Julia Stitson Fehmel Seminar in Teaching American History Women in Early American History Summer 2006 Fitchburg State College

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1 Julia Stitson Fehmel Seminar in Teaching American History Women in Early American History Summer 2006 Fitchburg State College Lesson Plan One: Abigail Adams : Massachusetts Native, Wife, Mother and Women s Right Activist Abigail Adams CREDIT: "Abigail Adams." Engraving from an original painting by Gilbert Stuart, ca By Popular Demand: Portraits of the Presidents and First Ladies, 1789-Present, Library of Congress.

2 GRADE LEVEL: Grade 9 (20 students) CLASS: United States History 1 STANDARDS: Massachusetts History and Social Science Curriculum Framework: August 2003; page 70 United States History I Learning Standards The Formation and Framework of American Democracy USI.19 Explain the rights and the responsibilities of citizenship and describe how a democracy provides opportunities for citizens to participate in the political process through elections, political parties, and interest groups. (H, C) TOPIC: Abigail Adams and Women s rights STATEMENT OF PURPOSE: In the early days of the United States the rights of citizens were a major issue. One of the main reasons for the colonies to break away from England was the lack of rights and respect they felt the monarchy showed them. The framers of the Constitution and the founding fathers were influenced by many forces in creating the rights of citizens. One of the people influencing the framers was Abigail Adams. LEARNING OBJECTIVES: Students will identify Abigail Adams as a Massachusetts Native, Wife and Mother Students will list reasons why they think Abigail Adams and other women of her time deserved rights in the new United States Students will walk in Abigail Adams footsteps thru visits to Adams National Historical Park Student will advocate reasons for Abigail Adams and women of her time to get more rights in the new United States SCHEDULE: 4 Days 73 minutes each DAY 1: Who was Abigail Smith Adams? /Research Day 1. Brainstorm:(10 minutes) The teacher writes this question on the board: Who was Abigail Adams? Students volunteer answers Teacher summarizes what we know about Abigail Adams so far Teacher discusses why they will be studying her. 2. Laptop/Internet Research Work (55-60 minutes) Websites: A. B. In groups of 2, the students will research Abigail Adams based on the information found on these two websites Students use Handout 1: The Five W's of Abigail Adams as a guide in collecting facts about her life. Students will put facts about Abigail Adams into their notes 2

3 DAY 1 HOMEWORK: Students read about Abigail Adams from their textbook: American Nation: page 116 Students write a 1 paragraph response to this question: Based on what you have researched about Abigail Adams, Do you think she was a typical upper-class woman of her time? Why? Why not? Give two detailed reasons for your answer. Paragraph due: Next Day DAY 2: Abigail Adams: typical Woman? 1. Homework Check: (5 minutes) 2. Socratic Seminar: (45 minutes) Topic: Based on what you have researched about Abigail Adams, Do you think she was a typical upper-class woman of her time? Why? Why not? Teacher organizes the room into a circle so all students can see each other. Teacher chooses 4 students to be observers and gives them Handout 2: Socratic Seminar: Observer s Worksheet Teacher explains rules: A. Address each other and the teacher using names B. Use appropriate language C. Listen to the person who is speaking D. Support each other E. Question others in a civil manner F. All students must contribute at least 1 of their ideas G. Don t raise hands: respond only when there is a pause G. Observers take notes on responses and similar ideas/themes 3. Observer discussion: Witnessed by group ( 5minutes) 4. Observers share main points with group and conclusions ( 10 minutes) DAY 2: HOMEWORK: Students will evaluate their partner s (person from Day 1) performance in the Socratic Session Using: Handout 3: Rubric for Seminar Participant DAY 3: Museum Visit to: Adams National Historical Park Quincy, MA The teacher collects Day 2 Homework: Handout 3: Rubric for Seminar Participant Student visit where Abigail Adams lived after her marriage to John Adams. This is also where Abigail raised her son who would become the sixth president of the United States. Finally, this is the household she maintained while John Adams was out forming and planning the United States. 3

4 DAY 3 HOMEWORK: None DAY 4: Abigail Adams: Beyond the traditional Woman. 1. Student reflection/discussion: (20 minutes) The teacher asks the students to reflect on their visit to Adams National Historical Park through journal writing The teacher writes these questions on the board as a prompt: Who managed the household when John Adams was away? Was this person a typical person to be put charge during this time period? Why? Why not? Students discuss these questions with the students. At the conclusion, the teacher stresses the ideas that John Adams trusted his wife Abigail to not only manage the family in his absence but, also trusts her to manage the estate. The teacher points out that even though women were not equal to men he still trusts that his wife can carry on in his absence. Closing thought: If Abigail Adams can manage the home in John s absence will he fight for more equality for women under the new laws of what will be the United States? (the teacher leaves the closing thought on the board as the lesson continues) 2. Activity: Equality for Women and Abigail Adams (30 minutes) Teacher passes out Handouts 4-6: Letters between Abigail & John Adams Students are randomly selected to read the letters out loud Students circle words they do not know and look them up in dictionaries The teacher then asks the students to answer the Closing thought in their notes DAY 4 Homework/ Lesson Closure: Students write a letter to John Adams in which they advocate for the rights of women like Abigail Adams. The students state their case based on information from Abigail Adams time. Students also must base their arguments on research from: Any notes, handouts etc. the gathered from their visit to Adams National Historical Park Handouts 4-6: Letters between Abigail & John Adams ASSESSMENT: Teacher observation Student research of Abigail Adams from web sources Student responses to questions and discussion Student visit to Adams National Historical Park Student notes (from multiple sources) Student participation in Socratic Seminar Student peer evaluation on Socratic Seminar Participation Homework MATERIALS: Teacher handouts 1-6 (included) Laptops with internet access or computer Lab with internet access Either a virtual or real visit to Adams National Historical Park 4

5 REFERENCES/BIBLIOGRAPHY Articles: Tredway, Linda. "Socratic Seminars: Engaging Students in Intellectual Discourse." Educational Leadership September (1995): Books Boyer, Paul, ed. American Nation. Austin: Holt, Rinehart and Wilson: A Harcourt Education Company, Web Sources "Abigail Smith Adams." Massachusetts Historical Society. Massachusetts Historical Society. 21 July 2006 < American Experience: John & Abigail Adams." People and Event: Abigail Adams. PBS: Public Broadcasting System. 17 July 2006 < Moncur, Michael. "Quotations by Author:" Quotations by Author: Abigail Adams QuotationsPage.com. 21 July 2006 < National Park Service: U.S Department of the Interior: Adams National Historical Park." Adams National Historical Park. National park Service. 18 July 2006 < 5

6 Name Date Handout 1: The Five W's of Abigail Adams Fill in each row with details about Abigail Smith Adams. You should include more than 1 fact in each area!!! When: Born? Married? Have children? Die? Etc. Where: Born? Grow up? Married? Live with husband? Travel?Die? Why: Famous? What: Accomplish? Jobs? Do when husband away? Who was she? Daughter? Wife? Mother? Author? Activist? 6

7 Handout 2: 7

8 Handout 3: 4 = exceeds expectations 3 = meets expectations 2 = meets most expectations 1 = meets some expectations o = no opportunity CATEGORY RUBRIC FOR SEMINAR P ARTICIP ANT (Name: ) Reading Reading Reading Reading Reading Listening Listening Listening Speaking! Contributing Speaking Speaking Speaking Speaking Interacting Interacting Interacting Asks question about the text Uses text as evidence; paraphrases accurately Analyzes ideas in text Identifies and discusses inconsistencies Presents interpretive reading that changes the dialogue or presents an analogy Listens attentively Paraphrases or refers to previous speaker Waits until speaker is finished; does not interrupt, does not engage in side-talk Demonstrates strong speaking and group skills (eye contact, articulation, appropriate non-verbal communication when challenging) Asks questions of text/materials and participants Analyzes ideas of others and makes connections Self- monitors Presents a unique idea that changes character of discussion Defers to other participants, encourages participation of others Accepts differing opinions and show willingness to explore new ideas Refrains from verbal or non-verbal cues that do not contribute to group Process Observer Comments: 8

9 Handout 4: ABIGAIL ADAMS TO JOHN ADAMS MARCH 31, 1776: "I long to hear that you have declared an independency. And, by the way, in the new code of laws which I suppose it will be necessary for you to make, I desire you would remember the ladies and be more generous and favorable to them than your ancestors. "Do not put such unlimited power into the hands of the husbands. "Remember, all men would be tyrants if they could. If particular care and attention is not paid to the ladies, we are determined to foment a rebellion, and will not hold ourselves bound by any laws in which we have no voice or representation. "That your sex are naturally tyrannical is a truth so thoroughly established as to admit of no dispute; but such of you as wish to be happy willingly give up -- the harsh tide of master for the more tender and endearing one of friend. "Why, then, not put it out of the power of the vicious and the lawless to use us with cruelty and indignity with impunity? "Men of sense in all ages abhor those customs which treat us only as the (servants) of your sex; regard us then as being placed by Providence under your protection, and in imitation of the Supreme Being make use of that power only for our happiness." 9

10 Handout:5 JOHN ADAMS TO ABIGAIL ADAMS APRIL 14, 1776 "As to your extraordinary code of laws, I cannot but laugh. "We have been told that our struggle has loosened the bonds of government everywhere; that children and apprentices were disobedient; that schools and colleges were grown turbulent; that Indians slighted their guardians, and negroes grew insolent to their masters. "But your letter was the first intimation that another tribe, more numerous and powerful than all the rest, were grown discontented. "This is rather too coarse a compliment, but you are so saucy, I won't blot it out. "Depend upon it, we know better than to repeal our masculine systems. Although they are in full force, you know they are little more than theory. We dare not exert our power in its full latitude. We are obliged to go fair and softly, and, in practice, you know we are the subjects. "We have only the name of masters, and rather than give up this, which would completely subject us to the despotism of the petticoat, I hope General Washington and all our brave heroes would fight." 10

11 Handout: 6 ABIGAIL ADAMS TO JOHN ADAMS MAY 7, 1776: "I cannot say that I think you are very generous to the ladies; for, whilst you are proclaiming peace and good-will to men, emancipating all nations, you insist upon retaining an absolute power over wives. "But you must remember that arbitrary power is like most other things which are very hard, very liable to be broken; and, notwithstanding all your wise laws and maxims, we have it in our power, not only to free ourselves, but to subdue our masters, and without violence, throw both your natural and legal authority at our feet." 11