Molloy CollegeDivision of Education

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Student: Jessica A. Hurley Professor: Dr. K. SheehanCourse : EDU 509 Date: March 31, 2015 Grade: 4 Topic: Was the growth mind set of Elizabeth Cady Stanton responsible for her success and for the success of the women's rights movement? Content Area: Social Studies

Instructional Objectives(s)

After “A Day in the Life Simulation,” as well as a literacy activity about Elizabeth Cady Stanton, students will form opinions based on the evidence about Elizabeth Cady Stanton and her achievements regarding her growth mindset.

STANDARDS AND INDICATORS

New York State Social Studies Standards Key Idea: 4.5 IN SEARCH OF FREEDOM AND A CALL FOR CHANGE: Different groups of people did not have equal rights and freedoms. People worked to bring about change. The struggle for rights and freedoms was one factor in the division of the United States that resulted in the Civil War.(Standards: 1, 5; Themes: ID, TCC, SOC, CIV)

Key Concepts:

4.5b Women have not always had the same rights as men in the United States and New York State. They sought to expand their rights and bring about change.

• Students will examine the rights denied to women during the 1800s.• Students will investigate people who took action to bring about change, such as Amelia

Bloomer, Sojourner Truth, Elizabeth Cady Stanton, Lucretia Mott, Susan B. Anthony, Matilda Joslyn Gage, and Elizabeth Blackwell. Students will explore what happened at the convention of women in Seneca Falls.

Indicator: This will be evident when students form an opinion based on evidence presented on Elizabeth Cady Stanton and her growth mindset. National Social Studies Standards and Themes: 3. Time, Continuity, and Change A. Demonstrate an understanding that different people may describe the same event or situation

in diverse ways, citing reasons from the differences in views;

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B. Compare and contrast different stories or accounts about past events, people places or situations, identifying how they contribute to our understanding the past;

C. Demonstrate an understanding that people in different times and places view of the world differently;

D. Use knowledge of facts and concepts, drawn from history, along with elements of historical inquiry, to inform decision-making about an action taking on public issues.

Indicator: This will be evident when students form an opinion based on evidence presented on Elizabeth Cady Stanton and her growth mindset.

Common Core ELA Standards Writing Standards for Literacy in History/Social Studies Write arguments focused on discipline‐specific content.a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.c. Provide a concluding statement or section that follows and supports the argument presented. Indicator: This will be evident when students write an opinion essay based on how the growth mindset of Elizabeth Cady Stanton was responsible for her success in the women’s rights movement. 4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. Indicator: This will be evident when students use handout provided to complete a graphic organizer and include the many ways Elizabeth Cady Stanton used a growth mindset.

Social Studies Practices: Habits of Mind . 3. Identify and explain creation and/or authorship, purpose, and format for evidence; where appropriate, identify point of view.

Indicator: This will be evident when students use handout provided to complete a graphic organizer and include the many ways Elizabeth Cady Stanton used a growth mindset.

MOTIVATION

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The teacher will begin the class by telling the students they are no longer have the right to speak in class. Instead of having discussions, debates, asking questions, and working as groups, the teacher will now be the only speaker in the classroom. Teacher will stress the fact that the students are to sit quietly, listen carefully, and let the teacher do all of the talking and decisions making. If the students have any opinions and thoughts on the subject they are to keep it to themselves. Teacher will give the students time to reflect on instructions.

MATERIALS• SMARTBOARD• Writing utensils• Story handout• Graphic organizer• Exit ticket• HW VIDEO

STRATEGIES• Group discussion• Collaborative learning• Cooperative learning• Direct instruction• Read and retell

ADAPTATIONS• The student that is visually impaired will be seated in the front of the classroom and will be

provided with all documents with enlarged print.• The student who is an English language learner will be placed in a group with proficient

speakers who will be there as support during the lesson.• The hearing impaired student will be equipped with a FM unit so audio information is

transmitted directly from teacher to receiver in hearing aide.• The student with ADD will receive scribed notes.

DIFFERENTIATION OF INSTRUCTION The teacher realizes that not all students learn the same way. • Visual learners will be stimulated by the key points being listed on the SMARTBOARD.• Auditory students will hear spoken-word in read and retell activity• Social Interaction learners will be engaged by the social interaction of working in groups• Kinesthetic learners will be engaged by the stand and deliver activity.• Linguistic learners will be engaged in the writing activity. Tiered Differentiation

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❖ Tier One Learners will be provided with written definitions of key words and notes based on Elizabeth Cady Stanton

❖ Tier Two Learners will be provided with an outline based on how Elizabeth Cady Stanton’s many accomplishments were gained by her growth mindset.

❖ Tier Three Learners will do assignment without any support.

DEVELOPMENTAL PROCEDURES

1. Students will participate in A Day in the Life Simulation… Teacher will introduce lesson by telling the students the rules of the school have changed. Students are to sit quietly, to listen, no questions will be allowed. After a three minute simulation is completed the students will individually reflect on their experience and share some of the answers to the following questions: What if you were denied your everyday rights? What would you do? How would you react?2. Teacher will introduce Elizabeth Cady Stanton and explain, “What is growth mindset?” Students will then use handout provided to complete a graphic organizer. Students will identify Elizabeth Cady Stanton’s success in relation to her growth mindset. Students will discuss the following questions first in their groups, then with the entire class: What is Growth Mindset? How did Elizabeth Cady Stanton show growth mindset? Have you experienced a time where you had growth mindset?3. After the students journey back to the 1800's by participating in the "A Day in the Life" simulation a classroom discussion will pursue. Students will be able to reflect on what it would have been like to be Elizabeth Cady Stanton. The stimulation of this simulation will transport students back in time to the era of Women's Suffrage. Students will be able to use their feelings and emotions about the simulation, the factual information gathered from the handout about Elizabeth Cady Stanton's life, and classroom discussions to complete an exit slip. This informal assessment will ask students to use the information obtained about growth mindset, and complete the exit slip. Students will "update their status" with something that would like to achieve in the future, as well as share something they liked and disliked about the lesson.

ASSESSMENT

• The teacher will observe the students working in their groups. • The teacher will listen and review the exit ticket. • The teacher will moderate the group “graphic organizer” activity.

INDEPENDENT PRACTICE Students will use the website provided to watch a music video based on growth mindset and Elizabeth Cady Stanton. They will then answer the corresponding questions.

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FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT

Direct Teacher Intervention: Students who did not easily meet the lesson objective will, along with the teacher, be provided with a graphic organizer, a timeline as well as definitions of key terms about Elizabeth Cady Stanton Academic Enrichment: Students who easily met the lesson objective will find an article on the Internet about a current activist in the world today that has shown a growth mindset similar to Elizabeth Cady Stanton.

REFERENCES

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Prososki, L. (n.d.). "Women Today: An Editorial. Retrieved April 06, 2015, from

http://www.pbs.org/stantonanthony/resources/index.html

A Real Wonder Woman that made History Meet Elizabeth Cady Stanton. (n.d.). Retrieved from

https://www.teacherspayteachers.com/Product/Womens-History-Elizabeth-Cady-

Stanton-Close-Read-and-Activities-1752510

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