Topic/Title:
Women's Suffrage/Created Equal?

Question this lesson will answer:
How did women obtain the right to vote?

Purpose/Rationale/Goals of the day's lesson:
The purpose of this lesson is to discover how women got the right to vote.  Many questioned why it took so long for women to gain the right to vote.  It is important to study the social movement that brought about these changes.

OBJECTIVES:
SWBAT:

• Identify at least two leaders in the women's movement.
• Discuss the various issues that women had to face when trying to receive the right to vote.
• Write about what it would have been like to either be for or against women's suffrage.

• Analyze documents, records, and data from the suffrage era;
• Evaluate the authenticity, authority, and credibility of suffrage era sources;
• Formulate historical questions and defend findings based on inquiry and interpretation.

• The evolution of rights, freedoms, and protections through political and social movements.

• Assist learners to apply an understanding to the Suffrage Movement as an integrated whole that explains the functions and interactions of language, literature, the arts, traditions, beliefs and values, behavior patterns.
• Encourage learners to compare and analyze societal patterns for preserving and transmitting culture while adapting to environmental and social change.
• Guide learners as they construct reasoned judgments about the Suffrage Movement

• Have learners apply key concepts from the Suffrage Movement to explain, analyze, and show connections among the patterns of historical change and continuity.
• Ask learners to identify and describe significant historical periods and patterns of change within and across cultures, such as social revolutions.
• Enable learners to apply ideas, theories, and modes of historical inquiry to analyze the Suffrage Movement.

• Assist learners to understand the origins of the suffrage movement and interpret the continuing influence of key ideals of the democratic republican form of government.
• Provide opportunities for learners to practice forms of civic discussion and participation consistent with the ideals of citizen in a democratic republic.

KEY CONCEPTS AND GENERALIZATIONS: (VOCAB)

• Suffrage--A vote or voting; the right to vote
• Seneca Falls Convention--In 1848, 260 women and 40 men gathered together in Seneca Falls, NY, to discuss the issue of women's suffrage.
• 19th Amendment--Clause 1:  The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any state on account of sex.  Clause 2:  Congress shall have the power to enforce this article by appropriate legislation.

• Look at picture of protestors in front of the White house.
• Students are to answer the questions posed.
• When the students have finished, they should pair up to compare answers.
• Allow 5-10 minutes to complete this exercise.
• The class will discuss their answers.
• Allow 5-10 minutes for the discussion.

• Students will be broken up into groups. (Have the student count off by fours)
• Each group will be given a packet of materials to use to support their answers.
• Students will hypothesize why women had not been given the right to vote.
• What is important about the Declaration of Sentiments? What other famous American document does the Declaration of Sentiments resemble?
• Look at pictures and interpret what is going on in the pictures.
• Students will come back together as a group and compare answers.  The groups will have to explain why they thought what they thought.

• If time permits Students will end the lesson by reading Failure is Impossible, by Rosemary H. Knower.  If not, students will need to take it home and read it.
• It is a play dealing with the 75th anniversary of the 19th amendment.
• This play goes over the history of the women's movement to vote.

• For homework, students will write an editorial concerning women's suffrage.  The piece should be written as if it were around the time the 19th amendment was passed.