Group Members/Group Name: Courtney Dowling, Sophia Alfiky, Daron Drylie, Cristina Wisotzkey__ Jacquelyn Yeadon __________

Thematic Unit Theme/Title/Grade Level: _Contributions of African Americans, Hispanics, Native Americans, Women, Veterans______
Group Wiki/Weebly space address: _http://ssthematicunit.weebly.com/
Daily Lesson Plan Day/Title: __ Women in History__________
Lesson Length (ie. 30 minutes): __75 mins_______________

Rationale for Instruction

A rationale is an essential part
of thoughtful planning of
classroom instruction. This is a
brief written statement of the
purpose for instruction and the
connection of the purpose to
instruction that has come
before and will follow.

CCSS (LAFS/MAFS)/Next
Generation Sunshine State
Standards
List each standard that will be
addressed during the lesson.
Cutting and pasting from the
website is allowed. You must
have a minimum of 3 standards
that represent multiple content
areas identified in this portion
of the lesson plan.

Why this lesson is a necessary element of the curriculum? [An example from Broward County Schools
Elementary students should begin to understand that as citizens of the United States, they have both
rights (privacy, speech, religion, movement, assembly) and responsibilities (voting, obeying the law,
helping in the community). Students should be willing to exercise both their rights and responsibilities.]
Second grade students should start to understand the contributions of famous African Americans,
Hispanics, Native Americans, women, and veterans. They should start to understand their
accomplishments so that they know what people in the past have accomplished. Students should also
understand the contributions of all different races to be exposed to different cultures and ethnicities. This
should also be taught as a means of inspiring the young students of today. Children will understand that
Native Americans were the first inhabitants of the United States. It is important for the students to be
introduced to the term Veteran as they learn about the history of the United States. This will allow them
to make the connection between sacrifice and war to the freedoms enjoyed by every citizen today.
Students will learn the contributions of various African Americans, Hispanics, and women throughout
history and the importance they had on shaping our society. In this lesson, students will learn about
various contributions made by influential and inspiring women that had a positive impact on the course
of history.
Do you cross the curriculum? What other content fields (language arts, science, math, the arts, physical
education, technology) do you address in this lesson?
NCSS Theme: Civic Ideals and Practice- Social Studies Programs should include experiences that
provide the ideals, the principles, and practices of citizenship in a democratic republic, so that the
learner can:
1.Demonstrate an understanding of civic ideals and practices across time and in diverse societies.
2.Identify gaps between past and present practices and the ideals on which our democratic republic is
based.

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These can be downloaded from

the Florida Dept of Education
www.cpalms.org/homepage/ind
ex.aspx.

Social Studies Standards:

SS.2.C.2.5-Evaluate the contributions of various African Americans, Hispanics, Native Americans,
veterans, and women.
SS.2.A.1.1- Examine primary and secondary sources.
Language Arts Standards:
LAFS.2.W.1.2- Write informative/explanatory texts in which they introduce a topic, use facts and
definitions to develop points, and provide a concluding statement or section.
LAFS.2.RI.1.2- Identify the main topic of a multi-paragraph text as well as the focus of specific
paragraphs within the text.

Learning Objectives
What will students know and
be able to do at the end of this
lesson? Be sure to set
significant (related to
CCSS/LAFS/MAFS, and
NGSSS), challenging,
measurable and appropriate
learning goals!

Depending on the topic, grade level and length of time required for lesson, 3-5 objectives may be
acceptable. Remember a learning objective is a statement in specific and measurable terms that
describes what the learner will know or be able to do as a result of engaging in a learning activity as
well as how that learning will be demonstrated. All learning objectives should begin with:
After reading Read the book, Amelia to Zora: Twenty-Six Women Who Changed the World by Cynthia
Chin Lee, students will be able to analyze, list, and describe at least four influential women in American
history given a graphic organizer.
After watching Brain POP videos on influential women in history, the student will be able to identify all
of 5 Ws and H (who, what, when, where, why and how) about various women by creating a circle map
in their interactive notebooks at an 85% accuracy.
After researching various influential women, students will create a ten-dollar bill featuring an influential
woman when given classroom materials and produce a short essay of the famous womens contributions
in history.

Student Activities &

Procedures
Design for Instruction
What best practice
strategies will be
implemented?

This is the heart of the lesson plan. Be specific. Describe lesson in a step-by-step, numbered sequence,
including teacher and student activities. Be sure to include key questions for discussion, collaborative
structures, etc. (This section includes EVERYTHING and should be highly detailed!)
Anticipatory Set:
As students enter classroom: Interactive white board will have a timeline with various dates, at seats
students will have an index card with a date. Students will be invited to the interactive white board to
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 How will you communicate

student expectation?
What products will be
developed and created by
students?
Consider Contextual
Factors (learning
differences/learning
environment) that may be in
place in your classroom.

click on the date on their index card. The timeline will be interactive and feature various pictures,
videos, podcasts, and speeches of influential women throughout history.
.
Instructional Input and Procedures:
1. Read the book, Amelia to Zora: Twenty-Six Women Who Changed the World by Cynthia Chin
Lee. As students listen to the story they will write down one females name that they believe to be
inspirational to them in their social studies notebook. Then, with their table groups students will create
a tree map with at least four influential women from the story.
2. Check for understanding groups will share their tree maps using a gallery walk. Groups will be
assigned specific color marker. Using this marker, they can identify questions or need for clarification
on the diagrams of their peers.
3. Background Information- Students will need to know that women in this country faced many
challenges in order to achieve equality. Women are just as capable as men in every aspect and have
made significant contributions to our society. Some examples: example, Harriet Tubman-Leader of the
Underground Railroad, which brought slaves to freedom. Susan B. Anthony- Feminist who spent more
than 50 years fighting for women's rights. Amelia Earhart- First woman to fly solo, nonstop across the
Atlantic Ocean. Mary McLeod Bethune- Educator and social activist who founded the Daytona
Educational and Industrial Training School for Negro Girls, currently known as Bethune-Cookman
College. Sojourner Truth-Born Isabella Baumfree, she was the first black woman to speak publicly
against slavery.
4. Share- https://www.brainpop.com/socialstudies/famoushistoricalfigures/ameliaearhart/
https://www.brainpop.com/science/famousscientists/janegoodall/
https://www.brainpop.com/socialstudies/famoushistoricalfigures/malala/
https://www.brainpop.com/science/energy/mariecurie/
https://www.brainpop.com/science/famousscientists/sallyride/
These are Brain POP videos on influential women throughout history.
5. Now that students have a basic understanding of various influential women in history, students will
work independently in their journals to answer the 5 Ws and H on one women of their choosing by
creating a circle map. Journals will be assessed by the teacher to check for understanding.
6. Tell students that all U.S. currency has continued the tradition of portraying great male leaders and
stunning landmarks. However, this is all about to change. The Treasury Department will redesign the
$10 and select a portrait of a woman who was a champion for democracy in the U.S. to be on the new
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face on the $10 bill. Tell students they are going create a new $10 bill with a woman of their choice.
Using the general theme of democracy, have students nominate possible candidates, symbols and
concepts to be used on currency. Tell students that:
The woman should be iconic
Made a significant contribution to or impact on protecting the freedoms on which our
nation was founded.
By law, only a portrait of a deceased person may be included on banknotes.
Using the (tree maps) lists of influential women created from the read aloud, students should break up
into groups and decide which one they should choose. Have each team prepare a short essay about why
they chose this person. Make sure it includes the democracy theme and the contributions of that woman.
Students should add a picture of the woman they selected that could be used for the ten-dollar bill, and
the other features that the bill should have. The students will draw out their idea. Their drawing should
include the symbols, concepts, etc. Each group will prepare a poster to explain their choices. Groups
will present their project to the class, including reading of the essay, presentation of their idea for the
new ten-dollar bill, and a session of questions and answers from the class. After all presentations are
over, students will vote as a class, and select the winning candidate.
Idea retrieved from (https://kids.usa.gov/teachers/lesson-plans/history/womens-history/index.shtml)
7. As an informal check students will complete a sticky note pass out the door. There will be a large
poster by the door with the question: What stuck with you today? Which woman do you be believe
made the most contributions to society? The students answers will vary but, students are required to
infer based on the activities/discussions we have had during class. This will help me to informally assess
student understanding and help guide future lessons.
Assessment
How will student learning be
assessed?
Authentic/Alternative
assessments?
Does your assessment align
with your objectives,
standards and procedures?
Informal assessment (multiple

Daily Lesson Plan Assessment:

***Materials that will be used for assessment and examples of tasks and projects must be included with
the lesson plan.
Unit Pre-Assessment: Kahoot! Pre-test 10 questions on famous women in history
Unit Post-Assessment: Kahoot! Post-test 10 questions (exactly the same as the pre-test)
Daily Lesson Plan Assessment: Formative throughout the lesson.
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modes): participation rubrics,

journal entries, collaborative
planning/presentation notes

Informal discussion during interactive white board activity

Circle map (individual)
Journal entry (individual)
Ten dollar bill activity

Unit Post-Assessment: Students will choose two of the following to demonstrate learning.
Project will be turned in at the close of the unit.
Female Activist Journal Students will write from the perspective of one influential women
in history. They are expected to use vocabulary and concepts that have been discussed
throughout the unit. Students will need a minimum of 3 entries that are 2 paragraphs in
length.
Draw a political cartoon that illustrates the feelings of an influential women that depicts her
challenges and successes.
Create a timeline of 20 important events from the life of on influential women in history.
Create a song that will help your classmates remember one influential women in history.
Choose one influential women in history and, write a biography of this person.
Resources/Materials

ALL resources including but not limited to; internet sites, professional resources - books, journals (titles
and authors), childrens literature, etc. should be noted here. Citations should be in APA format.
Books/Digital Resources:
https://www.brainpop.com/socialstudies/famoushistoricalfigures/ameliaearhart/
https://www.brainpop.com/science/famousscientists/janegoodall/
https://www.brainpop.com/socialstudies/famoushistoricalfigures/malala/
https://www.brainpop.com/science/energy/mariecurie/
https://www.brainpop.com/science/famousscientists/sallyride/
Jerome, K. B. (2002). Who was Amelia Earhart? New York, NY: Grosset and Dunlap.
Chin-Lee, C. (2005). Amelia to Zora: Twenty-six women who changed the world. Watertown,
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Ma: Charlesbrideg.
Materials:
Index cards with dates
Circle Map
Markers
Crayons
Tree Map
Butcher or Poster Paper for groups to create $10 bill
Social Studies Notebooks/Journals
Exceptionalities
What accommodations or
modifications do you make for
ESOL, Gifted/Talented
students, Learning/Reading
disabilities, etc.
These accommodations and/or
modifications should be listed
within the procedures section
of the lesson plan as well as in
this section of the document.

ESOL; Students with Learning Differences: SLIDE (Show, Look, Investigate, Demonstrate, Experience)
and TREAD (Tell, Read, Explain, Ask/Answer, Discuss) http://education.ucf.edu/stll/edg4410New.cfm
(appropriate for students based on need), graphic organizers, cooperative learning, flexible grouping,
printed materials for group tasks
Gifted/Talented: Multi-level and multi-dimensional aspects of the lesson, interactive nature of the
lesson, opportunity to explore many points of view and opportunity to analyze and evaluate material,
opportunity for independent projects (student suggested/identified), flexible grouping

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