Woman Suffrage Lesson 4
Objectives:
Students will be able to:
- Analyze support and resistance for Woman Suffrage through primary sources.
- Gain experience with exploration and investigation of primary sources through internet databases and group collaboration.
- Synthesize digital primary source documents to support ideas and arguments for Woman Suffrage.
- Describe strategies used by the National Woman’s Party (NWP) to obtain women’s suffrage.
Materials:
- Woman Suffrage PowerPoint (ctd.)
- Projector
- Night of Terror Video (http://www.youtube.com/watch?v=SeOHPfsCtFo.html)
- Alice
Paul Picture
- Sylvia
Pankhurst Pic
- Computer Lab
Procedure (Approx. 50 minutes):
“Night of Terror” Video
Militant protestors were thrown in jail and workhouses for picketing or “obstructing the traffic”.
Show "Night of Terror" YouTube Video (approx. 4 mins) at the Oqucean jail after a protest in Washington D.C. Why were these protesters arrested? How were they treated in jail? What political purposes did this serve? How did it impact the Woman Suffrage Movement?
Show pictures of Alice Paul and Sylvia Pankhurst, members of the National Women’s Party (NWP) being hauled away by policemen. What happened to many of the women protesting in front of the White House? Why do you think government authorities reacted the way they did? Do you think these women deserved the treatment? Do you think that the NWP used good tactics? How could its tactics have backfired?
Students will write for five minutes on the following prompt:
Imagine if you were part of this protest, arrested, and thrown in the Oqucean workhouse. What would be your thoughts? How would you use this experience for your fight for Woman Suffrage?
Students will need to go to the computer lab to begin Suffrage debate research and creation of “picket signs”. Teacher should have the students go onto the link for the woman suffrage web site created for the class. Teacher should observe and provide guidance when needed. Students should have all the resources they wish to use to back up their debate at this time and posters should be completed and turned over to the teacher so that they can be placed into a PhotoStory.
Militant protestors were thrown in jail and workhouses for picketing or “obstructing the traffic”.
Show "Night of Terror" YouTube Video (approx. 4 mins) at the Oqucean jail after a protest in Washington D.C. Why were these protesters arrested? How were they treated in jail? What political purposes did this serve? How did it impact the Woman Suffrage Movement?
Show pictures of Alice Paul and Sylvia Pankhurst, members of the National Women’s Party (NWP) being hauled away by policemen. What happened to many of the women protesting in front of the White House? Why do you think government authorities reacted the way they did? Do you think these women deserved the treatment? Do you think that the NWP used good tactics? How could its tactics have backfired?
Students will write for five minutes on the following prompt:
Imagine if you were part of this protest, arrested, and thrown in the Oqucean workhouse. What would be your thoughts? How would you use this experience for your fight for Woman Suffrage?
Students will need to go to the computer lab to begin Suffrage debate research and creation of “picket signs”. Teacher should have the students go onto the link for the woman suffrage web site created for the class. Teacher should observe and provide guidance when needed. Students should have all the resources they wish to use to back up their debate at this time and posters should be completed and turned over to the teacher so that they can be placed into a PhotoStory.
