Lesson Study ReportLibrary of Congress

Planning Group Teacher Names: Dustin Allen, Joyce Trevarthen, Patrick Mongrain, Ryan Coffey, Nicole Chandler

Date: 10/30/12

Content and Teacher of Class for Observation: Dustin Allen’s 8th Grade Humanities

Grade level: 8

What do I want the students to know and be able to do as a result of this lesson?

Essential Question(s) for lesson:What anti-suffrage arguments existed?What can I learn from primary sources?How do dissect a primary source?

WA St GLE:

CCSS:RH: 1, 2, 4, 6

Learning Target/Objective:

I can use primary sources to find why people were opposed to the suffrage movement.

Why Target/Objective Matters: -Help students understand why the Constitution was amended. -Teaches students to practice 1st Amendment rights-Understanding of Democratic Ideals of equality and justice

LessonContext – Briefly explain what instruction and student learning took place before this lesson and what learning experiences are planned for after the lesson to complete this topic.Before this lesson: Information about Women’s suffrageWhat is a primary sourceWorking with primary sources

After this lesson: Hold a classroom debate over the issue of women’s voting rightsWrite a persuasive piece convincing someone to support (or not support) women’s voting rightsConnect the issues involved with women’s suffrage to ideas in the constitution

Lesson Sequence: Briefly describe the sequence of the lesson. Launch: Who can vote now? Has it always been that way? What groups historically have been

denied the right to vote? Why were people opposed to the suffrage movement?

Mini Lesson: Primary sources and how they are used.

Work:

1. Students are placed in groups of 4 and given a primary source to analyze.

2. Students read the source themselves silently 3. Students then make observations of the document using the document

entitled “Analyzing Primary Sources: Women’s Suffrage”4. With a partner re-read & highlight information that answers the

question: Why were people opposed to the women’s suffrage movement? Circle unknown words/phrases.

5. Share circled words/phrases with the class for clarification6. Each member of the group will share one argument why people were

opposed to the suffrage movement, making sure that each group-member has a different argument. Record their argument using the document entitled “Analyzing Primary Sources: Women’s Suffrage”

7. Mini-lesson on paraphrasing* (if needed)8. Students record their paraphrased version of their argument on the

document.9. Discourse: Students discuss and rank their 4 arguments in order from

best to worst10. Create poster according to directions provided to students11. Gallery Walk. Students will look at other posters and record

arguments listed on other group’s posters12. Students will reflect on new findings with the help of sentence

starters. 13. Share reflections in small groups.14. Students will fill out the “cartoon thought bubble sheet”

Evidence of student learning:What formative assessments were used?

Use the primary source “Election Day”. Students will use evidence from the primary sources to describe what the man in the pictures might be thinking.

What (if any) summative assessments were

used?

Resources and supplies used to teach this lesson:Attach any copies of graphic organizers or teaching tools used during the lesson. Titles of these documents:

Primary Sources

Other

Post-lesson team self-reflectionWhat (if any) changes did you make to your revised lesson based on observations of classroom interactions and student work on your demonstration day?

We changed the wording of some of the directions when we realized that they were unclear or did not produce our intended results. We added critical reading strategies. We added a requirement for students to evaluate arguments from strongest to weakest, rather than simply listing them. We adjusted the end assessment to match the group’s goals for the lesson.

Why do you think the revised version will better serve students’ needs?

It will provide students a better opportunity to show evidence of learning and reaching the intended learning targets. It will increase their ability to engage with the sources that they may have struggled with had we not provided the reading strategies.

Proposal: Idea Impose: Force Suffrage: The right to vote in a political election Hitherto: up until now burdensome: hard adequate: good enough conferring: giving divinely ordered: organized according to God’s design engrossed: filled.

If anyone in your group had a chance to teach the revised lesson, how did it go?

N/A

How would this revised lesson reflect the learning that you engaged in over the process of your observation and debrief?

It addresses some of the flaws in the design that we noticed during the lesson observation and discussed during the debrief. It increases the complexity of the tasks and ultimately allows for a higher level of engagement, which is one of the reasons for using primary sources in teaching.