Elementary Library

Standard 3.3.1 Analyze how their community has been shaped by the diverse people who have resided within it. Compare primary and secondary sources (when available) from or about these people. Standard 4.3.4 Identify the political challenges that delayed Utah’s statehood, and explain how these challenges were overcome. Describe the involvement of Utah women in the state and national Women’s Suffrage Movement. WELCOME & ACTIVATE BACKGROUND KNOWLEDGE Greet students warmly at the library door. Follow opening procedures to prepare students for learning. Read selected book to build background knowledge about the women’s suffrage movement in Utah. Use the resource guide to engage students in discussion. OBJECTIVE Say: People who were for and against giving women the right to vote used media to try and persuade others to join their opinion. What media did you notice in the book we read today? It’s important we can recognize who made the media (the creator), who they are trying to speak to (the audience), the message, and if that message is trying to inform, persuade, or entertain us. That way we can decide to trust or believe in the message.

Display and read objective. Display and clarify any vocabulary

DIRECT INSTRUCTION & PRACTICE Step 1: Analyze Primary Sources & Build Background Knowledge

Say: We are going to look at some primary sources from pro- and anti- viewpoints. All of these primary sources are examples of media! We will work together to identify the creator, the audience, the message, and if it is supposed to inform, persuade, or entertain together. Then you will do it again with a small group. Let’s look at our graphic organizer together.

Review Graphic Organizer. Review inform, persuade, and entertain.

Display “The Awakening”. Use visual thinking strategies with students. Ask, What do you see? What makes you say that? What else do you see? Lead students in filling out the graphic organizer as a class. Show photo of Utah suffragists with Senator Smoot outside Hotel Utah. Ask students what they notice in this photograph. Ask, Why do you think this photo was taken? What is the message of the picture? Explain that Utahns were leaders in and very involved in the women’s suffrage movement. Show a brief history video of women’s suffrage in Utah .

Say: What stood out to you in that video? Why did the United States not want Utah to be a state?

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