by Connie Cave

Connie Cave's Secondary Education Portfolio

Planning and Instruction

Unit Plan-Until Justice Rolls Down Like Waters

"...until justice rolls down like waters and righteousness like a mighty stream"

"...until justice rolls down like waters and righteousness like a mighty stream"

See Attachment below for copy of our integrative unit plan on civil disobedience by  Connie Cave, Page Drygas,  Peter Miserendino, and Vince Shissler.
See Second Attachment for copy of Part 2 of the above unit plan as prepared by Connie Cave

Post Review Panel Reflection:   This plan was definitely a challenge.  The consideration of so many criteria all in one five day plan was difficult, but fun.  If I had been given more time to complete the assigned task, I would have viewed  this assignment as the highlight of the entire class experience.  It was certainly a good proving ground for demonstrating my understanding of cross discipline integration, the various state standards, and my appreciation of the multiple intelligences as articulated by Gardner.  The subject matter was of keen interest to me and the research was a joy.  

The one pitfall I discovered was the tendency to stay too long and too deep into the research, both of topic and of planning.  I  did grow to understand that in order for this project to be of maximum benefit to the student that there needs to be careful collaboration between the team of teachers.  The lessons need to be carefully timed so that they compliment one another.  They build a marvelous foundation one upon  the other if timed correctly. 

The timing of the conceptual, the practiced activity, and the evaluations gave me an opportunity to demonstrate my pedagogical skill, plus my artistry.  It was such a treat to see how each member of the group managed to turn the same assignment into something uniquely his own.  Having to defend our plan before a panel of our peers and the instructor was a great opportunity for us to demonstrate and defend our creative routes. 

The entire experience was intense.  Our intention was to teach,  but what we accomplished through this planning effort was our own education .  I  look forward to someday implementing this in the real classroom.


Formal Unit Plan I Have Taught-The Struggle for Equality

The Struggle For Equality: The Women's Movement In America 1848-2006
By Connie Cave
 I had great fun putting this unit together.  I had even more fun presenting it to my American History class while student teaching.  My class enjoyed all the media use.  They were able to catch on to the Story Mapping graphic organizer fairly quickly as well.  I think the DVD, "Not For Ourselves Alone," was very well received. I would have liked to have shown more of that to my class.  The best part of this unit was our look at the idea of what makes a good wife according to the 1950's guidebook.  The students had a great many opinions about this.The discussion was very lively and a great deal of  fun.   I would have liked more time to pursue this in greater detail . I will definitely look forward to presenting a similar unit to my future classes.             


Two Best Lessons Taught: Samples and Analysis/Our Proud Heritage and Restraint of Custom

My Two Best Lessons: Available Now or as an Attachment

Lesson One: The Women’s Movement in America  

Day One: "Our Proud Heritage"

Previous Activity: The subject of women and reform had been introduced earlier during the class’s study of Chapter 3-“The Growth of a Young Nation”  Brief mention of the Grimke Sisters, Emma Willard, Mary Lyon, Prudence Crandall, Elizabeth Cady Stanton, Lucretia Mott, Seneca Falls Convention, and Sojourner Truth was made at that time. There is also mention of women’s contributions to the anti-slavery movement.  Mention of Women’s issues was explored with respect to the Labor Movement in Chapter 6, “A New Industrial Age” with a link to the Urban Reform Movement. Chapter 7 addressed the suffragette movement and a look at some women’s issues was explored briefly in Chapter 9, “The Progressive Era.” To date there has not been an opportunity to address the collective women’s movement and that is the intent of this unit of study.


Objectives for Today’s Lesson

  1. Students will be able to connect the Women’s Movement of the 1960’s with that of Elizabeth Cady Stanton and the others at the Seneca Falls Convention of 1848.
  2. Students will be able to differentiate between legal restrictions and cultural restrictions placed on American women during our nation’s history.


State Leaning Standards

16D2c (US) Describe the influence of key individuals and groups including Susan B. Anthony/Suffrage…in the historical eras of Illinois and the U.S.


On Task Start-Up (5-10 minutes)

Students will copy in their vocabulary journals, the terms specific to a discussion of gender in our American Society from the overhead screen.  E.g. sex, gender, norms, culture, (Ideal/Real), status, socialization, gender roles, feminism, sexism.



1. Discussion of meanings and applications for the above vocabulary words (5-10 minutes)

2. Students will receive copy of the Graphic Organizer; Story Mapping/History Frame. Since this is a new organizer, time will be necessary to explain its use and how to listen for the necessary ideas and information it is asking. (5-10 minutes)

3. Using the overhead for main points, a lecture/discussion will be given for the “Women’s Fight for Equality in America.”  This will cover today from Elizabeth Cady Stanton at Seneca Falls, NY in 1848 to the idea of the legal concept of coverture.  Careful use of still pictures will also be used in order for the students to learn the principle players by sight.

(10-15 minutes)

4. Explore the first part of “Not for Ourselves Alone (A great break comes at almost precisely the 10 minute mark.  It is recognized by the beautiful sunset picture.) (10 minutes)


Lesson One: The Women’s Movement in America

Day Two:  "Restraint of Custom"


State Standards:

14C.5 Analyze the consequences of participation and non-participation in the electoral process


Previous Activity: Class had been introduced to new vocabulary yesterday.


Start-Up Activity: Show vocabulary list again, and restate the meanings.  Ask if anyone needs a further explanation of any of the terms. This time the emphasis should be on the terms of: status, both legal and cultural, sexism, feminism, and ideal and real culture. (5 minutes)


Activities for Today:

  1. Return to the story map from yesterday and ask if anyone still has questions on how they are to use it.  Have classmates share some of what they have written down to date for those who might still need precise examples. (5 minutes)
  2. Using the overhead projector pickup discussion/lecture on topic at “Restraint of Custom” Read aloud the quote by Carrie Chapman Catt. Revisit the 19th Amendment and read aloud its simple provisions. Distinguish between legal equality and cultural/custom equality. Talk about the middle class women moving out of the home and into the workplace. Talk about how the lower class women and minority women had always been in the workplace.  Read a selection from Alice Childress’s book Like One of the Family, if time permits to understand the African-American Women’s perspective.  Remind them of Rosie the Riveter from the WW II lessons.  Remind them that many women left the workforce to return to the home in the 1950’s  and the ideas of conformity, “Donna Reed”/Model Housewife ideas discussed when we looked at the 1950’s(20 minutes)
  3. Allow the students to actively read aloud the tenets of the “How to be a Good Wife List” from the 1950’s.  Ask them to express their feelings about what they are reading (15 minutes)
  4. Ask the girls to consider if you had this role to play today would you think it was a good fit? Why or why not? Ask the boys to consider if they would like to have a wife who behaved in this manner? Consider ideas again of cultural rules, socialization, and restrictive.(5 minutes)
  5. If time permits, have the class start on journal entries in response to these two questions.  If time does not permit. Give this as a homework assignment.



Extensions: Show episode of Donna Reed Show, or Ozzie and Harriett, Leave it to Beaver. Examine the role of the mother in these episodes.



Overhead transparencies for this portion of the discussion outline, Alice Childress’s book,  Like One of the Family, How to Be a Good Housewife Graphic



Two "Evolving" Lessons: Samples and Analysis

It's a Question of Tolerance

It's a Question of Tolerance

1. The following is a copy of the lesson plan completed as a group project for SEC 502, authored by Brian Boyle in collaboration with Connie Cave, Vincent Shissler, Abigail Jambor. The lessons were presented to our section of SEC 502 on Oct. 19, 2005.

Post Instruction Reflection: I was very interested to see how collaboration can work to create a better lesson.  The four members of this group are all very different types of personalities.  I enjoyed seeing how those differences carried through to our work style and then on into the classroom.  The personality differences showed in the way each of us approached our essential question and the strategies we chose to use.  The differences were really apparent in the ways each of us addressed classroom management issues.  Some of us can be really "no nonsense."  I was also very interested to observe that there was a huge difference among us in our perceptual sensitivity.  As I put this to print, I am wondering how much of this ability is inate and how much of it is a skill that can be acquired.  My regret for all of us,  is that all the energy we put into the academic structuring of our lessons was lost to classroom management issues that were placed there as a learning exercise by our instructor. While we learned some very useful and powerful lessons about classroom skills, at least one of the members gave away a little bit of her heart in the process.  We left the experience feeling like "seasoned" veterans.

Secondarily, Please find the expanded lesson plan for part three of the above lesson plan as constructed by Connie Cave.

Post Instruction Reflection: As feared the time management issue seemed to be the biggest hurdle.  I was not able to do all that I had planned in the time interval available to me.  I also would turn my lesson on its head and offer the activity on Cultural Awareness first, not last.  This would bring the class into active participation from the start of the lesson.  With the students more engaged, the behavior issues should diminish.   I was able to get a true sense of just how complicated perceptual sensitivity is.  I look forward to adding to my set of management strategies, so I can provide my student's with the best learning environment possible.  I actually found the experience a little daunting, but exciting. 

3. Please find copy of a lesson plan used in an American History class during my student teaching.  Reflection: While the bulk of the lesson was successful, there were difficulties too. The introduction of the time line seemed like a good approach having seen the student's struggle with chronology of events during their discussions with my coopertating teacher.  When I was asked to take this class the next day so my cooperating teacher could attend a meeting, I thought this would be a good strategy to try.  I was correct in that belief and a great deal of time was taken in sorting out the chronology of events and some discussion of cause/effect.  This was on its own merit a good event, but it left us with inadequate class time to complete the introduction of the new topics.  In addition, many of my clips were on DVD, so getting to the precise location of clips is difficult and at times eats up too much time.  This happened in this instance, and we weren't able to cover very much of our new material.  If one had the clips burnt onto a disc, that would be a far superior method.  If the classroom is so equipped, United Streaming might have been a better option too.


Language and Literacy Development

had many hopes and several goals when I started my student teaching assignment.  I am happy to report that one of those goals was to pay careful attention to the opportunities to promote the use of language and literacy development within  the social science curriculum.  I  can report that I was able to achieve this goal through the use of the following strategies:

1. The creative and consistent use of graphic organizers in prior, during, and post reading situations.
2. Regular use of other literary genres and mediums in my instruction and in my assignments given to the students.I worked very hard to introduce poetry, music, and outside oral reading to the class.
3. Regular assignments outside the regular textbook reading.
4. Systematic use of the portfolio for formal assessment.
5. Use of active listening sheets and required active notetaking.
6. Requests for frequent short journal entries.
7. Requirement of the use of complete sentence structure and well defined answers in homework assignments.
8. Required research that involved multiple sources from multiple mediums.
9. Emphasis on learning proper source documentation using APA style.