Two Lesson Plans for 11th Grade Professional Writing

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Interdisciplinary Social Studies Lesson

Lesson 1: Women's Rights Movement

Standard

This current lesson will satisfy the requirements set by the state in the standard, SS.S.11.02 Civics. Essentially, this introduces 11th grade students to the civic nature of democracy and the United States Government. The lesson will help students "outline and evaluate and analyze the origins and meaning of the principles, ideals and core democratic values expressed in the foundational documents of the United States (Ideals of United States Democracy)" (Teaching History, 2014). It is crucial within 11th grade to introduce students to the democratic process through examination of the nation's history. Students will be able to understand how laws are made and altered as they are needed based on a changing national population. The specific standard within this larger set that will be addressed is SS.O.11.02.01. Here, students will be able to "explain the reasons for amendments ratified since 1900 and analyze their effects on American society" (Teaching History, 2014). By examining the women's suffrage movement, students will be able to understand the process of suffrage and how the Constitution can be changed to fit the needs of a changing public.

In order to satisfy an interdisciplinary approach, the lesson here will also use RLA.S.11.3. Listening, Speaking and Media Literacy in English and Language Arts. Here, the standard has expectations that "students will apply listening, speaking and media literacy skills and strategies to communicate with a variety of audiences and for different purposes" (West Virginia Department of Education, 2014). The lesson will require students to analyze the historical documents and films they are exposed to in a debate and essay format. Thus, the lesson is satisfying the following standard:

RLA.O.11.3.1

communicate using the transactional process to include the components of speaker, listener, message, channel, feedback, and noise

(West Virginia Department of Education, 2014)

Objectives

Overall, the objective of this lesson is to expose students to the democratic process by examining a specific event in history when women fought and won the right to vote in national and local elections. The lesson focuses on the adaptation of the Constitution as a living document to really meet the needs of the American public as they continue to change and develop. Students will "research changes in the Constitution and evaluate their impact," as well as "judge changes in the Constitution" in order to make their own assumptions about its nature (Teaching History, 2014). By combining English requirements into the lesson, students will also be exposed to argumentative style writing so that they can take historical information and generate their own educated opinion about key political and historical issues.

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From this perspective, "students will grow in their literacy experience as they learn to research, analyze, and cite textual-based evidence from multiple sources to support an argument or viewpoint" (Williams et al., 2013). It is the creation of the students' own views that is so essential within the context of this lesson plan objective. The final assessment essay will force students to have to acknowledge an opposing opinion and then disprove it utilizing facts and evidence to secure their own opinion as superior to the opposing opinion.

Rationale

The lesson helps expose older students to the process of government. The concept here is that in 11th grade, students are almost at the age to actually start participating within the democratic process. It is important to show students that their participation can help make crucial changes that can impact their own lives for the better. Essentially, "exploring the content at the conceptual level will lead to higher level thinking by students because concepts require them to process at a higher intellectual level" (Hillburn, 2011). This is a perfect lesson to help students make connections to their own lives and how they have been advanced through the democratic process.

Content Summary

The content to be covered in this lesson is the women's suffrage movement. Here, students will be introduced to the era before women could vote as a way to help them understand how this put women in a place of second-class citizenship. The lesson will then turn to evaluating the Seneca Falls Convention of 1848 as the beginning of a serious and successful women's suffrage movement. From there, content will be discussed up until World War I, where "students [will] have the opportunity to look at primary documents from the movement to develop an understanding of changing women's roles within the workforce" (Williams et al., 2013). Then, the lesson will examine the democratic process that got the Nineteenth Amendment passed, and with it secured women's role as participants in American democracy. Primary documents for both sides of the argument will be available so that the assigned group debating against women's suffrage will have evidence to draw from.

Materials

The textbook The Americans (Danton et al., 2008)

The PBS documentary Not for ourselves alone: The story of Elizabeth Cady Stanton and Susan B. Anthony (Burnes & Barnes, 1999)

Primary.....

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