Title: The Influence of Women on History
Grade Level: 9-12
Author: Holly Julian
Date: March 21, 2005
Dear Colleague: This is an exercise that can help students understand the differences between popular culture icons and significant, historical figures. The students are required to examine the political, cultural, and familial backgrounds of the women studied, and also to understand the impact each woman may have had on society. This may be a good lesson for Women's History month in March.
Teacher's Page
| Unit Summary | Teacher's Resources | Day 1 Lesson | Day 2 Lesson |
| Day 3 Lesson | Day 4 Lesson | Day 5 Lesson | Day 6 Lesson |
| Day 7 Lesson | Conclusion | Student's Web Quest |
Unit Summary:
Goals/Objectives:
This lesson is to compare women of power or influence with popular
women of today. This is to determine if there are differences between
historically significant figures and the current pop icons. The students
are to research the political and cultural environments surrounding the
individuals, as well as their influence on their society and others.
NCSS Theme: Time, Continuity, and
Change
Days: 7
Content: Research on family
background, educational background, careers, and contributions to society will
be conducted. In addition, students will need to research the
political, economical, social, and cultural environment each individual lived
in.
Methods: Lecture, video clips, transmission model, example project, inquiry model, group work, and oral presentations will be used.
WebQuest
Summary:
Goals/Objectives:
The webquest will be used for students to
easily navigate the web and find pertinent information on the assigned
individuals and their backgrounds,in order to complete the lesson.
Days:
2
Content: The students will also
use the webquest as a tool to discover political environments, and social
norms from different eras. The students will then, once research is
complete, make a recommendation for a lifetime achievement award for one of the
two women studied, and in what particular area the woman was accomplished
in.
Methods: Inquiry model and group work will be used to collect information for the presentation on the assigned women. Four students per group, each with an assigned area, 1) personal and family background information including parents, also the social, cultural, and political setting; 2) educational background, job history, and career; 3) Her contributions to society and what she is most known for; 4) Her influence on society (then and now if applicable) and future societies.
Unit
Information:
Background Resources
Web-based Subject Matter Content http://www.pbs.org/ http://womenshistory.about.com/ http://www.distinguishedwomen.com/ http://en.wikipedia.org/ http://www.who2.com/ http://www.eonline.com/ www.theglassceiling.com/biographies Web Pedagogy Content http://www.webquest.sdsu.edu/
Unit Lesson Sequence
Day 1 Back to Top
Lesson Plan Outline
Method (Attention Getter, Lecture, Callout Group, etc) Content/Key Ideas/Concepts/Facts
Materials
(Transparencies, audio, handouts, etc)Attention getter A brief quiz (for fun, not a grade) on women's history. Students will break into their groups of four, and together each group will answer the quiz. The group with the most correct answers will choose their two women to study first. If there are ties in the scoring, one team will choose a woman from one category and the other team will choose a woman from the other category, the teacher decides which group starts with what category. They will then each choose from the other category. Handout 1 Lecture Background information will be given on historical women, from different areas of life. The quiz answer key has important firsts for many different achievements in women's history. Transparency 1 Model Presentation Discuss the presentation and show the class the power point Sample Presentation Inquiry Model Floor is open for any questions or comments from class Divide the class into groups of 4 and assign women, 2 per group, 1 from each category. This unit plan must start on Monday.
Day 2 Back to Top
Lesson Plan Outline
Method (Attention Getter, Lecture, Callout Group, etc) Content/Key Ideas/Concepts/Facts
Materials
(Transparencies, audio, handouts, etc)computer lab group work research information on the internet Webquest Inquiry Model floor is open for questions pertaining to the webquest and its assignment
Day 3 Back to Top
Lesson Plan Outline
Method (Attention Getter, Lecture, Callout Group, etc) Content/Key Ideas/Concepts/Facts
Materials
(Transparencies, audio, handouts, etc)computer lab group work research information on the internet Webquest Inquiry Model floor is open for questions pertaining to the webquest and presentatons
Day 4 Back to Top
Lesson Plan Outline
Method (Attention Getter, Lecture, Callout Group, etc) Content/Key Ideas/Concepts/Facts
Materials
(Transparencies, audio, handouts, etc)group work students should get together and discuss all the information they have gathered, each group will be required to make a presentation on the material, so the individuals in each group need to decide who is responsible for which area. no materials needed
Day 5 Back to Top
Lesson Plan Outline
Method (Attention Getter, Lecture, Callout Group, etc) Content/Key Ideas/Concepts/Facts
Materials
(Transparencies, audio, handouts, etc)group work each group needs to decide the direction their presentation will go, and to organize their thoughts, discuss their issues, and to finalize the plans for the presentation. each student has his or her part of the project, and either all need to meet over the weekend to collaborate on a power point presentation, or another type of presentation needs to be decided upon. There must be at least 1 visual aide. Before leaving class, each group must report to the teacher that they are satisfied with the division of work. no materials needed
Day 6 Back to Top
Lesson Plan Outline
Method (Attention Getter, Lecture, Callout Group, etc) Content/Key Ideas/Concepts/Facts
Materials
(Transparencies, audio, handouts, etc)Group Presentations no materials needed
Lesson Plan Outline
Method (Attention Getter, Lecture, Callout Group, etc) Content/Key Ideas/Concepts/Facts
Materials
(Transparencies, audio, handouts, etc)Group Presentations no materials needed
The students will have learned about the
political environment, cultural significance, and social norms of other times or
in other areas of the world. The class will also learn about the changes
in the way in which women are perceived.
Credits/References: