded peoples rights and freedoms in a democracy.
The student will explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how
they overcame them.

Criteria 1 2 3 4
Product shows synthesis of a Product has 1-2 facts and Product has 3-4 correct Product has 5-6 correct Product includes 7 or more
variety of sources of some inaccurate facts and some inaccurate facts. Has some details and facts. Has accurate
information and information. information. supporting evidence. supporting details and
evidence.
communicates expertise to
Significantly lacks complete Lacks complete detail. Synthesizes information
the audience. detail or none given from 2 sources. Conveys expertise on the
topic; synthesizes from 3 or
more sources.

Product includes information Product includes no Product includes 1 Products includes 2 Product includes 3 or more
about how Susan B. Anthony reference to expanding the reference to expanding the references to expanding references to expanding
expanded the rights and rights of others. rights of others. the rights of others. the rights of others.

freedoms of citizens.

Product includes information
about the social barriers
and/or obstacles Susan B.
Anthony had to overcome
during her fight for womens
rights.
Product includes no
information about the
social barriers or obstacles
Susan B. Anthony had to
overcome.
Product includes 1 piece of
information about the
social barriers or obstacles
Susan B. Anthony had to
overcome.
Product includes 2 pieces
of information about the
social barriers or obstacles
Susan B. Anthony had to
overcome.
Product includes 3 or more
pieces of information about
the social barriers or
obstacles Susan B. Anthony
had to overcome.

Product follows criteria Product follows 1 criteria Product follows 2 criteria Product follows 2 criteria Product follows all criteria
outlined for each choice. outlined for the choice. outlined for the choice. outlined for the choice. outlined for the choice.

Comments:

Total: /16

Rubric adapted from Pieces of Learning: Solving the Assessment Puzzle Revised Edition