The Women's Rights Movement and the Counterculture
This lesson will focus on the strives women may or may not have made during the Women's movement as well as the characteristics and movements of the counterculture.
Goals & Objectives
Goal: Students will explain the ways in which women’s rights did or did not progress during the 1960s and early 1970s
Goal: Students will identify the major movements of the counterculture as well as the impact it had on music, art, dance and fashion
Objective: Students will select the main figures and acts that shaped the women’s movement
Goal: Students will identify the major movements of the counterculture as well as the impact it had on music, art, dance and fashion
Objective: Students will select the main figures and acts that shaped the women’s movement
California State Content and Common Core Standards
11.10.7. Analyze the women's rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women.
CC Reading- 4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CC Writing- 2.e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
CC Reading- 4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CC Writing- 2.e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
Lesson Introduction
The teacher will begin by playing a mix of various Beatles songs. Students will be asked to turn to their neighbors and share their thoughts on the music. After, the students will share out loud in a quick class discussion how they feel about the music and why it may have been seen as part of the counterculture.
Vocabulary
The key terms in bold in the chapter will be the key terms students need to identify. Those terms include: Students for a Democratic Society (SDS), Port Huran Statement, Tom Hayden, Mario Savio, Communes, Haight Ashbury District, Unification Church, Hare Krishna, Pop Art, Andy Warhol, Beatles, Bob Dylan, Woodstock, Feminism, President’s Commission on the Status of Women, Equal Pay Act, Title VI, Equal Employment Opportunity Commission (EEOC), Betty Friedan, National Organization for Women, Title IX, Roe v. Wade, Phyllis Schlafly
Content Delivery
The teacher will begin by having students open their textbooks to Chapter 31, “Politics of Protest.” The teacher will go through a pre-read with the students, by having all the students read the headings as well as sub-headings to determine what students already know about the topic. By analyzing the headings and sub-headings, the students will also be able to understand what it is they are about to learn. Students will then be directed into six groups, with each group being responsible for one heading and all of its sub-headings.
Student Engagement
As they read, students will be instructed to create a Four-Tab Book Foldable for their headings. Students will be instructed to place the name of the heading as the title of the book along with an illustration to accompany that title. The second and third page will include all vocabulary words and their definitions that were in their section. The fourth and fifth page will be where students explain what they learned about each subheading. The back page will include an illustration that the student feels summarizes the section they just learned about.
After creating their Four-Tab Book Foldable, each group will send a representative to the front of the class to explain their foldable. As the student explains their foldable, each of the other students will take notes on what the other groups learned.
After creating their Four-Tab Book Foldable, each group will send a representative to the front of the class to explain their foldable. As the student explains their foldable, each of the other students will take notes on what the other groups learned.
Lesson Closure
The teacher will ask students to do a quick-write on the lesson they just learned. Students are to state what their favorite part of the lesson was as well as a key figure or act that shaped the women’s movement.
Assessment
Formative- The teacher will walk around while students are making their Four-Tab Book Foldable in order to ensure that students understand the information that is presented to them. If the students are having trouble, the teacher will ask question to help get them going in the right direction.
Formative- The quick-writes will serve as a way to see if students understood the information that was presented to them from their classmates as well as in their own reading.
Summative- The Four-Tab Book Foldable will be assessed and scored for quality of writing as well as content.
Formative- The quick-writes will serve as a way to see if students understood the information that was presented to them from their classmates as well as in their own reading.
Summative- The Four-Tab Book Foldable will be assessed and scored for quality of writing as well as content.
Accommodations for English Learners, Striving Readers and Students with Special Needs
The teacher will make a hard copy of all the vocabulary words along with the definitions that will be handed out to English Learners, Striving Readers and Students with Special Needs in order to ensure that they have a completed list of all vocabulary terms. If necessary, a partial Four-Tab Book Foldable will be completed and given to Students with Special Needs.