Webquest with photographs from the
Susan B. Anthony
Introduction | Task | Process | Evaluation | Conclusion | Teacher's Page
You are a second grader who looks forward to recess everyday. You have been told by your principal, Mr. Men R. Smarter, that the PTA has provided $50,000 to improve your playground. The PTA wants your ideas and suggestions about what to include on this new and improved playground. Your class brainstorms ideas for various types of structures and equipment and lists them on the blackboard. Your principal, Mr. Men R. Smarter tells you since the PTA can't purchase everything on the list, you and your friends will have to vote on which equipment you want most.
Ballots are handed out and each child is instructed to vote for five things they want most for the playground. After everyone is finished with their list, Principal Men R. Smarter takes up the votes. However, you notice that he is only selecting the ballots from the boys and not the girls. Do you sit quietly with your hands and ankles crossed or do you speak up and demand that Mr. Men R. Smarter take the girls' ballots and count all votes equally? Will you protest? How will you let the school know that not letting girls vote is unfair?
The setting is the late 1800's and early 1900's. You must imagine that you live during the time of the Woman Suffrage Movement. You have heard Susan B. Anthony speak to crowds of people demanding women's right to vote. You have read newspaper articles about this issue and watched Woman Suffrage parades and marches in the streets of Washington D.C. You have also talked with men who do not want women to be given the right to vote.
For this task you must decide whether you are:
1) a woman, such as Susan B. Anthony who lived in the 1800's and wants the right to vote, or
2) a woman, who lived in the 1800's who does not want the right to vote, or
3) a man who does or does not want women to have the right to vote.
1. You will be assigned to work in groups of two.
2. One student will be for woman's right to vote and the other student will be against woman's right to vote.
3. You will write two paragraphs and present a speech giving reasons why or why not women should be given the right to vote.
4. You will also create a poster that summarizes in a few words your feelings about Women's Right to Vote.
5. Your information will come from the American Memory Collection,
Library of Congress, Power Point lesson, other
websites, and picture books. These will include:
Posters-
example 1,
example
2,
example 3
Parades-
example 1,
example 2,
example 3,
example 4
Offices-
example 1,
example 2
Susan B. Anthony speaks to the Senate (see page 16)
example 1
National Association against women voting-
example 1
Cartoon against Women Voting-
cartoon
Signing of the 19th Amendment in Kentucky
Women voting-
example 1
Biographies of Susan B. Anthony-
example 1,
example 2
Historical accounts of the suffrage movement-
example
1, example 2
Nineteenth Amendment-scroll
down to XIX
6. As you look up information be sure
to write important details in your creative writing notebook. You will
want to use these details when you write your speech.
| Beginning 1 |
Developing 2 |
Accomplished 3 |
Exemplary 4 |
Score |
|
| Cooperation and Participation |
Student did not work well with partner and spent little time
on task during the presentation. |
Student worked fairly well with partner and stayed on task part of the time during the presentation. | Student worked well with partner and stayed on task during most of the presentation. | Student cooperated with partner and stayed on task during presentation. | |
| Organization | Student did not follow the process for the project. Audience cannot follow the presentation because student did not logically arrange ideas. | Student somewhat followed the process. Audience has difficulty following presentation because ideas are not logically arranged. | Student followed the process and presented the information in a logical sequence. | Student followed the process and presented the information in an interesting and logical sequence. | |
| Content Knowledge |
Student demonstrates little or not knowledge of topic and give no details or explanations during the presentation. | Student demonstrates somewhat clear knowledge of topic and little or no details or explanations during the presentation. | Student demonstrates clear knowledge of topic with some details and explanations during the presentation. | Student demonstrates clear knowledge with explanations and numerous details during the presentation. | |
| Presentation Skills |
Student was not poised, spoke quietly, made little or no eye contact with the audience. | Student was somewhat poised, talked in a low tone, made little eye contact with the audience. | Student was poised, spoke in a moderate tone, clearly, and made eye contact with the audience. | Student was extremely well poised, spoke loudly, clearly, and made clear eye contact with the audience. | |
| Visuals | Student used no visual or the visual did not reinforce the main idea of the topic. | Student used a visual that weakly reinforced the main idea of the topic. | Student used a visual that reinforced the main idea of the topic. | Student used a visual that clearly reinforced the main idea of the topic. | |
| Grammar | Student work contained 1 paragraph, more than 5 capitalization errors, more than 5 punctuation errors, and some incomplete sentences. | Student work contained 1 paragraph, less than 5 capitalization errors, less than 5 punctuation errors, and some incomplete sentences. | Student work contained 2 paragraphs, less than 4 capitalization errors, less than 4 punctuation errors, and complete sentences. | Student work contained 2 paragraphs, less than 2 capitalization errors, less than 2 punctuation errors, and complete sentences. |
You and your partner will be graded daily as you look up information on women's rights, write you paragraphs, create your posters, rehearse and present your speeches. Be sure that any unit vocabulary words that you may select are used correctly in your sentences. Look at the rubric to guide you in what should be included for the grade you want. Your teacher will use the rubric to determine your grade for the presentation. Proofread your work for errors. You will be reading your speech and displaying your poster in front of an audience, so do your best.
This unit was designed to creatively teach numerous South Carolina Standards for grade two and share important historical information using the Library of Congress and the Adventure of the American Mind. This unit can be easily expanded for upper grades.
I suggest that providing an interesting introduction by involving students in role play, listening to picture books related to the subject and designing a Kidsperation Web to establish a good foundation for the students prior to completing this unit.
Introduction | Task | Process | Evaluation | Conclusion | Teacher's Page
