Topic:

Essential
Questions
Instructional
Objectives:

Oppression and the Early Advocates (1800s)

What is oppression?
How can I fight it?
Evaluate the social, cultural, religious and economic factors that
lead to the oppression of different groups in the 1800s
Analyze the different oppressed group in 1800s and how they
advocate for their betterment
Analyze DBQ questions and write thesis based on the above topics
Danielson
1a Demonstrating Knowledge of Content and Pedagogy - lecture
Framework
1b Demonstrating Knowledge of Students differentiated instruction
1c Setting Instructional Outcomes classwork/homework
1d Demonstrating Knowledge of Resources PSD, SSD, DBQ questions/help
Common Core
CCSS.ELA-Literacy.RH.11-12.2
Determine the central ideas or information of a primary or secondary source;
provide an accurate summary that makes clear the relationships among the key
details and ideas.
CC.8.5.11-12.G:
Integrate and evaluate multiple sources of information presented in diverse
formats and media (e.g., visually, quantitatively, as well as in words) in order to
address a question or solve a problem.
CC.8.5.11-12.E
Analyze in detail how a complex primary source is structured, including how key
sentences, paragraphs, and larger portions of the text contribute to the whole.
Week in Review: 10/26-10/30
MONDAY

Enduring
Understanding
Materials
Instructional
Strategies
Lesson Procedures

1d Demonstrating Knowledge of Resources PSD, SSD, DBQ questions/help

CC.8.5.11-12.E
Analyze in detail how a complex primary source is structured, including how
key sentences, paragraphs, and larger portions of the text contribute to the
whole.
Students will analyze PSD to answer CHQ: Why did people support the
removal of Native Americans? B/c contemporary thought was that it is
benevolent
Primary source documents
Mini lecture, individual work, group work
1. Do Now: (5 mins)
a. Question: Why do people justify acts of
violence against others?
2. Model Contextualization: Jackson PSD (7 mins)
3. Students will read 2nd text by themselves (5 mins)
a. Contextualizing for themselves
4. Students will talk to their neighbor (2 mins)
a. Answer CHQ: Why did people support the

removal of NA?
5. Class discussion: Answer CHQ (24 mins)
Assessment
Accommodations
Homework
TUESDAY

Enduring
Understanding
Materials
Instructional
Strategies
Lesson Procedures

Materials
Assessment
Accommodations
Homework
WEDNESDAY

Enduring
Understanding
Materials
Instructional
Strategies
Lesson Procedures

Homework
Modified PSD/ Modeling contextualization
Write a thesis about CHQ based on PSD, submit on Schoology
1a Demonstrating Knowledge of Content and Pedagogy - lecture
CC.8.5.11-12.G:
Integrate and evaluate multiple sources of information presented in diverse
formats and media (e.g., visually, quantitatively, as well as in words) in order to
address a question or solve a problem.)
Women have be fighting for their rights for hundreds of years and womens
rights are not just for women but also men.
Graphic Org Aint I A Woman video
Lecture
Video/ Graphic Ord
1. Do Now (10 mins)
2. LectureStart of Womens Rights Movement (12 mins)
1. Seneca Falls Conference
2. Elizabeth Cady Stanton
3. Lucretia Mott
4. Declaration of Sentiments
5. Lucy Stone
3. VideoAint I a Woman (5 mins)
4. Graphic Org-- break down Aint I a Woman (18 mins)
https://www.youtube.com/watch?v=eUdxsQ0Qsrc
Graphic Organizers
Graphic Org
Graphic Org/ written out speech
Ed Puzzle- Watch video and answer questions
1d Demonstrating Knowledge of Resources
CC.8.5.11-12.G:
Integrate and evaluate multiple sources of information presented in diverse
formats and media (e.g., visually, quantitatively, as well as in words) in order
to address a question or solve a problem.)
Everyone has something that oppresses them and being able to name what
oppresses you is the first step to fixing the problem and letting other people
know there is a problem.
PPT
Discussion/PPT
Individual Work
1. Do Now: Watch Spoken Word
2. Talk about Spoken Word
3. Explain their taskgive example of my own spoken word

Assessment
Accommodations
Homework

THURSDAY

Enduring
Understanding
Materials

Instructional
Strategies
Lesson Procedures

Assessment
Accommodations
Homework

4. Write their own oppressions in whatever way they see fit

Oppression assignment
teacher assistance
Due MONDAY: Their expression of oppression in their life

1d Demonstrating Knowledge of Resources constitution, textbook

CC.8.5.11-12.E
Analyze in detail how a complex primary source is structured, including how
key sentences, paragraphs, and larger portions of the text contribute to the
whole.
Factory Workers
Primary Source Documents:
1. 1800s Factories:
a. Pictures
b. First hand account
c. Political cartoons
2. Modern Factories:
a. Pictures
b. Taiwan factory article
c. Political cartoons
Group Work
1. Stations: ( Students will work in groups through the stations)
1. Station 1: 1800 and modern day picture
comparison
2. Station 2: 1800 factory activism PSD
3. Station 3: Taiwan workers modern activism
4. Station 4: Political cartoon analysis and
comparison
Notes
Group work and teacher assistance
Due MONDAY: Their expression of oppression in their life