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Rightfully Hers: American Women and the Vote for Middle School

by  National Archives

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Guiding Question: How can people influence the government?

Using the founding documents of the United States and records of the National Archives, students will determine how and why women fought for the right to vote. Students will explore the challenges suffragists faced and discover why the fight for women’s voting rights persisted even after the ratification of the 19th Amendment.

This program is also available for elementary (grades 3-5) and high school students. 

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About This Program

Cost

By Request: $0.00
By Request Premium: $0.00

FREE!


This program is free.

Length

45–60 minutes


Target Audience

Education: Grade(s) 6, 7, 8

Minimum participants:

10

Maximum participants:

There is no maximum


Primary Disciplines

Social Studies/History


Program Delivery Mode

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



Booking Information

Programs are available by request Tuesday-Thursday and must be scheduled at least two weeks in advance.

Book it!

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

Please email distancelearning@nara.gov at least 24 hours in advance about program cancellations. Cancellations due to inclement weather will be rescheduled based on program availability.

About This Provider

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National Archives

Washington, DC
United States

The National Archives is an independent Federal agency that preserves and protects the historically valuable records of the United States
government. The mission of the National Archives is to provide public access to
these Federal Government records. Public access to government records
strengthens democracy by allowing Americans to claim their rights of
citizenship, hold their government accountable, and understand their history so
they can participate more effectively in their government.

The interactive Distance Learning programs of the National
Archives feature primary sources from the Archives' holdings, including historical
documents, photographs, maps, posters, and more!

Contact:
National Archives Distance Learning Team
distancelearning@nara.gov
2023575410

Program Details

Format

1. Introduction to the National Archives

2. Examine primary sources to answer the question, who decides who votes?

3. Discussion: why did women want the right to vote?

4. Main Activity: group analysis of primary sources that highlight the different ways suffragists fought for the right to vote by using their 1st Amendment rights

5. A closer look at the 19th Amendment and the fight for voting rights that continued after its passage

6. Conclusion and time for Q&A

Objectives

By completing this program, students will be better able to:
1. Explain how women fought for the right to vote
2. Understand why people vote in elections
3. Make connections between past and present
4. Analyze primary sources

Standards Alignment

National Standards

NATIONAL CENTER FOR HISTORY IN THE SCHOOLS HISTORY STANDARDS
United States History Content Standards for Grades 5-12 United States Era 4 Standard 4C
The student understands changing gender roles and the ideas and activities of women reformers.
(5-12) Analyze the activities of women of different racial and social groups in the reform movements for education, abolition, temperance, and women’s suffrage.

NATIONAL STANDARDS FOR CIVICS AND GOVERNMENT
NSS-C.5-8.2.A.1
The American idea of constitutional government. Students should be able to explain the essential ideas of American constitutional government.

NSS-C.5-8.3.4.4
Associations and groups. Students should be able to explain how interest groups, unions, and professional organizations provide opportunities for citizens to participate in the political process.

NSS-C.5-8.5.E.1
Participation in civic and political life and the attainment of individual and public goals. Students should be able to explain the relationship between participating in civic and political life and the attainment of individual and public goals.


COMMON CORE STATE STANDARDS
CCSS.ELA-LITERACY.RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
See also: CCSS-ELA-LITERACY.RI.7.1 and CSS-ELA-LITERACY.RI.8.1

CCSS.ELA-LITERACY.RI.6.6
Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
See also: CCSS-ELA-LITERACY.SL.7.1 and CCSS-ELA-LITERACY.SL.8.1

CCSS.ELA-LITERACY.SL.6.2
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
See also: CCSS.ELA-LITERACY.SL.7.2 and CCSS.ELA-LITERACY.SL.8.2

CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.