Lesson Cycle

Lesson Title/Topic: Progressive Reform Movements: Womens Rights (8th grade)

Target Concept: Comparing and contextualizing the reform movements of the late 19th and early
20th centuries.
Standards/Rationale: 24 (B) evaluate the impact of reform movements, including educational
reform, temperance, the women's rights movement, prison reform, abolition, the labor reform
movement, and care of the disabled.
Lesson Objectives:
When given primary source documents
pertaining to the womens rights movement
of the Progressive Era, the students will
evaluate the documents and discuss and
present to the class the meaning and
influence within the context of the
Progressive Era and relating to the
temperance movement with 75% accuracy.

Assessment:
Completed document based questions and
analysis paragraph

Materials: PowerPoint Progressive Reform: Temperance, document based questions charts

and paragraph packet, paper and pens for journal entry
Lesson Cycle: (Direct instruction)
The teacher will:
Focus/Mental Set: Play a 2 minute clip
from Bad Romance: Womens Suffrage
(the link is on the second slide of the
Progressive Reform: Temperance
PowerPoint. Before playing the clip, advise
students to make a list of all of the imagery,
dates, ideas and events referenced that they
recognize from their text. After the video
has played ask students what they thought
about the video. Then ask students to
volunteer items off of the list they made
and explain.
Teacher Input:
Write student objective on the board I will
be able to discuss the womens rights
movement of the Progressive Era as it
compares to and affects modern life based

The student will:

Actively watch to a 2 minute clip from
Bad Romance: Womens Suffrage.
Students will make a list of the different
types of imagery they recognize from their
text and the references to people, events
and dates. Students will then share their
opinion of the video and their lists.

Listen and use what they hear/see to fill out

a fishbone graphic organizer with
information they believe is important to
remember about the womens rights
movement. At the end of the lecture,

on analysis of primary sources, found in

the PowerPoint notes attached at the end of
this lesson plan. Hand out fishbone graphic
organizer page to each student and explain
that they are to fill them in using the
information they learn that they think will
be useful to remember. Explain that they
will be sharing this information at the end
to create a class fishbone organizer on the
board.
Teacher will open the PowerPoint
Progressive Reform: Temperance.
Teacher will explain definitions of
important terms such as progress and
reform prior to discussing the womens
rights movement (definitions on
PowerPoint, information regarding
important terms found in PowerPoint notes
at the end of this lesson plan).
Teacher will follow the PowerPoint outline
to provide a brief overview of the
movement (students will have been
expected to read the textbook section prior
to class and come with this background
knowledge). (PowerPoint outline notes
provided at the end of this lesson plan
include detailed script of what is to be
covered on each slide.)
Teacher will pause at guiding essential
questions (interspersed throughout the
PowerPoint and marked on the PowerPoint
outline) and ask students to
Think/Pair/Share their answers. Teacher
will provide input regarding these answers
(expected answers listed in the PowerPoint
outline notes).
Upon reaching the Analyze Primary
Sources slide #13, pause. Have students
volunteer to share what they put in their
fishbone organizers. Write a blank fishbone
organizer on the whiteboard (example in
this packet of information). Ask students to

students will share what they wrote on their

fishbone to create a class fishbone on
the white board at the front of the room.
Additionally, when the teacher stops at a
question slide, students will
Think/Pair/Share their answers to the
slide question. These slides are spread
throughout the lecture and students will
discuss with their seat-partner before being
called on at random or volunteering their
answers to the class.

vote on what they think should be the four

categories and volunteer to write them on
the whiteboard fishbone organizer. Then
call on students individually to come up
and put a piece of information under each
category that they feel is necessary to
remember.
Guided Practice:
Divide students into groups of four and
each member of the group will receive a
number one through four. Teacher will now
show the second portion of PowerPoint
Progressive Reform: Temperance
containing primary sources from the
Progressive Era womens rights movement.
Primary sources in this section of the
PowerPoint range from short videos, audio
recordings, paintings, posters, written
speeches, and written documents. Teacher
will ask the class as a whole one document
based question per primary source slide,
and students will answer using their new
knowledge of the womens rights
movement. Document based questions will
be taken directly from the document based
questions chart to be used in the
independent practice portion of the lesson.
The first document will be examined, and
the question answered, as a whole class.
Then, for the following slides, teacher will
direct students to discuss the answers to the
questions in their small groups and then
when the teacher calls a number (1-4), that
student from each group will stand and
answer the question (Kagan, NumberedHeads-Together). Teacher will guide
student answers by asking probing
questions and re-directing misconceptions.
Independent Practice:
Divide the students into groups of four.
Each group will be given a different
primary source (a video, a song recording,
a poster, and a written speech --- all preselected and found attached to the last slide
in the PowerPoint and printed as
appropriate) related to the womens rights

Each member of the group of four will

receive a number one through four.
Students will study the primary source
documents on displayed on the PowerPoint
and think critically in their group to answer
the teachers document based questions.
Students will then share their groups
conclusion with the class when their
individual number is called.

Students will work within their groups to

evaluate a primary resource document
related to the womens rights movement of
the Progressive Era. Students will discuss
their evaluation within their small groups
and then work together to assign
presentation task to each student in their
group. Students will not only evaluate the

movement of the Progressive Era and a

document based question chart. Teacher
will ask each group to read and then
discuss as a group using the following
questions: Who wrote or created this
document? When was it written or created?
Who was the audience? What is the bias of
the author? How do you think it was used?
How does it compare, contrast or relate to
the temperance movement we learned
about yesterday? What questions do you
still have about the document? Students
will then individually write a paragraph
evaluating their document and comparing it
to what they know of the temperance
movement from yesterdays lesson. After
students have finished, each group will
present their primary source to the class
and explain why they chose the answers
they chose. Each student in every group
must be an active participant in the
presentation. Teacher will collect every
students source chart and paragraph packet
as the lesson assessment.
Closure:
Ask students to define the temperance and
womens rights movements in their own
words as a class (as quick review). Teacher
will then ask students open-ended question,
listed below, to get students thinking about
what they learned and comparing what they
learned to their own lives. Teacher will ask
students to write a short response as an exit
ticket.
Now that you know more about the
womens rights movement of the
Progressive Era, are there any womens
rights issues that are relevant to your
generation, today? What do you think the
leaders of the Progressive Era womens
rights movement would think of womens
rights today?

primary source document, but they will

also place it within the context of the wider
womens rights and temperance movement,
drawing on prior knowledge from
yesterdays temperance movement lesson.
Students will answer the questions: Who
wrote or created this document? When was
it written or created? Who was the
audience? What is the bias of the author?
How do you think it was used? How does it
compare, contrast or relate to the
temperance movement we learned about
yesterday? What questions do you still
have about the document? Students will
then individually write a paragraph
evaluating their document and comparing it
to what they know of the temperance
movement from yesterdays lesson.
Students will then present their conclusions
to the entire class, in effect teaching their
peers about their primary resource.
Students will turn in their source chart and
paragraph packet.
Write a short response to the below
questions as an exit ticket.
Now that you know more about the
womens rights movement of the
Progressive Era, are there any womens
rights issues that are relevant to your
generation, today? What do you think the
leaders of the Progressive Era womens
rights movement would think of womens
rights today?
-Students will write about their feelings
and opinions. They will be graded on
completion, not content.