Goals & Objectives
Students will be
able to discuss the ways in which women transformed their gender roles in the
U.S. in the 1920’s
California State Content Standards
11.5.4. Analyze the passage of the Nineteenth Amendment and the changing role of women in society.
11.5.4. Analyze the passage of the Nineteenth Amendment and the changing role of women in society.
Common Core Literacy Standards
CCSS.ELA-Literacy.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
CCSS.ELA-Literacy.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Driving Historical Question
In what ways did American women change or alter gender roles during the 1920’s?
In what ways did American women change or alter gender roles during the 1920’s?
Lesson
Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time:10
Students will watch a short introductory video about women during the 1920’s. Following the video, the students will be presented with a quote from the PowerPoint, which includes an accompanying question which they will discuss as a class.
Students will watch a short introductory video about women during the 1920’s. Following the video, the students will be presented with a quote from the PowerPoint, which includes an accompanying question which they will discuss as a class.
Vocabulary
(Content Language Development) ‖ Time: 3
double standard, flapper, speakeasies, bootleggers,
double standard, flapper, speakeasies, bootleggers,
Content
Delivery (Method of Instruction) ‖ Time:20
Students will be presented with a lecture done by PowerPoint, in which they will gain a deeper understanding of the various ways in which gender roles changed for women in areas of education, labor, the household, and society. During the lecture, the students will come up with three questions about the content to ask. This lesson will depend on the use of active note taking, group work, and discussion.
Students will be presented with a lecture done by PowerPoint, in which they will gain a deeper understanding of the various ways in which gender roles changed for women in areas of education, labor, the household, and society. During the lecture, the students will come up with three questions about the content to ask. This lesson will depend on the use of active note taking, group work, and discussion.
lecture presentation pp
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Student
Engagement (Critical Thinking & Student Activities) ‖ Time:15
During teacher lecture, students will work with guided notes which will be presented by the teacher. These notes include critical thinking questions that will be incorporated within the lecture.
Next, working in small groups of four, students will spend 10 minutes creating on poster board, a ranking scale in which they rank the social, political, and cultural changes for women throughout the decade in order of their significance for women. The next five minutes will be spent having each group present what they have come up with. The speaker for each group will be chosen by the teacher.
During teacher lecture, students will work with guided notes which will be presented by the teacher. These notes include critical thinking questions that will be incorporated within the lecture.
Next, working in small groups of four, students will spend 10 minutes creating on poster board, a ranking scale in which they rank the social, political, and cultural changes for women throughout the decade in order of their significance for women. The next five minutes will be spent having each group present what they have come up with. The speaker for each group will be chosen by the teacher.
Lesson
Closure ‖ Time:5
Student will use the three questions that they have written down during the lecture and go around class asking one to another student. After the student has answered the question, he/or she will ask a question that they have written down to another student. If the class can go the entire five minutes without getting more than three of their question wrong, then the entire class receives 5 points extra credit.
Student will use the three questions that they have written down during the lecture and go around class asking one to another student. After the student has answered the question, he/or she will ask a question that they have written down to another student. If the class can go the entire five minutes without getting more than three of their question wrong, then the entire class receives 5 points extra credit.
Assessments (Formative & Summative)
Assess students’ knowledge through class discussion, their use of relevant questions and ability to express the information provided in the lecture.
Further assessment will be done by gauging the quality and complexity of the question the students provide during the lesson closure, as well how well students are able to respond. If the questions and answers are not up to the teachers standards then further instruction will be covered briefly the following day.
Assess students’ knowledge through class discussion, their use of relevant questions and ability to express the information provided in the lecture.
Further assessment will be done by gauging the quality and complexity of the question the students provide during the lesson closure, as well how well students are able to respond. If the questions and answers are not up to the teachers standards then further instruction will be covered briefly the following day.
Accommodations for English Learners, Striving Readers and Students with Special Needs
EL/SR/SSN - Groups are heterogeneous with perceived levels of literacy, teacher is able to focus attention on the groups that need it the most with ease.
EL - Information given on Women in the 1920’s, including necessary prior knowledge will be given to them the night before in order to ensure that they are aware of the lesson they will be.
SR - This group setting while absorbing all the new information will greatly benefit SR learners.
SSN - Teacher being able to focus attention needed on a case by case basis in the group setting allows for ample support and scaffolding to complete the activity.
EL/SR/SSN - Groups are heterogeneous with perceived levels of literacy, teacher is able to focus attention on the groups that need it the most with ease.
EL - Information given on Women in the 1920’s, including necessary prior knowledge will be given to them the night before in order to ensure that they are aware of the lesson they will be.
SR - This group setting while absorbing all the new information will greatly benefit SR learners.
SSN - Teacher being able to focus attention needed on a case by case basis in the group setting allows for ample support and scaffolding to complete the activity.