Teacher's Guide for COBBLESTONE ^® Elizabeth Blackwell: First Woman Doctor

• have constructed an appreciation of "service to others" as exemplified by Elizabeth Blackwell and other historical and current figures that are brought up in discussions. This will be evidenced in their oral responses.
• be able to define the term social justice and give examples of how Elizabeth Blackwell worked to achieve this goal.
• understand that some people work hard to achieve their potential and then use their talents and skills to aid and benefit others. This will be reflected in students' notes and discussion.
• discuss how people "opened doors" at key moments in Elizabeth Blackwell's life, helping her get the opportunity to achieve her goals.
• make personal connections with the issues raised by Elizabeth Blackwell's life.

1. Ask students if they can define discrimination. Help students come to a collaborative definition.
2. Ask students about legal protections we have in this country against discrimination. Explain that this was not always the case and cite discriminatory practices that were accepted matter-of-factly not so long ago.
3. Ask students how we came to change these injustices. Help them to bring out the concept that people worked individually and collectively to make life better for all.
4. Tell students that today we'll be reading about Elizabeth Blackwell: The First Woman Doctor. We'll find out how her life was an example of high achievement and service to others. She also worked hard for the cause of social justice.

1. Introduce the March 2003 COBBLESTONE ^® issue. Have students examine, read, and discuss the magazine cover page, "About the Cover," and the "Editor's Note."
2. Briefly describe the kind of gender discrimination Elizabeth Blackwell faced and had to overcome in order to achieve her goals.
3. Model how to survey of the Table of Contents and illustrations for the purpose of making predictions that will guide comprehension. Model making predictions, setting expectations for the information that will be revealed. This sets a purpose for reading - to find answers to new questions and to reaffirm background knowledge. Invite students to also "download their thinking" on the article titles and illustrations.
4. Explain to students that, as a society, we have recognized and honored people who use their talents and skills to serve others. Give local, national, and/or historical examples. Ask students to share examples they know.
5. Explain the concept of social justice and human rights. Give modern day examples. Tell the students that the articles in this issue will describe how Elizabeth Blackwell worked to bring about social justice in her times and environment.
6. Point out that those who serve others well have developed personal talents and skills that are used in this service. Give local, national, and/or historical examples. Ask students to share examples they know.
7. Direct the students to read the articles and identify Elizabeth Blackwell's achievements and ways she served others in pursuit of social justice. They should also note those who "opened doors" for her. Without their help, she might not have been able to accomplish her goals.
8. Introduce the note taking sheet and go over the directions.

1. Reinforce the importance of strategic reading with informational text. Readers must monitor their own understanding as they go and sometimes need to reread for good comprehension.
2. Students are directed to independently read the articles as noted on the reading guide, section-by-section. They will add to the note taking sheet as they read each part. The teacher circulates to help individuals.
3. Students will share the information on their note taking sheet in a class discussion after each article is read and notes have been taken. As students share, others can write down new information they've learned from listening to a classmate.
4. After reading and discussing their notes from each article, collaboratively make connections with Dr. Blackwell's achievements and the ways she put her skills to use in helping others. Draw lines on the organizer to connect these.
5. Discuss who "opened doors" for her when she needed help. Discuss how people helped her.

At a later time and over several days, students will complete an essay. Using the articles read, other sources, and the discussions experienced in class, students will write a response to the following questions.

If you could give an award to someone who achieved and served others as Elizabeth Blackwell did (male or female), who would that recipient be? Why does this person deserve such an award?

1. Do a Think-Pair-Share. Students think of something they've learned today that connects to an issue or problem they recently heard about on the news with regards to social justice and service to others.
2. Students will partner up (pair) and discuss their ideas. (2 - 3 minutes).
3. Students will be called on to share ideas they've been discussing with the whole group.

• write a quality essay following an order that includes an opening statement, evidence to support ideas, and an effective closing.
• read with understanding as displayed in their recording of information that matches categories on the note taking sheet.
• effectively share their notes in a way that makes the information and their ideas clear to others.
• give evidence through oral and written responses that they understand the concepts of overcoming obstacles to achieve, using talents and skills to serve others, and working to bring about social justice for all.

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Updated: 2/11/12 10:45 am
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