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Abigail Adams, Emancipated Woman lesson uses primary sources to challenge students to identify what it meant in 1775-1776 to be emancipated versus the emancipated woman of today.
Students will analyze the images found on the first day cover (an envelope containing a commemorative stamp honoring Abigail Adams, postmarked from her hometown of Quincy, Massachusetts with artwork depicting her letter writing) and excerpts from 5 different letters Abigail Adams wrote to her husband John Adams. The letters cover such topics as her view of King George III, the role of the Continental Congress, why the Congress must declare independence, as well as troop movement around Boston, the illness and death of neighborhood children and the role of women in the new nation. Students will answer the basic who, what, where, when and then dig deeper to answer the why and how. Was Abigail Adams an emancipated woman? How would an emancipated woman be defined today?
Students will analyze the images found on the first day cover (an envelope containing a commemorative stamp honoring Abigail Adams, postmarked from her hometown of Quincy, Massachusetts with artwork depicting her letter writing) and excerpts from 5 different letters Abigail Adams wrote to her husband John Adams. The letters cover such topics as her view of King George III, the role of the Continental Congress, why the Congress must declare independence, as well as troop movement around Boston, the illness and death of neighborhood children and the role of women in the new nation. Students will answer the basic who, what, where, when and then dig deeper to answer the why and how. Was Abigail Adams an emancipated woman? How would an emancipated woman be defined today?
K-12 Subject:
Teaching Duration:
45 Minutes
Type of Resource:
Answer Key:
N/A
# of Pages/Slides:
4
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TEACHING EXPERIENCE
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I taught social studies in a public high school in Ft. Worth, TX for 28 years before leaving the classroom and working directly with social studies teachers, k-12 for 4 years. In the classroom I team taught U.S. history with an American literature teacher and we engaged 50 students for 120 minutes every day. By combining short stories, poetry, novels with history, music and art students developed a fuller sense of our nation’s history. From 2004 to 2011 I worked part time directing teaching American History grants and mentoring new teachers in low performing campuses. I am now doing consulting and writing warm up/review lessons for FDC Lessons.com
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