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Digital Unit Plan Template

Unit Title: Equal Rights Name:Richard Madrid


Content Area: Social Studies Grade Level:11th Grade
CA Content Standard(s)/Common Core Standard(s):

• 11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.

• 11.05.03: Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition)

• 11.05.04 : Analyze the passage of the Nineteenth Amendment and the changing role of women in society.

• 11.10.07: Analyze the women’s rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the
Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women.

• 11.11.03: Describe the changing roles of women in society as reflected in the entry of more women into the labor force and the
changing family structure.
Big Ideas/Unit Goals:

Students will be able to identify progressive feminist ideas of the 20th century.
Students will be compare ideas of feminism in the past compared to feminist ideas today.
Identify activists and policies role in evolution of the home and the work place.

Unit Summary:

A three part Unit that delves into the Progressive Era and the reforms it produced, the introduction of women in the workplace, and how the women would begin
having major social impacts on society. The first part of the unit will be group discussion and analyzing of an articles I have provided, promoting feminist views of the
early 19th century. The students will discuss the new ideas being out forth by reformers and determining if those ideas were in fact examples of reform, or
assimilation. Then compare this to modern day concepts of feminism, heading toward a debate, then final paper, reflecting ideas of the reformers in a final essay where
they draw their own conclusion of progressive feminists.

Assessment Plan:
Entry-Level: Opening Discussion Assessment Formative: Lecture Presentation; Discussion; Lecture Summative: Newspaper presentation; Final Exam
Template; Webercise; Feminist Debate; Bubble Map

Lesson 1 (Teacher Lecture)

Student Learning Acceptable Evidence Lesson Activities:Following a lecture and evaluation of the material exercise, the students will engage in a
Objective:Students will be (Assessments): debate style discussion where they present their evidence, they will argue what it means to be a feminist and
able to identify progressive Debate where knowledge is progressive reformer.
feminist ideas of the 20th presented.
century.

Lesson 2 (Webercise/ iPad Lesson)

Student Learning Objective: Acceptable Evidence: Lesson Activities: A useful assignment for students to utilize the internet and demonstrate their ability to surf
Search the web, look for Multiple websites and videos the web and maneuver through websites to seek the information they deem important to the assignment.
significant information where the information is They will answer all the questions using the provided websites, the information is embedded in those sites and
regarding labor and properly provided. videos.
feminists.

Lesson 3 (Graphic Organizer)

Student Learning Objective: Acceptable Evidence: Lesson Activities: Create a bubble map and clearly label what you feel is significant, any aspect of the
Students will be compare A bubble map giving Progressive Era. Pick any 4-5 aspects then work off of them providing information on the topic.
ideas of feminism in the past significant information then
compared to feminist ideas defining the important
today aspects of that information.

Unit Resources:

Women Anti-Suffrage
Female Refomers
Digital History
History Channel
History Net

Useful Websites:

Library of Congress
Progressive Impact
Digitial History
Citation Machine