A skateboarding pioneer, Cindy Whitehead turned pro at seventeen, skating both pool and half-pipe
Cindy Whitehead’s Skateboard Conversation Kit
Grade Range: 6-12
Resource Type(s): Primary Sources, Lessons & Activities
Date Posted:
9/24/2020
In this lesson plan, students will learn how Cindy Whitehead, a skateboarding pioneer, changed the culture of skateboarding and fought for girls to have greater access to all sports. Students will examine the question: Why does gender equality in sports matter?
National Standards
Common Core State Standards (Grades K-12)
CCR Anchor Standards for Speaking and Listening
CCSS.ELA-Literacy.CCRA.SL.1 (Comprehension and Collaboration): Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.CCRA.SL.2 (Comprehension and Collaboration): Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.CCRA.SL.3 (Comprehension and Collaboration): Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
CCSS.ELA-Literacy.CCRA.SL.4 (Presentation of Knowledge and Ideas): Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.SL.2 (Comprehension and Collaboration): Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.CCRA.SL.3 (Comprehension and Collaboration): Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
CCSS.ELA-Literacy.CCRA.SL.4 (Presentation of Knowledge and Ideas): Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades 6-8)
2: Applying Disciplinary Tools and Concepts
D2.Civ.10.6-8. (Civics): Explain the relevance of personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government and civil society.
D2.Civ.14.6-8. (Civics): Compare historical and contemporary means of changing societies, and promoting the common good.
D2.His.3.6-8. (History): Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
D2.His.5.6-8. (History): Explain how and why perspectives of people have changed over time.
D2.Civ.14.6-8. (Civics): Compare historical and contemporary means of changing societies, and promoting the common good.
D2.His.3.6-8. (History): Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
D2.His.5.6-8. (History): Explain how and why perspectives of people have changed over time.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades 9-12)
2: Applying Disciplinary Tools and Concepts
D2.Civ.10.9-12. (Civics): Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.
D2.Civ.14.9-12. (Civics): Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.
D2.His.3.9-12. (History): Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.
D2.His.5.9-12. (History): Analyze how historical contexts shaped and continue to shape people's perspectives.
D2.Civ.14.9-12. (Civics): Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.
D2.His.3.9-12. (History): Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.
D2.His.5.9-12. (History): Analyze how historical contexts shaped and continue to shape people's perspectives.
