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Lesson Idea Name: Women's Suffrage

Grade Level/Content Area: 4th/ Social Studies

Content Standard Addressed:

SS4H4 Examine the main ideas of the abolitionist and suffrage movements. a. Discuss contributions
of and challenges faced by Susan B. Anthony, Frederick Douglass, Elizabeth Cady Stanton, Sojourner
Truth, and Harriet Tubman

ISTE Technology Standard What would you like students to know and be

able to do by the end of this lesson: 

Student Standard: 1.1.a

Students articulate and set personal learning I would like students to know what the Women’s
goals, develop strategies leveraging technology to Suffrage movement is and the main people
achieve them and reflect on the learning process behind the movement
itself to improve learning outcomes
Teacher Standard: 2.6.a
Foster a culture where students take ownership of
their learning goals and outcomes in
both independent and group settings.

What is the student learning goal(s) for this lesson idea? 

The students will be able to define the main idea of the women’s suffrage movement. They will also
be able to explain the contributions made by Susan B. Anthony, Frederick Dougless, Elizabeth Cady
Stanton, Sojourner Truth, and Harriet Tubman.

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding X Applying X Analyzing ☐ Evaluating ☐ Creating

How do you plan to implement this lesson and integrate the technology? Check all that apply:  
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 Web 2.0 Tools for Communication and Collaboration
 
X Teacher-led: There is no student voice and choice in the activities. Students are guided by
teacher direction and expectations. Learning activities are assigned to the
student and mostly practice based. 
    
☐ Student-Led: Students are given voice and choice in the activities. They may select the topic
of learning and/or determine the tool they will use to meet the learning goal. The
teacher facilitates the learning as the students direct their own learning processes. 
 
☐ Problem-based and/or Publishable: Students are solving problems
and completing projects to demonstrate their learning. Additionally, the projects can be shared
outside of the classroom. (Note: This objective could be reached by displaying the project on the
school’s morning newscast, posting the project to the classroom blog, presenting it to another
class, or publishing via an outside source.) 

Lesson idea implementation:

Students will be given the link to the Padlet, and work through it independently or in pairs. The
students will be drawn into the lesson by being asked when they think women got the right to vote.
The students will watch the Brain Pop video to provide information about women's suffrage.
Students will have the opportunity to synthesize their learning through their writing. Students will be
provided with a variety activity to increase their engagement and provide instruction to a variety of
learning styles. Students will participate in a brief quiz at the end of the lesson. After the lesson, we
will have a class discussion about what students learned, what it means to vote and why voting is
important.

Managing student learning:

The variety of activities provided will engage the students. By allowing students to work though the
information, focusing on what they need time on, students will grasp the concept better. There will
be time limits and expectations for completed assignments, so student will have to manage their
time. These time limits will be determined based on student accommodations and previous
performances on similar tasks. The teacher will do frequent check-ins with students and provide
feedback to support the learners.

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 Web 2.0 Tools for Communication and Collaboration
Universal Design for Learning (UDL):

Students will be engaged in the lesson because they are being given the ability to use technology in a
different way. Students love to use technology when learning, and by using the flipped classroom
model students will have the time to use this technology at their own pace. Students will be
provided a variety of ways to show what they have learned; for example, in the Padlet, students will
be able to respond through audio-responses, writing-responses, and drawing-responses. Numerous
learning styles are addressed and fostered through technology and interactive activities.

Reflective Practice:

The tools in the lesson go beyond the traditional social studies lesson as students are using
technology to learn the content. After students have completed the flipped classroom activity, we
will have a class discussion about their thoughts on the movement and how the movement affects
us today. This allows students to find things in their everyday life that are a result of the movement.
Students will be able to go off of each other’s thoughts and feelings towards to topic.

https://padlet.com/sbenne92/d14gxm3gd5ik6rk0

Frazier, 2021