Lesson Plan: Gender Roles/Norms before WW2 Education Essay

Gender Roles before WW2 Lesson Plan
Student’s Name
Institutional Affiliation
Gender Roles before WW2 Lesson Plan
Core Learning Standards
Standard

Criteria

CCSS.ELA-Literacy.RH.6-8.1

Cite specific textual evidence to support analysis of primary and secondary sources

CCSS.ELA-Literacy.RH.6-8.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

CCSS.ELA-Literacy.RH.6-8.3

Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

AIM question
What were women roles in the period before the World War 2?
Essential questions
1 What inspired the division of roles according to gender?
2 Did these gender roles reflect the values of the time?
3 Have there been any changes in terms of gender roles in the modern society?
Learning objectives
Upon completion of the lesson, learners will be able to:
* Explain the concept of gender roles
* Highlight the common gender roles in the 1920s
* Discuss how the gender roles affected the society at the time.
* Explain the concept of gender roles in the 20th century.
“Do Now” or Motivation
* Students to narrate the history of the country after the World War 1
* Students to narrate the history of their ethnic groups and any subgroups that exist.
* Students to explain gender roles within their communities
Activities
* The class to read the excerpts from Women in 1900 by Christine Bose (10 minutes)
* Students to organize themselves in pairs and identify the key terms in pairs by highlighting or underlining them (5 minutes)
* Students to repeat reading the book loudly while focusing on the specific sections and underlined words (5 minutes).
* Students to organize themselves into groups of 4 and with the help of a graphic organizer, record the terms, the phrase that the terms are used in and try to give their understanding of the term as used in the context. They will then look up the definitions of the terms in a dictionary (10 minutes).
* The excerpt will then be projected on the interactive white board and each group required to identify their key terms, the phrases or phrases where the terms are used and their definitions. They will then be expected to explain the usage of the term under the context of use (15 minutes).
* The learners will then turn in the graphic organizers at the end of the class period.
Handouts with documents, images, content/activities
* Handouts containing excerpts from the text, Women in 1900.
* Images of women at work during the 1900s.
* Learners to use the checklist to draw comparisons between women in the 1900 and women today in terms of their roles in the society.
Formative Assessment
* Benchmark assignments will be given and collected at the end of each class period. The tests will be adjusted based on the number of students and the time factor.
* Students will be given another excerpt where they will be expected to repeat the class procedure and highlight the key terms.