Format
1. Introduction to the museum, the National Woman’s Party, and a short history of woman suffrage
2. Watch a Suffrage in 60 Seconds video about picketing
3. Examine photographs of suffrage sashes, banners, and arrests. What do others think they know about me because of how I present myself? How does my identity affect how I interact with others?
4. Compare and analyze pictures of other movements for social change. What does it mean to protest? How are words and images used to inform and persuade?
5. Brief online student survey.
Objectives
The participants will:
--Analyze exhibits in the Belmont-Paul Women’s Equality National Monument and historical photographs from the woman suffrage movement to identify symbols and strategies of the fight for social change.
--Discuss the ways that our multiple identities interact to create complex individuals and communities.
--Design their own sash, sign, or other form of media for a cause. Write a paragraph explaining the design and strategy.
Standards Alignment
National Standards
Common Core
Reading Standards for Literacy in History/Social Studies 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.
7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Learning for Justice Anti-Bias Standards
Identity: 2, 3, 5. Diversity: 10, Justice: 12, 14, 15. Action: 17, 19, 20
National Social Studies Standards
4. Individual Development and Identity
6. Power, Authority and Governance
State Standards
TBD