The History of Mississippi University for Women lesson plan
Mississippi became the first state to establish a tax supported college for women in the United States. Through Senate Bill 311, Mississippi Industrial Institute and College was established at Columbus, Mississippi, in 1884. Today this historic educational institution, which is now coeducational, is known as Mississippi University for Women. “The W,” as it is affectionately known, still maintains the long-standing tradition started in 1884 of providing first-class liberal arts and professional programs that today attract both men and women to the institution.
Mississippi Studies Framework: Competencies 1, 2, and 5
Grades 7 through 12
MATERIALS AND EQUIPMENT
• Mississippi History Now article
The students will:
OPENING THE LESSON
The teacher will ask the students the following questions:
The teacher will tell the students that over the next several days they will study the history of the Mississippi University for Women.
DEVELOPING THE LESSON
The teacher will distribute a copy of the reading road map (Vacca & Vacca, 2001) diagram found at the end of the lesson plan, or the diagram can be placed on the classroom board for students to copy into their notebooks. The students should read the Mississippi History Now article prior to class and complete the reading road map diagram as they read the article. In the first column of the reading road map, students should list the paragraphs where they located the information requested in the third column. In the second column, students are reminded of the reading process necessary to answer the questions in the third column. In the third column of the road map, students are to record the requested information.
In lieu of the reading road map, the teacher can ask students to complete a graphic organizer such as a bubble map as they read the Mississippi History Now article. See bubble at end of the lesson plan.
In the next class meeting after the homework assignment has been completed, the teacher will place the students into groups of three or four for a jigsaw cooperative learning activity.
For the next portion of the lesson, the teacher will assign each student group one of the topics listed below. Each group should meet and discuss their assigned topic. The student groups should use the Mississippi History Now article and the reading road maps as well as other resources to support their group’s topic. Each member of the group should record details from the group discussion that support their group’s assigned topic. The objective of this portion of the jigsaw activity is for each student in the group to become an “expert” on the group’s assigned topic.
Once the groups have completed their “expert” discussion, students should be reassigned to new groups. The new student groups should include one “expert” per topic. In each new group, each “expert” shares what he or she has learned. In this portion of the lesson, each group member is teaching their peers about the history of Mississippi University for Women.
Upon completion of the jigsaw activity, students will independently complete a dialog journal. To create a dialog journal, each student should draw a vertical line down the middle of a sheet of paper and write what he or she has just learned about the history of Mississippi University for Women in the left column. The students should trade papers with a partner. Each partner should respond in the right column to what the other student has written. They should make corrections, connections, additions, and comments, etc. The papers should then be returned to the original student. The teacher can ask for student volunteers to share what they have learned about the Mississippi University for Women.
CLOSING THE LESSON
The teacher will ask the class the following “what if” questions.
ASSESSING STUDENT LEARNING
• Class participation
EXTENDING THE LESSON
Vacca, R. and Vacca, J. Content Area Reading. New York, NY: Harper- Collins, 2001.
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