1. Introduction to the National Archives
2. Discussion: who decides who votes?
3. Primary Source Analysis: why were people opposed to women's suffrage? and why did women want the right to vote?
4. Group analysis of primary sources that highlight the different ways suffragists fought for the right to vote by using their 1st Amendment rights
5. Primary Source Analysis and Discussion: What voting rights struggles persisted after the passage of the 19th Amendment?
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 the opposition to women’s suffrage and racism within the women’s suffrage movement.
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.
United States History Content Standards for Grades 5-12 United States Era 5 Standard 3A
(5-12) Explain the provisions of the 14th and 15th amendments and the political forces supporting and opposing each.
NATIONAL STANDARDS FOR CIVICS AND GOVERNMENT
Purposes and uses of constitutions. Students should be able to explain the various purposes served by constitutions.
explain how constitutions can be vehicles for change and for resolving social issues
Political rights. Students should be able to evaluate, take, and defend positions on issues regarding political rights.
Forms of political participation. Students should be able to evaluate, take, and defend positions about the means that citizens should use to monitor and influence the formation and implementation of public policy.
COMMON CORE STATE STANDARDS
Cite strong and thorough 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.11-12.1
Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. See also: CCSS.ELA-LITERACY.RI.11-12.6
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. See also: CCSS-ELA-LITERACY.SL.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. See also: CCSS.ELA-LITERACY.RH.11-12.1
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. See also: CCSS.ELA-LITERACY.RH.11-12.2