Content to be taught: The 19th century Schoolmarm (40 min)

Learning Objectives:

In small group workshops, the student will analyze areas of women's historical roles in education and become expert enough to teach another small group that will answer the question: How did sexism and developing capitalistic economy affect the evolution of schools? Assessment will be a written reflection examining the students’ roles in the group process as well as their new understanding about the role of sexism and capitalism in American schools.

Procedures

Phase 1: (3 minutes) (Cards will be handed out with colored numbers and symbols to determine the groups and roles within the groups) 

Write overall question on the board. Teacher(Laura) will say "today we are going to break into small preset groups.  At each of your groups the facilitators have activities for you to do.  By the end, you should all be experts in your area.  Then we will break up again into a different set of small groups.  Each person in the second small group should be an "expert" on their topic area.  These small groups will hold a discussion and answer the question: How did sexism and developing capitalistic economy affect the evolution of schools in America?  Teacher (Laura) will check for understanding of directions. 

Phase 2: (15 minutes) During this the students will be broken into four pre-divided groups.  Teacher (Rachel P.) will say "Now is the time to divide in your first groups"  Teacher (Rachel P.) will point out where the groups are meeting and call out who is in each group. See attached "groups".

Group 1: (Jennifer & Autumn) The Bureaucratic Model. 

Group 2: (Sis & Rachel P.) The American Teacher.  

Group 3: (Dusti & Sue) McGuffey Readers & Women Civilize the        West.  

Group 4: (Laura & Rachel S.) Maternal Model.

Each of these four groups have a planned activity that will take place in order to make each member an "expert".  As an expert you will come up with three key points with your color partner (or as a larger group) to present to your next group.  At the end of this phase Teacher (Rachel S.) will say "Time's up.  It is time for you to divide again and be ready to teach and discuss what you have learned with members of the other groups to answer the overall question: How did sexism and developing capitalistic economy affect the evolution of schools?  “Due to lack of time, please move as quickly as possible to your next group location.”

Phase 3: (2 minutes) Making transition to learning teams.  During this time 2 people from each group will move to their color groups.  As an "expert" on the topic from their previous group, students will work together in a discussion to answer the overall question: How did sexism and developing capitalistic economy affect the evolution of schools?  Teacher (Jennifer) will call out what group is meeting where.

Phase 4: (20 minutes) Helping students during team study:  Facilitators (chosen by the symbol on cards handed out previously) will guide the discussion

 Red Group (Susan & Dusti)

Blue Group (Rachel S. & Laura)

Orange Group (Jennifer & Autumn)

Purple Group (Sis & Rachel P.)

12 minutes: each number team has 3 minutes to present the rest of the group with their key points

6 minutes: discussion of the main question

2 minutes: each group will write their answer ideas on a piece of butcher paper to share with the class.

Post Instructional Tasks ______________________________________________

Group assessment will be done by group leaders through observation and recording of how well groups worked together. Group one: listening, Group two: teaching

Individual assessment will be a written reflection examining the students’ roles in the group process as well as their new understanding about the role of sexism and capitalism in American schools.