5. Evidence of Student Understanding (Assessment) in this Lesson:
What key knowledge and skills will students acquire as a result of this lesson?
Students will be able to understand that men and women did not share the same rights in early America as society was driven by male interests. Students should also be able to compare and contrast the social roles of men and women in Colonial America. Students should be able to explain how Benjamin Franklin believed in women’s rights in early America. (Written Assignment: Summative)
What will students be able to do as a result of such knowledge and skills?
Students will be able to compare and contrast the different roles of men and women in Early America. (Oral Questions & Answers and Smart Board Comparative Chart: Formative)
Students will be able to explain how Benjamin Franklin influenced women’s rights through his writings. (Written Assignment: Summative)
Materials Needed:(Include primary sources you will use in this lesson)
“Silence Dogood: Benjamin Franklin in the New-England Courant” (Oct. 22, 2010)
“The Speech of Miss Polly Baker” (Engendered America # 36) (Oct. 22, 2010)
Carol Berkin. First Generations:Women in Colonial America (New York, Hill and Wang, 1997)
A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives. These should be sufficiently clear so that another teacher could implement the lesson without guidance.
Lesson Opening: Teacher will ask question about equality in today’s society. Teacher will ask students to compare and contrast men’s and women’s roles in our society today and in the 1700s. Teacher will ask if there were many men that believed that women should have more rights in early American and why.
Teacher will read an excerpt of Carol Berkin’s First Generations: Women in Colonial America in which the author argues that there was a diversity of female’s roles in the pre-revolutionary American colonies due to the differences in race, region, religion and class.
Students will discuss men’s and women’s roles in early America.
Teacher will project a comparison chart/Venn Diagram in the Smart Board. Students will complete it analyze it in the Smart Board.
Teacher will project in the Smart Board selected Benjamin Franklin’s writings in which he defended women’s rights. Students will underline, analyze and discuss the feminist ideas in his writings.
Finally, students will be able to explain the main idea of Franklin’s writings “Silence Dogood” & “The Speech of Miss Polly Baker” (Written Assignment: Summative)
Specific Activities: (From Guided to Independent)
List and/or describe the activities designed to facilitate the gradual release of teacher responsibility, from teacher-led to independent
After oral questions and answers, students will complete the compare & contrast chart/Venn diagram in the Smart Board referent to men’s and women’s roles in early America.
Students will summarize Franklin’s writings of “Silence Dogood” & “The Speech of Miss Polly Baker” and analyze their main ideas.
ESL Students will pair with another student for assistance.
Teacher will circulate the room to assist students.
Teacher will call volunteers to share their findings, key words and review the vocabulary words.
Differentiated Instruction Strategies:
Describe how you will accommodate a variety of student learning needs, remediation strategies as well as enrichment strategies.
While teacher is circulating the room, she will assist the students who are having difficulties in comparing and contrasting the roles of men and women in Colonial America, and when summarizing the writings of Franklin.