• Replies 23 replies
  • Subscribers 10 subscribers
  • Views 6206 views
  • Users 0 members are here
Related

Revolutionary Women for Women's History Month

Jeffrey Boles

Hello My Fellow Educators

I hope you are all well and Spring is coming our in your neck of the woods. As I started planning for March several weeks back, I noticed the Revolutionary Women research project in was in the Liberal and National Revolutions section in Era 6. This is one of my favorite projects of the year because it not only spotlights the important role women played in during the time period but, it allows students to learn about figures they might not have otherwise learned about. Now while I understand the reason this activity is placed in this section I actually think it works better for our class in section 6.4 and the Transformation of Labor in WHP - Origins. This section also features the World Tour of Women's Suffrage which I include as sourcing for their project. In addition, I think featuring the project at the start of the month of March provides background for the celebration of Women's History Month. Now I will say one of the challenges of this project can be the lack of information about some of the figures themselves. This can be frustrating for some of our students so, I do recommend doing a background check for all of the names provided as not all can truly allow our students to do a deep dive research project on. I am wondering if any use this project, what are your thoughts on it, and do you use it for Women'a History Month or is there another activity you do with your class?

  • On the note of other resources that feature women in world history, my students are reading the graphic biographies of Helen Fairchild and Rosa Luxemburg today. 

    Here's how one student responded: 

    Helen had more experience with war like things because her aunt was a nurse while Rosa only really knew about the negative side effects of the war. Helen saw the good that she could do for the people in the war while Rosa tried to directly stop it by standing up above everyone that told her that she couldn't do it. I sympathize more for Rose because she grew up poor and ended up making a bigger overall impact in the war, even though it was too late for them to realize it.

  • in reply to ERIN CUNNINGHAM

    Dear  

    Thanks so much for posting these books! It looks like your students did a wonderful job on their research projects. As I mentioned earlier, I think you did a great job of setting them up for success with your organizers. Specifically, I appreciate the mini-books idea over creating a slideshow. Having a product students created by hand has been a focus of mine throughout the year. Well done!

  • Just wanted to follow up with my original post to show the final product. Our students created poster boards based off of their research of their Revolutionary Woman. We then placed all of our projects around the room where they shared their discoveries in a walk-through museum. I also asked the students to create a QR code that featured a short video clip from You Tube abut their topic. As students walked around the room they scanned the codes to watch clips about the various these individuals. Adding the video component to the project asks the students to design a project with 21st century tools. This is a balance that I have tried to juggle this year between cutting back on student screen time versus allowing them the opportunity to use platforms that promote innovation. Thanks for the thoughts on this topic  and the other educators on this thread. I look forward to continued conversation with all of you. 

  • in reply to Jeffrey Boles

     , I love the posters and seeing those names proudly displayed in the classroom! Really great work from your students. I have enjoyed the conversation and planning as well!

  • With women's history month approaching, I wanted to try to revive this great post!

    I have just started the Revolutionary Women Mini-Book Project with my students. I updated and simplified some of the components based on work from last year and those changes can seen in the link. This activity is an adaptation of the Revolutionary Women activity that can be found in 7.4 of the Origins course among other places.

  • Thank you so much for the reminder/push to design something specific for this month. All of these ideas are amazing!  I have yet to make mini-books but  's instructions are so easy to follow.  This is my year to try it.

  • in reply to ERIN CUNNINGHAM

    I love these mini-books. It is refreshing to have a new and somewhat different activity for my students to do this spring. They are going to love it. 

  • in reply to Kristin Rimal

    I'm excited for you and your students! I loved watching my students proudly present their books in small groups.

  • in reply to Julianne Horowitz

    I finally got my women's history month act together! Here are some "I Am" poems my kids created for women of "unit 8" in my APUSH class. Next year I will get my act together for WHP, too and use this for Revolutionary Women 1750 to Present. The key here was monitoring their poem creation in class (no chat GPT!)

     

  • in reply to ERIN CUNNINGHAM

    Hello from Japan.

    Thank you very much for introducing the results of your students' interesting activities.

    Among the students' works, there is one about Miki Nakayama.

    If you don't mind, could you tell me why the student who researched Miki Nakayama became interested in her and what the finished work was like?