Web 2.

0 Tools for Communication and Collaboration

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 Addressed: Standard What would you like students to know and be
1.1.a in the Empowered Learner Standard: able to do by the end of this lesson: I would like
Students articulate and set personal learning students to know what the Women’s Suffrage
goals, develop strategies leveraging movement is and the main people behind the
technology to achieve them and reflect on the movement.
learning process itself to improve learning
outcomes

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:  
 
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
Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration
class, or publishing via an outside source.) 

Lesson idea implementation: The teacher will draw students into the lesson by asking when the
students think women got the right to vote. The students will watch the Brain Pop video to provide
information about women's sufferage. Students will have the opportunity to synthesize their
learning through their writing. Students will be provided with a variety activities to increase their
engagement and provide instruction to a variety of learning styles. As a class we will have a brief
conversation about what it means to vote and why voting is important. After the lesson the class will
participate in an election for class president. Students will participate in a brief quiz at the end of the
lesson. The lesson will conclude with a class election.

Managing student learning: The variety of activities provided will engage the students and having
them participate in a real election will make them more active learners. There will be time limits and
expectations for completed assignments. The teacher will do frequent check-ins with students and
provide feedback to support the learners.
Universal Design for Learning (UDL): Student engagement will be increased through teacher check-
ins, feedback, and real world connections. Students will be provided a variety of ways to prove their
learning. 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 and relating their learning to real world situations. I am most excited
about the class election. It will be exciting to see students apply their knowledge to the real-world
situation.

https://padlet.com/sbenne92/d14gxm3gd5ik6rk0

Frazier, 2021