Concept Formation Lesson Plan by Rebecca Keezel

CONTEXT

Overview: The early 1800s in US history was a time of turbulent debate concerning the societal, economical, political, and more, state of the nation. In order to address a want for change, individuals/groups began developing “movements” or “a series of organized activities working toward an objective; an organized effort to promote or attain an end” (Movement, 2011). Students will learn about the concept of “a movement” through learning, comparing/contrasting, and applying the concept through Women's Rights Reform of the early nineteenth century. Students will use organizer charts and primary sources to learn specific content in SOL Standard VUS.6e. This lesson's main intellectual goal is to show what is “a movement”, what they all have in common, and understand movements typically cause change, for or against the movement's own cause; students should be able to apply this concept in order to understand current events and personal past/present/future experience with such organizations.

Title: What's in a movement?

Grade/Class:11th Grade / United States History Class

Length: 90 minute single class period

Topic: Understanding the concept of political/societal/economical movements by studying Women's Reform Movements in the early 19th century.

Background Information: Basic understanding of early/current America, Standards 1-6d.

Rationale: The concept formation curriculum technique allows students and teachers to explore and focus on a particular concept (def: 1. something conceived in the mind : thought, notion;
2. an abstract or generic idea generalized from particular instances [Concept, 2011]). Students will also learn how to compare and contrast this concept amongst others, as well as explore their causes and effects and evolution over time.
The concept, an abstract or generic idea generalized from particular instances (Concept, 2011), of “a movement”, a series of organized activities working toward an objective; an organized effort to promote or attain an end (Movement, 2011), is used in this lesson to help sum up a main idea at the end of a unit (SOL VUS.6); a unit that deals with many movements, both physical and political. By understanding the essence of the concept, students will be able to investigate, group, and understand the underpinnings, members, causes, and effects of historic or current movements.
Political, societal, economical, etc. movements in the United States typically bring change in policy, society, economy etc. These movements are usually very diverse and layered, however they all have one priority in common: a move towards change. Using the Concept Formation Curriculum will allow students to form an understanding and explore this concept, as well as cover the large amount of state required content in a reasonable amount of time.









OBJECTIVES

1.SOL Standard VUS.6e:
a. essential understanding
- the nation struggled to resolve sectional issues, producing a series of crises and compromises.
b. essential questions
- what issues divided American in the first half the nineteenth century?
c. essential knowledge
- at the same time the abolitionist movement grew, another reform movement took root – the movement to give equal rights to women
- Seneca Falls Declaration
- Roles of Elizabeth Cady Stanton and Susan B. Anthony, who became involved in the women's suffrage movement before the Civil War and continued with the movement after the war
d. essential skills
- identify, analyze, and interpret primary and secondary source documents, records, and data to increase understanding of events and life in the United States
- formulate historical questions and defend findings, based on inquiry and interpretation
- develop perspectives of time and place
- interpret the significance of excerpts from famous speeches and other documents
      1. Students will be able to understand the concept of “a movement”
        a. it wants political, social, economic, etc change
        b. usually appears in large numbers in a time period of flux or debate
        c. typically causes some sort of change, whether relative to their demands, or negatively in response to their activism.
      2. Students will be able to discuss current events to make content relevant and practical for students.
      3. Students will be able to examine American diversity through the the study of historic White and African American women activists.
      4. Students will be able to compare and contrast women's (White and African American) rights and lifestyle then (early 1800s) and now (2000's).
      5. Teacher personal reflection on class participation/reaction; changes the teacher should make to their own plan.







ASSESSMENTS
      1. Class/Individual's participation/reactions overall in the lesson.
        - a personal teachers assessment; keep an eye on the classes reaction to the plan, always be thinking of ways to grab attention or promote motivation, reflection upon your actions as a teacher, and the actions of your plan. (OBJ 6)
      2. Class/Individuals' participation in discussion and filling out of the hook, fill in the blank notes,resource concept chart. (recognize participating and non participating students, attempt to get them involved as much as possible, particularly through this assessment)
        - understanding the concept (OBJ 2), covering of SOL Standar VUS.6e content (OBJ 1), and making concept relevant/practical (OBJ 3).
      3. Primary source annotation participation with resourcePS1; get students to actively participate with board work and on their own paper, not collected or graded
- understanding the concept (OBJ 2), SOL VUS.63 content (OBJ 1)
      1. Primary source annotation participation with resourcePS2.2; once collected looked at for student and accuracy (student annotates on topic and logically)
- practice of skills (OBJ 1d), not graded, examination of diversity in US history (OBJ 4)
      1. Content application and memory reinforcement/testing worksheet, resource CA1. (see KEY CA1 for answers)
- practice of memory and content application, as well as some critical thinking questions including Objective 5 (OBJ 5), and understanding the concept (OBJ 2)


























CONTENT AND INSTRUCTIONAL STRATEGIES
I. Hook 10 minutes
  1. Refresh students memory of previous study of movements of this time period (abolition, Indian removal, etc).
    - individuals/groups working for change: freedom of slaves, removal of Native Americans, etc.
  2. Tell students that today they will be learning about some more early 1800s movements, but movements focusing primarily on women – “the ladies”. But first, I have some questions....
  3. Display powerpoint slide with photos of the Tea Party and Occupy movement without labels. (https://docs.google.com/a/email.wm.edu/presentation/d/1LDsgiBg8zV5agyflz1mL33NCBVm0wqkUdCVN9boprZI/present#slide=id.p)
  4. Tell the students that the photos contain two separate modern day movements, that “have been in the news a lot lately.” Ask students if they know who the photos represent, write in labels.
  5. Ask students “Overall, what do both of these groups have in common?” Get to the answer “change” …. in policy, economy, society, etc.
  6. Tell (reinforce) students that “ok, so we know these movements all want some sort of change, but what exactly is a movement?
  7. Move to next slide containing movement definition.


II. The Concept Definition 0 minutes

Movement noun \ˈmüv-mənt\ - a series of organized activities working toward an objective; an organized effort to promote or attain an end
a. it wants political, social, economic, etc change
b. usually appears in large numbers in a time period of flux or debate
c. typically causes some sort of change, whether relative to their demands, or negatively in response to their activism.


III. Data-Retrieval Chart and Example Analysis 45 minutes
  1. Students will turn to note guide that was received at the beginning of the unit, and make a “LEFTY PAGE” for the definition/characteristics of movement.
  2. Allow time for students to copy in definition/characteristics of movement; go through definition and each characteristic in comparison to the Tea Party and Occupy Movements (both want change, period of great debate right now, people are reacting, both positively and negatively to both!)
  3. Move to CT's powerpoint, explaining that the early 1800s time period was also full of many different debates/disagreements, and therefore movements (people advocating their own side in these debates), and we will be learning about this concept today in the context of Women's right reform in the early 19th century USA.
  4. “Let's turn to our fill in the blank notes please.” Move through powerpoint presentation, allowing time for and guiding students in filling out their note guide.
  5. Once powerpoint has been completed, pass out resource concept chart. Tell students that in order to understand this concept and the “all these” movements better, they will organize details into the concept chart.
  6. Open Google Doc Concept Powerpoint. Move to first slide, that has : “ The original Abolition Movement's refusal to allow women to participate influenced the creation of woman lead abolition and other female centered movements.”. Ask students to fill in in the blank this into the top of their concept chart.
  7. Move to a blank copy of concept chart to be filled in by teacher on smartboard.
  8. As a class, use discussion and note guide to fill in Abolition Movement, Temperance Movement, and Education Movement in the concept chart.
  9. Pause before the Suffrage Movement column and and hand out 1st primary source copy to all students (resourcePS1); announcing that students will be reading and analyzing a primary source in order to fill out the Suffrage Column.
    - Tell them they will be acting like real historians, and using annotating to help
    - (annotating is making notes while reading something to help understand it better --- can be used in any reading comp situation); “So mark up your papers, highlight, make notes, circle, etc”.
    - Confirm with students that this is just a practice activity, it won't be graded.
  10. Move to document resourcePS1 on smartboard. Read through and annotate resourcePS1 in order to fill out concept chart as a class (get students to annotate/fill in chart somewhat independently; asking guiding questions to lead them to their answers).



IV. Defining and Labeling the Concept 15 minutes
  1. Hand out resource PS2.2, the “Aint I a Woman?” speech.
  2. Tell students that there were some people, and even groups,who's participation overlapped in the cause for two or more of the reform movements. For example: Sojourner Truth
  3. Tell students that they will be watching a video that reenacts this speech, they should read along/watch video and annotate things that strikes them.
    - Confirm with students that this is just a practice activity, it won't be graded.
  4. Show resource PS2.1, or Sojourner Truth video. STOP AT 2:29min
  5. After video, move to blank slide while asking students which movements they believe Sojourner Truth was a part of and why (focusing on differences and similarities of the suffrage and abolition movement [vote/slavery]).
    OR just what Truth wanted changed/why/what movements she could represent
  6. Tell students that this typically applied to a lot of people, but why? Why would some people see some movements similar to their values, and others different? “so what exactly where some similarities and differences between the movements? (white women mostly, temperance wants to prohibit all others want to stop prohibiting, influences on today). Brainstorm/discuss/write on board their answers/thought process.
  7. Ask student to flip to the back of their concept chart, and encourage them to copy these board notes there.



V. Classifying
Type 2: Mixed List of Examples / Non-examples 20 minutes
  1. Hand out resource CA1 worksheet to the class.
  2. Collect resource CA1 and annotated resource PS2.2 at the end of class. Note! If time does not allow, resource CA1 can be assigned for homework.

























RESOURCES

Teacher materials: computer, whiteboard/smartboard, projector, whiteboard markers, student papers, teacher keys, teacher lesson plan, powerpoint, internet connection
Student materials: pen/pencil, handouts/notes

References

concept. 2011. In Merriam-Webster.com. Retrieved October 17, 2011, from http://www.merriam-webster.com/dictionary/concep
GnatBread1970 (May, 2011). Sojourner Truth Speech of 1851, "Ain't I a Woman". Retrieved: October 22, 2012, from: / http://www.youtube.com/watch?v=XilHJc9IZvE
Lapsansky-Werner, E. J., Roberts, R., Levy, P. B., & Taylor, A. (2011). United States History. Upper Saddle River, NJ: Prentice Hall.
movement. 2011. In Merriam-Webster.com. Retrieved October 17, 2011, from http://www.merriam-webster.com/dictionary/movement
[Photo of Occupy Wallstreet Protest]. Retrieved: October 22, 2012, from: http://www.cnn.com/2011/10/05/opinion/rushkoff-occupy-wall-street/index.html
[Photo of Tea Party Protest]. Retrieved: October 22, 2012, from: http://forgottenliberty.com/tea-party- protesters-are-violent-racists/
Stanton, C.E. & Mott, L. (1848). The Declaration of Sentiments. Internet History Source Books. Retrieved October 16, 2012, from http://www.fordham.edu/halsall/mod/senecafalls.asp
Tindall, G.B., & Shi, D. E. (2007). America: A Narrative History. New York, NY: W.W. Norton & Company, Inc.
Truth, S. (1851). Ain't I a Woman?. Internet History Source Books. Retrieved October 16, 2012, from http://www.fordham.edu/halsall/ mod/sojtruth-woman.asp









Print outs




ResourcePS1

The Declaration of Sentiments



Elizabeth Cady Stanton and Lucretia Mott

Seneca Falls, New York.

1848

We hold these truths to be self-evident: that all men and women are created equal; that they are

endowed by their Creator with certain inalienable rights; that among these are life, liberty, and the

pursuit of happiness; that to secure these rights governments are instituted, deriving their just powers

from the consent of the governed.

…..

The history of mankind is a history of repeated injuries and usurpations on the part of man toward
woman, having in direct object the establishment of an absolute tyrranny over her. To prove this, let
facts be submitted to a candid world.




He has never permitted her to exercise her inalienable right to the elective franchise.
He has compelled her to submit to laws, in the formation of which she had no voice.
He has withheld from her rights which are given to the most ignorant and degraded men--both natives and foreigners.


Having deprived her of this first right of a citizedn, the elective franchise, thereby leaving her without
representation in the halls of legislation, he has oppressed her on all sides.


He has made her, if married, in the eye of the law, civilly dead.
He has taken from her all right in property, even to the wages she earns.


Stanton, C.E. & Mott, L. (1848). The Declaration of Sentiments. Internet History Source Books. Retrieved October 16, 2012, from http://www.fordham.edu/halsall/mod/senecafalls.asp





resourcePS2.2

Sojourner Truth (1797-1883): Ain't I A Woman?

Delivered 1851

Women's Convention, Akron, Ohio


Well, children, where there is so much racket there must be something out of kilter. I think that
'twixt the negroes of the South and the women at the North, all talking about rights, the white men will
be in a fix pretty soon. But what's all this here talking about?




That man over there says that women need to be helped into carriages, and lifted over ditches,
and to have the best place everywhere. Nobody ever helps me into carriages, or over mud-puddles, or
gives me any best place! And ain't I a woman? Look at me! Look at my arm! I have ploughed and
planted, and gathered into barns, and no man could head me! And ain't I a woman? I could work as
much and eat as much as a man - when I could get it - and bear the lash as well! And ain't I a woman? I
have borne thirteen children, and seen most all sold off to slavery, and when I cried out with my
mother's grief, none but Jesus heard me! And ain't I a woman?




Then they talk about this thing in the head; what's this they call it? [member of audience
whispers, "intellect"] That's it, honey. What's that got to do with women's rights or negroes' rights? If
my cup won't hold but a pint, and yours holds a quart, wouldn't you be mean not to let me have my
little half measure full?


Truth, S. (1851). Ain't I a Woman?. Internet History Source Books. Retrieved October 16, 2012, from http://www.fordham.edu/halsall/mod/sojtruth-woman.asp










CA1

Name __

What's in a movement?
Use your fill in the blank notes and Women's Rights Reform Movements chart to answer the questions below.

Match each movement with their best known goal for change/action (some letters won't be used).
_ Temperance Movement

_ Suffrage Movement

_ Abolition Movement

_ Education Movement
A. access to equal education opportunities for women

B. lower taxes for women

C. the end of slavery

D. the building of more public parks and transportation

E. the prohibition of alcohol

F. the right to vote

Answer each question.
  1. The Declaration of Sentiments was influenced and based on what other document?



  2. NAWSA stands for:



  3. Name a leader in the Education Movement:


  1. The Women's Suffrage Movement was a result of:




  1. Compare and contrast women's rights in the early 1800s, and now, in 2012.





  2. List the 3 characteristics of “a movement”:





FOR CONCEPT CHART (teacher's copy with key)





















Differentiation: Have you taken steps to differentiate within this lesson to challenge and support the
learners in your class? How does this lesson represent differentiation for your overall curriculum?

Yes; for different learners we have different activites such as reading, writing, visual organizers, and visual primary sources. Students will be able to socialize, discuss, and reflect orally.




Adaptations: Are the necessary accommodations and modifications incorporated into your lesson per the students in your class with IEPs, 504 plans, and other needs?


The students in my class that have accommodations/modifications have ones that only apply to testing situations; because I did not have any tests, I did not need to address these accommodations.





Reflection: Is it obvious that you have thought through possible issues with the implementation of the
lesson prior to teaching it (e.g., management issues, prior knowledge issues, etc.)?


Yes; I personally met with both my co-operating teacher and methods teacher to discuss this plan. There's always room for improvement, however, I feel like I took the correct first steps in meeting with both teachers to preview the plan. I have learned a lot about this process, and hope to learn more.
I read up on the content prior to creating the lesson plan using both the student text and some of my undergrad history texts (I had to refresh my memory on a few things).
I have observed this class many times, and took into consideration the disruptions that may occur during class, as well as IEP/504 accommodations and modifications.