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Documenting the Past: Women's History and Suffrage

from Liberty Hall Museum

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Students will take a virtual tour of Liberty Hall Museum’s Women’s Suffrage exhibit.  Guided by museum educators in period clothing, students will discover the long struggle for the 19th Amendment, including how the Kean women of Liberty Hall did not favor suffrage. Students will end the program studying and transcribing primary source documents relating to the women’s suffrage movement.

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About This Program


Point to Point: $150.00
By Request: $150.00


50 minutes

Target Audience

Education: Grade(s) 6, 7, 8, 9, 10, 11, 12, Homeschool/Family , Learning Pod

Minimum participants:


Maximum participants:


Primary Disciplines

Social Studies/History Women's History

Program Delivery Mode


Booking Information

Program Availability: Monday – Friday; 10:00am-2:00pm; Programs 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 contact the museum at or 908-527-0400 to discuss the museum's cancellation policy.

About This Provider

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Liberty Hall Museum

Union, New Jersey
United States

Liberty Hall Museum, a historic house and gardens museum in Union, New Jersey and the state's premier in-person and virtual field trip destination, offers a diverse array of virtual school programs and lifelong learner experiences designed to enlighten and inform all curious minds.

Whether you are playing with toys from over 200 years ago with your school class, studying the plants in our historic greenhouses with your scout troop, or engaging with a presentation about Liberty Hall’s powerful women at your local library, Liberty Hall Museum provides the unique opportunity to see, touch, and relive history.

Our school programs meet a variety of Common Core and New Jersey Core Curriculum Standards and all our programs are conducted by museum educators who share a genuine love of this museum. Liberty Hall’s historians and staff are dedicated to ensuring that every visitor who visits the museum leaves with a greater appreciation for our nation and our state’s history.

Hannah Gaston

Program Details


1. Introduction
2. Virtual tour of Liberty Hall showcasing the women of the house's history
3. Primary source document decoding workshop
4. Warp-up and discussion


At the end of this program, students will be able to:
- Analyze primary source documents from the 18th and 19th centuries and identify key components and facts described in the documents
- Discuss the role of records, memoirs, and artifacts in preserving history
- Gain an understanding of the international struggle for women's rights and the passage of the 19th Amendment
- Engage in a discussion about the women of Liberty Hall
- Recognize the Livingston and Kean women, enslaved women and female servants at Liberty Hall as a vital part of the house's narrative and history

Standards Alignment

National Standards

CCSS.ELA-LITERACY.11-12.RH.1 -- Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
CCSS.ELA-LITERACY.11-12.RH.2 -- Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-LITERACY.11-12.RH.3 -- Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS.ELA-LITERACY.11-12.RH.8 -- Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
CCSS.ELA-LITERACY.11-12.RH.9 -- Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
CCSS.ELA-LITERACY.6-8.RH.1 -- Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.6-8.RH.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.
CCSS.ELA-LITERACY.6-8.RH.4 -- Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-LITERACY.6-8.RH.7 -- Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.9-10.RH.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.
CCSS.ELA-LITERACY.9-10.RH.2 -- 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.
CCSS.ELA-LITERACY.9-10.RH.4 -- Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
CCSS.ELA-LITERACY.9-10.RH.9 -- Compare and contrast treatments of the same topic in several primary and secondary sources.

State Standards

New Jersey Student Learning Standards for Social Studies

6th-8th Grade Standards:
6.1.8.CivicsPI.3.b: Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time.
6.1.8.CivicsDP.3.a:Use primary and secondary sources to assess whether or not the ideals found in the Declaration of Independence were fulfilled for women, African Americans, and Native Americans during this time period.
6.1.8.CivicsHR.4.a: Examine sources from a variety of perspectives to describe efforts to reform education, women’s rights, slavery, and other issues during the Antebellum period.

9th-12th Grade Standards:
6.1.12.CivicsPD.1.a: Use multiple sources to analyze the factors that led to an increase in the political rights and participation in government.
6.2.12.CivicsDP.3.b: Use data and evidence to compare and contrast the struggles for women’s suffrage and workers’ rights in Europe and North America and evaluate the degree to which each movement achieved its goals.
6.1.12.CivicsDP.3.a: Compare and contrast the successes and failures of political and social reform movements in New Jersey and the nation during the Antebellum period (i.e., the 1844 State Constitution, abolition, women’s rights, and temperance).
6.1.12.HistoryUP.2.c: Explain why American ideals put forth in the Constitution have been denied to different groups of people throughout time (i.e., due process, rule of law and individual rights).
6.1.12.HistorySE.2.a: Construct responses to arguments in support of new rights and roles for women and for arguments explaining the reasons against them.
6.1.12.CivicsDP.4.b: Analyze how ideas found in key documents contributed to demanding equality for all (i.e., the Declaration of Independence, the Seneca Falls Declaration of Sentiments and Resolutions, the Emancipation Proclamation, and the Gettysburg Address).
6.1.12.CivicsDP.6.a: Use a variety of sources from multiple perspectives to document the ways in which women organized to promote government policies designed to address injustice, inequality, and workplace safety (i.e., abolition, women’s suffrage, and the temperance movement)
6.1.12.HistoryCC.6.d: Analyze the successes and failures of efforts to expand women’s rights, including the work of important leaders and the eventual ratification of the 19th Amendment (i.e., Elizabeth Cady Stanton, Susan B. Anthony, Alice Paul, and Lucy Stone).