Rightfully Hers: American Women and the Vote for High School

by  National Archives

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Guiding Question: How can people influence the government?
During this program, students will use the records of the National Archives to 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 middle school students.

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About This Program


By Request: $0.00
By Request Premium: $0.00


This program is free.


45–60 minutes

Target Audience

Education: Grade(s) 9, 10, 11, 12

Minimum participants:


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, etc...)
Google Hang Out

Booking Information

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

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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

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Archives feature primary sources from the Archives' holdings, including historical
documents, photographs, maps, posters, and more!

National Archives Distance Learning Team

Program Details


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

Standards Alignment

National 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.

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.

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