OVERVIEW
The purpose of this learning unit is to develop knowledge of historical women during Women’s History month. Students will research women a note-taking guide and a graphics organizer to allow them to write a summary and graphically and orally present the information they have acquired. Student will obtain the information from Internet web sites or electronic multimedia CD-ROMs.
This unit can be easily modified for any group of famous historical figures. For example, it may be used during Black History month, famous explorers, famous ancient Greeks, Romans, etc.
CONTENT KNOWLEDGE
| Declarative | Procedural |
|
Research skills and types of resources |
Students will use resources to gather information |
|
Oral reading skills |
Students will orally share written work |
|
How to write a biographical summary |
Students will write a biographical summary |
ESSENTIAL QUESTIONS
What significant contributions to the development of the United States have historic women made and what would be different in your life if this person had not made their contributions?
CONNECTIONS TO NYS LEARNING STANDARDS
Mathematics, Science and Technology – Standard 2: Information Systems
Students will access, generate, process, and transfer information using appropriate technologies.
Benchmark #1:access needed information from printed media, electronic databases, and community resources.
Benchmark #2:understand that when an individual creates something on a computer, the created work is that person’s property, and only that person has the right to change it.
English Language Arts – Standard 1: Language for Information and Understanding
Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalization; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
Benchmark #1: select and use strategies they have been taught for note-taking, organizing, and categorizing information.
Benchmark #2: summarize information found in texts (e.g., retells in own words).
Social Studies – Standard 1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Benchmark #1:understand the different lives, plans, and dreams of the various racial and ethnic groups who lived in the state 100-200 years ago.
Benchmark #2:important historic figures and groups have made significant contributions to the development of the United States.
INITIATING ACTIVITY
Prior to Women's History month the teacher will display pictures of historical women with no names displayed and the title "Who Am I?" In the lower grades, the teacher may choose to have a list of nametags allowing students the opportunity to match up names with pictures. Allow students sufficient time to guess the name, possibly giving clues to the women's identity.
LEARNING EXPERIENCES
In chronological order including acquisition experiences and extending/refining experiences for all stated declarative and procedural knowledge.
1) Research Women Historical Figures
Materials required:
Resource sources available for student use. If available, the internet, CD-ROM’s or multimedia encyclopedias.
Focus question for individual (see example in Appendix A).
Note taking organizer (see example in Appendix B).
Graphic organizer (see example in Appendix C).
Computer graphic organizer such as Inspiration.
Activity:
The teacher can assign each student an individual woman to research or allow students to chose a teacher approved individual. Basically each student should have a different individual so the class will be exposed to more famous women.
Each student will have an individual focus question such as ‘Celebrating Women’s History’, (Appendix A), and a note taking organizer (Appendix B) or a graphic organizer (Appendix C). Students will research assigned historical woman using the internet, CD-ROM’s or encyclopedias.
If available, students can organize their notes on the computer using a graphic organizer such as Inspiration.
Evaluation:
Students will have a completed note organizer.
2) Write Biographical Summaries
Materials required:
Students will use information acquired during research activity.
Word processor if available.
Activity:
Students will write summary paragraphs of information acquired on historical women using information from a note-taking organizer (Appendix B) or a graphical organizer (Appendix C). Students will use a word processor to prepare their summary to allow all summaries to be compiled into a group work.
Evaluation:
For sample summary writing rubric see Appendix D.
3) Oral Presentations of Historical Women’s Biographies
Materials required:
Students will use biographical summaries from previous activity.
Activity:
Students will orally present their written summaries.
To work on listening skills and to increase attention to other student’s presentation, each student can be given the presentation rubric and required to turn in a rubric score and a positive and constructive comment on the student presentation.
Evaluation:
For sample oral presentation rubric see Appendix E.
For sample multimedia presentation rubric see Appendix F.
4) Teacher Demonstration of Multimedia Presentations of Historical Women’s Biographies
Materials required:
Students will use biographical summaries from previous activity.
Multimedia presentation program (e.g., HyperStudio, PowerPoint) if available.
Activity:
Teacher will demonstrate how students will compile all data into a multimedia presentation program such as HyperStudio or PowerPoint.
Students should be taking notes on procedure to follow. If necessary, teacher may prepare a note-taking assistant for those students having difficulty with following a presentation and taking notes at the same time.
Evaluation:
Students will have notes on the procedure they will follow to present a multimedia presentation.
5) Create a Book
Student’s biographical summaries can be compiled into a group booklet and copies made for each student.
A group multimedia presentation can be compiled using each student’s information.
CULMINATING PERFORMANCE
Your classroom has been requested to have a presentation for the Parent Teacher Organization (or the school board). You would like to show everyone how much you have learned so you will make a multimedia presentation of your historical person.
Students will follow the previously demonstrated multimedia presentation technique using the graphic organizer and biographical summaries from previous activities.
To prepare for their adult audience presentation, students should give a trial presentation in the classroom.
To work on listening skills and to increase attention to other student’s presentation, each student can be given the presentation rubric and required to turn in a rubric score and a positive and constructive comment on the student presentation.
For sample oral presentation rubric see Appendix E. For sample multimedia presentation rubric see Appendix F.
PRE-REQUISITE SKILLS
Students will have the following pre-requisite skills. Students will be familiar with computer programs:
word processing skills (e.g. AppleWorks, Word)
graphic organizer (e.g., Inspiration)
multimedia presentation program (e.g., HyperStudio, PowerPoint)
MODIFICATIONS
Time extended for Internet search
If Internet access is not available; students may conduct their research using CD-ROMs.
Group students in pairs requiring each student to work on a specific task. For example, increase number of women to research but require both students to research information on web together, construct biographical summary and reading their summary to the class.
Students requiring an additional challenge can be required to present more than one individual.
Rubrics are given for summary writing, oral presentation and multimedia presentation. Students were given an opportunity to present their work in several different formats to allow students with different learning styles the ability to produce quality work.
REFLECTION
Originally students were given only the focus questions in Appendix A as an individual work project for Women's History month. Students worked on this task in the classroom while other students were at other activities such as instrument and resource when the entire class was not available for a complete lesson. As a result of this being a high interest activity in which all students were able to produce quality work I expanded it for next year and included the additional activities. I also planned to use this during Black History month and at other times in the school year, such as famous ancient Egyptians, Greeks, etc.
UNIT SCHEDULE/TIME PLAN
One period for Internet research (approximately 20 - 30 minutes).
One class period for writing the biographical summary (approximately 30 minutes).
Time required for student presentations (depending on requirement length for each presentation and number of students).
TECHNOLOGY USE
The following resources provided information that was appropriate for students at reading level grade 3+.
CD-ROMs:
Encarta’95, Microsoft, Multimedia Encyclopedia, 1995.
Bookshelf 98, Microsoft, 1998.
Infopedia 2, SoftKey, 1992 – 1996.
America’s Kids Explore Our Heritage Interactive!, People Series 1.1, A.M. Data Systems, Inc., ISBN: 1-892249-00-6, 1998. A cultural collection of people who have made positive contributions to America.
Her Heritage: A Biographical Encyclopedia of Famous American Women, Pilgrim New Media, Inc., Merriam Webster Inc., 1994. A multimedia tribute to women who believe anything is possible.
HyperStudio, Roger Wagner, 1993 – 98. Presentation multimedia tool.
Inspiration, Inspiration Software, Inc., 1988 – 1999. Inspire students to develop ideas & organize thinking.
Internet sites:
The information for this site is provided by Microsoft Corporation, Microsoft Encarta.
The women of the National Women’s Hall of Fame of approximately 100 – 120 names. Names include women from past and recent history and current events.
www.galegroup.com/resrces/womenhst/bios.htm
The women of history. Names include women from past and recent history and current events.
www.women.com/news/top100/next.html
The top 100 great women of this millennium. Names include women from the 11th – 19th century and also 12 outstanding women of this millennium. The women are also listed according to categories of activists, artists, athletes, healers, leaders, spiritual leaders, trailblazers, warriors and writers.
Appendix A-1
Celebrating Women’s History Month
Focus Questions
Clara Barton, a Civil War nurse, was the founder of what organization? www.galegroup.com/library/resrcs/womenhst/bartonc.htm
Elizabeth Cady Stanton had the most influence fighting for what? www.galegroup.com/library/resrcs/womenhst/stanton.htm
What did Ada Byron, Lady Lovelace, predict over a century before it was invented? What did the US Department of Defense name in honor of Ada Byron Lady Lovelace in 1979? When Ada suggested to Babbage a plan for how the engine might calculate numbers, what was this called? www.agnesscott.edu/Iriddle/women/love.htm
What did Sarah Caldwell become the first woman to do? What did Sarah Caldwell found? When? www.worldbook.com/fun/whm/html/whm068.html
What did the French heroine Joan of Arc do to become famous as a teenager? www.DistinguishedWomen.com/biographies/joanarc.html
What is Florence Nightingale most remembered for? www.agnesscott.edu/Iriddle/women/nitegale.htm
What records does the athletic Florence Griffith Joyner hold? www.DistinguishedWomen.com/biographies/joyner.html
What was the main accomplishment of Amelia Earhart? www.greatwomen.org/erhrt.htm
What was the topic of Harriet Beecher Stowe’s novel Uncle Tom’s Cabin? www.greatwomen.org/stowe.htm
What was the topic of Rachel Louise Carson’s book Silent Spring? www.DistinguishedWomen.com/biographies/carson.html
What were the first reform efforts of Susan Brownell Anthony? What prompted Susan Brownell Anthony to enlist the cause of women’s rights? www.greatwomen.org/anthony.htm
Who was the first African-American woman to travel in space? www.nsf.gov/od/lpa/nstw/kids/cards/world/mae.htm
Why was Elizabeth Blackwell famous? www.greatwomen.org/blkwele.htm
Additional famous women may be researched at the following Internet sites:
www.galegroup.com/resrces/womenhst/bios.htm
www.women.com/news/top100/next.html
Appendix A-2
Celebrating Women’s History Month
Focus Questions with Answers
Clara Barton, a Civil War nurse, was the founder of what organization? www.galegroup.com/library/resrcs/womenhst/bartonc.htm
Clara Barton was the founder of the American Red Cross.
Elizabeth Cady Stanton had the most influence fighting for what? www.galegroup.com/library/resrcs/womenhst/stanton.htm
Elizabeth Cady Stanton was most influential in fighting for the right of women to vote. She was a woman suffrage leader.
What did Ada Byron, Lady Lovelace, predict over a century before it was invented? What did the US Department of Defense name in honor of Ada Byron Lady Lovelace in 1979? When Ada suggested to Babbage a plan for how the engine might calculate numbers, what was this called? www.agnesscott.edu/Iriddle/women/love.htm
Ada Byron predicted the invention of the computer. The U.S. Department of defense named a software language in honor of Lady Lovelace. Ada suggested to Babbage that the engine be called the first computer program.
What did Sarah Caldwell become the first woman to do? What did Sarah Caldwell found? When? www.worldbook.com/fun/whm/html/whm068.html
Sarah Caldwell was the first woman to conduct at the Metropolitan Opera House in New York City. Sarah Caldwell founded the Opera Company of Boston in 1957.
What did the French heroine Joan of Arc do to become famous as a teenager? www.DistinguishedWomen.com/biographies/joanarc.html
Joan of Arc, also known as the Maid of Orleans, led the French armies in a fight to liberate France of British control, when she was only 16 years old. Her forces were victorious, defeating the British in a series of battles.
What is Florence Nightingale most remembered for? www.agnesscott.edu/Iriddle/women/nitegale.htm
Florence Nightingale was most remembered as a pioneer of nursing and a reformer of hospital sanitation methods.
What records does the athletic Florence Griffith Joyner hold? www.DistinguishedWomen.com/biographies/joyner.html
Florence Griffith Joyner, FloJo, holds the record of the world’s fastest women in the 100 and 200 meters track event.
What was the main accomplishment of Amelia Earhart? www.greatwomen.org/erhrt.htm
Amelia Earhart was the first woman to cross the Atlantic Ocean alone by plane.
What was the topic of Harriet Beecher Stowe’s novel Uncle Tom’s Cabin? www.greatwomen.org/stowe.htm
The topic of Harriet Beecher Stowe’s novel was arguing against slavery.
What was the topic of Rachel Louise Carson’s book Silent Spring? www.DistinguishedWomen.com/biographies/carson.html
She encouraged worldwide concern for the preservation of the environment by questioning the use of chemical pesticides.
What were the first reform efforts of Susan Brownell Anthony? What prompted Susan Brownell Anthony to enlist the cause of women’s rights? www.greatwomen.org/anthony.htm
Susan Brownell Anthony first reform efforts were for anti-slavery and temperance. She was told “the sisters were not invited her to speak!” at a temperance convention and it prompted her to work for women’s rights.
Who was the first African-American woman to travel in space? www.nsf.gov/od/lpa/nstw/kids/cards/world/mae.htm
Mae Jemison. Endeavor, September 1992.
Why was Elizabeth Blackwell famous? www.greatwomen.org/blkwele.htm
She was the first female medical doctor in the United States.
Additional famous women may be researched at the following Internet sites:
www.galegroup.com/resrces/womenhst/bios.htm
www.women.com/news/top100/next.html
Appendix B
Celebrating Women’s History Month
Note Taking - Focus Questions
Full Name
Date of Birth DOB:
Date of Death or is this person still living?
In what city, country was this person born?
Describe types of educational experiences
What events was your person involved in?
What is your person most known for?
What would be different in your life if this person had not been born?
Why or why not do you admire this person?
List the Internet sites visited the CD-ROMs or reference book you used to obtain this information.
What was the focus question for your famous person?
Appendix C
Celebrating
Women’s History Month
Graphic Organizers - Focus Questions
Appendix D
Celebrating Women’s History Month
Summary Writing Rubric
|
Task Component |
4 points |
3 points |
2 points |
1 point |
Points Received |
|
Organization |
includes all important ideas (# ideas 10+) information presented in logical order information correct and clear |
includes most important ideas (# ideas 7-9) information presented in appropriate order information correct |
includes some important ideas (# ideas 4 7) information presented in appropriate order information correct |
includes few important ideas (# ideas 1 –3) information presented in no logical order some information incorrect |
out of 4 |
|
Information |
Essential information only. Gives no unnecessary details. |
Essential information. Gives several (1 – 3) unnecessary details. |
Essential information. Gives many (4 – 6) unnecessary details. |
Some essential information. Gives many (7+) unnecessary details. |
out of 4 |
|
Conclusion |
Clear, specific ending. Effectively closes summary. |
Specific ending. Closes summary. |
Has a conclusion but does not bring summary to a close. |
Sentence is not an ending to the summary. |
out of 4 |
|
Mechanics / Usage |
Uses all skills taught. |
Uses most skills taught. |
Uses some skills taught. Need some prompts. |
Uses few if any skills taught. Need prompts. |
out of 4 |
Appendix E
Celebrating Women’s History Month
Oral Presentation Rubric
|
Task Component |
4 points |
3 points |
2 points |
1 point |
Points Received |
|
Information |
Accurately stays on the topic by telling all the necessary information but ONLY the related information |
Effectively stays on the topic by telling most of the needed information but ONLY the related information |
Tells most of the necessary information related to the topic but does not stay on topic throughout |
Tells little information that is related to the topic |
out of 4 |
|
Organization |
Presents all information in a clear and logical way |
Presents much of the information in a clear and logical way |
Presents some information in a clear and logical way but presents other information in an unclear or illogical manner |
Presents information in no logical way |
out of 4 |
|
Delivery |
Speaks clearly and loudly enough without reminders |
Speaks clearly and loudly enough with only a reminder at the start of the presentation |
Needs reminders throughout the presentation to speak clearly and loudly enough |
Even with reminders throughout the presentation, speaker is not clear or loud enough |
out of 4 |
|
Presentation |
Appropriate eye contact, posture and gestures are used throughout the presentation |
Appropriate eye contact, posture and gestures are used throughout most of the presentation |
Some inappropriate use of eye contact, posture, or gestures occurs but does not interfere with the presentation |
Inappropriate use of eye contact, posture or gestures interferes with the presentation |
out of 4 |
Appendix F
Celebrating Women’s History Month
Multimedia Presentation Rubric
|
Task Component |
4 points |
3 points |
2 points |
1 point |
Points Received |
|
Factual Information about the historical person’s life |
Accurately stays on the topic by presenting all the necessary information ideas (# ideas 10+) but ONLY the related information |
Effectively stays on the topic by presenting most of the needed information ideas (# ideas 7-9) but ONLY the related information |
Tells most of the necessary information (# ideas 4 7) related to the topic but does not stay on topic throughout |
Tells little information (# ideas 1 –3) that is related to the topic |
out of 4 |
|
Organization of Information |
Presents all information in a clear and logical way |
Presents much of the information in a clear and logical way |
Presents some information in a clear and logical way but presents other information in an unclear or illogical manner |
Presents information in no logical way |
out of 4 |
|
Presentation |
Excellent use of visual or sound effects multimedia. No distracting or inappropriate use of multimedia |
Good use of visual or sound effects. Some distracting or inappropriate use of multimedia |
Some use of visual or sound effects. Some distracting or inappropriate use of multimedia |
Little use of visual or sound effects. Many distracting or inappropriate use of multimedia |
out of 4 |
|
Style / Mechanics |
precise vivid vocabulary draws the reader’s attention and facilitates understanding varied sentence structures rare, if any, errors in mechanics and usage |
expanded and precise vocabulary enhances the reader’s attention and understanding well-formed, reasonably mature sentences with variety of syntax and structure few errors in mechanics and usage |
correct and extended vocabulary correct sentences with some variety few errors in mechanics and usage that distract the reader |
immature vocabulary sentence structure interferes with understanding mechanical and usage errors distract reader |
out of 4 |