Explain that over 200,000 people came to Boston Common on January 21, 2017 for the Women’s march and worldwide over 2.5 million people marched. Ask students if they have ever attended a rally, march, or protest. What was it like? Tell students that millions of women were marching because they did not think the government, and especially the president, supported equality for women. Ask students if they know what equality means. Anticipated student responses may include: everyone being treated equal, everyone getting the same thing, no one treated your poorly because of your background or who you are. Reveal and read the definition of inequality on the board or chart paper. Tell students that today, we will learn about some important people from Massachusetts who wanted equality for women. B. DEVELOPMENT (15 minutes) 3. Participate in a Corner Debate on Women’s Rights Have students individually think about each women’s rights question using Preparation for the Corner Debate (WORKSHEET 3-11.B). Ask students to their preparation sheets with them and stand up in the middle of the room. Post in the four corners of the room the signs that say AGREE, “STRONGLY DISAGREE” (MATERIALS 3-11.C). “AGREE,” “DISAGREE,” “STRONGLY Read each of the questions. Tell students if they think would be a good choice, they should stand under AGREE” or or a bad choice, they should “STRONGLY “AGREE,” stand under or DISAGREE.” Ask students to explain why “DISAGREE” “STRONGLY they agree or disagree. Repeat this with the other questions. If there are no agrees or disagrees for a question, you should stand there and give a reason why it might be a good or bad choice. the students have heard a discussion of each choice, have students return to their seats. Have students take turns reading Corner Debate Information (SOURCEBOOK Have students take turns reading about each question. Tell students that after respectfully listening to the different opinions of different ways to help women’s rights, they will now have a chance to make you own mind up. C. CLOSING (6 minutes) 4. Write Up Argument on Women’s Rights For the evaluation task, have the students complete the exit ticket (ASSESSMENT they write their own personal response to the lesson’s Inquiry Question: Massachusetts women’s rights leader had the best strategy for equality?” Tell “Which students to cite at least three pieces of evidence from Corner Debate Information (WORKSHEET 3-11.D) or our class debate.
Explain that over 200,000 people came to Boston Common on January 21, 2017 for the Women’s march and worldwide over 2.5 million people marched. Ask students if they have ever attended a rally, march, or protest. What was it like? Tell students that millions of women were marching because they did not think the government, and especially the president, supported equality for women. Ask students if they know what equality means. Anticipated student responses may include: everyone being treated equal, everyone getting the same thing, no one treated your poorly because of your background or who you are. Reveal and read the definition of inequality on the board or chart paper. Tell students that today, we will learn about some important people from Massachusetts who wanted equality for women. B. DEVELOPMENT (15 minutes) 3. Participate in a Corner Debate on Women’s Rights Have students individually think about each women’s rights question using Preparation for the Corner Debate (WORKSHEET 3-11.B). Ask students to their preparation sheets with them and stand up in the middle of the room. Post in the four corners of the room the signs that say “STRONGLY AGREE, “AGREE,” “DISAGREE,” “STRONGLY DISAGREE” (MATERIALS 3-11.C). Read each of the questions. Tell students if they think would be a good choice, they should stand under “STRONGLY AGREE” or “AGREE,” or a bad choice, they should stand under “DISAGREE” or “STRONGLY DISAGREE.” Ask students to explain why they agree or disagree. Repeat this with the other questions. If there are no agrees or disagrees for a question, you should stand there and give a reason why it might be a good or bad choice. the students have heard a discussion of each choice, have students return to their seats. Have students take turns reading Corner Debate Information (SOURCEBOOK Have students take turns reading about each question. Tell students that after respectfully listening to the different opinions of different ways to help women’s rights, they will now have a chance to make you own mind up. C. CLOSING (6 minutes) 4. Write Up Argument on Women’s Rights For the evaluation task, have the students complete the exit ticket (ASSESSMENT they write their own personal response to the lesson’s Inquiry Question: “Which Massachusetts women’s rights leader had the best strategy for equality?” Tell students to cite at least three pieces of evidence from Corner Debate Information (WORKSHEET 3-11.D) or our class debate.
UnderstandingOurWorldManualGrade3-V2.0.docx