Women'S Civil Rights: Fourth Grade: Melissa Femia Edse 604 Final Project Component April 3, 2011

Women’s Civil Rights: Fourth Grade
Melissa Femia
EdSE 604
Final Project Component
April 3, 2011
Rationale
Women’s Civil Rights is a very important topic to be covered in a fourth grade
classroom. It is important for children to see at a young age that not just people of color
were discriminated against, but that women were as well. It is important for the children
to learn about the civil liberties that we have today, once did not exist for women. Within
my unit, I felt that it was important to teach three lessons. The lessons that were to be
taught were: Susan B. Anthony, the Seneca Falls Convention and the Women’s
Liberation Movement. These three lessons are very important to the history of women.
Susan B. Anthony is a heroic woman in history. It is very important for the
children to learn about all the marches that she led. Within this lesson, not only did the
children learn about the rights that women had and did not have, but it taught them about
the ratification of the 19th amendment.
The Seneca Falls Convention is a very important part of the fight for the Civil
Rights of women. The Seneca Falls Convention was needed to help in the changing of
the legal rights for women in America. Within this lesson, the children will learn of the
actions that led to the need of the convention and what issues arose at the convention,
such as the injustices that women faced in society during this era.
The Women’s Liberation Movement is also important for fourth graders to learn
about. It is important because it changed the way that women thought about themselves
and the way that they were treated in the American society. The Women’s Liberation
Movement brought out the “new” woman in society. This lesson is important because it
shows how much women have grown in society over a span of 40 years or so.
The three lessons are basically all taught within the same manner. I am having
my students write a song about women’s rights and then they must perform their written
piece. This will integrate project based learning along with incorporating the use of
computers in the classroom for research. Granted, you should always supply the web
sites that way you know they are valid.

Women’s Civil Rights Outline
I. Conditions and Struggles

A. Political
1. Right to vote
B. Economics
1. Jobs
2. Education
C. Sociocultural Treatment
1. Clothing
2. Hairstyles
II. Key People

A. Susan B. Anthony
B. Elizabeth Cady Stanton
C. Lucretia Mott
1. Woman suffragist; 19th amendment
2. Suffragist; Seneca Fall/Declaration of Sentiments
3. Seneca Falls advocate
III. Key Events

A. Seneca Falls Convention
B. Marches and Speeches
C. Bloomers
1. Elizabeth Cady Stanton and the Declaration of Sentiments
2. March on Washington, 1963
3. Women begin to expose themselves.
IV. Passage of 20th Century

A. Passage of 19th Amendment
B. 1920’s
C. 1940’s
D. 1960’s
1. The right to vote
2. Women begin to step out of the “box” and expand on their liberties.
3. The Seneca Falls convention and the fight for civil liberties in America
like men.
4. Women’s Liberation Movement.
Curriculum Area: Social Studies and The Arts
NYS Learning Standards:
Social Studies
Standard 1 – The History of the United States and New York,

Sections 3 & 4.
Standard 5 – Civics, Citizenship, and Government, Section 3
Arts
Standard 1- Students will actively engage in the processes that constitute creation and
performance in the arts (dance, music, theater, and visual arts) and participate in various
roles in the arts.
Content Area: Women’s Civil Rights
Grade Level: Fourth Grade
Length of Unit: Three Weeks/Project Based Learning activity takes place in Week 3
Lesson
Population Type: Regular Education Students
Elements of Project Based Learning: Students will write and perform a song. The song
lyrics will identify the trials and the tribulations that women faced before attaining civil
liberties.
Technology used to present unit: Students will have to research the following from
accredited web sites: Susan B. Anthony, The Seneca Falls Convention, and The
Women’s Liberation Movement. The students will use the research from the listed
websites to gain inspiration in selecting words to write their song.
Assessment: The students will be assessed per their written song performance based
upon facts that they gathered on women’s civil rights. The students will be given a
rubric and will be scored based upon a grading scale of a 4, 3, 2, or 1. * Please see the
attached grading rubric.
EdSE 604 Final Project Component-Week 1
Date of Lesson: March 14, 2011 Time: One Week Length of Lesson: One Week
Curriculum Area: Social Studies__ Content Area: Famous People in History
Title of Lesson (identify concepts taught) Susan B. Anthony: Woman’s Suffragist
Age/Grade Level: 4th Grade
Differentiation of activity is to be provided throughout the lesson plan to ensure that

children’s individual learning needs are met.
1. Learning Objectives
• The students will be able to describe the hardships that Susan B. Anthony
faced during her lifetime. This description should include any personal
attacks that she faced on her journey to get women the right to vote.
• The students will be able to explain the actions Susan B, Anthony took in her
life to the woman suffrage movement. These should include specific books
that she published to get her message across, the foundation of the National
Woman’s Suffrage Association, and the non-violent revolution that she led in
our country’s history, which resulted in her arrest.
• The students will be able to identify various laws and amendments that were
passed to give women the right to vote, such as the 19th amendment. Students
will be able to explain how the 19th amendment changed the way women were
treated as compared to how they were treated before the amendment had been
ratified.
• The students will be able to complete an essay describing the qualities and/or
attributes that Susan B. Anthony had that gave women the right to vote from
the ratification of the 19th amendment. They will also be able to fill in the last
column of the KWL diagram to be handed in to asses their understanding of
what they learned throughout the unit.
2. Assessment
(a) Learning outcomes of previous lesson related to this topic:
Not Applicable at this time.
(b) Focus of assessment in this lesson (related to objectives)
• The students will be able to describe the hardships that Susan B. Anthony
faced during her lifetime. This description should include any personal
attacks that she faced on her journey to get women the right to vote.
• The students will be able to explain the actions Susan B, Anthony took in her
life to the woman suffrage movement. These should include specific books
that she published to get her message across, the foundation of the National
Woman’s Suffrage Association, and the non-violent revolution that she led in
our country’s history, which resulted in her arrest.
• The students will be able to identify various laws and amendments that were
passed to give women the right to vote, such as the 19th amendment. Students
will be able to explain how the 19th amendment changed the way women were
treated as compared to how they were treated before the amendment had been
ratified.
• The students will be able to complete an essay describing the qualities or
attributes that Susan B. Anthony had that gave women the right to vote from
the ratification of the 19th amendment. They will also be able to fill in the last
column of the KWL diagram to be handed in to asses their understanding of
what they learned throughout the unit.
(c) Method of assessment used in this lesson
• Have the students write an essay about how Susan B. Anthony changed
the life for women and how life would be today if the 19th amendment had
not been ratified. (see attachment)
• Have the students fill in the last column of the KWL chart listing what
they learned about Susan B. Anthony, so I can asses their
knowledge/understanding of her. Also I will use this assessment to see
what I have to do differently when I teach this lesson again. (see
attachment)
(d) Differentiation (of expected outcomes)
• For children who have a hard time expressing themselves through means
of writing an essay, I would have an oral review to asses their knowledge
of Susan B. Anthony.
• Another way to asses the children would be to have them make a comic
strip depicting the life Susan B. Anthony.
3. New York State Learning Standards
• Standard 5; Key Idea 3- Central to civics and citizenship is an understanding of
the roles of the citizen within American constitutional democracy and the scope of
a citizen’s rights and responsibilities.

4. Materials
● Pen
● Paper
●http://www.law.umkc.edu/faculty/projects/ftrials/anthony/sbahome.html
●Copy the chapter about Susan B. Anthony from the book titled 100 Women
Who Shaped World History (I would pass out this short reading to the students to
give them a little more background information on the life of Susan B. Anthony
because it will provide the students with some more important information to
incorporate into their essay.)
5. Lesson Process
(a) Introduction (approximate time) /Links to prior Knowledge
• Teacher speaks: Today we are starting a new unit about “Heroes” in the
United States.
• Teacher asks students: Do you know what a hero is or characteristics that
describe/make up a hero? (Teacher waits for response from students, then
explains to them what a hero is)
• Teacher speaks: A hero is someone who is honest, courageous, caring,
shows signs of leadership and is respected by others.
• Teacher speaks: We are going to start off this unit by beginning with a
famous woman in history. Susan B. Anthony was a woman who fought to
get women the right to vote. She was an independent and well-educated
American civil rights leader. She joined other women’s right leaders to
secure women’s suffrage in the United States.

(b) Learning procedures relating to objectives (approximate times)
• Do a KWL diagram on the board/have a chart copied for them to hold on too,
to brainstorm with the children what they “know” and what they “want” to
know. I would use the “L” portion of the chart at a later time as another
method of assessment for the students to fill in what they learned about Susan
B. Anthony at the end of the unit. They would then hand this KWL diagram
in to me for me to further asses their understandings of Susan B. Anthony.
• Read aloud to the children the chapter about Susan B. Anthony from the book
titled WOMEN SUFFRAGISTS. The students should take notes from what I
read aloud to them because it will help them gain a better understanding about
Susan B. Anthony.
• Key points from read aloud that children should pick up on:
- Born in Adams, Massachusetts in 1820
- Anthony’s father believed that all “people” should earn a living, so he
sent Susan and her sisters to learn teaching at an expensive Quaker
girl’s school.
- Taught at various schools for 10 years, but eventually gave it up and
moved to Rochester in 1849, where she was elected president of the
local daughters of temperance.
- Susan B. Anthony’s purpose became women’s rights. She spent her
life around this issue.
- 1853 she began a campaign for women’s property rights in NYS.

- Anthony believed that women should not wear restrictive, unhealthy
clothes just because they were “proper”.
- She cut her hair short (which was not traditional);she also wore short
“Bloomer” dresses.
- Susan B. Anthony continued her crusades, but her primary goal
became woman suffrage
- 1854 began a campaign for woman suffrage, speaking and traveling
alone.
- Anthony didn’t stand behind women suffrage alone; she and Elizabeth
Cady Stanton planned conventions that brought suffragists together.
- 1860 fought for married women’s rights and as a result of this a
property bill was passed and later became a law allowing married
women to own property, keep their own wages, and have custody of
their children.
- 14th amendment gave citizenship and citizen’s rights to all “persons”
born in the U.S.
- 15th amendment emphasized that citizens could vote regardless of
race/color-nothing mentioned about gender->however women still had
no right to vote.
- Anthony argued that women had right to vote because of 14th
amendment.
- Susan B. Anthony was arrested because she rallied and told women to
vote in the next election.

- 1890 formed National American Women Suffrage Association
- Died on March 13, 1906
- 19th amendment was passed in 1920, 14 years after her passing giving
all women the right to vote.
●Key questions to ask children after the reading:
-What does the term suffrage mean?
-Girls, what does suffrage mean to you?
-How would you feel if you did not have the rights you have today?
-What is the 14th amendment?
• Have the children use the website I provided to look up and gain more insight
on what Susan B. Anthony did in her lifetime.
• Key questions to ask the children/have them find the answers to after
browsing the website:
-What was the basis of Susan B. Anthony’ petition to Congress in 1874?
-What are some of the key points that Susan B. Anthony used in her
speech on the right to vote?
-Describe/List the history of the 19th amendment.
(c) Conclusion (approximate time)/Checking for understanding
• Ask the children questions to check for understanding:
• Do you think that Susan B. Anthony succeeded as an American civil rights
leader? If so, why?

• What did Susan B. Anthony do for women’s suffrage?
• How did the 19th amendment change life for women in the United States?
• How would life for women be today if the 19th amendment wasn’t ratified?
6. “If time”/extensions
• Have the children watch a movie titled: Biography: Susan B. Anthony
• Read books related to women’s rights such as: BETTY FRIEDMAN: A Voice for
Women’s Rights or You Want Women to Vote, Lizzie Stanton?
7. References (sources used in creating lesson plan)
Disalvo-Ryan, D. (1995). You want women to vote, Lizzie Stanton?. New York: G.P.
Putman’s Sons.
I would have this book present in my classroom because it discusses an era of very
important social movements. Also, because the book coincides with our present unit.
This book tells the story of the fight for woman suffrage and the remarkable woman who
led it.
Famous American Trials (Susan B. Anthony). (2006, October 6).
http://www.law.umkc.edu/faculty/projects/ftrials/anthony/sbahome.html
This website will be very useful for the children to use to get information for them to
include in their essay. The site is set up easy enough for 4th graders to be able to navigate
and use. The site goes in further depth about Susan B. Anthony’s trial as well as the
ratification of the 19th amendment. Overall, this is a great site that kids could use to
expand their knowledge about Susan B. Anthony.

Meltzer, M. (1985). Betty Friedman: a voice for women’s rights. New York: Viking
Penguin.
I would have this book present in my classroom because children need to gain insight
about the women who fought to change the way things once were in past decades.
Helmer, D.S. (1998). Women suffragist. New York: Facts on File, Inc.
I would have this book present in my classroom because it is a great piece of
literature. This chapter book has the ten profiles of the female leaders of this reform
movement. This book provides a well-rounded look at women’s struggle for equality.
Rolka, G.M. (1994). 100 Women who shaped world history. California: Bluewood
books.
This book is also another great piece of literature to have on my classroom bookshelf.
There are 100 profiles of famous women within this book to show how much women
have done to shape history. This book gives students depth about achievements and
contributions of women in world history.

HOMEWORK ASSIGNMENT
SUSAN B. ANTHONY
At this point in time, you students have gained quite a bit of knowledge about the
life of Susan B. Anthony. I will be assessing your understanding of Susan B. Anthony by
asking you to complete an essay. Within your essay you should be able to describe the
qualities and/or attributes that Susan B. Anthony had that made her an American Civil
Rights Leader. Also, please include what she did to help give women the right to vote by
the ratification of the 19th amendment.
SUSAN B. ANTHONY
KWL Chart
“K”-What the students know.

“W”-What the students want to know.
“L”-What the students learned.
“K” “W” “L”

Curriculum Area: Social Studies__ Content Area: Women’s Civil Rights
Title of Lesson (identify concepts taught) Seneca Falls Convention

• The students will be able to describe the purpose of the need for the Seneca
Falls Convention. This description should include any of the grievances of
women’s legal rights in America, which led up to the convention of 1848.
• The students will be able to explain the Seneca Falls Convention, who was the
leading leader of this convention and why it was needed to help in the
changing of legal rights for women in America. They will be able to discuss
the issues that arose at the convention, such as the injustices that women in
society faced during this era.
• The students will be able to identify and describe the various outcomes of the
Seneca Falls Convention. This should include the Declaration of Sentiments.
• The students will be able to complete an essay describing the Seneca Falls
Convention and how it changed the life for women during the 1840’s. They
will also be able to fill in the last column of the KWL chart to be handed in to
asses their understanding of what they learned throughout the unit.

2. Assessment
• The students will be able to describe the purpose of the need for the Seneca
Falls Convention. This description should include any of the grievances of
women’s legal rights in America, which led up to the convention of 1848.
• The students will be able to explain the Seneca Falls Convention, who was the
leading leader of this convention and why it was needed to help in the
changing of legal rights for women in America. They will be able to discuss
the issues that arose at the convention, such as the injustices that women in
society faced during this era.
• The students will be able to identify and describe the various outcomes of the
Seneca Falls Convention. This should include the Declaration of Sentiments.
• The students will be able to complete an essay describing the Seneca Falls
Convention and how it changed the life for women during the 1840’s. They
will also be able to fill in the last column of the KWL chart to be handed in to
asses their understanding of what they learned throughout the unit.
• Have the students write an essay about the Seneca Falls Convention and
how it changed the life for women during the 1840’s. The essay should
include how life was for women before the convention took place,
explaining the purpose of this convention. The essay should also include
an explanation of what the convention was and why it was needed to help
change women’s legal rights in America. The importance of Elizabeth
Cady Stanton to the convention should also be included within the essay.
Lastly, the essay should include any outcomes that arose from the
convention, such as the Declaration of Sentiment. (see attachment)
• Have the students fill in the last column of the KWL chart listing what
they learned about the Seneca Falls Convention, so I can asses their
knowledge/understanding of this reform in history. Also, I will use this
assessment to see what I have to do differently when I teach this lesson
again. (see attachment)
of the Seneca Falls Convention.
strip of the women at the Seneca Falls Convention in 1848.
• Standard 1; Key Idea 3- Study about the major social, political, economic,
cultural, and religious developments in New York State and United States history
involves learning about the important roles and contributions of individuals and
groups.
4. Materials
● Pen
● Paper
● Each child would have a copy the book titled The Road to Seneca Falls: A
Story about Elizabeth Cady Stanton. (This book will give the students more
background information about the Seneca Falls Convention and how Elizabeth
Cady Stanton contributed to it. The information obtained from this book is
important and should be incorporated within their essay.)
5. Lesson Process
(d) Introduction (approximate time) /Links to prior Knowledge
• Teacher speaks: Today we are going to continue with our unit about
Women’s Civil Rights in the United States.
• Teacher asks students: Do you children know what a reform movement is?
(Teacher waits for response from students)
• Teacher speaks: A reform movement is a change that occurs in history that
has a big impact on society. Seneca Falls Convention was a very important
reform movement in the history of women during the 1840’s.
• Teacher speaks: We are going to start our Women’s Civil Rights unit with
the Seneca Falls Convention. This was a very important reform
movement in the history of women during the late 1840’s.

(e) Learning procedures relating to objectives (approximate times)
• Do a KWL chart on the board/have a chart copied for them to hold on too, to
brainstorm with the children what they “know” and what they “want” to
know. I would use the “L” portion of the chart at a later time as another
method of assessment for the students to fill in what they learned about the
Seneca Falls Convention at the end of the unit. They would then hand this
KWL chart in to me for me to further asses their understandings of the Seneca
Falls Convention.
• Read aloud to the children from the chapter book titled The Road to Seneca
Falls: A story about Elizabeth Cady Stanton. The book is only 60 pages, so I
would read to the children about a chapter a day. They could follow along
with me since they will each have a copy of the book. After we have a read a
chapter from the book I will give the students time to notes about what was
just read. This will help them gain a better understanding about the Seneca
Falls Convention and how Elizabeth Cady Stanton contributed to it. It also
helps that they have a hardcopy of this book because they can always refer
back to it.
●Key questions to ask children after completion of book :
- What is a reform movement?
-Why was there a need for a convention?
-What was the Seneca Falls Convention?
-Who were some of the historic women at the convention?

- What was to be discussed at the convention?
-Who created the Declaration of Sentiments?
-What was the Declaration of Sentiments ?
-What were some outcomes of the convention of 1848?
(f) Conclusion (approximate time)/Checking for understanding
• What did Elizabeth Cady Stanton do for the Seneca Falls Convention?
• How did the Declaration of Sentiments change life for women in the United
States?
• How would life for women be today if the convention had never taken place?
• Have the children view a 30-minute film about the Seneca Falls Convention titled:
Dreams of Equality.
Swain, Gwenyth.(1996). The Road to Seneca Falls: A Story about Elizabeth
Cady Stanton. Minneapolis: Carolrhoda Books, Inc.
This book is definitely student friendly for fourth graders to read. It touched upon a lot of
facts and important issues that lead up to the Seneca Falls Convention. The book also
had illustrations, which would help to keep the children engaged during readings. This
is also a great book because aside from just learning about the Seneca Falls Convention,
the students also will learn about Elizabeth Cady Stanton and her purpose.
SENECA FALLS
CONVENTION 1848
KWL Chart
“K”-What the students know.

“W”-What the students want to know.
“L”-What the students learned.
“K” “W” “L”

The Seneca Falls Convention of 1848
(25pts)
Seneca Falls Convention of 1848. I will be assessing your understanding of the Seneca
Falls Convention by asking you to complete an essay. Within your essay you should be
able to describe how the Seneca Falls Convention of 1848 changed the life of women in
America. The essay should briefly touch upon each of the following items:
-How life was for women before the convention took place, explaining the purpose of
this convention.
-An explanation of what the convention was and why it was needed to help change
women’s legal rights in America.
-The importance of Elizabeth Cady Stanton to the convention.
-Any outcomes that arose from the convention, such as the Declaration of Sentiment.
Curriculum Area: Social Studies__ Content Area: Women’s Civil Rights
Title of Lesson (identify concepts taught) 1960’s: Women’s Liberation Movement


• The students will be able to describe and understand the key aspects of the
Women’s Liberation Movement, which began in the year of1968.
• The students will be able to explain how the Women’s Liberation Movement
helped women rediscover and redefine themselves. This should include the
specific actions that they took to make this transformation. This should also
include what women’s lives were prior to the 1960s and how the movement
changed women’s lives thereafter.
• The students will be able to explain and examine how the women fought for
social change through the movement activism.
• The students will be able to complete an essay describing the Women’s
Liberation Movement of the 1960s. Within this essay, the students should
include why there was a need for such a movement and how the lives of
women were affected by the movement, positively or negatively. Specific
events and actions that took place during the period of the Liberation
Movement should be included. They should also include within the essay,
how they think life would be today if it weren’t for the Women’s Liberation
Movement.
2. Assessment
• The students will be able to describe and understand the key aspects of the
Women’s Liberation Movement, which began in the year of1968.
• The students will be able to explain how the Women’s Liberation Movement
helped women rediscover and redefine themselves. This should include the
specific actions that they took to make this transformation. This should also
include what women’s lives were prior to the 1960s and how the movement
changed women’s lives thereafter.
• The students will be able to explain and examine how the women fought for
social change through the movement activism.
• The students will be able to complete an essay describing the Women’s
Liberation Movement of the 1960s. Within this essay, the students should
include why there was a need for such a movement and how the lives of
women were affected by the movement positively or negatively. Specific
events and actions that took place during the period of the Liberation
Movement should be included. They should also include within the essay,
how they think life would be today if it weren’t for the Women’s Liberation
Movement.
• Have the students write an essay about the Women’s Liberation
Movement. For the specific guidelines that the student’s should follow and
include within the essay, they are located on the attachment.
of Women’s Liberation Movement.
strip depicting and action or event during the Women’s Liberation
Movement.
• Standard 1; Key Idea 3- Study about the major social, political, economic,
cultural, and religious developments in New York State and United States History
involves learning about the important roles and contributions of individuals and
groups.
4. Materials
● Pen
● Paper
● A copy of the song titled “The Woman in Your Life.” (I would pass out the lyrics
to this song to the students to give them a little more background information about how
woman truly felt about themselves and how they were viewed, as expressed through the
lyrics in this song.)
●Each child will have a copy the chapter book titled Girls are Equals too.(This
book will provide the children with a little more background information on the
Women’s Liberation Movement because it discusses the status of women, how
they got that way and what can be done about it. This is a great source that the
students can gather information to incorporate into their essay.)
5. Lesson Process
(g) Introduction (approximate time) /Links to prior Knowledge
• Teacher speaks: Today we are going to finish our unit about Women’s
Civil Rights in the United States.
• Teacher asks students: Do you know what a movement is? (Teacher waits
for response from students)
• Teacher speaks: A movement is a series of actions or events taking place
over a period of time and working to promote a principle or policy.
• Teacher speaks: We are going to finish our unit on Women’s Civil Rights
by discussing the Women’s Liberation Movement of the late 1960s.
(h) Learning procedures relating to objectives (approximate times)
• I would pass out the lyrics to the song titled “The Women in Your Life,” by
Alix Dobkin to the children. The students will first listen to the song on tape
and then I will read the lyrics aloud to the children and they can follow along.
After reading the lyrics aloud, I will give the students’ time to analyze the
lyrics in groups and then have an oral discussion about the song and its lyrics
to check for an understanding of what they heard and read.
• This song helped women to rediscover and redefine themselves during the
late 1960s. The lyrics define the strengths that women posses and presents
women as being powerful and independent beings. The lyrics also contradict
what women were taught throughout American History. The song encourages
women to embrace these qualities within themselves. (Background
information that I would share with the students about the song)
• Key questions to ask children during oral discussion of the song lyrics:
- Who would sing this song?
- What is the songs purpose?
- What ideas are presented from the lyrics?
- What is the style and tone of the song?
• Read aloud to the children from the book titled Girls are Equal Too. The
students could follow along with me since they will each have a copy of the
book. After we read a few chapters from the book each day, I will give the
student’s time to take notes about what was just read. The students will also
be assigned to read certain chapters of the book for homework each night, so I
am not reading the book in its entirety to them. This will help them to gain a
better understanding of the Women’s Liberation Movement of the late 1960s.
It also helps that the student’s will each have a hardcopy of this book because
they can always refer back to it to take notes if they don’t understand.
• Key questions to ask children after the reading:
-What does the term movement mean?
-Girls, what does the Women’s Liberation Movement mean to you?
-How would you feel if you did not have the rights you have today?
-What was the outcome of the movement?
● Project Based Learning:
-Students have been exposed to a song and book about women’s rights.
Along with all the material that they have learned over the course
of the past three weeks, they must now use their background
knowledge and write/create a song that identifies the trials
and the tribulations that women faced before attaining civil
liberties.
- Students will work independently on writing a song that discusses the
live of women before and after attaining civil liberties.
-They may use the song and book that was used within this lesson as a
resource to assist with writing lyrics for their song.
-Students will be given the Project Based Learning grading rubric.
-Teacher will go over the contents of the rubric, so the students know what
they are responsible for including.
-Once the rubric has been addressed and all questions have been answered,
students will be given ample time to work on this activity.

-There will be a sign up sheet for students to select a date in which they
wish to present their finished product in an acapella version for
their classmates. *Student performances will take place over a
five day period during our allotted “Calendar Time” from
9:45-10:00. Four students will present daily until all
presentations have been performed.
Conclusion (approximate time)/Checking for understanding
• What was the Women’s Liberation Movement?
• What was the purpose for the Women’s Liberation Movement?
• How did the Women’s Liberation Movement of the late 1960s change the life
for women in the United States?
• How would life for women be today if there wasn’t a Women’s Liberation
Movement?
• Have the children watch a short documentary titled: The Women’s Liberation
Movement of 1968.
Carlson, Dale Bick. (1973). Girls are Equal Too. New York: Atheneum.
This book is definitely student friendly for fourth graders to read. It touched upon a lot of
important issues that lead up to the Women’s Liberation Movement of the late 1960s.
The book will provide the children with a lot of factual information and has some
illustrations that will keep the children engaged.
Discovering the Self:
The Song
“The Woman in Your Life”
Written by Alix Dobkin
The woman in your life

Will do what she must do
To comfort you, and calm you down, and
Let your rest, now
She can rest so easily
She knows everything you do because
The woman in your life is you
Knows simply what is true
She knows the simple way to touch, to
Make you whole, now
She can touch so easily
And who knows more about your story
About your struggles in the world
And who cares more to bless your
Weary shoulders, than
She’s trying to come through
A woman’s voice with messages of
Woman’s feelings
She can feel so easily
And who is sure to give you courage
And who will surely make you strong
And who will bear all the joy
That is coming to you, if not
She’s someone to pursue
She’s patient and she’s waiting and she’ll
Take your home now
She can wait so easily
The Women’s Liberation Movement

(25pts)
Women’s Liberation Movement. I will be assessing your understanding of the Women’s
Liberation Movement by asking you to complete an essay. Within your essay you should
be able to describe how the Women’s Liberation Movement of 1968 changed the life of
women in America. The essay should briefly touch upon each of the following items:
-How life was for women before the movement took place, explaining the purpose of the
Women’s Liberation Movement.
-An explanation of what the Women’s Liberation Movement was.
-Any outcomes that arose from the Women’s Liberation Movement.

Sample Student Work-Song Lyrics
A Woman’s Fight
Women were once viewed as only being good at doing

chores.
They lived a life that was full of bore.
Then one day it all changed,
When Susan B. Anthony got her way.
She fought hard for Women’s Rights.

She followed her heart with all her might.
Susan B. Anthony put up a good fight day and night.
Without her, women would not have any rights.

She helped others to see the light,
That women were right!
Thank you Susan B. Anthony for putting up a FIGHT!
*Student received a score of 5/8 due to they included

factual and relevant information, but they failed to mention
more than 1-2 facts about women’s rights in lyrics.
Student Name_____________________________________________
Project Based Learning Rubric
Women’s Rights Song
Grade 4
Task 4 Points 3 Points 2 Points 1 Point
Component
Purpose All lyrics include Most lyrics include Some lyrics include Does not include any
factual and relevant factual and relevant factual and relevant lyrics that provide
information from information from information from factual or relevant
resources used within resources used within resources used within information from
the classroom and the classroom and the classroom and resources used within
knowledge learned. knowledge learned. knowledge learned. the classroom and
knowledge learned.
Information Clearly and Accurately writes 3- Accurately writes 1- Does not include any
accurately includes 5 4 facts about 2 facts about facts about women’s
or more facts about women’s rights in women’s rights in rights in lyrics.
women’s rights in lyrics. lyrics.
lyrics.
Teacher Comments:______________________________________________________
SCORE: Total Points___________ Out of 8
Scoring Key
“Got It” 8 Points
“Getting It” 6 Points
“Not Yet” 2 Points
“Not Enough Information” Less than 2 Points
Bibliography
Carlson, Dale Bick. (1973). Girls are Equal Too. New York: Atheneum.
Disalvo-Ryan, D. (1995). You want women to vote, Lizzie Stanton?. New York: G.P.
Putman’s Sons.
Famous American Trials (Susan B. Anthony). (2011, March 13).
http://www.law.umkc.edu/faculty/projects/ftrials/anthony/sbahome.html
Helmer, D.S. (1998). Women suffragist. New York: Facts on File, Inc.
Meltzer, M. (1985). Betty Friedman: a voice for women’s rights. New York: Viking
Penguin.
Rolka, G.M. (1994). 100 Women who shaped world history. California: Bluewood
books.
Swain, Gwenyth. (1996). The Road to Seneca Falls: A Story about Elizabeth Cady
Stanton. Minneapolis: Carolrhoda Books, Inc.

Women'S Civil Rights: Fourth Grade: Melissa Femia Edse 604 Final Project Component April 3, 2011

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Women’s Civil Rights: Fourth Grade

Susan B. Anthony is a heroic woman in history. It is very important for the

the ratification of the 19th amendment.

sites that way you know they are valid.

I. Conditions and Struggles

II. Key People

III. Key Events

IV. Passage of 20th Century

NYS Learning Standards:

Standard 1 – The History of the United States and New York,

Content Area: Women’s Civil Rights

Grade Level: Fourth Grade

Population Type: Regular Education Students

Curriculum Area: Social Studies__ Content Area: Famous People in History

Title of Lesson (identify concepts taught) Susan B. Anthony: Woman’s Suffragist

Age/Grade Level: 4th Grade

Differentiation of activity is to be provided throughout the lesson plan to ensure that

our country’s history, which resulted in her arrest.

column of the KWL diagram to be handed in to asses their understanding of

what they learned throughout the unit.

(a) Learning outcomes of previous lesson related to this topic:

Not Applicable at this time.

(b) Focus of assessment in this lesson (related to objectives)

our country’s history, which resulted in her arrest.

• The students will be able to complete an essay describing the qualities or

what they learned throughout the unit.

(c) Method of assessment used in this lesson

not been ratified. (see attachment)

they learned about Susan B. Anthony, so I can asses their

knowledge/understanding of her. Also I will use this assessment to see

what I have to do differently when I teach this lesson again. (see

(d) Differentiation (of expected outcomes)

of writing an essay, I would have an oral review to asses their knowledge

strip depicting the life Susan B. Anthony.

3. New York State Learning Standards

• Standard 5; Key Idea 3- Central to civics and citizenship is an understanding of

a citizen’s rights and responsibilities.

incorporate into their essay.)

(a) Introduction (approximate time) /Links to prior Knowledge

• Teacher asks students: Do you know what a hero is or characteristics that

describe/make up a hero? (Teacher waits for response from students, then

explains to them what a hero is)

• Teacher speaks: A hero is someone who is honest, courageous, caring,

shows signs of leadership and is respected by others.

famous woman in history. Susan B. Anthony was a woman who fought to

secure women’s suffrage in the United States.

in to me for me to further asses their understandings of Susan B. Anthony.

- Born in Adams, Massachusetts in 1820

- Anthony’s father believed that all “people” should earn a living, so he

sent Susan and her sisters to learn teaching at an expensive Quaker

- Taught at various schools for 10 years, but eventually gave it up and

moved to Rochester in 1849, where she was elected president of the

local daughters of temperance.

- Susan B. Anthony’s purpose became women’s rights. She spent her

life around this issue.

- 1853 she began a campaign for women’s property rights in NYS.

clothes just because they were “proper”.

- Susan B. Anthony continued her crusades, but her primary goal

became woman suffrage

- 1854 began a campaign for woman suffrage, speaking and traveling

Cady Stanton planned conventions that brought suffragists together.

- 1860 fought for married women’s rights and as a result of this a