Elizabeth Cady Stanton Lesson Plan

Instructor: Sharon Linde

Sharon has a Masters of Science in Mathematics

Teach your students about Elizabeth Cady Stanton. Students will read a text lesson that explains Stanton's role with women's rights, ask and answer questions, and apply learning to an activity to increase comprehension of concepts.

Learning Objectives

After this lesson, students will be able to:

  • explain Elizabeth Cady Stanton's role in the women's rights and abolitionist movements
  • read and analyze the Declaration of Sentiments

Length

1 - 1.5 hours

Materials

Key Vocabulary

  • Abolitionist
  • Lucretia Mott
  • Declaration of Sentiments
  • Susan B. Anthony
  • 15th Amendment
  • National Woman Suffrage Association (NWSA)
  • American Woman Suffrage Association (AWSA)
  • 19th Amendment

Curriculum Standards

  • CCSS.ELA-Literacy.RH.6-8.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

  • CCSS.ELA-Literacy.RH.6-8.3

Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

  • CCSS.ELA-Literacy.RH.6-8.4

Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

  • CCSS.ELA-Literacy.SL.8.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

Warm Up

  • Have each student reach into the paper bag and pull out a slip of paper, keeping it hidden in their hand until you tell them to reveal.
  • Once every student has a slip, have students look at their paper.
  • Tell students that for the rest of the day, those with red strips will be allowed to be in charge of the classroom, making key decisions. Additionally, all students with blue strips will have to ask permission from the red slip students for any action, and red strip students also now own all property.
  • Break students into small groups with students that have the same color paper strips and ask them to discuss their feelings about the arrangement.
  • Share and discuss ideas as a whole group, leading students to understand this is a mock version of the way women were treated before the women's rights movement.
  • Ask students to discuss what they would do if they lived during this time to change the law, then share ideas as a whole group.

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