Were women s rights in New York State built on the grit of the women who fought for it?

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1 GRADE 4 Were women s rights in New York State built on the grit of the women who fought for it? Student Name Date Part III: This part consists of a document-based question. On this part, you will be provided with one version of the test based on your readiness to handle critical thinking challenges. (You may opt for a more difficult version than your teacher provides, but you will be graded on the version that you complete. Document Based Question Directions: The task below is based on documents 1 through 5-6. The task is designed to test your ability to work with documents. Examine each document and answer all questions beneath the document. Use the answers to the questions to help write your essay. Background The women s rights movement took place in the late 1800s. During this movement, women were looking to gain the same rights as men, specifically the right to vote. Three women who were important in fighting for these rights were Elizabeth Cady Stanton, Lucretia Mott, and Sojourner Truth. These women took part in many different events and activities to advance the rights of women. Task: Use the from the documents and your knowledge of social studies, write an essay in which you: Use the from the documents and your knowledge of social studies, write an essay in which you:

2 Discuss what two elements make up the psychological term, grit. Discuss two women who were important in the women s rights movement and what they did to promote women s rights. Evaluate if the women s rights were built on the grit of the women you discussed above. In your essay remember to Write an opinion essay, arguing whether the Native Americans were a more advanced society than the Europeans who colonized America. Include an introduction, a body, and a conclusion Use from at least three documents in your answer Include historical facts, details, and reason in developing your ideas

3 Document #1: 1. What is grit? 2. Does this picture show women having grit? [2]

4 Document #2 1. What event was held in Seneca Falls in July of 1848? 2. What was the purpose of this event? [2]

5 Document #3 1. Who is Sojourner Truth? 2. What experiences does Sojourner Truth speak about? [2]

6 Document #4: - Sojourner Truth, Ain t I a Woman 1. What was the name of this speech? 2. What are the reasons that Sojourner Truth gives for women having rights? [2] 3. Based on her experiences as a women and a former slave, what quality do you think Sojourner Truth needed to get up in front of large audiences and speak about women s rights?

7 Document #5 The mother's influence is needed in the home. She can do little good by gadding the streets and neglecting her children. Let her teach her daughters that modesty, patience, and gentleness are the charms of a women. -Argument Against Women's Suffrage, 1911 by J. B. Sanford 1. What are two reasons made against women having rights? a. [1] a. [1] 2. What would have been the author s reaction to Sojourner Truth, Lucretia Mott, and Elizabeth Cady Stanton? Document #6 Now the mob began to look for other targets. No one angered them more than Lucretia Mott. She was the leader of these dangerous women abolitionists. (Abolitionists were people who wanted to end slavery.) This meddling reformer should be punished, they cried. Shouting "On to Mott's house!" the mob rushed toward her home. A quick-witted friend saved her and her family from violence. Pretending to be a member of the mob, the friend led the crowd in the wrong direction, away from Mott's home. But before breaking up, the mob burned down a black church and a home for

8 orphans. All this time, Lucretia Mott, a tiny woman barely five feet tall and weighing less than 100 pounds, sat calmly in her front parlor chatting with friends. In her hour of danger, she said later, she had felt herself strengthened and uplifted. -Lucretia Mott: Woman of Courage by Ira Peck 1. What was the mob angry about? 2. What was Lucretia Mott s reaction and what does this say about her character? [2] Document # 7 At the 1840 Convention, elected women delegates were refused admission because of their sex. After a prolonged debate, it was decided that the women would sit at the rear of the hall, but not participate. Lucretia Mott, the Quaker reformer, was among the group sent from the door. In the women s section she met Elizabeth Cady Stanton, who shared her indignation at this treatment of women. Stanton and Mott became friends, and vowed to hold a convention, immediately upon returning to the United States, to discuss the injustices against women. -Elizabeth Cady Stanton s Life in Seneca Falls 1. Why were women delegates refused admission? 2. What did Mott and Stanton plan to do and what did it turn into?

9 [2] Task: Use the from the documents: Directions: The task below is based on documents 1 through 5. The task is designed to test your ability to work with documents. Examine each document and answer all questions beneath the document. Use the answers to the questions to help write your essay. Background The The women s rights movement took place in the late 1800s. During this movement, women were looking to have the same rights as men, specifically the right to vote. Three women who were important in fighting for these rights were Elizabeth Cady Stanton, Lucretia Mott, and Sojourner Truth. These women took part in many different events and activities to advance the rights of women. Task: Use the from the documents and your knowledge of social studies, write an essay in which you: Use the from the documents and your knowledge of social studies, write an essay in which you: Discuss what grit is. Discuss two women who were important in the women s rights movement and what they did. Evaluate if the women s rights were built on the grit of the women who fought for it. In your essay remember to Write an opinion essay, arguing whether the Native Americans were a more advanced society than the Europeans who colonized America. Include an introduction, a body, and a conclusion Use from at least three documents in your answer Include historical facts, details, and reason in developing your ideas

10 DBQ Scoring Rubric (From the Revised Generic Scoring Rubric for Regents Examinations.) of 5 *Thoroughly develops all task evenly & in depth *Is more analytical than descriptive (applies, analyzes, evaluates, & creates ) *Incorporates from at least the requested number of documents *Incorporat es substantial outside *Richly supports the theme with many facts, examples, & details *Demonstrates a logical & clear plan of organization; includes and introduction & conclusion that are beyond a restatement of the theme of 4 *Develops all task but may do so somewhat unevenly *Is both descriptive & analytical (applies, analyzes, evaluates, and/or creates ) *Incorporates for at least the requested number of documents *Incorporat es outside *Supports the theme with facts, examples, & details *Demonstrates a satisfactory plan of organization; includes an introduction & a conclusion that are beyond a restatement of the theme of 3 *Develops all task with little depth or develops most task in some depth *Is more descriptive than analytical (applies, may analyze and/or evaluate ) *Incorporates from some documents *Incorporat es limited outside *Includes some facts, examples, & details; may include some minor inaccuracies *Demonstrates a satisfactory plan of organization; includes an introduction & a conclusion that may be a restatement of the theme of 2 *Minimally develops all task or develops some task in depth *Is primarily descriptive; may include faulty, weak, or isolated application or analysis *Incorporates limited from the documents or consists primarily of *Presents little or no outside *Includes few facts, examples, & details; may include some inaccuracies *Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction

11 copied from the documents an/or an conclusion of 1 *Minimally develops some task *Is descriptive; may lack understandi ng, application, or analysis *Makes vague, unclear references to the documents or consists primarily of & ir copied from the documents *Presents no outside *Includes few facts, examples, or details; may include inaccuracies *May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion of 0 *Fails to develop the task or may only refer to the theme in a general way; OR includes no facts, examples or details; OR includes only the historical context and/or task as copied from the test booklet; OR includes only entire documents copied from the test booklet; OR is illegible: OR is a blank paper