Format
1. This program begins by reviewing persuasive techniques
2. Students will then analyze primary sources from the VMHC's collection
3. They will simultaneously examine which persuasive Virginia Suffragists used, and how and why they changed over time
4. The program will end with time for questions
Objectives
This program will be successful if participants can...
-Analyze how and why Suffragists’ rhetorical techniques changed over time
-Explain the ways race and class overlapped for women in the Suffrage Movement
-Demonstrate how protest signs and ephemera can be used as primary sources
Standards Alignment
National Standards
National Standards:
Our programs are aligned with both national standards and Virginia Standards of Learning. While our programs can be tailored to suit learners of any age, they are initially designed for students in upper elementary and secondary schools.
EXPANSION AND REFORM (1801-1861)
Standard 3: The extension, restriction, and reorganization of political democracy after 1800
Standard 4: The extension, restriction, and reorganization of political democracy after 1800
Standard 4b: The student understands how Americans strived to reform society and create a distinct culture
Standard 4c: The student understands changing gender roles and the ideas and activities of women reformers.
THE EMERGENCE OF MODERN AMERICA (1890-1930)
Standard 1: How Progressives and others addressed problems of industrial capitalism, urbanization, and political corruption
Standard 3: How the United States changed from the end of World War I to the eve of the Great Depression
Standard 3d: The student understands politics and international affairs in the 1920s. (Assess the effects of woman suffrage on politics)
Common Core
Grade Two
CCSS.ELA-LITERACY.RI.2.3 : Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
CCSS.ELA-LITERACY.RI.2.4 : Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
CCSS.ELA-LITERACY.RI.2.6 : Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Grade Three
CCSS.ELA-LITERACY.RI.3.1 : Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RI.3.3 : Describe the relationships between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
CCSS.ELA-LITERACY.RI.3.7 : Use information gained from illustrations and the words in a text to demonstrate understanding of the text (eg, where, when, why, and how key events occur).
CCSS.ELA-LITERACY.RI.3.9 : Compare and contrast the most important points and key details presented in two texts on the same topic.
Grade Four
CCSS.ELA-LITERACY.RI.4.3 : Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text , including what happened and why, based on specific information in the text.
CCSS.ELA-LITERACY.RI.4.4 : Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
CCSS.ELA-LITERACY.RI.4.6 : Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and information provided.
Grade Five
CCSS.ELA-LITERACY.RI.5.3 : Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
CCSS.ELA-LITERACY.RI.5.4 : Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
CCSS.ELA-LITERACY.RI.5.6 : Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
CCSS.ELA-LITERACY.RI.5.7 : Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Grade Six-Eight
CCSS.ELA-LITERACY.RI.6-8.1 : Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.RI.6-8.2 : Determine the central ideas or information of primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RI.6-8.3 : Identify key steps in a text's description of a process related to history/social studies.
CCSS.ELA-LITERACY.RI.6-8.7 : Integrate visual information (eg., photographs or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RI.6-8.9 : Analyze the relationship between a primary and secondary source on the same topic.
Grade Nine-Ten
CCSS.ELA-LITERACY.RI.9-10.1 : Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-LITERACY.RI.9-10.3 : Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
CCSS.ELA-LITERACY.RI.9-10.9 : Compare and contrast treatments of the same topic in several primary and secondary sources.
Grade Eleven-Twelve
CCSS.ELA-LITERACY.RI.11-12.4 : Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.
CCSS.ELA-LITERACY.RI.11-12.7 : Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RI.11-12.9 : Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
State Standards
Virginia Standards: Virginia Studies
VS.1a, d, e The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by analyzing and interpreting artifacts and primary and secondary sources to understand events in Virginia history; recognizing points of view and historical perspectives; comparing and contrasting ideas and cultural perspectives in Virginia history;
VS.9b The student will demonstrate an understanding of Virginia during the twentieth century and beyond by describing how national events, including women’s suffrage...affected Virginia and its citizens; and
VS.9d - describing the political, social, or economic impact made by Maggie L. Walker
United States History to 1865
USI.8e The student will apply social science skills to understand westward expansion and reform in America from 1801 to 1861 by explaining the main ideas of the abolitionist and women’s suffrage movements.
United States History 1865 to Present U.S.
USII.1e The student will demonstrate skills for historical thinking… comparing and contrasting historical, cultural, and political perspectives in United States history
USII.1f The student will demonstrate skills for historical thinking… determining relationships with multiple causes or effects in United States history
USII.4e The student will apply social science skills to understand how life changed after the Civil War by evaluating and explaining the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the temperance movement.