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During this live, interactive program students will use the state of Maryland as a lens to  learn about the Women's Suffrage Movement. They will examine written documents, photographs, and political cartoons to understand why women were marching for the right to vote. Before the United States was founded, women in the colonies were advocating for their right to vote and that would continue to do so until the passing of the 19th Amendment and beyond.

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About This Program


Point to Point: $125.00
Point to Point Premium: $125.00
By Request: $125.00
By Request Premium: $125.00


60 minutes

Target Audience

Education: Grade(s) 6, 7, 8, 9, 10, 11, 12

Minimum participants:


Maximum participants:


Primary Disciplines

Language Arts/English, Social Studies/History

Program Delivery Mode

Videoconference – Webcam/desktop (Zoom, Google Meet, Cisco WebEx, GoToMeeting, Microsoft Teams, etc...)

Booking Information

Programs are offered Tuesday through Friday.

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Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

We will not charge for programs cancelled due to nature i.e. snow days. The full fee will be charged to sites which cancel with less than 24 hours notice.

About This Provider

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Maryland Center for History and Culture

Baltimore, MD
United States

The Maryland Center for History and Culture offers dynamic, interactive programs on topics in United States history for K-12, collegiate, and adult audiences. By exploring and discussing original historical evidence, including documents, images, artifacts, and audio and video clips, participants draw conclusions about important compelling questions about our nation's past.

Tyler Osborne

Program Details


1. This program begins with a discussion about the founding of the United States and women's roles in society.
2. Students will discuss voting rights and their knowledge about the Women's Suffrage Movement.
3. Students examine leaders and organizations who advocated for women's rights.
4. Students discuss how what we have learned fits into what students already know about the Women's Suffrage Movement
5. Participants analyze photographs and political cartoons
6. Students will discuss information that was new or surprising to them.
7. Time will be allowed for questions and answers.


Participants will:
- Analyze primary sources including photographs, newspaper articles, and political cartoons
- Gain a deeper understanding of the Women's Suffrage Movement
-Learn about leaders and organizations that advocated for women's rights
- Explore the legacy of the Women's Suffrage Movement

Standards Alignment

National Standards

National Standards:
ELA-LITERACY -- CCSS.ELA-LITERACY.9-10.RH.1 -- Reading Literacy in History/Social Studies: Reading Informational Text
ELA-LITERACY -- CCSS.ELA-LITERACY.9-10.RI.1 -- Reading: Informational Text
ELA-LITERACY -- CCSS.ELA-LITERACY.9-10.RI.5 -- Reading: Informational Text
ELA-LITERACY -- CCSS.ELA-LITERACY.9-10.RI.6 -- Reading: Informational Text
ELA-LITERACY -- CCSS.ELA-LITERACY.9-10.SL.1d -- Speaking and Listening

D2.His.10.305: Compare information provided by different historical sources about the past.
D2.Eco.1.9-12. Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups.
D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.
D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives.
D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past
D2.His.16.9-12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
D4.1.9-12. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.
D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose

State Standards

5.0 CONTENT STANDARD: HISTORY- Students will examine significant ideas, beliefs and themes; organize patterns and events; analyze
how individuals and societies have changed over time in Maryland and the United States.
Expectation 5.2: Students will demonstrate understanding of the cultural, economic, political, social and technological developments from 1898 to
Describe the impact of the 16th, 17th, 18th, and 19th amendments to the Constitution (PS, PNW, E)
Describe the changing social and economic role of women and the impact of the woman’s suffrage movement (PS, PNW, E)