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Unit Theme: Riding the Waves of Feminism - A Look at the Feminist Movements in the United
States
Grade: 11/12th
Timeline: 4 Weeks
Team Members Melody Estorga Clara Valdes Jesus Espinoza
Subjects History History ELA
Rationale:
This unit is designed to have students learn about the feminist movement in the United States, focusing
on how the movement is split into different waves, the accomplishments of each wave, and the
connections between the waves all the way up to the fourth, which is modern-era feminism. From the
perspective of history, students will examine different events and accomplishments within waves and
which events created the distinction between each one. From the English perspective, students will
explore historical pieces of writing from authors and/or activists prominent within waves and discover
what social issues were existent at the time and how the literature/writing from those authors
represented the rights women were fighting for. By combining these two elements, students should
finish the unit having an understanding of how social movements evolve over time, how participants
express their needs and struggles through different forms, and what events become significant within
the movements.
From the English perspective, students will read works such as Susan B Anthony’s speech On
Women’s Right to Vote and Betty Friedan’s The Feminine Mystique and learn how the social factors of
the time a story or speech was written in, the historical context, affect what the author was writing
about/the message they were trying to convey. They will learn about the literary and rhetorical
techniques and themes those authors utilize within their writing and speeches to emphasize their
stances related to issues existent within the time period and wave of feminism they were based in.
They will keep a reading/writing log that details the author of a text, the main points of the text read in
class, and the historical context behind that work of writing. By the end of the unit, they also should
have a more thorough understanding of the power of literature in social movements and how it is used
to critique aspects of society such as the oppressors of certain groups of people -- in this case, women
critiquing expectations and roles generally established by men leading a patriarchal society.
From the history perspective, incorporating content constructed on events and consequences of the
four waves of feminism is relevant to the teaching of civil rights movements, advocacy, and empathy.
Students will be able to analyze and understand the cause and effect relationship between historical
events and their outcomes, recognizing that each additional feminist wave evolved from its
predecessor. This will demonstrate to students that change and progression can evolve from both
individuals and members of a community working towards a common goal. As the content focus
progresses through each feminist wave, students will begin to recognize the spectrum of interpretations
included in the study of feminism. Diminishing the presentism mindset while studying the feminist
waves will allow students to empathize with the movements. Towards the end of the unit, evaluating
and discussing present perspectives and interpretations of the feminist movement, without historical
empathy, will allow students to begin analyzing why feminism currently has a negative connotation.
Student Learning Outcomes
Focus Standards
11-12.RI.8 Delineate 11-12.W.3 Write narratives to develop real or
English and evaluate the imagined experiences or events using effective
rhetorical effectiveness technique, well‐chosen details, and well‐structured
of the authors' event sequences
reasoning, premises,
purpose, and argument
in seminal U.S. and
world texts.
11-12.RI.9 Analyze
foundational U.S. and
world documents of
historical and literary
significance for their
themes, purposes, and
rhetorical features.
History Course
Considerations for
High School US
History: Postwar
United States including
the economic boom and
social transformation of
the United States, the
Cold War, the impact of
conflicts in Korea and
Vietnam, domestic and
international policies,
and the struggle for civil
rights and equality
Enduring ● Understanding Theme-Related ● How do the goals of
Understanding: the Essential minority movements
Important misconception of Questions change over time?
Concepts feminism - “bad ● How have the goals of
rap” based on minority movements
different been shaped by the
“categories” of past?
feminism ● How has the definition
o Understan of social equality
ding the changed over time?
accurate ● How does the definition
definition of equality change,
of depending on different
feminism identities?
and how it ● What is the overall role
has of women throughout
evolved history and how has it
throughou changed within
t the different eras?
waves ● How are women
● Understand how represented in literature
the demands and and history and how
expectations of does it change
society affect depending on who
what women creates those narratives?
were able to ● How has the way that
accomplish society views women
within each wave changed for better or for
● Understand the worse? How has it
intersectionality remained the same?
of sex with other ● How does our own
identity elements social standing affect
such as race, the way we view the
class, and/or age goals of social
● Understanding movements we might
how a person’s be considered outsiders
sex affords them to?
different
privileges in
society
● Understanding
how a society is
structured to
afford more
privileges to
some people than
to others
● Understanding
how social
movements
evolve over time
and build off their
past phases
● Understanding
the importance of
acknowledging
past activists and
their
accomplishments
in social
movements
Interdisciplinary In the last week of the unit, after students have familiarized themselves with each
Project of the waves of feminism, key events and notable people within the waves, and
literature and speeches by feminist writers/activists or categorized as “feminist,”
they will be tasked with a two-part project. The first part is a brief speech:
The speech requires students to place themselves within one of the four waves of
feminism. Their speech must be written as if they were an activist within that
wave, fighting to resolve some sort of issue related to women’s rights/gender
inequality, or standing up for an existing cause/right related to gender equality.
With that in mind, historical accuracy is critical to the effectiveness of the content
of their speech, so they must use the information and evaluative skills acquired in
their History class. Students will also be evaluated on how they present their
speech to their classmates, meaning that they must consider the speech techniques
that were identified and discussed using works like On Women’s Right to Vote in
their English class.
As it will be presented in front of the class, the speech is only required to be 1.5 -
3 pages long. The evaluation of it will lie more in historical accuracy and their
delivery of it and use of effective speech techniques.
The second part of the project is a visual element: a picket sign. Using the same
wave and issue that they discuss in their speech, one side of the sign must have a
self-made visual representation of the topic they have selected, along with a
catchy/creative slogan that encompasses what they are fighting against or
standing up for. The other side of the sign has to include five points that are or
were relevant or essential in relation to their chosen issue/wave/era. The points
are brief, only being a few words up to two sentences, along with a small visual of
the point (can be pulled from the Internet and credited, does not need to be self-
created).
Essay Prompt Choose a notable person who had a significant role during one of the waves of
feminism discussed in class. Write 3-5 pages on your selected activist using
accurate historical context from a minimum of two sources. Include a brief
background of their life, what their role within the movement was and why they
were significant to the movement. Students have the choice of two formats for
this essay:
● Narrative - Step into the shoes of your notable person. Write your paper
from their perspective as if the notable person had written it themself.
● Interview -Play the role of a journalist interviewing your significant
person. Write an article discussing your interview. What questions would
you ask him/her? How would him/her answer?
● Document Analysis
● Reader’s Theater
● Research-based activities
ELLs
● Anticipation guides
● Sentence Starters/Writing Templates
● Modified Document for Analysis (Highlighted areas to be labeled, modified vocabulary)
● Group/Teacher Guided Reading.
Special Education
● Anticipation guides
● Semi-filled out graphic organizers
● Group readings + discussion/inquiry
● Guided research sources list
GATE
● Create personalized, different graphic organizers for appropriate assignments
● Propaganda/PSA-type video instead of picket sign for Interdisciplinary Project
● Role as discussion director (Philosophical Chairs - discuss/moderate both positions of
questions, Debate - role as Debate Moderator)
SP2: Thinking within the discipline involves the ability to identify, compare, and
evaluate multiple perspectives about a given event to draw conclusions about that event
since there are multiple points of view about events and issues.
SP4: Thinking within the discipline involves the ability to analyze relationships among
causes and effects and to create and support arguments using relevant evidence.
H2: Cycles of conflict and cooperation have shaped relations among people, places, and
environments
H4: Patterns of social and political interactions have shaped people, places, and events
throughout history and continue to shape the modern world.
Reading
11-12.RL.2 Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one another
to produce a complex account; provide an objective summary of the text.
11-12.RL.6 Using a variety of genres, analyze how the narrative point of view impacts the
implicit and explicit meanings in a text
*11-12.RL.9 Drawing on a wide range of time periods, analyze how two or more texts treat
similar themes or topics
11-12.RI.6 Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the effectiveness of the
text
11-12.RI.8 Delineate and evaluate the rhetorical effectiveness of the authors' reasoning,
premises, purpose, and argument in seminal U.S. and world texts.
11-12.RI.9 Analyze foundational U.S. and world documents of historical and literary
significance for their themes, purposes, and rhetorical features.
Writing
11-12.W.3 Write narratives to develop real or imagined experiences or events using effective
technique, well‐chosen details, and well‐structured event sequences.
11-12.W.7 Conduct short as well as more sustained research projects to answer a question
(including a self‐generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation.
11-12.W.8 Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of each source in
terms of the task, purpose, and audience; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
11-12.W.9 Draw evidence from literary or informational texts to support analysis, reflection,
and research.
11-12.SL.3 Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric,
assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone
used.
Texts/Resources Assessment
Address at Seneca Falls Convention in 1848 - Formative: Summative:
Elizabeth Cady Stanton
Reading annotations Unit notebook
On Women’s Right to Vote - Susan B. (for all readings) including notes,
Anthony specific assignments
Model-writing based and worksheets,
Ain’t I a Woman? - Sojourner Truth on Anthony’s speech. quickwrites/journal
writings, etc.
The Yellow Wallpaper - Charlotte Perkins In-class discussions
Gilman on themes in texts Interdisciplinary
like The Yellow project and essay.
The Feminine Mystique - Betty Friedan Wallpaper or The
Feminine Mystique.
We Should All Be Feminists - Chimamanda
Ngozi Adichie Unsent Letters based
on TFM.
Link for more resources/resource list
Identifying bias in
articles group
checklists.
Mini-essay
(informative) on
gender-related issue
Philosophical chairs
based on We Should
All Be Feminists
Learning Plan: Scope and Sequence Differentiation
Journal entries or quick writes would be When discussing a text/video, students will be
given most days to help activate prior given prep time before to gather information
knowledge of concepts related to they may need to participate or to discuss the
feminism/gender equality. topic with their peers in small, informal
groups. With the Philosophical Chairs, some
Week 1: students will be provided with the list of
questions that will be given throughout the
Introduce overview of what the unit is about, discussion activity before the activity actually
what we will be doing and discussing begins, rather than having to wait for each
throughout it. Students will be given a mini question to appear on the board and needing
reading/writing notebook assignment to to come up with a stance on the spot.
compile throughout unit.
For speech technique activity, ELL/SPED
Introduce the origins of feminism in the U.S., students will be provided with a second, two-
first wave feminist literature, Seneca Falls column graphic organizer with a quote from
Convention - Students begin reading the speech in column, which then only
Elizabeth Cady Stanton’s Address at Seneca requires them to determine which speech
Falls in 1848 technique is being used.
Students begin learning speech techniques. ELL students will be provided with actual
They are given a graphic organizer worksheet templates to fill out/modify for each possible
that lists the names of different speech model paragraph from Susan B. Anthony’s
techniques and an example (ethos, pathos, On Women’s Right to Vote that they can use
logos, tone, etc.). After reading the speech as to complete their model-writing assignment.
a class (teacher read-aloud, students annotate
text), teacher explains definition and ELL/SPED students will work in a group with
examples of the terms on the worksheet. the teacher to read The Feminine Mystique in
Worksheet will go in their notebook once a reader’s theater-style so the teacher can
completed. After explaining a term, students guide/assist them as necessary to complete the
are tasked with looking through Stanton’s reading.
speech to find what may be an example of
the speech technique. Discuss with the class For bias activity, ELL students will be
how and why Stanton might have used these provided the same article/website print as
techniques. Who was her audience and what their group members, but theirs will have
was her purpose? areas highlighted as indicators of bias/non-
bias. They will only have to explain why that
Students read Susan B. Anthony’s speech On area was selected as an indicator.
Women’s Right to Vote for homework. In
class, students and teachers work to identify Struggling writers can do a mini-
techniques again. Students are assigned to do PowerPoint/presentation about a gender
a writing-style imitation piece using issue/significant woman rather than an mini-
Anthony’s speech. They can choose from essay. (They do not need to present it in front
paragraphs 1, 4 + 5 (“It was…” + “For of the class - as with essay, the main element
any…”), 6, or 8. They must choose a social of assessment is ability to select informational
issue, take the paragraph they’ve selected, and sources)
then write about the social issue using the
paragraph as a sort of model, following the Gifted students can become the discussion
same style and using similar vocabulary as directors for the Philosophical Chairs activity.
SBA does. It is due the first day of the They will present the questions, ask peers to
following week. elaborate on positions, guide neutral students
to a side or have them defend neutrality,
Student’s read Sojourner Truth’s Ain’t I a moderate exchange between sides, etc.
Woman? and using Save the Last Word for
Me, students discuss the historical context of Gifted students can be assisted with writing a
the speech and Truth’s purpose and message script/storyboard for their alternate PSA video
(alternate between small-group and whole- assignment for the interdisciplinary project.
class)..
Week 2:
Week 3:
Presentation on third and fourth wave
feminism, focusing on how they blend
together, iconic works of the time; discuss
how students perceive feminism today.
Week 4
Resource Lexile Author / Link to original How will resource be used Evaluation:
Publisher or citation in class (describe whether it
will be a Read Aloud, · Is this a reliable source for the
collaborative reading, resource?
independent research, etc)
· Is the author an expert? Credentials?
Website #1 - Lexile National http://www.nwhp. Independent Research - ● Created by the NWHA, which has been
Timeline of Analyzer- Women's org/resources/wom General Understanding of active since 1980 and whose main goal
Legal 1200L-1300L History ens-rights- Women’s Rights and the is to provide knowledge and
History of Alliance movement/detailed progress it has made in the
educational resources on women’s
Women in -timeline/ U.S.
the United history in the U.S. They are a reliable
States source.
● The timeline is solely stating factual
events related to women’s rights in the
U.S. so not much bias can be present. It
could use more information on events
related to women of color, though.
● The last year on the timeline is 2013; it
could use a lot of updating, but it does
provide quick information at a glance
about key events from previous years.
● As students will be doing writing and
other assignments that need to take
historical context into consideration,
this can help them determine what era
they may want to focus on or discover
events that occured in the era they
know they want to do.
Website #2 - Lexile Simple English https://simple.wiki Guided Notes for Students at ● A branch of Wikipedia, reliability is
Feminism - Analyzer - Wikipedia pedia.org/wiki/Fe a Lower Lexile level - way to always questionable, but editing on the
Simple 900-1000: minism introduce them to feminism site is highly monitored and references
English as a simpler concept
are provided. Fairly reliable.
Wikipedia
● Last update was November 10, 2018, so
it remains regularly updated.
● As a purely informative page, no bias is
present.
● The page can help explain what
feminism is, what the waves are, and
the types of feminism in simpler terms
for students who may have challenges
with reading comprehension. It will be
used to help those students build a
foundation of knowledge if needed.
Information Using Lexile Constance Grady https://www.vox.co Homework Reading for Note ● The article includes hyperlinks to
al Text #1 - Analyzer to - Vox m/2018/3/20/169555 Taking informative sources for many of its
The waves of analyze 1000 88/feminism-waves- claims, showing that a high amount of
feminism, Words - 1300- explained-first-
research had been done in the creation
and why 1400L second-third-fourth
people keep of the piece. It is reliable in that aspect.
fighting over ● Very little information available about
them, author.
explained ● Grady not only points out the goals and
accomplishments of each wave, but she
also criticizes them and points out
elements like racism that excluded
black women and others in the earlier
waves. She presents both sides of the
picture; no bias. She even criticizes the
benefits and downfalls of division into
“waves.” Mostly an informative piece.
● The resource helps break down the key
elements of the waves of feminism, the
accomplishments and
disadvantage/uncompleted tasks of each
wave, and even provides readings for
each wave. This will provide a
foundation to build off of when
literature within the waves is discussed.
Information Lexile American https://americanlitera Optional Resource - Provides ● It is part of a greater site devoted to
al Text #2 - Analyzer - Literature ture.com/feminist- a description of what American Literature, so it is reliable
Feminist 1300-1400 literature-study- feminist literature is, how and credible in that aspect. Its purpose
Literature - guide historical context plays its
is to inform people on what feminist
Study Guide role in the topic, notable
works, and other links to literature is and what some examples of
useful resources. Students American feminist literature are.
can use it to help find other ● Under “Exemplary Works,” all works
accounts of women in the are by white women, which may be
same historical context as partially because of the anonymous
people they choose to focus page creator’s bias or perception, or it
on in other projects.
may be due to historical reasons. I
would encourage students to investigate
pieces of literature beyond this site as
well.
● The page mentions the Hulu adaptation
of The Handmaid’s Tale and the 2017
Women’s March, but the overall section
on the 21st century is very brief. Seems
somewhat outdated and would mostly
be beneficial in investigating literature
for the 1st and 2nd waves of feminism.
Online Larger Essay Chimamanda https://www.ted.com Class will watch it together, ● It is a notable, modern speech on
Video - We Version - Ngozi Adichie /talks/chimamanda_ take notes, and use it to lead feminism and what Adichie defines as
Should All 940L ngozi_adichie_we_s a discussion what feminism feminism along with her personal
be Feminists hould_all_be_femini in the modern era means.
experience in identifying as one, so it is
- TEDTalk sts/transcript?langua
ge=en reliable.
● Adichie studied medicine/pharmacy in
the University of Nigeria, studied
communication and political science in
ECSU, and got a Master’s in creative
writing from JHU. She is a reliable
source, especially since the speech is
based on her own experiences.
● The speech was delivered as a TEDTalk
in 2012 - fairly modern, and much of
the content has standard, relevant
application up to this year.
● In the speech, Adichie explains how
feminism even benefits men, so her
biases are not completely geared at
women’s benefits.
Children’s 1040L - Kate Schatz Schatz, Kate, and Independent Research - ● The book’s content is purely factual, so
book: Rad Scholastic Stahl M. Klein. Students will choose one of I would say that it has no evidence that
American Rad American the women presented in the points towards it being unreliable or it
Women A-Z Women A-Z. New book, identify which wave
being biased.
York: Scholastic she exists/existed in, research
Inc, 2015. Print. more about her and the time ● The author has an organization
period she existed in, and dedicated to feminism (Solidarity
write a mini inquiry report on Sundays), a BA in women’s studies,
the woman and was formerly
Chair of the School of Literary Arts at
Oakland School for the Arts.” She is an
expert on the topic.
● The book was published in 2015 so it is
fairly recent.
● The original purpose of the book was to
introduce younger audience s to
American women who have made great
accomplishments.
● This is appropriate for the unit as it
introduces students to a variety of
notable women who they could center
their projects around.
Trade book Various Compiled by Daley, James. Mix - Some speeches will be ● The book is a compilation of speeches
#1 - speeches - James Daley Great Speeches by read together as a class so the only way that Daley could
no specific American Women. through read-alouds), then, introduce bias is by having speeches by
Great Lexile level Mineola: Dover students will use a self-
Speeches by certain types of women; the table of
Publications, 2008. selected speech for a mini-
American Print. mimic writing style text contents shows there are a bit more
Women assignment. white women than black, and none
from women of other races, but much
has to do with the evolution of the
movement.
● The book is from 2008 so it could
definitely be updated or supplemented
to provide students access to more
recent speeches.
● The original purpose of the book is to
compile notable speeches from
American women from the earlier years
of feminism to the 2000s.
Trade book Using Lexile Betty Friedan https://www.lsrhs. Read Aloud of the entire ● Betty Friedan is renowned for her work
#2 - The Analyzer to net/departments/hi excerpt, then students do a in feminism. She graduated Smith
Feminine analyze 1000 story/shenm/site/2 close reading of one of the College with a degree in psychology
Mystique Words - 1200- 0th_classwork,_ha letters in the excerpt. They
and later attended UC. The book is
1300L ndouts_files/the%2 must create a visual
0feminine%20mys representation of the woman’s based on responses she received from
tique%20(abridged letter and connect it to the time other female Smith attendees on a
).pdf period and how it relates to survey about their roles in American
what she says, society. It is reliable.
● The book was written in 1963, and is
Friedan, Betty. considered highly important in the
The Feminine context of second-wave feminism, The
Mystique. New date is especially relevant.
York :Norton, ● The book is relevant for this unit
1963. Print. because of its historical context and its
status as an important work of feminist
literature.