| Instructional Day |
Description |
Day 1
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Give background information on the formative years in the struggle for women's rights. Students wll learn why Susan B. Anthony and Elizabeth Stanton are considered 'foremothers' of the struggle for women' s equality.
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Day 2
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Review background information covered yesterday on the formative years in the struggle for women's rights. Students will work in groups of two or three to research other women involved in the formative years of the movement. Give students a list of resources that they can use for the research. Each group will research a woman and learn of the significance and impact of her life dealing with women's rights. They will use the database to view archival photographs about women and their contributions.
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Day 3
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Students will work in groups of two or three and compare the lives of women today with the women of the 1780's. Class discussion on what students can conclude about the rights of women in the formative years. After discussing the working conditions, relations in the family, education, etc., students will tell how their life is different from the formative years.
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Day 4
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Review background information from yesterday. Students will continue day 2's research lesson.
See board for list of resources. Class discusssion on the kind of activities that women participated in
during a particular decade.
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Day 5
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Students will analyze archival posters, cartoons, newspaper articles, etc., that reflect the attitudes and beliefs that the pioneer leaders for women's rights had to overcome. Each group will create a mural about the lives of these women. Time will be given for students to share their information with other members of the group.
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Day 6
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Continuation with mural project using various media such as poster paint, colored pencils, colored paper, crayons, etc.
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Day 7
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Students will continue working on mural project. Finish product will be hung in the hall.
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Day 8
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Students will view history video, "Women at War", a documentary about the roles of women in the Civil War and how important their work was to the war effort on both sides. Class discussion on viewpoints of students concerning women in the military and their feelings on should women take part in combat.
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Day 9
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Review yesterday's video presentation. Students will learn that some women did become involved in battles. Before World War I, women assisted the military mainly as nurses and helpers. A few women disguised themselves as men and took part in hand-to-hand combat during the Revolutionary and the Civil War. Discuss women in the military before World War I and after World War II when they became apart of the regular military.
Writing Activity: For what reasons would you favor or not favor women being soldiers today.
List reason why women should or shouldn't fight for our country.
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Day 10
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Students will define and discuss the following:
13th Amendment, 15th Amendment, 19th Amendment, suffrage, Civil War, Industrial Revolution, Fair Labor Standards Act of 1938, Equal Pay Act of 1963, Civil Right Act of 1964, Equal Credit Opportunity Act of 1975 and discrimination.
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Day 11
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Women in Combat Activity Sheet
This activity enables students to examine their own beliefs about women in combat. Students will meet in small groups to decide which combat jobs should be open or closed to women. Students will be aware that the main mission of the military is to maintain a superior fighting force. The class will then discuss the pros and cons of closing to women each of the listed combat jobs.
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Day 12
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Writing
Each student will write about the things that they have learned about the contributions of women. Students will interview one women that they admire and respect. They will compile questions to ask before they conduct the interview. Questions to be asked could be about their career choice, family, hobbies, women that they admire most and why.
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Day 13
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Distribute copies of "A Timeline of the Women's Rights Movement 1848-1998. After class discussion, students will make a timeline of their own personal history. They will write at least six events in their lives and corresponding dates on a time line starting with birth. Timelines will be placed around the room so that the students can view each others history.
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Day 14
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Class discussion on laws and the attitudes that people have concerning them. Students will evaluate why laws are necessary and write an essay on what the world would be like if laws were nonexisting. They will also complete the evaluation questions concerning this unit.
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