Unit Title: Womens Rights Movement in the United States

Grade level: 10th grade

Length of unit: 3 weeks
Stage 1 Desired Results
Meaning
Enduring Understandings/Generalizations:

The womens movement was shaped by economic, cultural, political

and technological forces.
Economic power and biological issues are highly intertwined in the
womens movement.
Systems create power and inequalities for different groups within
society.
Femininity and masculinity are social constructions that reflect the
values of culture that created them.
Equality, equal opportunity, and fairness are not necessarily the same
concept.
Cultural change is both a legislative and a social process.
A movement evolves with the culture it is apart of.

Essential Questions: 4-5questions??? Or 1-2 questions

to correlate to understandings
(Note: black bullet points are essential questions, open circle bullet points
are important questions)
How has the womens rights movement come to be a
movement of equality and difference?
o Why is economics so closely linked to feminism?
o Why is the modern womens rights movement linked
to sexual freedom and access to contraception?
o Should men and women be treated exactly the same?

Does femininity still exist in our modern culture?

o Are masculinity and femininity be opposing?
o Are femininity and feminism opposed to each other?
What does the media tell us about being a woman in the 21st
century?
o What are the expectations (if any)?
o What are the responsibilities (if any)?
o What are the luxuries and rights (if any)?
o What are the stereotypes (if any)?
How has the womens movement evolved over time? What
factors or events have shaped it the most?
o Did the womens movement change society or did
society change the nature of the womens movement?
o How does what you wear tell a historical story?
Is the womens movement still relevant in modern society?
o In terms of gender, how close are we to having an
equal society?

Knowledge & Skills Acquisition

Learning Goals: (e.g., Iowa/Common Core standards.)
Understand historical patterns, periods of time, and the relationships among these elements. (SS.9-12.H.1)
Understand how and why people create, maintain, or change systems of power, authority, and governance. (SS.9-12.H.2)
Understand the role of culture and cultural diffusion on the development and maintenance of societies. (SS.9-12.H.3)
Understand the role of individuals and groups within a society as promoters of change or the status quo. (SS.9-12.H.4)
Understand the effect of economic needs and wants on individual and group decisions. (SS.9-12.H.5)
Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues. (SS.9-12.H.8)

Students will know

What facts, concepts, vocabulary, terminology, and

other types of knowledge will students learn in this unit?
(e.g., Pythagorean theorem, density, simile and metaphor, line, cost-benefit,
analysis, Roosevelts concept of a bully pulpit, etc.)

Seneca Falls Convention

Equal Rights Amendment
Title IV
19th Amendment
Roe v Wade
Lily Ledbetter Act
Intersectionality
Privilege
Suffrage/suffragist
Media
Stereotypes
Double standard
sex
Gender
Gender norms
Wage gap
Feminism

Students will be able to

What discrete skills/abilities will students be able

to demonstrate in this unit? (Infer meaning from a text,
identify the major causes of the Civil War, explain the difference
between mitosis and meiosis, create a 3-D sculpture using paper,
calculate the square root in a given problem, etc.)

Interpret and use primary documents

Write an organized and data-driven paper
Give and receive edits/feedback on writing and presentation
Summarize texts and/or find thesis statements in readings
Present information or an argument in a professional manner
Work successfully in a group
Take part in a discussion
Analyze song lyrics
Make a timeline of major events
Craft an argument with multiple supports
Explain the difference between the three waves of feminism
Teach about 3 important female historical figures
Explain how legislation has shaped rights
Explain has cultural movements have shaped rights

femininity
Systemic or institutionalized sexism
reproductive freedom
Social construction

Resources/Materials:
Print offs/copies
White board
Internet
LCD projector
Speakers
Computer with Microsoft Office
Butcher paper
Markers
Stage 2 Evidence (Assessment)
Types of assessment: Selected-Response (tests, quizzes); Personal Communication (interview, oral exam, discussion);
Written Response (short constructed response questions, entrance/exit slips, essays); Performance Assessment (role-play,
Simulation, labs, dramatization)
Diagnostic:
I would like to start with an informal pre-test. This would be a way for students and me to see how much these know of certain key questions at
the start of the unit. It will also be a helpful transition point to start discussion out as students compare and evaluate their answers. On the pretest I would focus on a) if students can name and describe more than 5 famous women and, b) if students have ideas for how/why women became
2nd class citizens in so many cultures, c) what the definition of feminism is, and d) what they know about the legislative process for equality in the
United States, and e) why it makes sense (or not) to offer a womens studies class.

In discussion( after pre-test) for further informal pre-assessment I might give them some opinion statements and have them play 4 Corners,
where they go stand in the corner of whether they agree or not. An example of a question might be men and women should be treated exactly
the same. This is one of the key questions and a great place to start some discussion.
If a student has demonstrated mastery of something that I plan to teach, I will let this student take a lead role in discussion, thereby letting him/her
share and reinforce knowledge, also giving recognition. I also can tailor future assignments to be relevant and at the right level for these students
(i.e. if they already know about the process of passing the 19th amendment I may have them focus on the failure of the ERA or the current
Supreme Court cases regarding gender and discrimination.)
Formative Assessment:
There will be many opportunities for formative assessments in this unit. Furthermore, as you will see, all of the formative assessments planned for
this unit incorporate a variety of performance assessments (most tied to practicing quality writing and constructing arguments):
Student journaling on the song of the day or historical political cartoons or advertisements. This daily practice will help students to work on skills of
making and supporting textual analysis (song) and using primary documents (cartoon or ad).
I also plan to use quick writes or exit cards at the end of many classes to get students to grapple with some key questions and to give them practice in
constructing an argument and or using multiple perspectives. Weekly feedback from the teacher on student progress and examples shared with the
class will help scaffold student learning.
Practice argumentative essays that students will receive feedback from peers and teachers on. This will serve as a process for students to begin
formulating ideas and supporting an argument/opinion on key concepts and at the same time practice key skills, like fact-based writing and peer
review.
There will also be homework that will generally be reading with comprehension, synthesis and application questions or a piece of writing. These
assignments will be opportunities for me to see if students are able to summarize texts, compare and contrast, see cause and effect relationships, and
apply information to their analysis of culture. Other homework that will serve as formative assessments:
Cartoon of historical event (cause and effect)
Interview of grandmother/older woman and her perception of change in how girls are raised and women are treated
Graphic organizer of key social, political, economic, and technological impetuses in the womens movement
Opportunities to informally assess student learning will also happen as the class constructs its timeline and discusses concepts. These will be
opportunities to gauge emerging understandings.

Summative Assessment:

How will you summatively assess student learning in this unit (end-of-unit test, essay, interview, performance assessment)?
I will do an end-of-unit test, which will include defining key vocabulary and some short essay questions to assess content knowledge of key
questions and vocabulary (see sample of test included). Ill integrate performance assessment into this test through its format: no multiple
choice or matching type questions, only critical thinking questions.
The other summative assessment for this class will be a debate (Prompt: The womens movement is no longer relevant or necessary in
modern society.) This debate will be a performance assessment and will assess skills, as well ask students to integrate some historical content.
The skills that will be incorporated will be supporting arguments with clear reasoning and facts, presenting professionally, and working
successfully/supporting a group.

Stage 3 Learning Plan

Week

Day 1

Day 2

Day 3

Day 4

Day 5

Pre-Assessment:
shorts/journal format to these
questions (15)

Why do we offer a womens

studies class?

Name 5 famous women and

their achievements

Definition of feminism

Why/how do you think that

women got the status they
did?

How has the government

helped women change the
status of women?

Pre-

Turn journal into starting point

for discussion of these
questions
Introduction:

Whats expected in this unit?

What are some big

questions?

What are the big

projects/assessments?
Hmwk: Give time to start
researching 3 women, Students
pick and then find dates,
achievements, impacts. If dont
get done it is homework.
Look at individual assessments
over weekend. Plan entry point
for Monday based on
assessment and discussion

1850-1880

1880-1925

1925-1945

1945-1960

1960-2000

Start Timeline: All put up their

women on a timeline. Where do
we see the most action
happening on our time line?
Why do we think this is?

Song journal: Political

LegsEvalyn Parry

Song journal: Amelia Bloomer

Sings for Fashion Reform
Evalyn Parry

Song journal: These

boots are Made for
WalkingNancy Sinatra

Song journal:

Powerpoint/Lecture: evolution
of womens fashion
Influences & symbolism
o Modesty
o possession
What does it emphasize
aesthetically? Sexualize?
What is its physical impact?
When did fashion really
begin to change? And what
other things were
happening at this point in
time?

Peer-editing of essay
(final draft due Monday)

Update timeline with events

from todays class

Update timeline with

events from todays class

Start Essay: How does what

you wear tell a historical story?
What does what you wear say
about our culture and the status
of women in it? What do you
think will be the next trend in
womens fashion? Find two new
sources to contribute to your
essay.

Exit card: what were the

three waves of feminism?
What was a central issue
of each?

Lecture and Video Clip: What

got women political in the
1850s?
What was womans role
before the womens
movement?
o Cultural role
o Legal status
o Education level
What were major cultural
issues for women?
o Abolition of slavery
o Prohibition
o Eventually suffrage
What were divisions in the
movement?
o Civil War
o Racial v. gender
Who were the major players
of the womens rights
movement?
o Cady Stanton
o Anthony
o Truth
Update timeline with events
and persons from todays class
Introduce Song journal:
Progress, Evalyn Parry
Hmwk: Read Aint I a Woman
(Truth) or The Yellow
Wallpaper (Gilman)

Activation: What do the

readings from last night give
more depth to our
discussion from yesterday?
Lecturette: What battles are
still going on during this
period? What are the new
developments culturally,
politically, economically, and
technologically that affect
women in this era?
Industrial Revolution
19th Amendment.
Bikes
World War 1
Flappers
Alice Paul & Lucy Stone
& Emma Goldman and
& Margaret Sanger
Update timeline with
events from todays class

PBL Activity (and exit

card): Using advertisements
and political cartoons prior
to the passage of the 19th
Amendment figure out what
the various arguments for
and against women voting.
Hmwk: Make own political
cartoon or make cartoon of
early history of womens
rights (i.e. whats been
covered)

exit card: tell what new info you

found in your two sources
Hmwk: Finish draft of essay

Start watching PBS

Makers.
Discussion questions:
What were the big issues
that the first wave of
feminism was focused on?
How did women go about
achieving them? What
about second wave?

Hmwk: If Men Could

Menstruate (Steinem) and
response questions

Watch selections of PBS

Makers and take notes.
Focus on:
Economic rights
reproductive rights
ERA and opposition
Discussion Prompt:
What more are we learning
about why biology/
reproduction is such a key
topic?
What about economic rights?
How does this womens
movement look different than
the initial (first wave) did?
Group Brainstorm: interview
questions (hopefully asking
about opportunities, how these
women were raised, who
made decisions in their family,
who their role model was
growing up, ect.)
Update timeline with events
from todays class
Hmwk: Conduct interview
over the weekend of woman
over 65. Summarize answers
and be prepared to share on
Monday.

Topic: The cultural construction

of femininity
Song Journal: When I Was a
BoyDar Williams

Read! Vocab!Discussion
When Did Girls Start Wearing
Pink? (Smithsonian)
Introduce vocabulary:
cultural construction
Discussion questions:
Where else do students
recognize cultural
construction in terms of
gender norms?
Does the concept of
social construction
show up in their
interviews?
T-P-S: interviews
How womens treatment and
opportunity has changed within
living memory?
Read: Girl (Kincaid) and
discuss intersectionality
HMWK: Write short piece (1 -2
paragraph) of their own take on
Kincaid piece: their experience
of their gender

Topic: Reproductive Rights

Topic: Media portrayal

Topic: Wage Gap

Do Essay #2:

Song journal: Independent

Woman--Beyonce

Song journal: GirlsEvalyn

Perry

Song journal:

Chose to write on a topic:

Activate prior knowledge:

We know that a womans
ability to hold a job, earn a
wage, vote, own property
are all central to gaining
equality.
Quick Write: Why would
reproductive rights also be
extremely important to this?

Activity: Go through magazines

to look at advertisements to see
how women are portrayed. Are
there categories or archetypes
of modern women?
How much do these shape
womens views of themselves?
How much do they shape mens
expectations?

Story problem to frame:

Whats the current disparity
in pay? Do math problem:
difference in pay over 40
year work history.

Are femininity and

masculinity opposites?
Do they need to be?

Should men and women

be treated exactly the
same?

Group work on
DBQ/Jigsaw: Roe v. Wade
decision

Learn about Bechdel Test

(watch clip): What movies can
pass the test? What about TV
shows (which tend to be more
complex representations).

Is the womens movement

necessary or polarizing in
modern society?

Student led- Debrief: legal

process of Roe v. Wade
Add events to timeline
Exit Card: Explain the
progression of legislation
regarding Roe v. Wade.
What is the protected right
at the core of Roe v. Wade?

Discuss explanations for

the wage gap:
Kids and earnings
(daycare)
Negotiating pay
Transparency
type of jobs
Introduce important terms:
Title lX and Lily Ledbetter
Add events to timeline

Exit card: apply Bechdel Test to

a movie, explain why it passes
or not
HMWK: Read New Yorker
articles about women-centered
films and why they dont get
made (need to look up title) or
make a collage of female
positive, negative and neutral
media images or headlines

T-P-S: Sandberg Ban

bossy campaign.
Discussion Question: Do
you agree with the ban
bossy campaign? Why or
why not?
Exit card: Why are issues
like the wage gap and
affordable child care still so
relevant to women having
equal opportunity?

Get in discussion groups

around topic
Start writing essay that
reflects perspectives
uncovered in group
discussion
HMWK: Finish essay for
Monday

Turn in essay from Friday, jigsaw

in small groups what arguments
were to these questions
Students journal on debate
prompts:
Group 1: The womens movement is
no longer relevant or necessary in
modern society.
Group 2: Men and women should
always be treated exactly the same.

Debate Prep
Students continue to work
in groups to get arguments
prepared and organized.
Anticipation of rebuttal
points should begin.
Hmwk:
1 short answer and 3
vocab from study guide.

Study Groups: Unit

Assessmentwork in pairs or
small group. Option to prep with
game of jeopardy if class votes
for it.

Get assigned groups and have

most of class for research and
preparation.
Students receive study guide
with all possible questions for unit
exam. Remind exam is Friday and
prep will happen daily
Hmwk: 1 short answer and 1
essay from study guide.

Debate 1 (22 minutes)

Debate 2 (22 minutes)

Debate Prep: groups assign

roles and practice parts
Review assessment criteria for
debate scoring
Hmwk: Prepare for debate

Receive structure and time

constraints for debate and rubric
for debate/performance
assessment

Performance
Assessment

Quick Write: Critique

debate performances, give
self and group positive and
constructive feedback
Hmwk: Practice 1 short
answer and 3 vocab or 1
essay from study guide.

Unit Assessment
Vocabulary, short answers
and essay questions (sample
turned in with key)

Example of Summative Assessment Unit Exam and Key

Name______________
***** Womens History Test*****
VocabularyUse your own paper to define/explain the following terms as fully as you can using our What?..So
what? method. That is, make sure you explain what each term is and why it is important to know about.
PICK 3 OF 5 TO ANSWER. Each is worth 6 pts.
Title IV
Intersectionality
Double standard
Systemic or institutionalized sexism
Social construction
Short Answer Questions: Answer two of the three answers below. Your
answers shouldnt take longer than 5 minutes to write. Two to four
sentences is the suggested length, depending on the needs of the question.
Each question is worth 12 points.
Short Answer 1: Which
of the above PSAs is more
convincing. Explain your
reasoning.

Short Answer 2: Give three example of how what you wear tells a historical story?

Short Answer 3: Why is the womens right movement so linked to biology and economics?

ESSAY DIRECTIONS: Use your own paper to answer these. Your answers should be in complete
sentences and will most likely vary between three to four paragraphs. Be sure to fully explain your
arguments and support it with specific information, facts, and (importantly!) examples and
hypotheticals. Include introductory and concluding sentences. Each question is worth 30 points.
Essay 1 How close are we to living in an equal society? Is equal possible in the context of gender? Is it a desirable goal? Be sure to

give evidence to support your argument.

Essay 2: What is femininity in the modern age in your culture? Does it serve a purpose? How and why has it evolved? Be sure to

give evidence to support your argument.

***** KEY--Womens History Test*****

Name______________
VocabularyUse your own paper to define/explain the following terms as fully as you can using our What?..So
what? method. That is, make sure you explain what each term is and why it is important to know about.
PICK 3 OF 5 TO ANSWER. Each is worth 6 pts.
Title IVlegislation that requires equality for boys and girls from programs that receive federal monies.
Significant because if affected womens education greatly in terms of athletics, sexual harassment and
access to higher education.
Intersectionalitythe various parts of our identity that comprise who we are and how people see us. Its
important because its involved in self-perspective, social expectation and discrimination.
Double standard a rule or principle that is unfairly applied in different ways to different people or groups
(Encyclopedia.com). Important to know about because it is an important issue in womens history and the fight for gender
equality/equal opportunity.
Systemic or institutionalized sexism refers to the unjust and discriminatory mistreatment of an individual or group of
individuals by organizations, public institutions, and other societal entities. It stems from systemic stereotypical beliefs (such as sexist
or racist beliefs) that are held by the vast majority living in a society where stereotypes and discrimination are the norm
(Wikipedia.com). Important to know about because it changes the way we see and address issues of gender, etc.
Social constructa social mechanism, phenomenon, or category created and developed by society; a perception of an individual, group, or idea that is
'constructed' through cultural or social practice (dictionary.com). Important to know about because it applies to the concept of femininity and its evolution.

Short Answer Questions: Answer all two of the three short answers below. Your answers shouldnt take longer
than 5 minutes to write. Two to four sentences is the suggested length, depending on the needs of the question.
Each question is worth 12 points.
Short Answer 1: What is the message of each of these ads? Which of the above PSAs is
more convincing. Explain your reasoning with at least reason.
1st part:
the Lincoln ad shows
a venerable leaders words
in support of womens right,
thus making the viewer say
how can I argue with Abe?
The give mother the
vote ad says that people
who know the most and
exist in certain important
spheres of life (health,
schools, food) arent
currently allowed to make
decisions
2nd part is opinion-based
question: Dependent on
making and supporting one
key points/reasons
Short Answer 2: How does what you wear tell a historical story?
Should cover:
Emphasis of certain body parts or shape (sexualizing),
De-emphasis/coverage of certain body parts (modesty)
health (constriction and long-term effects)

Use examples to support above themes from what we or theyve studied:

Pants--bloomers
Heels
Corsets and undergarments
Hemlines
Make up
Short Answer 3: Why is the womens right movement so linked to biology and economics?
Economic; education, property, income, vote
Reproductive (biology): deciding if and when to have a baby, self-control (ultimate freedom)
ESSAY DIRECTIONS: Use your own paper to answer these. Your answers should be in complete
sentences and will most likely vary between three to four paragraphs. Be sure to fully explain your
arguments and support it with specific information, facts, and (importantly!) examples and
hypotheticals. Include introductory and concluding sentences. Each question is worth 30 points.
Essay 1 How close are we to living in an equal society? Is equal possible in the context of gender? Is it a desirable goal? Be sure to

give evidence to support your argument.

Essay 2: What is femininity in the modern age in your culture? Does it serve a purpose? How and why has it evolved? Be sure to

give evidence to support your argument.

Answers will vary and grades each part of the question is covered with elucidated reasoning grounded in facts, information or
examples. Grading as follows:
7 pts for answering with support/evidence/reasoning each part of the qesution (each question has three parts/sub-questions, so 21 pts
can be earned here per question)
6 pts for organization
3 pts for mechanics