WORKING TO FORM A MORE PERFECT UNION
WORKING TOFORM A MOREPERFECT UNIONHonoringWomen in Public Service andGovernmentCollier County Public Schools’Women’s History MonthResource PacketMarch 2018
www.collierschools.comDr. Kamela PattonSuperintendent of SchoolsTHE DISTRICT SCHOOL BOARD OF COLLIER COUNTYRoy M. Terry, ChairStephanie Lucarelli, Vice ChairErick Carter, MemberErika Donalds, MemberKelly Lichter, MemberThis report has been prepared by The District School Board of Collier County.Additional copies, if available, may be obtained by writing:The District School Board of Collier CountyDr. Martin Luther King, Jr. Administrative Center5775 Osceola TrailNaples, Florida 34109-0919Report Number:02011801Coordinated by:Social Studies DepartmentVISION STATEMENTAll students will complete school prepared for ongoing learning as well ascommunity and global responsibilities.The District School Board of Collier County does not discriminate on the basis of race, color, national origin, sex, disability, or age in theprovision of educational opportunities or employment opportunities and benefits. The District School Board does not discriminate on thebasis of sex or disability in the education programs and activities that it operates, pursuant to the requirements of Title IX of the EducationAmendments of 1972, Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act of 1990, respectively. Theright not to be discriminated against extends to both employees and students of the District and shall include equal access to designatedyouth organizations in conformity with the Boy Scouts of America Equal Access Act. The following personnel should be contacted forinquires about their rights or to learn how to file a complaint regarding discrimination.Employees: Educational Equity Act, Title IX, Section 504 (Rehabilitation Act) or the Americans with Disabilities Act, contactIan Dean, Executive Director, Human Resources and Deputy Title IX Coordinator for Employees, (239) 377-0365, The District SchoolBoard of Collier County, 5775 Osceola Trail, Naples, Florida 34109.Students: Educational Equity Act, Title IX, or the Age Discrimination Act of 1975, contact Stephen McFadden, Coordinator, SchoolCounseling K-8, and Deputy Title IX Coordinator for Students, (239) 377-0517, The District School Board of Collier County, 5775 OsceolaTrial, Naples, Florida 34109Section 504 (Rehabilitation Act) and the Americans with Disabilities Act, contact Dr. L. Van Hylemon, Coordinator, Psychological Services,(239) 377-0521, The District School Board of Collier County, 5775 Osceola Trail, Naples, Florida, 34109.
"I may be the first woman member of Congressbut I won’t be the last."Jeannette Rankin, (1880-1973)first woman in CongressTable of Contents Florida Statute - Required Public School Instruction on theStudy of Women’s Contributions to the United StatesAbout Women’s History MonthNational Women’s History Project 2018 ThemeAdditional Resources for Women’s History MonthWomen’s History Month Lesson Plan Ideas
Required Public School Instruction on the Study ofWomen’s Contributions to the United StatesFlorida Statute 1003.42(2) Members of the instructional staff of the public schools, subject to the rulesand regulations of the commissioner, the state board, and the school board, shallteach efficiently and faithfully, using the books and materials required, followingthe prescribed courses of study, and employing approved methods of instruction,the following:(q) The study of women’s contributions to the United States.About Women’s History Month Women’s History Month had its origins as a national celebration in 1981when Congress passed Pub. L. 97-28 which authorized and requested thePresident to proclaim the week beginning March 7, 1982 as “Women’sHistory Week." Throughout the next five years, Congress continued to passjoint resolutions designating a week in March as "Women’s History Week."In 1987 after being petitioned by the National Women’s History Project,Congress passed Pub. L. 100-9 which designated the month of March 1987as “Women’s History Month." Between 1988 and 1994, Congress passedadditional resolutions requesting and authorizing the President to proclaimMarch of each year as Women’s History Month.Since 1995, Presidents Clinton, Bush, and Obama have issued a series ofannual proclamations designating the month of March as “Women’sHistory Month.”From the Law Library of Congress' guide to the legislative history of Women's History Month.
National Women’s History Project 2018 Theme2018 Theme: NEVERTHELESS SHE PERSISTED:Honoring Women Who Fight All Forms of Discrimination Against WomenThe 2018 National Women’s History theme presents the opportunity to honor women whohave shaped America’s history and its future through their tireless commitment to endingdiscrimination against women and girls. Through this theme we celebrate women fightingnot only against sexism, but also against the many intersecting forms of discrimination facedby American women including discrimination based on race and ethnicity, class, disability,sexual orientation, veteran status, and many other categories.From spearheading legislation against segregation to leading the reproductive justicemovement, our 2018 honorees are dismantling the structural, cultural, and legal forms ofdiscrimination that for too long have plagued American women.Nevertheless She Persisted: This phrase was born in February 2017 when Senator ElizabethWarren, D-MA, was silenced during Jeff Sessions’ confirmation hearing for Attorney General.At the time, Warren was reading an opposition letter penned by Coretta Scott King (a pastNWHP honoree) in 1986. Referring to the incident, Senate Majority Leader Mitch McConnell,R-KY, later said “Senator Warren was giving a lengthy speech. She had appeared to violatethe rule. She was warned. She was given an explanation. Nevertheless she persisted.”Feminists immediately adopted the phrase in hashtags and memes to refer to any strongwomen who refuse to be silenced.Fighting all forms of discrimination against women takes persistence. The 2018 honoreeshave all gotten the message to stop, either directly or indirectly, yet they have all continuedto fight and succeeded in bringing positive change to the lives of diverse American women.Click here to access the 2018 National Women’s Month Honorees."I proved I could do a lot of things People alsoknew, I do what I say I'll do."Betty Mae Tiger Jumper (1923-2001)First Woman Chairman of the Seminole Tribe andPresidential Advisor
Additional Resources for Women’s History Month“I care very much about women and their progress. I didn't gomarch in the streets, but when I was in the Arizona Legislature,one of the things that I did was to examine every single statute inthe state of Arizona to pick out the ones that discriminatedagainst women and get them changed.”Sandra Day O’Connor, (1930- )First woman appointed to the U.S. Supreme CourtWebsites National Women’s History Project: http://www.nwhp.org/Library of Congress Women’s History Site for mlHistory Channel: ory-monthNational Portrait Gallery “Women of Our Time” exhibit:http://www.npg.si.edu/cexh/woot/NEA’s Women’s History Month for the history-month.htmlScholastic’s Women’s History Month: A Collection of Teaching urcesEducation World’s Women’s History Month Lesson Plans and Activities:http://www.educationworld.com/a special/women history lesson plan.shtmlTime for Kids Women’s History istory-monthDiscovery Education Streaming Video Standard Deviants Teaching Systems: U.S. History: Module 02: Women's MovementsGrades 6-12 26:19 minutes A History of Women's Achievement in America: Women Speak OutGrades 6-12 25:36 minutes A History of Women's Achievement in America: The Era of Women's FirstsGrades 6-12 23:07 minutes A History of Women's Achievement in America: Women Begin to TransformThemselvesGrades 6-12 24:48 minutes A History of Women's Achievement in America: A New Age of EqualityGrades 6-12 21:36 minutes A History of Women's Achievement in America: The Era of Women's FirstsGrades 6-12 23:07 minutes A History of Women's Achievement in America: American Women Find Their VoiceGrades 6-12 22:51 minutes
“Never limit yourself because of others' limitedimagination; never limit others because of yourown limited imagination.”Dr. Mae Jemison, (1956 - )first African American female astronautWomen’s History Month Lesson Plan IdeasGrades K-2: Ruby Bridges: A Simple Act of CourageGrades 3-5: Women’s SuffrageGrades 6-8: Women in the White HouseGrades 9- 12: Women Aviators in WWII: “Fly Girls”Additional Lesson Plan Ideas
Title: Ruby Bridges: A Simple Act of Courage (K-2)Benchmark(s): Next Generation Sunshine State Standards for Social Studies and mpare children and families of today with those in thepast.Listen to and retell stories about people in the past whohave shown character ideals and principles includinghonesty, courage, and responsibility.Grade 1SS.1.A.2.1SS.1.A.2.4Compare life now with life in the past.Identify people in the past who have shown characterideals and principles including honesty, courage, andresponsibility.Grade 2SS.2.C.2.5Evaluate the contribution of various African Americans,Hispanics, Native Americans, veterans, and women.Objectives: At the conclusion of this lesson, students will be able to:1. identify Ruby Bridges and explain her significance in history.2. describe why Ruby Bridges’ experience is different than their own.Key eSeparateMaterials: Ruby Bridges Slide Show Teacher Guide (provided) “Equality is ” Graphic Organizer (provided) Classification of Events (provided) “We Should ” Poster (provided) Eight 2x5” strips of colored paper for each studentActivities:1. Introduce the vocabulary words by asking the students to repeat each word aloudseveral times. Discuss the word’s meaning.2. Provide your students with the strips of colored paper. Have students write eachword on a small strip of paper while you write it on a larger sheet of paper. Eachstudent should tape their strip of paper to their desk while the you tape the largersheet to the wall. This will serve as a resource for students throughout the lesson.Encourage your students to use these words in their writing.
3. Using the teacher guide, view and discuss the “Ruby Bridges and the Civil RightsMovement Slide Show” with your students ergarten-grade-24. Have students complete the “Equality is ” Poster by thinking about Ruby’sexperience. Students should then write two sentences: the first sentence shouldbe about treating people equally, and the second sentence should be about whathappens when people are not treated equally. Have them draw an image thatshows what treating people equally means to them. Students can use words fromtheir personal word walls to support their writing. The goal of the activity is tohave students practice writing skills. Provide starter sentences, as needed, tostudents who may need additional support writing.5. Students should have a good understanding of the different events involved withRuby’s move to a new school and the civil rights fight surrounding it. Ask studentsto identify events from the slide show that were “fair” and “unfair. There are twotemplates: one where students will copy the event onto a list of "fair" and “unfair”events, and another where students can simply write “fair” or “unfair” next to theevent. Choose the template that best fits the writing abilities or needs of yourclass. You may want to complete a similar word web on the board or using aprojector to provide additional support to your students.6. Direct your students to use the “We Should .” poster template to create a posterthat shows how people should treat others. Ask them to illustrate a time whenpeople should treat others kindly. They can use words and pictures to create theirposter. Some students may need prompting and support in figuring out how todescribe a situation. It may be prudent to offer words or images cut out frommagazines or newspapers to help students create their posters.Evidence of Understanding:The students’ discussion, writing, graphic organizer, and poster will demonstrate theirunderstanding of the unfair treatment Ruby Bridges faced during the civil rights movement,and her bravery and courage during that time.-lesson adapted from Scholastic.com: n-kindergarten-grade-2#equality-is
Teacher’s Guide to Ruby Bridges and the Civil RightsMovement Slide ShowSlide show can be found at: garten-grade-2The teaching guide can provide a narrative that you can print out and use as you view theslideshow with your students. And you can review the vocabulary words embedded in thetext to boost your students’ knowledge of the time period.Narrative and Historical Background for Each SlideSlide 1: Ruby Bridges: A Simple Act of CourageOn November 14, 1960, six-year-old Ruby Bridges started first grade at William Frantz PublicSchool in New Orleans. She made history on that day. Ruby and three other girls were thefirst African American students to go to all-white schools in New Orleans. Ruby was the onlyAfrican American student who went to William Frantz Public School.Ruby’s world was quite different from the world we live in today. In the South, AfricanAmerican students and white students went to separate schools because the law said theyshouldn’t be together. This was called segregation.At the time, there were many laws that treated African Americans differently than whites.Many people knew this was unfair. They were part of the civil rights movement in the 1950sand 1960s. The civil rights activists said that all people were equal. They believed everyoneshould be treated the same.Ruby became an important part of the civil rights movement when she integrated her school.Slide 2: What Was Segregation?Separating people based on the color of their skin is called segregation. In the United States,many Southern states had this type of law. These laws were unfair and racist.Ask: What do you notice about the water fountain photo from 1960? Why was it like this?Slides 3 and 4: Life During SegregationBecause of segregation, African Americans and white people had to use different waterfountains and bathrooms. They sat in separate parts of buses and trains. Baseball teamswere either all African American or all white. People didn’t play together. Segregation madeit seem like African Americans and whites were different. It made it seem like people ofother races were inferior to whites.
Slide 5: Separate but Equal?The Supreme Court, which is the most important court in the United States, said in 1896 thatsegregation was legal in the United States. The court said people could be “separate butequal.”But some people knew this was wrong. People were not being treated equally.In the South in the 1950s, African American and white children went to different schools. Theschools were not equal. White schools had more money than African-American schools.White schools had newer books and bigger classrooms. Teachers in white schools were paidmore. African American schools were often crowded and needed fixing up.Ask: What do these pictures tell us about how African Americans were treated in the 1950sand 1960s?Slide 6: Brown v. Board of EducationIn 1954, the Supreme Court made a new decision. The court said that the separate schoolswere not fair. They were not equal.Because of what the Supreme Court decided, schools would have to change. Children of allraces would go to school together.Thurgood Marshall was the attorney who showed the court why “separate but equal” wasunfair. He later became the first African American to be a judge on the Supreme Court.Slide 7: The Civil Rights MovementAt the same time that the Supreme Court made it’s decision, the civil rights movement washappening all over the country. Thousands of people were taking part in it. Civil rightsactivists wanted everyone, especially African Americans, to be treated equally. They werefighting against discrimination and racism.Slide 8: Why Ruby?In the late 1950s, most African American and white students were still in separate schools inNew Orleans. The state of Louisiana wasn’t listening to the Supreme Court’s decision. Manywhite people there did not want integration. Finally, a federal court said that New Orleansschools would have to integrate by 1960.In kindergarten, Ruby had attended an all African American school. She had many friends andan African American teacher. She loved school.Then Ruby passed a test to be allowed to go to the all-white school. Ruby’s father wasn’tsure his daughter should go to the all-white school for first grade. He wanted to protect Rubyfrom angry people who didn’t want African American children at white schools. Ruby’smother, Lucille, however, wanted her daughter to go the better school. She thought that ifRuby went to the white school, it would help all African American children. Eventually, Ruby’sparents decided together that she would go to William Frantz Elementary.
In November 1960, Ruby and six other students integrated New Orleans elementary schools.Ruby was the only African American student at William Frantz Elementary School.Slide 9: November, 1960: Ruby Goes to SchoolPeople in the city of New Orleans were angry that schools were being forced to integrate.Judge J. Skelly Wright, the judge who ordered the schools to integrate, was worried for thestudents’ safety. He asked the United States government for marshals to protect thestudents. Marshals are policemen who work for the United States, not any one state. On herfirst day of school, the marshals escorted Ruby into William Frantz Elementary.Slides 10 and 11: Jeers and TauntsProtestors lined up at Ruby’s school. The police kept them behind barricades. Rubyremembers, in her book Through My Eyes, that they were very loud, like the city was duringMardi Gras.The protests continued into the spring. Marshals went with Ruby to school every day.Ask: Why did the protestors stand outside the school Ruby attended?Slide 12: Mrs. Henry and RubyRuby’s teacher, Barbara Henry, was young, white, and from Boston. Ruby had never spentmuch time with a white person before. Ruby was in a classroom by herself, because whiteparents didn’t want their children in class with an African American student. Ruby spent allher time with Mrs. Henry. They became very close.In the second grade, Ruby was in a classroom with other students, including white children.Ruby graduated from William Frantz Elementary School and, later, high school in NewOrleans. Today, she gives speeches about her experience during the civil rights movement.Ask: Who was Mrs. Henry? How did she treat Ruby?Ask: How would you describe what Ruby Bridges experienced at the William FrantzElementary school in New Orleans? Was it fair?Slide 13: The Civil Rights Movement ContinuedSchools were desegregating, but there was still work to do for civil rights leaders. MartinLuther King Jr., was the most famous civil rights leader. He worked for years for equalitybetween all races and all people. His gave his most famous speech about racial equality, “IHave a Dream,” in Washington, D.C. in 1963. Thousands of people heard his speech.Slide 14: Civil Rights Became LawPresident Lyndon B. Johnson signed the Civil Rights Act in 1964.
Grades K-2: Ruby Bridges: A Simple Act of Courage Grades 3-5: Women’s Suffrage Grades 6-8: Women in the White House Grades 9- 12: Women Aviators in WWII: “Fly Girls” Additional Lesson Plan Ideas
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