Instructional

Software
Lesson Idea Name: Voting is your voice
Content Area: Social Studies
Grade Level(s): 4th

Content Standard Addressed:
SS4H4 Examine the main ideas of the abolitionist and suffrage movements.
a. Discuss contributions of and challenges faced by Susan B. Anthony, Frederick Douglass,
Elizabeth Cady Stanton, Sojourner Truth, and Harriet Tubman.
ELAGSE4SL4: Report on a topic or text, tell a story, or recount an experience in an organized
manner, using appropriate facts and relevant, descriptive details to support main ideas or themes;
speak clearly at an understandable pace

Technology Standard Addressed:

3. Knowledge Constructor
6. Creative Communicator

Selected Technology Tool:
BrainPOP
URL(s) to support the lesson (if applicable):
https://www.brainpop.com/socialstudies/womenshistory/womenssuffrage/

Type of Instructional Software:

Drill and Practice Tutorial Simulation Instructional Game e-books/e-references

Features of this software (check all that apply):

Assessment Monitoring/Reporting
Allows teacher to create customized lessons for students
Multi-user or collaborative functions with others in the class
Multi-user or collaborative with others outside the class
Accessible to students beyond the school day
Accessible via mobile devices
Multiple languages
Safety, security and/or privacy features

Blooms Taxonomy Level(s):

Remembering Understanding Applying Analyzing Evaluating Creating

Levels of Technology Integration (LoTi Level):

Level 1: Awareness Level 2: Exploration Level 3: Infusion Level 4: Integration

Level 5: Expansion Level 6: Refinement

Lesson idea implementation:
Lesson length: One week

Summer 2017_SJB
 Instructional Software
In this lesson, students will watch the BrainPOP video about the suffrage movement and womans right to
vote. After watching the video, the class will discuss the information learned in the video and then the
teacher will open the discussion Are there still people that cant vote? The teacher will lead to discussion
about immigrants, people under the legal voting age, and if you pay taxes but you are not of the legal voting
age, is it fair that you can not vote? The class will then talk about how leaders such as Elizabeth Cady Stanton,
Sojourner Truth, and Harriet Tubman fought as leaders to help woman and people receive the rights they
wanted and deserved.

In small groups of 3-4, students will be asked to come up with a right that they wish they could have at school
such as free pizza, unlimited bathroom breaks, longer recess, etc. They will be tasked with naming their rights
group (thinking of the National American Woman Suffrage Association), creating an argument and discussion
points that support their cause, and propaganda posters on the computer, or campaign posters for the
debate, along with a powerpoint presentation that higlights the main arguments, points, and ideas of their
campaign.

As a class, each group will present their right to the classroom, give their argument, hang their posters on
the board, and when each group is finished presenting, the class will analyze and discuss the key points. What
worked? What didnt? What might a skeptic say? Is this an important right to have as students? Why or why
not? Is this realistic? The group with the most detailed, thought through, and realistic argument for their right
will have the opportunity to present their argument on the morning announcements for a schoolwide vote.

Students learning will be assessed by both their verbal and PowerPoints presentation, work collaboration,
content delivered in their argument, connections made to the suffrage movement and voting rights, and the
created posters

This lesson is meant to inform students of rights that many have had to vote for, and how hard it is to
convince others that your voice is worth hearing, just as suffrage movement fighters did.

Summer 2017_SJB