Woman Suffrage Lesson 2
Objectives:
Students will be able to:
- Analyze support and resistance for Woman Suffrage through primary source documents.
- Draw upon social and political aspects from analyzing a map of the United States.
- Use research and inquiry skills to analyze using primary and secondary sources.
Materials:
- Woman Suffrage PowerPoint
- Woman Suffrage PowerPoint (ctd.)
- Cunningham Suffrage Wordle
- The Literary Digest with Woman Suffrage Article
- Digital copy of Literary Digest Article:
- Projector
- Primary Source Document Worksheet
- Woman
Suffrage Across America
- Example of Digital Picket Signs (ProWomanSuffragePhotoStoryExample.wmv)
Procedure (Approx. 50 minutes):
Analyzing a Primary Source:
At the start of class, build upon the students’ previous knowledge with the Wordle of Woman Suffrage.
Pass out to each student a Primary Source Document Worksheet to use for the article. Show The Literary Digest (1908) Woman Suffrage Article to the students on the projector. Give the student 10-15 minutes to read and fill in the Primary Source Document Worksheet. Any questions asked in regards to the document should be held until after the majority of the classroom has finished. Explain to the students that this was an article written in New York (1908), which held the Seneca Falls Convention 1848. How might that fact vary the writer’s position?
Side Note: The vote had won the honorable Lindsey as the Children’s Court Judge. He firmly believed that children should be tried separately from adults. Why do you think that a woman in the early 1900’s would vote Lindsey into office?
Allow the students to touch the primary source (if handled with care and hands are washed).
Map Analysis of Suffrage Locations:
Bring up a map of where suffrage was allowed in the United States in 1919, to demonstrate how suffrage for woman was distributed throughout the country, more so in the west than the east. Why would the west allow woman suffrage? Do you think the makeup of the population impacted this decision?
Prep for Woman Suffrage Debate:
Introduce students to their next collaboration by explaining the Woman Suffrage debate. Using primary resources provided in class and online at approved web sources, the students are to work in groups to create an argument for either anti-Suffrage for women or support woman suffrage. The classroom will be divided into four groups. Students should be split into two groups resisting woman suffrage and two groups supporting woman suffrage. The students are also to individually create “picket signs” for the debate. Once the students are done with the signs, they are to email their picket signs to the instructor. In some kind of digital presentation, such as the use of PowerPoint or PhotoStory, you can show original posters for each side of the debate. Although all students will do research for the debate, groups can have roles such as Note Taker (writes down information), Tracker (cites primary resources being used), Writer (writes up argument) and Lead Debater (will create arguments).
At the start of class, build upon the students’ previous knowledge with the Wordle of Woman Suffrage.
Pass out to each student a Primary Source Document Worksheet to use for the article. Show The Literary Digest (1908) Woman Suffrage Article to the students on the projector. Give the student 10-15 minutes to read and fill in the Primary Source Document Worksheet. Any questions asked in regards to the document should be held until after the majority of the classroom has finished. Explain to the students that this was an article written in New York (1908), which held the Seneca Falls Convention 1848. How might that fact vary the writer’s position?
Side Note: The vote had won the honorable Lindsey as the Children’s Court Judge. He firmly believed that children should be tried separately from adults. Why do you think that a woman in the early 1900’s would vote Lindsey into office?
Allow the students to touch the primary source (if handled with care and hands are washed).
Map Analysis of Suffrage Locations:
Bring up a map of where suffrage was allowed in the United States in 1919, to demonstrate how suffrage for woman was distributed throughout the country, more so in the west than the east. Why would the west allow woman suffrage? Do you think the makeup of the population impacted this decision?
Prep for Woman Suffrage Debate:
Introduce students to their next collaboration by explaining the Woman Suffrage debate. Using primary resources provided in class and online at approved web sources, the students are to work in groups to create an argument for either anti-Suffrage for women or support woman suffrage. The classroom will be divided into four groups. Students should be split into two groups resisting woman suffrage and two groups supporting woman suffrage. The students are also to individually create “picket signs” for the debate. Once the students are done with the signs, they are to email their picket signs to the instructor. In some kind of digital presentation, such as the use of PowerPoint or PhotoStory, you can show original posters for each side of the debate. Although all students will do research for the debate, groups can have roles such as Note Taker (writes down information), Tracker (cites primary resources being used), Writer (writes up argument) and Lead Debater (will create arguments).
