Ms. Story Isabella Beecher Hooker Votes for Women

Unit 2 Connecticut Women's Hall of Fame presents

Votes for Women:

Isabella

Beecher Hooker

Isabella Beecher Hooker Aligned to CCSS, C3 Framework, and CTSS Frameworks

Grade 3-5

CONNECTICUT WOMEN’S HALL OF FAME Sarah Smith Lubarsky, Executive Director Content Development Liz Krebs, Education Manager Graphic Design Michelle Marchese, Manager of Marketing and Operations © 2021 by Connecticut Women’s Hall of Fame All rights reserved. This book may not be reproduced in whole or in part, in any form beyond that copyright permitted by Section 107 of the U.S. Copyright Law, without written permission from the publisher.

SM

is trademarked by Connecticut Women’s Hall of Fame.

Common Core Standards © Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Connecticut Elementary and Secondary Social Studies Frameworks © Copyright 2015 Connecticut State Department of Education. All rights reserved.

Published with support from the Avangrid Foundation, Community Foundation for Greater New Haven; the Elizabeth Carse Foundation, Bank of America, N.A., trustee; The Hartford; New Haven Public Schools; and the WOWPac Donor Advised Fund.

Special thanks to the educators on our review and revision team: • Stephen Armstrong, Social Studies Consultant, Connecticut Department of Education • Sandra Clark, New Haven Public Schools • Heather Prescott, Central Connecticut State University • Elizabeth Hohl, Fairfield University • Anne Marie Harper, Westport Public Schools • Julia Hladky, New Haven Public Schools

04| READ HER STORY 06| DIMENSION 2 10| DIMENSION 3 14| DIMENSION 4 16| DIMENSION 1

Table of Contents

Developing Questions and Planning Inquiry

Literacy Connections

Applying Disciplinary Concepts and Tools

Evaluating Sources and Using Evidence

Communicating Conclusions & Taking Informed Action

Developing Questions and Planning Inquiry Unit Overview Compelling Question: Why and how did Isabella Beecher Hooker advocate for women’s

rights? Use Isabella Beecher Hooker's biography as a case study in service of this inquiry.

Supporting Questions: What was life like for women in the early 19th Century?

What did Isabella Beecher Hooker do in order for women to have more rights?

What needs to happen in order to change a law or the U.S. Constitution?

Planning Inquiry At Connecticut Women's Hall of Fame, we believe that women role models provide a valuable resource for all students as they consider who they are, who they would like to become, and what they believe leadership looks like.

This unit, Votes for Women: Isabella Beecher Hooker, allows upper elementary students to uncover the story of Isabella Beecher Hooker and her role in the Women’s Suffrage Movement. Teachers may decide to engage students in the entire inquiry arc, or to embed lessons from this unit within their literacy instruction.

Pacing Guide A: One Month Unit of Inquiry Week One Week Two Week Three Week Four

Developing Questions & Literacy Connections (pages 5 - 9) Applying Disciplinary Concepts and Tools (pages 10 - 13) Evaluating Sources and Using Evidence (pages 14 – 15) Communicating Conclusions and Taking Informed Action (pages 16 – 17)

Pacing Guide B: One Week Exploration through Literacy Day One Day Two Day Three Day Four Day Five

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Developing Questions (page 5) Reading Passages and Close Reading (pages 6 - 7) History: Analyzing Perspectives (page 10) Civics: Annotating Direct Quotations (page 11) Integrating Music, Civics, and Writing (page 13)

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Developing Questions Historical Context Print one copy of this engraving of the Seneca Falls Convention in 1848 for each group. Cover the image with sticky notes. Then have students remove one sticky note at a time looking carefully at each section of the image to determine what it might reveal about the time.

Portrait Predictions Invite students to ask questions about this photograph of Isabella Beecher Hooker.

Encourage students to try to place the image in historical time and place, and have them make predictions about what important things they think she might have done.

Question Sort Have students write their own questions about Isabella Beecher Hooker and the Women’s Suffrage Movement on individual sticky notes. Then, have small groups sort their questions by evaluating whether each question is important enough to warrant ongoing whole-class study, and whether or not it is interesting enough to sustain their peers’ attention.

NAVIGATION:

Click directly on the image of any worksheet to access the printable version.

Then use the bookmarks icon on the left side of your screen to return to this page. © 2021 by Connecticut Women’s Hall of Fame

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Literacy Connections Reading Passages Directions Introduce students to Isabella Beecher

Hooker, a tireless suffragist and reformer. Her story highlights the difficulties that women faced in the 19th Century, as well as the different ways that Isabella took political action to advocate for women’s rights.

Differentiation Provide students with the reading passage that aligns with their guided reading level.

06.1 Level J, K, L 06.2 Levels M, N 06.3 Levels O, P, Q 06.4 Levels R, S, T 06.5 Levels U, V, W 06.6 Levels X, Y, Z Depending on your class culture, you may want students to discuss what they learned in heterogeneous groups, as the more difficult passages contain more detailed information.

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Standard By the end of the year, read and

comprehend informational texts, including history, social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. (CCSS.ELA-LITERACY.RI.4-5.10)

Close Reading Directions Use Isabella Beecher Hooker’s story

to develop your students’ close reading skills in alignment with the Smarter Balanced Assessment.

Review methods for close reading, including highlighting and annotating. Be sure to have students practice looking back in the text for evidence to support their answers.

Standards Refer to details and examples in a text

when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RI.4.1

Explain how an author uses reasons and evidence to support particular points. CCSS.ELA-LITERACY.RI.5.8

Differentiation Provide students with the close reading printable that aligns with the passage read.

Levels J Levels K, L Levels M, N Levels O - W

07.1 07.2 07.3 07.4

Hands - On Activity Have students practice supporting claims with evidence using colorcoded markers. Prompt students to use a different color to highlight evidence for each claim.

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Literacy Connections Vocabulary Practice Directions Use Isabella Beecher Hooker’s story to strengthen your students’ vocabulary acquisition skills. Direct students to highlight clues in the passage that help them infer the meaning of the bold words and phrases. Then, prompt students to use print and online dictionaries to find the exact definitions.

Standard Determine or clarify the meaning of unknown words and phrases choosing flexibly from a range of strategies. CCSS.ELA-LITERACY.L.3-5.4

Consult reference materials both print and digital, to determine or clarify the precise meaning of key words and phrases. CCSS.ELA-LITERACY.L.3-5.4.C

Differentiation Provide students with the worksheet aligned with their reading level.

08.1 Levels J - N 08.2 Levels O - W Students who read passages for levels J-N have not yet been exposed to all of the vocabulary words in context. For this reason, Worksheet 8.1 includes examples of each word used in context.

Students who read passages for levels O-W can refer back to their reading passages for context clues.

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Definitions

Suffragist | an activist who fought for the right to vote Rights | basic powers that everyone should be able to Legislator | a person who makes laws do, such as voting, owning property, or speaking freely. Convention | a meeting of people who come together Advocate | to speak, stand up and fight for something because they want the same thing Amendment | a change or addition made to a law or or someone document (for example to the Constitution) Suffrage | the right to vote

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Speaking & Listening Directions Engage your students in structured

Standard Come to discussions prepared, having

dialogue about Isabella Beecher Hooker by providing the opportunity for them to collaboratively create a word cloud based on the text. After students create their word clouds, challenge them to articulate new ideas that they developed as a team.

read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

CCSS.ELA-LITERACY.SL.3.1.A

Guiding Questions to Encourage Thinking Around “Advocate”

• What does it mean to “advocate”?

(go back to your vocabulary practice worksheet)

•

Do you know of any people who have advocated for important causes?

•

What are important causes that people could advocate for?

•

How did Isabella Beecher Hooker advocate for her cause?

Around “Women's Rights”

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What rights do you think everyone should have?

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What rights did women have when Isabella Beecher Hooker was born?

• •

What rights did men have?

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Read Aloud Another way to build students' listening skills is to have students listen to a story read aloud.

Read aloud "If you Lived When Women Won Their Rights, shares the story of how hard women worked to receive equal rights with men, which led to the passing of the right to vote in the 19th amendment.

Do you think women and men should have different rights?

How does our government make sure everyone has the same rights?

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Applying Disciplinary Concepts and Tools HISTORY Directions Have students compare life for women in

the 19th century to life for women today by reading the passage and taking notes in the graphic organizer.

Frameworks HIST 5.2 Compare life in specific historical periods to life today.

GEOGRAPHY Directions Have students refer back to Isabella Beecher

Hooker’s story to identify the different geographic locations that were important in her life. Then have them follow steps to mark these places on a map of the United States, while determining directional relationships.

Frameworks GEO 5.1

Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.

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ECONOMICS Directions Have students explore the concepts

of human capital and investment in the context of women’s history. Lead students through the worksheet and end with a class discussion considering the human capital of women during Isabella Beecher Hooker’s time period.

Frameworks ECO 4.4

Explain the relationship between investment in human capital, productivity, and future incomes.

Guided Questions to Encourage Thinking • Why did Isabella Beecher Hooker realize when she read the law book?

• What happened when a woman got married in the 1800’s?

• In the 1800’s, where did women stay most of the time? Were they paid for this work?

• What couldn’t women do because they stayed home?

• Did women have jobs outside of the home?

• Did companies or the government invest in women as workers?

• Were women workers? What jobs did they do? Did they produce goods and services?

• Were they paid for this work? If yes, was the amount the same or different? If different, why?

• Even if women could have been paid for their work,

• Do all women stay at home today?

• When a man and a woman get married today, what

• Who does more household chores today: men or

• What kinds of jobs do women do today? Why do

• How could companies and the government make

• Do you think it is as easy for women as it is for men

• What is the relationship between human capital

is their relationship like?

you think they took these kind of jobs to get jobs today?

could they keep their money if they were married? women? Do you think that’s fair?

this more fair for men and women?

and being able to vote?

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Applying Disciplinary Concepts and Tools CIVICS Directions Teach students how laws are made using Isabella Beecher Hooker’s experience of

getting the law on married women’s property rights passed through the Connecticut legislature.

Frameworks CIV 5.1 Explain how groups of people make rules to create responsibilities and protect freedoms

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Interdisciplinary Connections Visual Art Directions Read The Taxing Case of the Cows: A True

Story About Suffrage by Iris Van Rynbach and Pegi Deitz Shea to your students. Analyze the style and materials used in the beautiful illustrations by Emily Arnold McCully, and have students each choose a different page to recreate on their own. Have each student paraphrase the selected text in his or her own words, then display the different pages in order around your classroom.

Theater Directions Have students read a brief biography of

Isabella Beecher Hooker’s sister, Catharine Beecher, and then compare the sisters’ different views.

Divide students into groups of two, and then have them write short sketches of an imagined dialogue between Isabella and Catharine. Students will perform the sketches in front of the class. A short biography can be found here: https://www.cwhf.org/inductees/ catharine-beecher

Field Trip

Take your students on a guided tour through Isabella Beecher Hooker's residence at Nook Farm in Hartford, CT. Nook Farm Neighbors Students learn about the power of storytelling to create community through an interactive investigation of historic objects and documents. They explore the questions: What can we learn about the individuals who lived in Nook Farm through the museums’ collections? What stories might our own objects and documents tell about us and our communities. https://www.harrietbeecherstowecenter.org/programs-earning/schoolprograms-tours

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Evaluating Sources and Using Evidence Evaluating Sources Directions Have students read excerpts from three

to six important historical documents relating to concepts from Isabella Beecher Hooker’s story. For each document, students must determine the author, date, place, audience and purpose. Then, they need to express the main idea of the document in their own words.

Frameworks HIST 5.6 Compare information provided by different historical sources about the past.

HIST 5.8 Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a particular topic.

Vocabulary List Directions Use the included list of vocabulary words to

help complete the gathering sources worksheets. The list includes words and thier definitions which correlate to the bolded terms in each historical document.

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Using Evidence Gathering Sources Directions: Engage your students in their own independent research

inspired by Isabella Beecher Hooker's story. You may decide to have students continue to focus on the class compelling question, or you may allow students to shift their focus depending on their interest.

Standard: Conduct short research projects that build knowledge through investigation of different aspects of a topic. CCSS.ELA-LITERACY.W.4.7 Organizing Ideas Directions: Young students sometimes struggle to synthesize what

they have learned. Instruct students to make a mind map that shows everything they are thinking about their topic based on their evidence.

The compelling question asks both WHY and HOW, which is represented in the mind map. Guide students to write an overarching claim.

Standard: Gather relevant information from print and digital sources; take notes and categorize information. CCSS.ELA-LITERACY.W.4.8 Supporting Claims Directions: Now that students have categorized their evidence, they are ready to use it to respond to the compelling question. A graphic organizer is available to scaffold the elements of a strong argument.

Students begin by writing a claim. Then, they cite at least two pieces of evidence. Finally, students explain their evidence, linking it to their claim.

They should cite the documents after quoting or paraphrasing evidence with citations like (Doc. 1) or (Doc. 2). Students can also reference the biography of Isabella Beecher Hooker on page 6.

Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-LITERACY.W.3-5.9 © 2021 by Connecticut Women’s Hall of Fame

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Communicating Conclusions and Taking Informed Action Communicating Conclusions Create an Illustrated Timeline or Infographic Begin by looking at examples of timelines and infographics. As a class, make an anchor chart that lists the key features of each of these tools. Then, provide time for students to organize their thinking using the graphic organizer. Finally, allow students to create timelines or infographics to synthesize their learning.

Writing to Communicate with Others Students may communicate their findings in a traditional, five-paragraph essay, though this need not be the case. Students may also use this graphic organizer to help them plan for other written and oral methods of communication, including letters, debates, speeches, posters, brochures, and websites.

INQ 3-5.10 Construct arguments using claims and evidence from multiple sources.

INQ 3-5.11 Construct explanations using reasoning, correct sequence, examples, and details with

relevant information and data.

INQ 3-5.12 Present a summary of arguments and explanations to others outside the classroom

using print and oral technologies and digital technologies.

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Create an Action Plan

Taking Informed Action

Support students as they plan their final project by providing this graphic organizer. Students might opt to inform others about what they have learned, to advocate for a specific change in policy or practice, or to create a concrete solution for a problem based on their research.

After students fill out the graphic organizer individually or in small groups, direct them to make a list of specific action steps. Remind students that they will be more successful if they assign a particular person to each task, as well as a deadline.

INQ 3-5.16 Explain different strategies and approaches students and others could

take in working alone and together to address local, regional, and global

problems, and predict possible results of their actions.

Draft a Bill for Legislation Isabella Beecher Hooker saw a problem and worked tirelessly toward remedying it. As a group, brainstorm problems participants see in the community, the state or the country.

Then divide participants into groups and ask each group to choose one of these problems.

•

Have each group research the selected problem and discuss/debate possible solutions until consensus is reached.

•

The group will then draft a bill addressing the problem. Participants can work on drafting bills for the group or classroom space

•

Identify where your group would submit it?

Choose: local, state, or federal level

The Princeton University Model Congress page provides an overview of how to draft a basic bill for introduction to Congress. http://pmc.princeton.edu/writeabill.php

Check out this resource for civics oriented games and activities for your students.

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References Images & Resources Image Credits https://catalog.loc.gov/vwebv/s [ Harvard Magazine / Courtesy of the Historic National Woman’s Party, Sewall-Belmont House and Museum, Washington, D.C. ]earch?

[Artwork by Lucy Picco Simpson, courtesy of BarrySimpson]searchCode=LCCN&searchisabell www.icivics.org

Embedded Resources Adapted from Scholastic Magazine Canada, Little Women, Fact File, “Women in the 1800’s”] The Taxing Case of the Cows: A True Story About Suffrage by Iris Van Rynbach and Pegi Deitz Shea

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References

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Connecticut Elementary and Secondary Social Studies Frameworks. Connecticut State Department of Education, 2015. https://www.k12reader.com/ https://www.cwhf.org/inductees/isabella-beecher-hooker https://www.cwhf.org/inductees/catharine-beecher "Votes for Women", DIY History. New Haven, CT: Connecticut Women's Hall of Fame. https://www.britannica.com/biography/Isabella-Beecher-Hooker https://www.courant.com/hc-isabellalede.artjan15-story.html https://pmc.princeton.edu/writeabill.php https://www.civics.org The Taxing Case of the Cows: A True Story About Suffrage by Iris Van Rynbach and Pegi Deitz Shea "If you lived when Women Won Their Rights, "Pamela Johnson and Anna Kamma

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