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
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
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
The American idea of constitutional government. Students should be able to explain the essential ideas of American constitutional government.
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.
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
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
Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
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
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
Cite specific textual evidence to support analysis of primary and secondary sources.
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.