635 Social Studies Strategy Mini Lesson Plan

Purpose & Process What is the name of this strategy? In what grade level could it be used? Writing Prompts_ Any elementary grade

What social studies disciplines can be addressed by this strategy? Suffrage The right to vote What is the purpose of the strategy? To help students understand the importance of voting Where can information about the strategy be found? Schmidts Social Studies that Stick (P. 9091)

Lesson Plan for strategy New York State Common Core Social Studies Framework Grade 4
4.5b Women have not always had the same rights as men in the United States and New York State. They sought to expand their rights and bring about change. Students will examine the rights denied to women during the 1800s. Students will investigate people who took action to bring about change such as Amelia Bloomer, Elizabeth Cady Stanton, Lucretia Mott, Susan B. Anthony, and Elizabeth Blackwell. Students will explore what happened at the convention of women in Seneca Falls.

Goal of your strategy 1. Students will understand that men and woman did not always have equal voting rights. 2. Students will be aware of why the right to vote is important and how it can affect them. 3. Students will be aware of women who impacted the suffrage movement.

Objectives 1. Students will be able to describe a woman other than Elizabeth Cade Stanton who impacted womans suffrage with at least three items checked on the checklist. 2. Given a writing prompt, students will write a letter to the government expressing the importance of the right to vote with at least four items checked on the checklist.

Assessment

1. Shared information by groups of students regarding a woman who impacted the womans suffrage movement will be assessed using the checklist below which includes working in a group, stating a woman who has impacted the suffrage movement, the time period this person lived in, and what they did to advocate. 2. Letters written to the government will be assessed using the checklist attached below which include who they are, the date in which they are writing the letter, and a minimum of one reason why they should be allowed to vote and how not voting will affect them or those around them.

Explain the procedure. (include motivation, activity and wrap up) 1. Students will discuss the meaning of suffrage. 2. Motivation: A class vote will be taken to demonstrate the importance of voting and how outcomes can be swayed if everyone participates. 3. Students will learn about when different people were given the right to vote and who has the right to vote now. 4. Students will learn some basic information about Elizabeth Stanton. 5. Students will work in groups to research another woman who influenced the womans suffrage movement and share it with the class. 6. Students will write a letter to the government explaining the importance of voting. 7. Students will be reminded that they one day will have the right to vote and will be given time for questions or comments.

What authentic materials are used? ___Journal Paper ______

Activity 1 Checklist ___ Student works in group. ___ Student states a woman who has impacted the womans suffrage movement. ___ Student states the time period when this person was living.

___ Student states one thing the individual did to advocate for womans suffrage.

Activity 2 Checklist ___ Student writes a letter to the government. ___ Student includes who they are in the letter. ___ Student includes the date in the letter. ___ Student includes a minimum of one reason why they should have the right to vote. ___ Student includes a minimum of one reason of how not voting can affect them or others.

Todays Date: Addressed to: 1600 Pennsylvania Ave NW Washington, DC 20500

Sincerely,