Docstoc

8th Grade

Document Sample
8th Grade Powered By Docstoc
					                          8th Grade

     Social Studies
        Module
          8-6
                               th
Early 20 Century
        SC
       Lesson 8-6.3
Standard 8-6: The student will demonstrate an understanding of
South Carolina‟s development during the early twentieth century.

Indicator 8-6.3: Summarize the political, social, and economic
situation in South Carolina following World War I, including progress in
suffrage for women, improvements in daily life in urban and rural areas,
and changes in agriculture and industry. (H, G, P, E)




              S3 8th Grade Curriculum Draft   9/15/2011
                                   1
Instructional Progression:
In 5th grade, students summarized changes in daily life in the boom period of the
1920s, including the improved standard of living; the popularity of new technology
such as automobiles, airplanes, radio, and movies; the Harlem Renaissance and the
Great Migration; Prohibition; and racial and ethnic conflict. (5-4.1) In United States
history students will explain the social, cultural, and economic effects of scientific
innovation and consumer financing options in the 1920s on the United States and
the world, including the advent of aviation, the expansion of mass production
techniques, the invention of new home appliances, and the role of transportation in
changing urban life (USHC 7.1).

Taxonomy level of indicator:
B 2 Understand/ Conceptual Knowledge

Content Overview:
During World War I, women suffragettes employed more assertive tactics in their
campaign to get the right to vote. However, women were not successful until
political leaders, including President Wilson, recognized women‟s contributions to
the war effort by supporting a suffrage amendment to the Constitution. The 19th
Amendment was passed by Congress and sent to the states for ratification.
Although the South Carolina legislature did not ratify the amendment, South
Carolina women got the right to vote because of ratification by other states.
However, this did not bring about any radical political change since women tended
to vote as their husbands did.

Introduction to the lesson:

Goal: Students will infer why women had to employ more aggressive tactics to
gain suffrage. Students should possess the prior knowledge concerning the 1848
Seneca Falls Convention and the birth of American Women‟s Rights at that meeting.
Although the dates do not mesh according to this standard, the fiery passion of this
speech best illustrates the plight of women and can be connected to how the
abolition movement tied into the women‟s movement.

In a class discussion setting, present the background on the women‟s movement in
the United States. It should be noted that this speech was given by a black
woman, who had the physical presence of a man, in an Ohio church in 1851. Point
out that the fight for women‟s rights and suffrage is correlated with the abolitionist
movement. This speech evokes great emotion among students and often pits boys
against girls. **** Carefully coach the class intellectually!!



Lesson time:
20 minutes of 1 class to present vocabulary
Homework: 20 minutes
50 minutes of the next class



                     S3 8th Grade Curriculum Draft   9/15/2011
                                          2
Materials Needed:
1. Speech
http://www.fordham.edu/halsall/mod/sojtruth2.html
   2. paper
   3. pencils/pens

Teaching the Lesson:
Procedure:
   1. Using the Sojourner Truth speech “Ain‟t I a Woman?” asks students to
      define all unknown vocabulary (much of the speech is in dialect) for
      homework. Words may be (not limited to):
        a. Sojourner
        b. Resonant
        c. Kilter
        d. „twixt
        e. Ploughed
        f. De lash
        g. Grief
        h. Intellect
        i. Obliged
        j. “could head me” – outwork me (line 11)
        k. **Chivalry (teacher added)

  2. In class the next day:
        a. Distribute the speech and have the students read it twice. (10inutes)
        b. Have them circle the line they think she uttered with the most passion
           (5 minutes)
        c. Have each student share that line with the class.
        d. Suggested lines of Socratic questioning:
                i. Why was Sojourner Truth allowed to give this speech?
               ii. Who is her audience?
              iii. Where is the speech given? Why there?
              iv. What issues depict a quiet desperation?
               v. What issues depict the power to understand of lack of it?
              vi. Why does it matter if her voice was amplified?
             vii. Why does she bring biblical issues into the issue of women‟s
                   rights?
             viii. Why does Sojourner Truth speak against chivalry?
              ix. Why do you think speeches such as this were so inspirational?

Extensions
See the South Carolina Instructional Support Document for additional
strategies
   3. Have the students view Mary Poppins (homework) and report as many
       women‟s rights references as possible.
   4. Have the students present the play from the National Archives concerning
       Women‟s Rights and the 19th Amendment. Link is found below
      http://www.archives.gov/education/lessons/woman-suffrage/script.html

                   S3 8th Grade Curriculum Draft   9/15/2011
                                        3
Assessing the Lesson:
Have students choose to be someone mentioned in the speech or Sojourner Truth.
They should create a letter to a brother or sister telling about the speech and the
excitement of the women in the audience. The letter should contain an opinion on
whether or not the women‟s movement will culminate into a major political issue.




                    S3 8th Grade Curriculum Draft   9/15/2011
                                         4

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:8
posted:9/15/2011
language:English
pages:4