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K–12 teaching and learning · from the UNC School of Education

Cultural change

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A lesson plan for grades 9 and 11 English Language Arts and Social Studies

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Political developments leave a clear trace in the life of a nation, usually marked by legislative mileposts like the Fourteenth Amendment, which dictates equal protection for all, and the Nineteenth Amendment, which gave women the right to vote. But such developments have a cultural dimension as well, often evident in the attitudes and assumptions implicit in political arguments.

The goals of this lesson plan are:

  • to examine some of the arguments used to win the vote for American women
  • to explore the cultural dimension of these arguments as reflected in their characterization of men and women
    • to weigh the rhetorical impact these arguments had in their time by writing counter-arguments from several standpoints
  • to think critically about the relationship between political ideas and cultural attitudes

Skills learned:

  • Close textual analysis
  • evaluation of evidence and reasoning
  • development of sound arguments
  • critical thinking
  • Internet research

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 9

  • Goal 3: The learner will examine argumentation and develop informed opinions.
    • Objective 3.01: Study argument by:
      • examining relevant reasons and evidence.
      • noting the progression of ideas that substantiate the proposal.
      • analyzing style, tone, and use of language for a particular effect.
      • identifying and analyzing personal, social, historical, or cultural influences contexts, or biases.
      • identifying and analyzing rhetorical strategies that support proposals.
    • Objective 3.04: Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print argumentative texts appropriate to grade level and course literary focus, by:
      • selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose.
      • identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text.
      • providing textual evidence to support understanding of and reader's response to text.
      • demonstrating comprehension of main idea and supporting details.
      • summarizing key events and/or points from text.
      • making inferences, predicting, and drawing conclusions based on text.
      • identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.
      • making connections between works, self and related topics.
      • analyzing and evaluating the effects of author's craft and style.
      • analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences.
      • identifying and analyzing elements of argumentative environment found in text in light of purpose, audience, and context.

Social Studies (2003)

Grade 11–12 — Advanced Placement United States History

  • Goal 4: Nationalism, Sectionalism, and Reform (1816-1848): The learner will analyze the competing forces of nationalism and sectionalism and assess the effectiveness of the emerging reform movements.
    • Objective 4.04: Evaluate the roles of the reform crusade on mid-19th century America and evaluate their effectiveness.
  • Goal 9: The Progressive Movement (1890-1920): The learner will analyze the economic, political, and social reforms of the Progressive Period.
    • Objective 9.06: Evaluate the role of women during the Progressive Era, including job opportunities, temperance reforms, education, and suffrage.

Grade 11–12 — United States History

  • Goal 1: The New Nation (1789-1820) - The learner will identify, investigate, and assess the effectiveness of the institutions of the emerging republic.
    • Objective 1.02: Analyze the political freedoms available to the following groups prior to 1820: women, wage earners, landless farmers, American Indians, African Americans,and other ethnic groups.
  • Goal 2: Expansion and Reform (1801-1850) - The learner will assess the competing forces of expansionism, nationalism, and sectionalism.
    • Objective 2.05: Identify the major reform movements and evaluate their effectiveness.
  • Goal 7: The Progressive Movement in the United States (1890-1914) -The learner will analyze the economic, political, and social reforms of the Progressive Period.
    • Objective 7.02: Analyze how different groups of Americans made economic and political gains in the Progressive Period.