Picture Yourself Here

by  DC Area National Parks and Partners

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At the Belmont-Paul Women's Equality National Monument, we tell the story of the fight for women's right to vote. The museum is full of pictures of people who stood up and demanded change. They found creative ways to get their voices heard. They were organizers, marchers, writers, painters, protestors, speakers, singers, and cartoonists. Alice Paul said that the movement was like a mosaic; everyone put in their own stone to create the picture of equality. How are you like the suffragists? Can you picture yourself here? 

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30-45 minutes

Target Audience

Education: Grade(s) 4, 5, 6, 7, 8

Minimum participants:

no max

Maximum participants:


Primary Disciplines

Character Education, Social Studies/History

Program Delivery Mode

Videoconference – Webcam/desktop (Zoom, Google Meet, Cisco WebEx, GoToMeeting, Microsoft Teams, etc...)


Booking Information

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DC Area National Parks and Partners

Rockville, MD
United States

National parks and partners in the Washington, D.C. area are collaborating to offer a variety of programs for 4th and 5th graders.  Choose from science and history topics that fit your curriculum needs.  Explore with your students the amazing resources around the nation's capital.

William Schrack

Program Details


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.


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