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Lesson Idea Name: Women Suffragists

Grade Level/Content Area: Fourth Grade Social Studies. Abolitionists and suffragists.
Content Standard Addressed:

SS4H4 Examine the main ideas of the abolitionist and suffrage movements.
a. Discuss contributions of and challenges faced by Susan B. Anthony, Frederick Douglass, Elizabeth Cady
Stanton, Sojourner Truth, and Harriet Tubman.
ISTE Technology Standard Addressed: What would you like students to know and be
2.7.b: Educators will use technology to design able to do by the end of this lesson:
and implement a variety of formative and Students will use technology to seek feedback
summative assessments that accommodate that informs and improves their practice.
learner needs, provide timely feedback to
students, and inform instruction. Students will demonstrate their learning in a
variety of ways through the use of technology.
ISTE Student Standard (Empowered Learner) 1d:
Students use technology to seek feedback that Students will know the main ideas of the
informs and improves their practice and suffragists and their contributions.
demonstrate their learning in a variety of ways.
What is the student learning goal(s) for this lesson idea?
I can use technology to show my understanding of different suffragists. I can identify women
suffragists and what their contributions and challenges they faced.
Bloom’s Taxonomy Level(s):
☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☒ Evaluating ☒ Creating
Students will be creating an original sign like the suffragists used to protest with.
How do you plan to implement this lesson and integrate the technology? Check all that apply:

X Teacher-led: There is no student voice and choice in the activities. Students are guided by
teacher direction and expectations. Learning activities are assigned to the
student and mostly practice based.

X Student-Led: Students are given voice and choice in the activities. They may select the topic
of learning and/or determine the tool they will use to meet the learning goal. The
teacher facilitates the learning as the students direct their own learning processes.

☐ Problem-based and/or Publishable: Students are solving problems
and completing projects to demonstrate their learning. Additionally, the projects can be shared
outside of the classroom. (Note: This objective could be reached by displaying the project on the
school’s morning newscast, posting the project to the classroom blog, presenting it to another
class, or publishing via an outside source.)
Lesson idea implementation: Students will be guiding themselves through the Wakelet I have
Frazier, 2021
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shared with them. They will respond to questions in form of text, drawing, video, or audio response.
Students will watch videos, listen to eBooks, and take part in various interactives. Since students are
only able to access what is one the page, they will be able to focus on the suffragists with their full
attention. To keep students engaged, I added in games and craft breaks that they have choices from,
giving them more power to control their own learning. I will ask questions about influential women
and inform students that it is Women’s History Month. This along with the previous unit and Black
History Month will be fresh on their minds and students can use that prior knowledge to get the
conversation going. Students will be assessed through the quiz that they will be submitting as well as
formatively assessed on the other submitted portions. The lesson is concluded by a free explore of
more interactives and additional suffrage resources.
Managing student learning:
The wakelet and Blooket help students to have a more hands on approach to taking control of their
own learning. Students are working at their own pace, or with a partner, to complete the lesson and
tasks within.
I will be walking around the classroom, making sure students are on task and listening in on
conversations. Students will be given the option to work with a partner as a co-engagement, and
table groups will co-use when playing the Jeopardy game. I will also have access to student
submissions and can see who is taking longer to submit things and no moving on. I plan on having
students chatting as they complete these tasks as long as they are getting things accomplished
within the hour.
Universal Design for Learning (UDL):
Through the collaborative efforts, students will be engaged with one another and engaged with the
tasks. Since this lesson is regarding women suffragists, female students will see how hard women
have fought for them in the past and see representation of all races within these suffragists.
Students also given a choice in how they want to respond to questions and express their art. This
lessons supports all components of the Universal Design for Learning.
Reflective Practice:
I do believe this will help students build a deeper understanding since they are able to control their
learning speed and resources. Students will be able to gain knowledge through several different
media and can explore deeper if they choose to do so or express themselves offline if necessary. I
look forward to most incorporating the Jeopardy game as a quick review before the quiz. My
students play Jeopardy in their classes already, and they are always 100% attentive to the question
and helping their team. It can be shifted to a whole class portion of the lesson too, which is another
plus.
Frazier, 2021

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Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Women Suffragists

Content Standard Addressed:

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☒ Evaluating ☒ Creating

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