Author: Lauren Cahill
Content Area/ Grade: U.S. History I
Time: 88 minutes (two class periods)
Materials: PowerPoint (2007 or later) (click for compatible version), computer, computer paper, crayons/markers/colored pencils

PURPOSE: The purpose of this lesson is expand students' knowledge of the abolition movement beyond (though still including) key figures such as Harriet Tubman and Sojourner Truth. Students will also learn the importance of the Grimke sisters, and the specific strategies women used to further the goals of the abolition movement. Since women were not enfranchised, these tactics took on the form of petitions, letters and books. 


OBJECTIVES: By the end of this lesson, students will be able to:


1. Identify and explain the importance of Harriet Tubman and Sojourner Truth
2. Understand the political activism methods available to women
3. Analyze the effectiveness of these methods



STANDARDS: Massachusetts Curriculum Frameworks:
USI.31 Describe the formation of the abolitionist movement, the roles of various abolition­ists, and the response of southerners and northerners to abolitionism.



C. Sojourner Truth
D. Harriet Tubman
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THE LESSON
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Day 1:

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Activator: (10 minutes) Slide 1 Think-Pair-Share. Have students respond to the two questions in their notes and then compare their answers to their neighbors. Then, discuss as a class. Write common answers on the board.
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​​PowerPoint:  (25-30 minutes) Spend enough time on the slides with the documents for students to read and comment on them. Print out copies of the documents on those slides so students can read along from those.

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Brainstorm Art Project: (10 minutes) Instructions are on the final slide


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Day 2:



Art Project: (40 minutes) Students will create their posters



Group Discussion: (10 minutes) Students will volunteer to share what they created.

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**Responses will be collected.

Closure: The group discussion will be the closure

Assessment: The assessment for this lesson will be the student work from the activity collected at the end of the period.


LOGISTICS:
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•     Teachers should spend enough time on the slides with the documents for students to read and comment on them.
•     Teachers should additionally differentiate as needed based to student capabilities and learning needs.