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

Women of the South in a Changing Society

This lesson examines the lives of women in Southern Appalachia and other areas of the south during the Civil War and focuses particular attention on analyzing the historical stereotypes of women of the 19th-century.

A lesson plan for grade 11 English Language Arts

By Cindy Mcpeters and Aletha Aldridge

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Learning outcomes

Students will examine a variety of sources including diaries, first-person narratives, and other collections to evaluate the accuracy of traditional stereotypes of southern women.

Teacher planning

Time required for lesson

2-3 days

Materials/resources

Words of Southern Women attachment.

Technology resources

Internet access

Pre-activities

None

Activities

  1. Students and teacher participate in a brainstorming activity which focuses on the historical stereotypes of southern women during the Civil War era.
  2. As a class, students and teacher should develop a list of adjectives and characteristics which define the stereotypical southern woman.
  3. Using the resources from NCECHO (see attached document entitled Words of Southern Women), students should examine the lives and experiences of at least three different women.
  4. In a well-organized essay, students should compare and contrast the lives of the women from the documents provided to the stereotype of the southern woman of the Civil War era which was established at the beginning of the lesson.
  5. Teacher and students should work together to create an accurate definition of historical southern women as they are portrayed through the source documents.

Assessment

The essay will be assessed based on the student’s evaluation of the source texts, on the student’s ability to compare and contrast those evaluations to the original stereotype, and on standard conventions of grammar.

Supplemental information

Words of Southern Women attachment.

Related websites

N/A

Comments

This plan would work well in conjunction with any study of Appalachian literature or culture and particularly in the context of reading Cold Mountain by Charles Frasier.

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 11 — English III

  • Goal 2: The learner will inform an audience by using a variety of media to research and explain insights into language and culture.
    • Objective 2.01: Research ideas, events, and/or movements related to United States culture by:
      - locating facts and details for purposeful elaboration.
      - organizing information to create a structure for purpose, audience, and context.
      - excluding extraneous information.
      -providing accurate documentation.
  • Goal 4: The learner will critically analyze text to gain meaning, develop thematic connections, and synthesize ideas.
    • Objective 4.03: Assess the power, validity, and truthfulness in the logic of arguments given in public and political documents by:
      - identifying the intent and message of the author or artist.
      - recognizing how the author addresses opposing viewpoints.
      - articulating a personal response to the message and method of the author or artist.
      -evaluating the historical significance of the work.