FRAME THE LESSON
TEACHER:
CLASS: 8th Grade
DATE: February 22-23
M T W TH F
Women’s Rights
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials:
U.S. History Textbook
Colonization through
Reconstruction
(p. 463-468)
1A: identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration
of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early
republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe
their causes and effects
23D : analyze the contributions of people of various racial, ethnic, and religious groups to our national identity
23E : identify the political, social, and economic contributions of women to American society
24B: evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison
reform, abolition, the labor reform movement, and care of the disabled
25B: describe religious motivation for immigration and influence on social movements, including the impact of the first and
second Great Awakenings
Interactive Reading
Notepad (p. 463)
Online Editable
Presentation (p. 463)
Online Start Up
Activity (p. 463)
Interactive Timeline:
The Early Women’s
Rights Movement
(p. 464)
Analyze Images
(p. 465)
Interactive Gallery:
New Opportunities for
Women
(p. 465)
Analyze Images
(p. 466)
Digital Activity:
Contributions of
Women Leaders
(p. 467)
Digital Lesson Quiz:
(p. 467)
Rigor & Relevance: (Real World Connection)
Objective/Key Understanding:



Introduce Vocabulary Activity (p. 391)
Describe the origins of the women’s rights movement.
Explain the impact of the Seneca Falls Convention, including the
roles of Elizabeth Cady Stanton and Susan B. Anthony.
Describe the impact of the women’s rights movement on
opportunities for women.
Seneca Falls Convention
Elizabeth Cady Stanton
women’s rights movement
Susan B. Anthony
Critical Writing Prompt:
Informal Assessment Questions 1-5 (p. 456)





What made Sojourner Truth an effective women’s rights leader?
What would you conclude about the 40 men who attended the Seneca Falls Convention?
Why was it fitting that the 19th Amendment was named the Susan B. Anthony Amendment?
Why do women have different opinions on issues of women’s rights today?
Summarize the results of the women’s rights movement of the mid-1800s.
Stop & Check for Understanding—High Level Questions



What is surprising about women being forced to sit behind a curtain, hidden from view, at the World Antislavery Convention?
For what act of civil disobedience was Susan B. Anthony arrested in 1872?
What effects did the women’s movement have during the 1800s?
Small Group Purposeful Talk Question Stems
Early Calls for Women’s Rights (p. 464-465)
 How was the women’s rights movement connected to the abolitionist movement?
A Women’s Movement Organizes (p. 465-466)
 Point out the images of Elizabeth Cady Stanton and Susan B. Anthony. Describe the contributions of these two significant social leaders.
 Describe the contributions of Elizabeth Cady Stanton and Susan B. Anthony to the women’s rights movement.
 What was the Seneca Falls Convention and why did it play such an important role in the women’s rights movement?
Women Gain New Opportunities (p. 466-468)
 Evaluate the impact of the early women’s rights movement.
Online Resources, Analyzing Maps and Charts & Digital Activity
Interactive Reading Notepad (p. 463)
You may also use the questions found in the Interactive Reading Notepad (p. 463) for this lesson to guide your class discussion.
Online Editable Presentation (p. 463)
Use the Online Editable Presentation (p. 463) found on the Digital Course to present the main ideas for this lesson.
Online Start Up Activity (p. 463)
You can project the Start Up Activity from the course.
Interactive Timeline: The Early Women’s Rights Movement (p. 464)
Project the Interactive Timeline: The Early Women’s Rights Movement (p. 464) and click through the events.
Analyze Images (p. 465)
Point out the images of Elizabeth Cady Stanton and Susan B. Anthony.
 Describe the contributions of these two significant social leaders.
 Describe the contributions of Elizabeth Cady Stanton and Susan B. Anthony to the women’s rights movement.
Interactive Gallery: New Opportunities for Women (p. 465)
Project the Interactive Gallery: New Opportunities for Women (p. 465) and click through the images.
 Discus the impact of the women’s rights movement on education, employment, suffrage, and property rights.
 Evaluate the impact of the early women’s right’s movement.
Analyze Images (p. 466)
Ask students to examine the graphs, New Opportunities for Women, and compare what the bars and the line are showing.
 Which type of graph do you think is more effective? Why?
Digital Activity: Contributions of Women Leaders (p. 467)
Project the Digital Activity: Contributions of Women Leaders (p. 467). Have students fill in the chart and answer the questions. Have students share their charts with a
partner and discuss the major changes these leaders brought out.
 Have students review what they wrote at the beginning of the lesson about effective strategies for bringing about social and political change.
 Would you change or add to your answer now that you have read more about the women’s rights movement?
Digital Lesson Quiz: (p. 467)
Assign the Digital Lesson Quiz. Pose these questions:
 How did the women’s rights movement affect American society in the 1800s?
 How do you think the movement’s impact continues to influence American society today?
 How do you think many of the ideas advanced by reformers such as Stanton and Anthony were considered so revolutionary at the time?
Engage
Explore
Explain
Elaborate
Evaluate
~Have students preview the lesson objectives and the list of key terms (p.463). Use the Editable Presentation found on the digital course to
present the main ideas of the lesson (p. 463).
Complete the Start Up Activity on p 463. Tell students that in the nineteenth century, women had fewer rights and opportunities than today.
Many men and women worked tirelessly to bring about greater equality.
 Think about present-day movements for social or political change.
 Write a few sentences explaining what you think people can do to bring about social and political change. Be sure to explain why
you think your strategies could be effective.
Tell students that in this lesson they will be learning about the causes and effect of the women’s rights movement.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class. Students are to
read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read.
 Early Calls for Women’s Rights (p. 464-465)
 A Women’s Movement Organizes (p. 465-466)
 Women Gain New Opportunities (p. 466-468)
Tell students that in this lesson they will be learning about the causes and effect of the women’s rights movement.
Early Calls for Women’s Rights (p. 464-465)
 Many women, such as Angelina and Sara Grimke, had joined the abolitionist movement. As these women worked to end slavery,
they became aware that they lacked full social and political rights themselves. Both black and white abolitionists, men and women,
joined the struggle for women’s rights.
A Women’s Movement Organizes (p. 465-466)
 Even in London, Mott and Stanton begun thinking about holding a convention to draw attention to the problems women faced. “The
men…had [shown] a great need for some education on that question,” Stanton later recalled. The meeting finally took place in 1848
in Seneca Falls, New York.
Women Gain New Opportunities (p. 466-468)
 The women at Seneca Falls believed that education was a key to equality. Such an idea was startling in the early 1800s. Women from
poor families had little hope of learning even to read. Middle class girls who went to school learned dancing and drawing rather than
science or mathematics. After all, people argued, women were expected to care for their families. Why did the y need an education?
~Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
~Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
~Assign the Digital Lesson Quiz for this lesson (p. 456). Teachers can also opt to have students demonstrate mastery by responding to the
following questions on paper:
 What made Sojourner Truth an effective women’s rights leader?
 What would you conclude about the 40 men who attended the Seneca Falls Convention?
 Why was it fitting that the 19th Amendment was named the Susan B. Anthony Amendment?
 Why do women have different opinions on issues of women’s rights today?
 Summarize the results of the women’s rights movement of the mid-1800s.
TEACHER:
FRAME THE LESSON
Arts and Literature
CLASS: 8th Grade
DATE: February 24-26
M T W TH F
Resources/Materials
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
20C: analyze reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party
and Henry David Thoreau's refusal to pay a tax
26A: describe developments in art, music, and literature that are unique to American culture such as the Hudson River School
artists, John James Audubon, "Battle Hymn of the Republic," transcendentalism, and other cultural activities in the history of the
United States
U.S. History
Textbook
Colonization through
Reconstruction
(p. 469-475)
Interactive Reading
Notepad (p. 469)
26B: identify examples of American art, music, and literature that reflect society in different eras
Online Editable
Presentation (p. 469)
26C: analyze the relationship between fine arts and continuity and change in the American way of life
Interactive Gallery:
Painting America
(p. 470)
Objective/Key Understanding:



Describe American painting in the early to mid-1800s, including the Hudson River School and the work of John James
Audubon.
Analyze American literature and music during the early to mid-1800s.
Describe transcendentalism.
Hudson River School
transcendentalist
Henry David Thoreau
Stop & Check for Understanding—High Level Questions



Analyze Images
(p.472)
Analyze Images
(p.473)
Introduce Vocabulary Activity (p. 469)
Individualism
Interactive Map:
Early American
Literature and Music
(p. 471)
Identify common themes found in the works of American artists during the early to mid-1800s.
What do many of the works of American literature of eh early to mid-1800s have in common?
What was the core belief of the transcendentalists?
John James Audobon
Digital Activity:
Themes of American
Art, Music, and
Literature in the
1800s. (p. 474)
Digital Lesson Quiz:
(p. 474)
Informal Assessment Questions 1-5 (p. 475)





How did American artists during the early 1800s contribute to the historical record?
Hypothesize why the works of a “mob of scribbling women,” as Nathaniel Hawthorn described them, were more successful than the works of
their male counterparts, such as Herman Melville, and Hawthorne.
How might you cite evidence to support the argument that American music would not be the same without the contributions of African
Americans?
Compare and contrast transcendentalism with what had been taught by the leaders of the Second Great Awakening.
Although Thoreau encouraged individuals to follow their consciences
andPrompt:
disobey those laws they believed were unjust, he added one important
Critical Writing
caution. What was that caution?
Small Group Purposeful Talk Question Stems
A New American Art Style (p. 470)
 Why do you think art styles that were unique to American culture developed at this time?
 How did these art styles reflect American society during this period?
 In what ways did fine arts in the early 1800s reflect both continuity and change in the American way of life?
 Why do you think these were important subjects for the artists?
A New Nation Finds a Voice (p. 470-473)
 Describe developments in literature the early 1800s that were unique to American culture.
 Give three examples of American literature of the 1800s that are unique to American culture and explain how each reflected society during this
time.
 What developments did American music undergo in the 1800s that were unique to American culture?
 How did these forms of music reflect society at the time?
The Development of Transcendentalism (p. 4673-475)
 Define transcendentalism. How was it unique to American culture?
Online Resources, Analyzing Maps and Charts & Digital Activity
Interactive Reading Notepad (p. 469)
You may also use the questions found in the Interactive Reading Notepad (p. 440) for this lesson to guide your class discussion.
Online Editable Presentation (p. 469)
Use the Online Editable Presentation (p. 469) found on the Digital Course to present the main ideas for this lesson.
Interactive Gallery: Painting America (p. 470)
Project the Interactive Gallery: Painting America (p. 470) and click through the images. Identify the Hudson River School as the first group to develop a uniquely
American style of painting.
 Discuss how the Hudson River School reflected American society in the early 1800s.
Interactive Map: Early American Literature and Music (p. 471)
Project the Interactive Map: Early American Literature and Music (p. 471) and click on the locations.
 Discuss how the nation’s geography, diversity, and expansion influenced developments in art, music, and literature.
Analyze Images (p.472)
Examine the image of a scene from Moby Dick on page 472.
 Infer what the image conveys to readers about whales.
Analyze Images (p.473)
Point out the photograph of Ralph Waldo Emerson lecturing at the Summer School of Philosophy on page 474. Explain that he and Henry David Thoreau were
beacons of the transcendentalist movement in literature and thought.
 What can you conclude about Emerson’s popularity and influence based on this image and its caption?
Digital Activity: Themes of American Art, Music, and Literature in the 1800s. (p. 474)
Project the Digital Activity: Themes of American Art, Music, and Literature in the 1800s. (p. 474). Have students fill in the concept web and answer the questions.
Have students share their webs with a partner and discuss their responses.
Have students review their concept webs and the examples of American art, music, and literature they read about in this lesson.
 What themes do you think are particular to the time in which the artwork was created?
 What themes do you think continue to influence American art, music, and literature today
Digital Lesson Quiz: (p. 474)
Assign the Digital Lesson Quiz. Pose these questions:
 In what ways did America develop its own unique cultural traditions in the nineteenth century. Give examples to support your views.
 How do you think the development of American art, music, and literature in the 1800s helped form an American national identify at this time?
Engage
~Have students preview the lesson objectives and the list of key terms (p.469). Use the Editable Presentation found on the digital course to
present the main ideas of the lesson (p. 469).
Complete the Start Up Activity on p 469. Direct students’ attention to the painting of Kindred Spirits in eh text.
 Write your reactions to the painting.
 How do you think the painting reflects American society in the 1800s?
Explore
Explain
Elaborate
Evaluate
Tell students that in this lesson they will be learning about developments in art, music, and literature in the early 1800s.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class. Students are to
read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read.
 A New American Art Style (p. 470)
 A New Nation Finds a Voice (p. 470-473)
 The Development of Transcendentalism (p. 4673-475)
Tell students that in this lesson they will be learning about developments in art, music, and literature in the early 1800s.
A New American Art Style (p. 470)
 By the mid-1800s, American artists began to develop their own style. The first group to do so became known as the Hudson River
School. Artists such as Thomas Cole and Asher B. Durand painted vivid landscapes of New York’s Hudson River region and other
parts of the northeast.
A New Nation Finds a Voice (p. 470-473)
 Like painters, early American writers also depended on Europe for their ideas and inspiration. In the 1820s, however, a new crop of
poets and fiction writers began to write about American themes. At the same time, uniquely American forms of music began to
emerge. These new forms of literature and music reflected American society in the early and mid-1800s.
The Development of Transcendentalism (p. 4673-475)
 In New England, a small but influential group of writers and thinkers emerged. They called themselves transcendentalists because
they believed that the most important truths in life transcended, or went beyond, human reason. They produced a unique body of
literature reflecting transcendentalist thought. Transcendentalists valued the spark of deeply felt insights more than reason. They
believed that each individual should live up to the divine possibilities within. This belief influenced many transcendentalists to
support social reform.
~Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
~Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
~Assign the Digital Lesson Quiz for this lesson (p. 475). Teachers can also opt to have students demonstrate mastery by responding to the
following questions on paper:





How did American artists during the early 1800s contribute to the historical record?
Hypothesize why the works of a “mob of scribbling women,” as Nathaniel Hawthorn described them, were more successful than the works of
their male counterparts, such as Herman Melville, and Hawthorne.
How might you cite evidence to support the argument that American music would not be the same without the contributions of African
Americans?
Compare and contrast transcendentalism with what had been taught by the leaders of the Second Great Awakening.
Although Thoreau encouraged individuals to follow their consciences and disobey those laws they believed were unjust, he added one important
caution. What was that caution?