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Andrea Chen
(New Orleans - United States)-
- Contributed By: Anna Batchelder
Harriet Tubman: A portrait of Determination, an integrated, thematic fourth grade Social Studies and Science unit, will take students into a world of desperation, inspiration, and determination. The purpose of this unit is to teach students to investigate colonial history, ask questions about people and their behavior, and gain a better understanding of how determination can change a society for the better or worse. Recapturing this history is accomplished by entering into the life of Harriet Tubman through videos, picture books, poems, internet research, and other hands-on projects. At the end, the students will have created a Harriet Tubman time capsule that will reflect her life and the challenges of that time period. Students must know how to navigate searches on a computer, look up resources in a library, and have been previously taught about constellations.
This lesson introduces elementary grades 2-5 to the life and work of Frida Kahlo. It can be used as a compliment to an ethics program highlighting the attribute of courage, or as a lesson connecting with Women's History Month or Hispanic Heritage Month.
The PowerPoint-based lecture introduces The Women of Brewster Place by providing biographical information about Gloria Naylor in the context of the tumultuous historical backdrop of the early 1960s.
This writing assignment requires students to emulate the style of Gloria Naylor in the Women of Brewster Place as they craft their own vignette based upon a dream that is deferred.
This PowerPoint-based lecture is an overview of commentary by literary critics regarding The Women of Brewster Place.
This PowerPoint-based lecture outlines six dominant themes in The Women of Brewster Place, including examples and illustrations.
Women in Literature is designed to be an elective English course which will introduce students to writing by both men and women authors, about important female characters. This course will enable students to describe and critically examine the tradition of women's roles in literature over time; deconstruct the all-encompassing images of women in literature; and analyze the way in which authors define women’s experiences in terms of language. The students will read a wide variety of works in prose and verse-including novels, plays, short stories, essays, and poetry by British, American, Canadian, European, and African writers. Many of these works from the nineteenth and twentieth centuries are interrelated or comment on each other, so that as the students proceed through the course, they should develop an understanding of the way in which a tradition in women's roles have evolved, and in what ways this tradition has encouraged or informed the works of individual authors.
Objectives:
- The student will examine argumentation and develop informed opinions.
- The student will select an issue or theme and take a stance on that issue by supporting argument with specific reasons.
- The student will use argumentation for establishing and defending a point of view.
- "Ain't I a Woman" by Sojourner Truth (1851)
- Elizabeth Cady Stanton's Speech at the First Women's Rights Convention (1848)
- On Women's Right to Vote by Susan B. Anthony (1872)
8. Ask students to further brainstorm other issues that concern them, focusing on one that they would like to research and explore. These issues could be as local as the classroom or school, or as global as they feel comfortable. 9. Assign an argumentative essay, according to your goals and class needs. This rubric from Durham Technical College may help guide your decisions. Evaluation Students can be evaluated for completion and understanding of the analysis worksheets. The argumentative essay should be a major grade, divided into parts: proposal, first draft, final draft, etc.
Growing out of a small-town school event in California, Women's History Month is a celebration of women's contributions to history, culture and society. The United States has observed it annually throughout the month of March since 1987. The 2012 theme, “Women’s Education—Women’s Empowerment,” honors pioneering teachers and advocates who helped women and other groups gain access to advanced learning.
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The Library of Congress, National Archives and Records Administration, National Endowment for the Humanities, National Gallery of Art, National Park Service, Smithsonian Institution and United States Holocaust Memorial Museum join in paying tribute to the generations of women whose commitment to nature and the planet have proved invaluable to society.
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The National Women’s History Museum affirms the value of knowing Women’s History, illuminates the role of women in transforming society and encourages all people, women and men, to participate in democratic dialogue about our future.
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The stories of women's achievements are integral to the fabric of our history. Learning about women's tenacity, courage, and creativity throughout the centuries is a tremendous source of strength. Knowing women's stories provides essential role models for everyone. And role models are genuinely needed to face the extraordinary changes and unrelenting challenges of the 21st century. National Women's History Month, designated by Joint Resolutions of the House and Senate and Proclamations by six American Presidents, is an opportunity to learn about and honor women's achievements today and throughout history.
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In honor of Women's History Month, each March, NYPL librarians present a monthlong series of posts highlighting the many amazing women they've discovered through the print and online resources of The New York Public Library.
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http://www.nypl.org/voices/blogs/blog-channels/womens-history
The Learning Network provides teaching and learning materials and ideas based on New York Times content.
Teachers can use or adapt our lessons across subject areas and levels.
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http://learning.blogs.nytimes.com/teaching-topics/celebrate-womens-history-month/
Women's History and Heritage Month celebrates the contributions that women have made in all aspects of society. Learn more about their accomplishments through our selection of articles and photo galleries
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http://www.smithsonianmag.com/specialsections/womens-history/womens-history-month.html
Here are a group of women who have made outstanding achievements in their lives and are not always recognized as often as some of Women’s History Month “all-stars” (Ie: Florence Nightingale, Susan B. Anthony, Rosa Parks etc.)
Here are five notable women who (in one way or another) have changed the way women live today the world through education and empowerment and have accomplished great things in our history! Check them out!
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http://attorney-newyork.com/blog/from-the-blog/forgotten-women-in-history/
March 2012 is Women’s History Month, and the theme this year is “Women’s Education, Women’s Empowerment.” This year, try a fresh twist on teaching this content by focusing your lessons on what women are doing today to make a difference—from political figures to inventors to crusaders for healthcare and education. Encourage students to consider how past efforts of women throughout history have paved the way for where we are today, and how women’s history is meaningful for all of us—both male and female. Try these ideas for introducing students to real-world women who are making history.
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This resource celebrates the publication of the CUNY/New York Times Knowledge Network 2006 Women’s Leadership Calendar. For too long, women’s history has been confined to the margins, and this fascinating resource moves it to the forefront by highlighting the role of women as leaders in family, community, public service, business, labor, and society. Each month of this richly illustrated calendar concentrates on a particular theme, such as civil rights and suffrage, motherhood, and women’s liberation, and, at the same time, recognizes individual women who have made remarkable contributions to society, from First Lady Eleanor Roosevelt to United Farm Workers leader Dolores Huerta.
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http://www1.cuny.edu/portal_ur/content/womens_leadership/index.html
Here you will find primary sources that will capture your students' attention. The following themes, commonly taught in social studies and history classes, are designed for the potential to help your students
raise questions and make observations; compare and contrast sources; reconstruct conflicting perspectives; and bring historical contexts and understandings to life in their own minds.
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