SLIDE 7 Use the instructions and guiding questions on this template to draft curriculum on the blank version. (examples are in parentheses) Compelling Question Does the compelling question spark interest? Can it be answered in multiple ways? Can it be studied deeply to drive learning? (Do well behaved women make history?) Connection/s to Suffrage Centennial Outcomes *check outcomes related to lesson/ unit (✓) Increased civic engagement of women in WA (✓) Public will understand WA’s role in the suffrage movement ( ) Public will understand where WA is today in terms of gender equality ( ) Public will understand long-term effects of the suffrage movement in creating equality (✓) Celebrate historic and current Women of WA Staging the Question Design an opening activity that does three things: (i) Introduces the compelling question (ii) Engages student prior knowledge (iii)Sparks interest in the topic of study (Video or image of Dixie Lee Ray- students describe what they know about her, what do they notice, why is she important) Supporting Question 1 Supporting Question 2 Supporting Question 3 Supporting questions should build toward answering the compelling question (What have women in Washington done to make history?) (In what ways did WA women make history by opposing the systems of society?) (In what ways did WA women make history by rising up through the systems of society?) Formative Performance Task Formative Performance Task Formative Performance Task Formative Performance Tasks should accomplish two things:
❏ Organize student learning from
featured sources
❏ Give teachers an opportunity to see
student learning (Students add to notes on a table with 4 columns as they address each supporting question: History Makers, Accomplishment, Ways in Opposition, Ways within the system) Featured Sources Featured Sources Featured Sources
❏One to three primary or secondary
sources for each supporting question.
❏A mix of source types: written,
visual, audio, etc.
❏Build from simple to complex
(Oral histories, case studies, exhibits regarding 6-9 WA women history makers - students examine 2-3 with a focus on each supporting question) Communicating Conclusions Students create a product alone or in groups that uses evidence from sources to respond to the compelling question. (Groups of 3 students produce political talk show with a host and two guests with divergent views regarding the compelling question)
