Lesson Title: Lesson Author: Key Curriculum Words: Grade Level: Time Allotted: Purpose/Rational: Key Concepts/Definitions: Progressive: Suffrage:

Transcription

1 Lesson Title: Sufferin Until Suffrage Lesson Author: Elizabeth Haberland Key Curriculum Words: progressive, suffrage, amendment, protest Grade Level: 7 th grade Time Allotted: 50 min. Purpose/Rational: The purpose of this lesson is to allow students to explore the vital themes and people of the women s suffrage movement. So far students have been introduced to the Progressive Era, but the goal of this lesson is to go more in depth with the women s 20 th century fight for the vote. Key Concepts/Definitions: Progressive: favoring or advocating progress, change, improvement, or reform, as opposed to wishing to maintain things as they are. Suffrage: the right to vote, esp. in a political election Rally: to come together for common action or effort Protest: to make a protest or remonstrance against; object to. Amendment: an alteration of or addition to a motion, bill, constitution. Background Paragraph: This lesson is constructed to fit in the Progressive Era unit for a 7 th grade US history class. Before this lesson, students have had some background information about the Progressive Era and the changes being made in society. From this lesson, students will learn about the key people of the women s suffrage movement and how they tried to change the law. Students will also discuss the effect that the movement had on society and popular culture Virginia SOL: USII.3e. The student will demonstrate knowledge of how life changed after the Civil War describing the impact of the Progressive Movement on women s suffrage. NCSS Themes Associated with the Lesson X: Civic Ideals and Practice This lesson fits with the NCSS theme Civic Ideals and Practice because it identifies the rights of citizens and the various forms of public opinion that emerges during controversial time. Students will also analyze and interpret how citizens influence the government and tactics used to initiate change.

2 VI: Power, Authority, and Governance This lesson also fits the NCSS theme Power, Authority, and Governance because at this point in history a minority part of the population (men) controlled a slight majority (women). This lesson identifies the root of power and how people are oppressed by those who have all of the authority. Enduring Lessons and Understanding Why did it take so long for women to get the right to vote? Are rallies, protest marches, and hunger strikes an effective way to get what you want? When is it ok to exclude groups of people from participating in government? Why do some Americans choose not to vote? Facts/Concepts Students Should Learn in this Lesson: Students will learn about the key people (Susan B. Anthony) involved in the suffrage movement. Students identify that the 19 th amendment gave women the right to vote. Students will learn how protesters tried to change the law and gain support for the suffrage movement. Students will learn about the effect of the suffrage movement on society and music during the early 20 th century. Students will learn why some people did not support the suffrage movement. Skills Students Should Learn in this Lesson: Analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history. (USII.1a) Make connections between past and present. (USII.1b) Sequence events in United States history. (USII.1c) Interpret ideas and events from different historical perspectives. (USII.1d) Evaluate and debate issues orally and in writing (USII.1e) Values/Attitudes Associated With This Lesson: Non-violence: change can happen through non-violence. There does not have to be war or fighting. Equality: All Americans deserve equal rights. It is guaranteed by the constitution Civic Duty: Participating in government is an important part the citizen role. Students need to realize this early on in their education.

3 Guiding Questions: How did women win the fight for the right to vote? Who were the leaders of the women s suffrage movement? Why did particular people not support the suffrage movement? What effect did this suffrage movement have on American and international society? Lesson Objectives: Students will identify the leaders of the women s suffrage movement. Students will discuss what tactics protesters used in order to gain support for this movement. Students will detail the women s suffrage movement and its effect on society. Students will analyze several aspects of the women s suffrage movement through photographs, political cartoons, and primary documents. Students will debate why some people did not support the suffrage movement and the reasons behind logic. Materials/Resources: Suffering Until Suffrage School House Rock video Computer with connection to TV or projection screen Women s Suffrage worksheet Four images from the suffrage movement CD with Keep Woman in her Sphere Keep Woman in her Sphere lyrics overhead Suffragist Rally Poster Assignment Procedures/Process/Activities Used to Teach the Lesson: Focus (10 min.) o Suffering Until Suffrage video Students will watch the School House Rock music video about women s suffrage After watching the video, students will answer questions about what they saw. The questions will also be used as a review from the previous lesson. Lesson Activity (25 min.) o Picture study using Bloom s Taxonomy Students will look at four different pictures from the suffrage movement. After observing each picture, students will fill out the worksheet as a class. The instructor will lead discussion by moving along Bloom s Taxonomy. The instructor will also make sure that students are filling the correct answers.

4 The student s worksheet will serve as the notes for the day and be placed in the notes section of the student s notebook. Lesson Closure (10 min.) o Song Interpretation and Analysis Students will listen to Keep Woman in her Sphere or another song from the suffrage movement. From an overhead, students will read and interpret the lyrics from the song. Students will relate the information in the song to something they learned from the lecture. Assignment (5 min.) o Rally Poster Students will design a protest poster that would be used at a suffragist rally. Students must use creativity and information they learned from the song lyrics, picture study, and Sufferin Until Suffrage video. Thoughts about Differentiation/Diverse Learners: Curriculum o No changes will be made. Instruction o Linguistic intelligence students will be asked to both speak and write about the topics of the lesson o Logical-mathematical intelligence students will investigate the women s suffrage movement through pictures and other primary documents. They will also have the opportunity to from their own opinions through their own explorations. o Visual-spatial intelligence Students will discover history through picture analysis and observation. o Interpersonal intelligence the class will have the opportunity to talk about topics at several different points in the lesson. o Intrapersonal intelligence students will have the ability to think and reflect through notes and critical thinking. Assessment o No changes will be made. Informal Assessment Strategies Constant questioning o Special focus on students who do no raise their hands. Observation of students notes o Checking for correct information.

5 Formal Assessment Strategies Students will create and submit a suffragist rally poster that will be done as homework and turned in for a participation grade. Students will be assessed on creativity, accuracy, effort, and incorporation of class notes. In addition, the lesson objectives will also be formally assessed on an end of unit test.

6 Picture Study Women s Suffrage Movement SOL: US II.3e Picture 1 1. What are these women doing? 2. Where are they? How do you know? Picture 2 1. What is the message on the rally posters? 2. Besides rallies, how else did women get support for the suffrage movement Picture 3 1. Who is going off to vote? 2. What does the artist think will happen if women get the right to vote? Picture 4 1. Do the men in the picture support the women s suffrage movement? Why or why not? 2. What do you think the woman is thinking about in the picture?

7 Picture 1: Picture 2:

8 Picture 3: Picture 4:

9 Keep Woman in Her Sphere (Auld Lang Syne) By D. Estabrook I have a neighbor, one of those Not very hard to find Who know it all without debate And never change their mind I asked him"what of woman's rights?" He said in tones severe-- "My mind on that is all made up, Keep woman in her sphere." I saw a man in tattered garb Forth from the grog-shop come He squandered all his cash for drink and starved his wife at home I asked him "Should not woman vote" He answered with a sneer-- "I've taught my wife to know her place, Keep woman in her sphere." I met an earnest, thoughtful man Not many days ago Who pondered deep all human law The honest truth to know I asked him "What of woman's cause?" The answer came sincere -- "Her rights are just the same as mine, Let woman choose her sphere."

10 Assignment Create a poster to use at a suffragist rally. Ladies: Imagine you are a women living during the suffrage fight and that your friends strongly object to giving women the right to vote. Gentleman: Imagine you are the only man in your neighborhood that supports women and their fight for suffrage. Use a short phrase that catches people s attention and states your message. Decorate and use color in your poster. Get support for you cause!! You will be graded on your creativity, accuracy, effort, and incorporation of class notes.