Objectives
Students will:
- Draw conclusions by analyzing primary source materials
- Develop keyword search skills using the American Memory Collections
- Learn to write a persuasive letter
Learning Context/ Introduction
Ever wonder what women were doing during the 1800s, a time known as the antebellum period of United States history? Men are well represented in our history books as they were the powerful, educated leaders of our country. Women, on the other hand, rarely had opportunities to tell their stories.
Powerful stories of brave women who helped shape the history of the United States are revealed to students through journals, letters, narratives and other primary sources. Synthesizing information from the various sources, students write their impressions of women in the Northeast, Southeast, or the West during the Nineteenth Century.
Essential Question
What can primary sources teach us about the lives of American women in the nineteenth century?
Student Work
To view examples of the student letters, click on the links below.
Assessment
The teacher and media specialist may assess letters using the rubric below.
Procedure
The procedure for this lesson consists of the following parts:
Preparation - varies depending on the needs of the students
Introduction - One class period
Taking Notes and Assigning Packets - Two to three class periods
Teacher-led Discussion - One class period
Written Letter - Two to three class periods
Preparation
Teacher Preparation
Each group of students is provided a packet of primary source information. These packets will provide information on a certain category of Nineteenth Century woman. Directions for creating the primary source packets for each category are provided in detail on the packet sources page of this lesson.
Categories:
- Plantation Mistress
- Slave
- Abolitionist (northern and southern)
- Mill Girl in the North
- Woman Moving West
Student Preparation
Prior to beginning this lesson, the following should be completed with the students.
Activity One: What Are Primary Sources? from the American Memory collections.
Activity Two: Searching Text Collections Exercise 1- Keywords. This will help students understand how to search the American Memory collections.
Expect to spend one 45 minute class period on each activity. It is understood that these skills are taught on an ongoing basis and it may not be necessary to conduct all three activities with your students prior to beginning this lesson. Ideally this lesson is co-taught by the media specialist and the classroom teacher.
Introduction
The teacher models analysis of a primary source packet using the information provided during the "skill building" phase of this unit.
Analysis of primary source packet includes looking at:
- Area of residence/geographical region
- Family life
- Employment
- Education
- Ethnic Background
Several different women are used in each packet to represent a category. The students' job is to create a common set of attributes for the category. Conclusions will be drawn regarding the category of woman and what the primary sources reveal about her life in the United States.
Resources for a model packet have been put together for this part of the lesson. It is recommended that you make printed copies of all the primary sources linked to the category, "Free Black Woman from the North." However, for purposes of modeling the analysis of the documents, the teacher or media specialist should use a large computer screen (a large screen TV connected to the computer or a white board type device).
Taking Notes and Assigning Packets
1. Begin class by modeling the use of the "Objective Observation Worksheet" with an image from this lesson.
2. Small student groups are assigned their packets and a copy of the "Document Analysis Worksheet." Students read, highlight and take notes using the worksheet. The teacher and media specialist will check and/or grade the students' work on the worksheets.
3. Using the information gathered in Part A of the "Document Analysis Worksheet," draw conclusions about the life of the woman and note these conclusions in Part B.
4. As directed in Part C, students begin their research by using the resources from this lesson and the information generated in Parts A and B. If necessary, the media specialist reviews and models keyword searching in the American Memory collections. Strategies include review of the synonym list and other topics including limiting searches by time, place, and format.
Teacher-led Discussion
The teacher will lead the students in a discussion where they will draw conclusions about a 19th century woman in America. They will use their group notes to participate.
The conclusions will include:
- Generalizations about a woman in each region (Northeast, Southeast, and West)
- Analysis of family life, employment, education, and ethnic background
Leading Questions:
- Describe the daily life of your woman in her region.
- How did the environment of the region affect your woman's life?
- Put your woman in a different region. How would her life change?
- Change the color of your woman's skin. How would her life change?
- How did education affect your woman's life?
- How did the events of the time affect your woman?
- Compare and contrast your woman to a woman in a different region.
- What outside forces affected your woman's life?
- How much control did your woman have over daily life decisions?
- How did men treat your type of woman?
Written Letter
Students will write a letter (in the voice of one of the women they researched) to a person of their choice. The letter should include:
- A short reiteration of their profiled woman
- Discussion of an important issue in her life
- A personal opinion regarding the issue
Resources/Materials
Excerpts from the following resources can be used to create the Plantation Mistress Packet.
Excerpts from the following resources can be used to create the Slave Packet.
Excerpts from the following resources can be used to create the Abolitionist Packet.
Excerpts from the following resources can be used to create the Mill Girl in the North Packet.
Excerpts from the following resources can be used to create the Woman Moving West Packet.
Other Resources
Extension
Using the primary sources collected in Part C of the "Document Analysis Worksheet," students will create a PowerPoint presentation. Presentations must include:
Title slide
Introduction slide
At least two slides displaying the artifacts with explanation and bibliographic record.
Conclusion slide
The students may also choose to present this information in a costumed skit.
Duration
Six to twelve class periods.
Author
Karen Joesten and Mary Pat Phillips
Source
Reproduced from the Library of Congress web site for teachers. Original lesson plan created as part of the Library of Congress American Memory Fellows Program.
