Women’s Suffrage

Sylvia A. Tellaeche

Virgil Elementary, 5^th Grade

stellaeche@cortlandschools.org

INTRODUCTION

The late 1800’s and early 1900’s was a time of reform [change] in the United States. African Americans were looking to gain civil rights and equality after generations of social injustice [unfairness] and women were also working steadfastly to gain their own political voice. However, attaining that right was a long and arduous [difficult] path.

The groundwork for the suffrage movement was laid in 1848 in Seneca Falls, New York, now considered the birthplace of the women's suffrage movement. Here, Elizabeth Cady Stanton drafted the Declaration of Rights and Sentiments, which demanded VOTING RIGHTS, property rights, educational opportunities, and economic equity for women.

In the 1920’s, after decades of struggle for the vote, the ratification of the nineteenth amendment granted female suffrage [right to vote]. “The rights of citizens of the United States to vote shall not be denied [refused] or abridged [limited] by the United States or by any state on the account of sex.”

TASK TOP

You will work on the following tasks in pairs assigned by your teacher. First, you and your partner will use the AHPPA (American History Public Policy Analyst) to gather and organize your research. Second, you and your partner will write two expository pieces. Your two writing pieces may be of the same event or topic. You will have three end-products.

· Use the AHPPA worksheets to evaluate the ratification of the 19^th amendment.

· Use the resources provided to create an editorial piece of a key topic of the suffrage movement.

· Use the resources provided to create a news article of one of the key events of the suffrage movement.

PROCESS TOP

Use the AHPPA worksheets to evaluate the ratification of the 19^th amendment

AHPPA Introduction

Step 1 Identify the Problem

Step 2 Gather the Evidence of the problem

Step 3 Determine the causes of the problem

Step 4 Evaluate the policy

Suffrage Movement Multiple-choice Quiz #2 Create a feature article of one of the key events from the timeline.

Using primary documents provided and the web resources below, you and your partner will work together to write a news article from the point of view of an American citizen living in the U.S. between 1840-1920. Use the newspaper template provided and make sure to include key facts from the events.

· Generally the first section in any major newspaper is split in several parts- - national, state and local.

· The lead paragraph contains the 5W’s and the H. (who, what, when, where, why and how)

· There should be no opinion or commentary in a hard news story. It should be all fact.

How to write a newspaper article

Newspaper Template

Suffrage Movement Multiple-choice Quiz #3 Create an editorial piece of one of the key events.

Using primary documents provided and the web resources below, you and your partner will work together to write an editorial piece from the point of view of an American citizen living in the U.S. between 1840-1920. Make sure to include key facts from the events. After you write and edit your piece, insert the text into the template provided.

An editorial is a way for a reporter to get her own personal opinion into a story. When writing an editorial, there are a few things to keep in mind:

· Keep the topic relevant. Why is this topic interesting?

· Get your facts straight. Just because it’s not all hard facts does not mean you can make up stuff.

· Opinions can be neither proved nor disproved but, never name call. (libel, slander)

· There is room to try to persuade readers with your personal opinion. This can be done creatively but should be done in a balanced manner. It is not enough to state your opinion on a news story, but rather to use your opinion to guide interpretation of the story.

How to write an editorial

Persuaders Toolkit

RESOURCES TOP

Famous American Suffragists

Suffrage Movement

Support Suffrage

Opposition to Suffrage

Susan B. Anthony

Elizabeth Cady Stanton

Alice Paul

Women Hall of Fame

Are Women People?

Virginia Minor 14^th amendment

Suffrage Timeline

Women’s rights timeline

Marching for the vote

Order of ratification map

Women’s Suffrage Not Inevitable

NYS Opposed

Arguments for opposition

More Anti-arguments

Anti-Suffrage Postcards

Fears

Warning Poster

EVALUATION TOP

NEWS

NEWS	4	3	2	1
Article- Purpose	90-100% of the article establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic.	85-89% of the article establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic.	75-84% of the article establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic.	Less than 75% of the article establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic.
Organization	The article is organized with a clear and interesting beginning that introduces the audience to the topic, provides supporting details in the middle and includes an ending.	The article is 85-89% organized with a clear beginning, provides supporting details in the middle and includes an ending.	The article is 75-84% organized with a beginning, provides supporting details in the middle and includes an ending.	The article is less than 75% organized with a no clear beginning, supporting details and/or ending.
Article- Supporting Details	The details in the articles are clear, effective, and vivid 80-100% of the time.	The details in the articles are clear and pertinent 90-100% of the time.	The details in the articles are clear and pertinent 75-89% of the time.	The details in more than 25% of the articles are neither clear nor pertinent.
Who, What, When, Where & How	The article adequately addresses the 5 W's (who, what, when, where and how).	90-99% of the article adequately addresses the 5 W's (who, what, when, where and how).	75-89% of the article adequately addresses the 5 W's (who, what, when, where and how).	Less than 75% of the article adequately addresses the 5 W's (who, what, when, where, and how).

EDITORIAL

EDITORIAL	4	3	2	1
Article- purpose	The information was accurate and there was a clear reason for including the editorial in the newspaper.	The information was accurate and there was a fairly good reason for including the editorial in the newspaper.	The information was occasionally inaccurate or misleading, but there was a clear reason for including the editorial in the newspaper.	The information was typically inaccurate, misleading or libelous.
Organization	The article is organized with a clear and interesting beginning that introduces the audience to the topic, provides supporting details in the middle and includes an ending.	The article is 85-89% organized with a clear beginning, provides supporting details in the middle and includes an ending.	The article is 75-84% organized with a beginning, provides supporting details in the middle and includes an ending.	The article is less than 75% organized with a no clear beginning, supporting details and/or ending.
Article-Supporting Details	The details in the articles are clear, effective, and vivid 80-100% of the time.	The details in the articles are clear and pertinent 90-100% of the time.	The details in the articles are clear and pertinent 75-89% of the time.	The details in more than 25% of the articles are neither clear nor pertinent.

CONCLUSION TOP

You used the AHPPA to examine the key players, events and opposing arguments that affected public policy concerning women’s suffrage. You have also examined the roles, rights and responsibilities of citizenship and had an opportunity to present your learning by writing expository pieces written from a variety of perspectives.

STANDARDS TOP

New York Learning Standards:

Social Studies

Standard 1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York

Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

English Language Arts

Standard 1: Language for Information and Understanding Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 3: Language for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.