FRAME THE LESSON
Interviews and Oral Materials
TEACHER:
CLASS: 5th Grade
DATE: February 22
M T W TH F
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials:
24A: differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies;
oral, print, and visual material; documents; and artifacts to acquire information about the United States
Pearson’s 5th Grade
Building Our Nation
TE
(p. 510-511)
Objective/Key Understanding:



Use interviews to learn more
about a topic.
Use oral material to learn more
about a topic.
Use primary sources to acquire
information.
Closing Product/ Question/ Informal
Assessment:
Apply the Skill (p. 511)
Rigor & Relevance: (Real World
Connection)
 Interview a person who has
made an impact on your school
or community. Share the results
of your interview being sure to
address all areas listed in the
Practice the Skill section of the
lesson.
Stop & Check for Understanding—High Level Questions
Preview the Sill (p. 510)
 Before students read page 510, ask if they know what an interview is.
o Have you ever watched or listened to an interview? What was it?
o What is a speech?
o What is the last speech you can remember hearing?
Practice the Skill (p. 510)
 Tell students that when listening to oral material like interviews and speeches, they should look for
key details like who is speaking, when the material was recorded or tool place, and what the topic
was.
o Between which two people did this interview take place?
o When did the interview take place?
o What was the interview about?
o Who gave the speech?
Vocabulary:
oVocabulary:
When was the speech given?
o What was the topic of the speech?
Apply the Skill (p. 511)
Read the two paragraphs below. Answer the questions about oral material.

Think about a problem affecting your school or community. Use a problem-solution chart to show
the steps you would follow to solve it. Include information about why this solution will be effective.
Engage
Explore
Explain
Elaborate
Evaluate
Preview the Sill (p. 510)
 Before students read page 510, ask if they know what an interview is.
o Have you ever watched or listened to an interview? What was it?
o What is a speech?
o What is the last speech you can remember hearing?
Using Interviews and Oral Material in Research (p.510)
Build background knowledge on steps to solving problems. Use the following to differentiate instruction for students when they are learning to use
interviews and oral material in their research.
Special Needs:
 Provide students with a short excerpt from an interview and a short excerpt from a speech. Ask students to tell which is which and how they
know.
Extra Support:
 Provide students with an excerpt of another speech related to a chapter topic. Have them identify key details, including the who, when, and hat
of the speech.
On-Level:
 Have students work with a partner and find two or three topics from Lesson 2. Then have them note what kinds of oral material they would like
to find if they were writing a research paper on each topic. Ask students to explain their choices and their reasoning to the entire class.
Challenge/Gifted:
 Ask students to research an interview related to a topic covered in Lesson 2, such as the Great Migration or Booker T. Washington. Then have
them report back to the class what they learned.
Practice the Skill (p. 502)
 Tell students that when listening to oral material like interviews and speeches, they should look for key details like who is speaking, when the
material was recorded or tool place, and what the topic was.
o Between which two people did this interview take place?
o When did the interview take place?
o What was the interview about?
o Who gave the speech?
o When was the speech given?
o What was the topic of the speech?
After students learn about drawing inferences, use the ELPS support note on page 504b to help the English Language Learners. Ask students to conduct
their own interviews.
Beginning
 Conduct interviews with students where you begin as the interviewer. Ask them simple questions about their likes and dislikes. Then switch
roles so students practice asking questions.
Intermediate
 Ask students to turn to a partner and conduct an interview about personal likes and dislikes. Instruct students to switch roles so each student has
a chance to ask questions and give responses.
Advanced
 Ask students to conduct an interview with someone outside the classroom, such as apparent, relative, or family friend. Have them record the
interview and report on it to class.
Advanced High
 Have students work with a partner and conduct an interview in which the interviewee is a historical figure from Lesson 1 or 2, such as John
Muir, Theodore Roosevelt, or W.E.B. DuBois. Students should then select a new historical individual and switch roles.
Apply the Skill (p. 511) Have students work in groups to complete the Apply Activity. Alternatively, this activity can be assigned as homework.
Read the two paragraphs below. Answer the questions about oral material.



What type of oral material is the first passage? How do you know?
What type of oral material is the second material? How do you know?
Use the Internet to find out more about Roosevelt’s speech “The Liberty of the People.” On a separate piece of paper, write two to three
sentences that describe why Roosevelt gave the speech. Use a primary and secondary source to support your answer.
TEACHER:
CLASS: 5th Grade
DATE: February 23-24
M T W TH F
FRAME THE LESSON
The Fight for Women’s Rights
Resources/Materials
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
5C: identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther
King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd
Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and
politics
Pearson’s 5th Grade
Building Our Nation
TE
(p. 512-517)
13E: explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the
United States
20B: describe various amendments to the U.S. Constitution such as those that extended voting rights of U.S. citizens
Closing Product/
Question/ Informal
Assessment:
Objective/Key Understanding:

Describe the role of women in the changing social and economic conditions of the United States during this period
(emerging roles of women in the modern era).
5C
 Summarize key events in the women’s rights movement in the late nineteenth and early twentieth centuries.
identify
the accomplishments
of individuals
and groups of
such
Jane
Addams, Susan
B. Anthony,
Dwight
Eisenhower,
Martin
Luther
 Identify
leaders of the
women’s movement
theaslate
nineteenth
and early
twentieth
centuries,
including
Susan
B.
King Jr.,Anthony,
Rosa Parks,
Cesar Chavez,
Franklin D.
Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd
Elizabeth
Cady Stanton,
andRoosevelt,
JeannetteRonald
Rankin.
Regimental
Combat the
Team
who have of
made
to society
in theAmendment.
areas of civil rights, women's rights, military actions, and
 Recognize
importance
thecontributions
passage of the
Nineteenth
Got it Questions
1-9 (p. 512-517)
politics
13E & Relevance: (Real World Connection)
Rigor
Vocabulary
explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United
Temperance
suffrage
suffragist
States
Stop and Check for Understanding- High Level Questions
Changing Roles for Women (p. 512-513)
 What does the phrase “made their lives richer” mean?
 In the early 1900s, what were the positive changes occurring for women? In what ways were there things not changing?
 What is a homemaker?
 Is it true that women stopped working after they got married? Why or why not?
 Do you think many women became professors, lawyers, or doctors? Why or why not?
 Why did rural women seem to have more rights than urban women?
 How did life for women working as maids change after 1900?
 How did education affect the roles of women in the early 1900s?
 Why did females in the early 1900s need more money than they had in the mid-to late 1800s?
Working for More Rights (p. 514)
 What did the temperance movement want people to do?
 Why did the temperance movement gain strength in the 1800s, and why did women have leadership roles in the movement?
 Summarize the history and importance of the Seneca Falls Convention.
 Who were Lucy Stone and Carrie Chapman Catt?
 In the 1800s, many of the ways women were treated by government and society needed to change. Do you think there are still things that need to
change? If so, what?
Women’s Rights to Vote (p. 515)
 How was Lucy Stone’s plan for gaining women’s suffrage different from Susan B. Anthony’s?
 What role did the Supreme Court play in both the fight for equal rights for African Americans and the fight for equal rights for women?
 Summarize the gains women made in the late 1800s and early 1900s in western states.
 How did full suffrage for women in Wyoming affect suffrage throughout the country?
 Why was it important to the fight for women’s rights that women reach milestones such as being elected to Congress? Explain.
The Nineteen Amendment (p. 516-517)
 What caused Congressmen from 15 states to be more receptive to the idea of a women’s suffrage amendment?
 What is the poster asking people to do? How might that support have crossed over to the fight for women’s suffrage?
 What kinds of jobs did women have as part of the war effort?
 Why do you think many women wanted more rights following World War I?
 What do you think Carrie Chapman Catt meant when she said that once World War I was over, it was time to “finish the fight”?
 How many years passed from when Elizabeth Cady Stanton wrote the women’s suffrage amendment, eventually the Nineteenth Amendment,
until it was finally ratified?
 Why do you thing the Nineteenth Amendment includes the words “denied or abridged,” and not just “denied”?
 Summarize the events that led to women getting the right to vote in the United States.
Engage
Explore
Explain
Introduce the Key Idea & Vocabulary (p. 512)
 Read to the class the Key Idea: “I will know that many people worked to gain equal rights, including voting rights, for women.” Tell students in
this lesson they will be learning about this quote and what it means to American History.
 Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 494).
 Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Remind students that they will know that many people worked to gain equal rights, including voting rights, for women.
 Changing Roles for Women (p. 512-513)
 Working for More Rights (p. 514)
 Women’s Rights to Vote (p. 515)
 The Nineteen Amendment (p. 516-517)
Remind students that they will know that many people worked to gain equal rights, including voting rights, for women.
Changing Roles for Women (p. 512-513)
 Most married women in the mid to late 1800s were homemakers. They stayed at home and cared for their husbands and children. Before they
married, many women in cities worked as maids or in factories, mills, and workshops. Better-educated women were teachers. Very poor women
kept working after they married. Often, they washed and mended clothes. By 1900, about 4 million women worked in jobs other than farming. Few
women worked in the same profession as men.
Working for More Rights (p. 514)
 In the 1800s, many jobs were closed to women. Married women couldn’t own property. Women had nowhere to go if there were problems at
home. In the 1800s, the abuse of alcohol was widespread, so often women did have problems in the home. Many women, including Susan B.
Anthony joined the temperance movement. Temperance was a call for people to reduce or stop drinking alcohol. Many women also worked to end
slavery. In time, women realized they should also gain more rights for themselves.
Women’s Rights to Vote (p. 515)
 In 1869, Susan B. Anthony and Elizabeth Cady Stanton founded the National Woman Suffrage Association. In that same year Lucy Stone started
the American Woman Suffrage Association. Stone wanted state governments to change their constitutions so women could vote in each state. In
1890, the two groups joined, and they worked together for the next 30 years.
The Nineteen Amendment (p. 516-517)
 In the early 1900s. Women in a few other countries, such as Australia, were beginning to win the right to vote. In 1878, Elizabeth Cady Stanton
wrote a suffrage amendment to the Constitution. It was presented in every Congress until 1920.
Elaborate Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate student
Evaluate mastery).
 Complete the Venn Diagram. Describe how women’s roles differed and remained the same over two time periods.
 Identify four things women were working to change in the 1800s. Underline these reforms on the page.
 Identify contributions Susan B. Anthony helped make towards women’s rights, by circling tow movements she was part of on the page.
 Describe an e vent in women’s suffrage for each year below.
 Describe how the Nineteenth Amendment extended voting rights.
 This woman has just voted for the first time. What would you ask this woman in a newspaper interview?
 Explain how changing roles from women in the early 1900s had an impact of the economic development and growth of the United States.
 You attend a woman suffrage rally. Describe the rally and what people there have to say about it.
 Identify the group Susan B. Anthony and Elizabeth Cady Stanton founded to accomplish women’s suffrage.
FRAME THE LESSON
TEKS Assessment and Practice
TEACHER:
CLASS: 5th Grade
DATE: February 25-26
Student Expectations Bundled in Lesson
Noun=Underline
M T W TH F
Resources/Materials
Verb=Italicize
5C: identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower,
Martin Luther King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee
Airmen, and the 442nd Regimental Combat Team who have made contributions to society in the areas of civil rights,
women's rights, military actions, and politics
U.S. History Textbook
Colonization through
Reconstruction
pp. 518-521
13E: explain the impact of American ideas about progress and equality of opportunity on the economic development and
growth of the United States
20B: describe various amendments to the U.S. Constitution such as those that extended voting rights of U.S. citizens
24A: differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews;
biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States
Objective/Key Understanding:
~ After studying this topic, students will demonstrate the following enduring understandings:
 The growth of cities and new industries in the early 1900s led to challenges for many Americans, and social and economic reform movements
arose to respond to those problems.
 Poverty and prejudice in the South and the promise of jobs in industrial cities in North encouraged millions of African Americans to migrate.
:
 As women took on new roles in society in the early 1900s, they struggled for social and political equality with men.
~Students will answer questions about every TEKS on the TEKS Practice pages 518-521.