Abolition and Women’s Rights



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Lesson Plan
Chapter 14 Section 4 (Pages 440–451)

Abolition and Women’s Rights



Section 4 Objectives

1. To describe the development of the abolitionist movement


2. To explain the significance of the Underground Railroad
3. To evaluate the results of the women’s rights movement
4. To identify important early leaders in the fight for women’s rights
Focus and Motivate

__ 5-Minute Warm-up

Warm-up Transparency WT14

__ Discuss Main Idea and Why It Matters Now

PE, p. 440

Instruct

__ Read the section

PE, pp. 440–447

Unit 4 In-Depth Resources: Guided Reading, p. 46

Unit 4 In-Depth Resources: Building Vocabulary, p. 47

__ Discuss Key Questions

TE, pp. 440, 442, 443, 444, 446

__ America’s History Makers: Frederick Douglas; Elizabeth Cady Stanton; Harriet Tubman

PE, pp. 441, 444

America’s History Makers Ancillary, pp. 55–56, 57–58

__ Now and Then: The Underground Railroad

PE, p. 442

__ Geography in History: The Underground Railroad

PE, pp. 446–447

__ History Workshop: Pack Your Trunk

PE, pp. 450–451

Unit 4 In-Depth Resources, p. 61
__ More About: Abolition Around the World; Harriet Tubman; Lucretia Mott; The Fugitive Slave Act; Journey Across the Atlantic

TE, pp. 441, 442, 443, 446, 450

__ Working for Change

Why It Matters Now, pp. 27–28

__ Geography Application: King Cotton

Unit 4 In-Depth Resources, pp. 49–50

__ Literature: from Narrative of the Life of Frederick Douglass

Unit 4 In-Depth Resources, pp. 53–55

__ Drawing: The Fugitive’s Song

Humantities Transparency HT28

__ Primary Source: The Seneca Falls Declaration and Resolutions

Unit 4 In-Depth Resources, p. 52

__ Lucy Stone, Champion of Women’s Rights by Claire Boyko

American History Plays




Interdisciplinary Links

__ Interdisciplinary Link: Speech: Analyzing Speeches

TE, p. 441

__ Interdisciplinary Link: Language Arts: Writing Poems

TE, p. 442

__ Interdisciplinary Projects: Math, Science, Language Arts, Art

Interdisciplinary Projects, pp. 79–84

Customize Instruction

__ Less Proficient Readers

Reading Study Guide, pp. 145–146

__ Multiple Learning Styles: Logical: Board Game

TE, p. 443

__ Gifted and Talented Students: Debating Women’s Rights

TE, p. 444

__ Students Acquiring English/ESL

Access for Students Acquiring English, pp. 96, 98–99

Spanish Reading Study Guide, pp. 145–146


Integrate Technology

__ Electronic Teacher Tools

__ Test Generator

Section 4 Quiz

Chapter Test
__ Using the Internet

classzone.com



Assess and Reteach

__Section 4 Assessment/Activity Options

PE, p. 445

Integrated Assessment, 5.3, 3.1

__Section 4 Quiz

Formal Assessment, p. 259

__Chapter 14 Assessment

PE, pp. 448–449

Critical Thinking Transparency CT42

__Chapter Test, Forms A and B

Formal Assessment, pp. 260–271

Block Scheduling Options

__ History Workshop: Pack Your Trunk

PE, pp. 450–451

Unit 4 In-Depth Resources, p. 61

__ Interdisciplinary Link: Speech: Analyzing Speeches

TE, p. 441


Homework Assignments

Other Teaching Materials


Directory: pdf -> olpresources
olpresources -> Chapter 14 Section 4 (Pages 424–435) Abolition and Women’s Rights Section 4 Objectives
olpresources -> Chapter 16 Interact with History; Setting the Stage; Section 1 (Pages 462–471) War Erupts Section 1 Objectives
olpresources -> Chapter 7 Section 3 (pages 224–229)
olpresources -> Chapter 14 Section 3 (pages 447–455)
olpresources -> Review chapter 1 Section 3 (pages 21–30)
olpresources -> Chapter 7 Section 3 (Pages 190–194) The Path to Victory Section 3 Objectives
olpresources -> The North Wins
olpresources -> Chapter 17 Section 3 (Pages 496–503) The North Wins Section 3 Objectives
olpresources -> Chapter 28 Chapter Opener; Section 1 (pages 874–884)
olpresources -> 1. To describe the Spanish conquest of the Americas beginning with Columbus


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