Irma Rangel

Lesson Plan 3

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Written by: Maria Vargas
Date: January 2007
Grade level: 7
Subject: Texas History

TEKS Connection:19(B), 21(B), 21(D), 22(B), 22(D), 18(B)

As a result of this lesson, the student will be able to: discuss the historical context of Irma Rangel’s life and how historical events she live through formulated her achievements

The lesson content is about: Irma Rangel

The student will process the content by: writing a set of questions and giving a set of responses

The student will complete the following product as part of this lesson: A magazine article written in a question/answer format.

Assessment of learning

I will know how well the student has understood the content, process, or product by:

evaluating the questions (use of biographical data) produced and the responses delivered

Prerequisite skills that students should have for this lesson to be successful: none

Actual Lesson

Introduction: Have the students read a biography of Irma Rangel and then discuss any points of confusion in the biography. Time needed: 15 min

Learner-centered Strategies/Activities: Ask the students to prepare a magazine article in question/answer format in which the students prepare questions to ask a fictional Irma Rangel. Examples include, simple questions such as "where were you born?" and harder questions such as "how did the segregated community in which you grew up affect your decisions later on?" The students should prepare 10 questions, at least 3 of which should be the "harder" type of questions. The students can then pair up and ask each other the questions they provided. The students should answer the questions from the perspective of Irma Rangel, to the best of their ability. All responses should be written down.

Time needed for each: 15 min for question preparation, 15 minutes for question/answer session

Closure: Have the students share with the class some of the questions they received/delivered and discuss a few of the responses. Time needed: 15 min

http://www.abanet.org/publiced/rbir.html
American Bar Association article focusing on Irma Rangel’s life, the article provides a brief biography noting Irma Rangel’s achievements.

http://www.malc.org/pdfs/PressRelease031803.pdf
Mexican American Legislative Caucus-Texas House of Representatives press release following the passing of Irma Rangel. Includes Irma Rangel’s achievements and various quote from representatives expressing their personal admiration.

http://archives.tamuk.edu...
TAMUK archive description including a detailed biography and a description of all documents in the collection.

http://www.twu.edu/twhf/tw-rangel.htm
Texas Women’s University-Texas Women’s Hall of Fame article providing a brief biography and synopsis of achievements.

http://womenslegalhistory.stanford.edu/profiles/RangelIrma.html
Stanford Law School-Robert Crown Law Library Women’s Legal History Biography Project includes two sets of biographies, timelines, historical context papers, and legal issue papers.

How will this lesson be made relevant to the lives of the students? The students will have the opportunity to answer questions from the perspective of Irma Rangel, evaluating how the events in history through which she lived affected her, and will therefore be able to evaluate how events in history through which the students themselves are living are affecting them.

Materials required: biography of Irma Rangel

Classroom setup: none

In order to differentiate the lesson to meet the needs of the learners I will do the following:

(Please highlight those intelligences that have been addressed in this lesson)

• Verbal-linguistic
• Mathematical-logical
• Spatial
• Bodily Kinesthetic
• Musical
• Interpersonal
• Intrapersonal