Course ePortfolio

Students will build on their prior knowledge of social reform and the women’s movement in the United States during the 1800’s.  

Pedagogical Approach

The lesson was designed with a multimodal approach and combined relevant aspects of several learning theories and frameworks. I developed this course using College, Career, and Civic Life (C3) Framework for Social Studies State Standards, Cognitivism, Bloom's Taxonomy, and Gagne's Nine Events of Instruction. I also acknowledge that students have different learning preferences, and I aim to teach to the students' strengths by relying on a variety of pedagogical techniques, delivery approaches, and media. Furthermore, this plan aligns with Gagne's Nine Events of Instruction. Finally, I referred to the ASSURE Instructional Design model to design this course.I embedded discussion questions and collaborative projects based on the "community of inquiry" model for online learning environments. The Community of Inquiry model emphasizes the cognitive, social, and teaching aspects of learning. I structured this lesson to meet the social, emotional, and cognitive needs of student learning.

Learning Outcomes

The students will know: The ideals of Susan B. Anthony, Elizabeth Cady Stanton and Sojourner Truth.

The students will understand: The significance of the Seneca Falls Convention

The students will be able to: Analyze the development of the woman’s suffrage movement, including the Seneca Falls Convention, and the ideals of Susan B. Anthony, Elizabeth Cady Stanton, and Sojourner Truth.

Assessment

Pre-assessment- Created with FlexiQuiz

Pre-Assessment

Small group discussion

Entire class discussion

ePortfolio

Other Information

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