Format
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.
Objectives
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
C3 FRAMEWORK FOR SOCIAL STUDIES
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
1929.
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)