Women’s Suffrage Movement

Joan Loncke

Choir Academy of Harlem

Social Studies

Introduction:

The 19^th Amendment gave women the right to vote. What events took place over this time period that led to the ratification of the 19^th Amendment?

The Nineteenth Amendment:

The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex.

TASK:

· Using the American History Public Policy Analysis (AHPPA) steps, students will explore the social problem of women’s lack of suffrage during 1820-1860.

· Students will work in groups of three to write a five paragraph research paper identifying the ways that women and other citizens fought to gain the right for all women to vote.

· Students will also present a ten minute oral presentation of your work.

PROCESS/RESOURCES:

Guidelines

· Each group will be given a project writing folder.

· The students will use their writing folders to collect all their materials and worksheets from the AHPPA.

· Students’ projects can include graphic, primary, and secondary sources along with their research paper.

· Each group will follow the steps of the AHPPA method.

o AHPPA Step 1 - Identify the problem

o AHPPA Step 2 - Gather the evidence

o AHPPA Step 3 - Determine the causes

o AHPPA Step 4 - Evaluate the policy

The students will include these essential questions in their report:

(1) How do people effect change and reform?

(2) What were the causes and effects of the Women’s Rights Movement?

Students will use several (AHPPA) worksheets to help them organize their report

Worksheet 2: Gathering evidence of the problem:

http://www2.maxwell.syr.edu/plegal/ppa/worksheet2us.html

Worksheet 3: Determine the Causes of the problem:

http://www2.maxwell.syr.edu/plegal/ppa/worksheet3us.html

Worksheet 4: Evaluating historical policies:

http://www2.maxwell.syr.edu/plegal/ppa/worksheet4us.html

Other resources that students may use:

Websites

An examination of the abolitionists and the suffragists of the Women’s Rights Movement by the History Channel:

www.history.com/topics/the-fight-for-womens-suffrage

Timeline of Key Events in the American Women's Rights Movement from 1848 to present times:

www.infoplease.com/spot/womenstimeline.html

Explores the cause of the Women’s Suffrage Movement:

www.nwhm.org/online-exhibits/progressiveera/suffrage.html

Information on the Suffrage Movement from the Susan B. Anthony Center for Women’s Leadership Website:

www.rochester.edu/sba/suffragehistory.html

Students can view the actual signed copy of the 19^th Amendment and get a better understanding of its impact:

www.ourdocuments.gov/doc.php?doc=63

Explores the events of June 4, 1919, when the 19^th Amendment was ratified:

www.history.com/this-day-in-history/congress-passes-the-19th-amendment

Texts

Elizabeth Cady Stanton: An American Life by Lori D. Ginzberg

Women of the Suffrage Movement by Janice E. Ruth

The Nineteenth Amendment: Women’s right to Vote (Constitution) by Judy Monroe

Evaluation

Students will be graded on both their research paper and oral presentations using the rubric below.

Each group must turn in a completed research paper including the steps of the AHPPA.

Students must use the MLA style for citing references.

Grading policy- Seventy percent of students’ grades will be based on their completed research papers and thirty percent of their grades will be based on the students’ oral presentations.

Conclusion:

The students’ written research papers and oral presentations should show growth of the knowledge learned from this historical event that happened. Using AHPPA, the students’ projects should provide insight as to why women had to fight various social problems to triumph in obtaining the passing of the 19^th Amendment, which allowed women the right to vote. This project should also explain why women and others should appreciate what the trailblazers had undergone in order for all women to appreciate and exercise their right to vote at all times.

Common Core Learning Standard (CCLS):

English Language Arts Standards

Language 7.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Speaking and Listening Standards

SL 7.4 Present claims and finding, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact adequate volume, and clear pronunciation

Writing Standards

W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.7.6 Use technology, including internet to produce and publish writing and link to and cite sources as well as to interact and collaborate with others including linking and citing sources.

Key details and details

Reading Informational Texts Standards

R1 7.3

Analyze the interactions between individuals, events, and ideas in a text (e.g. how ideas in a text influence individuals or events, or how individuals influence ideas or events).

Rubric for Written Research Paper
	Beginning Level 1	Developing Level 2	Accomplished Level 3	Exemplary Level 4
Written Research Paper (5 paragraphs) AHPPA worksheets	· Work does not follow the 4 step AHPPA format · Does not use the convention of standard written English · No MLA style references	· Only uses a few of the AHPPA format steps for their written work · Weak usage of the conventions of standard written English · Uses MLA style references	· Research paper complete with sufficient analysis of the AHPPA format for this topic · Acceptable usage of the convention of standard written English · Uses MLA style reference correctly	· Uses all of the AHPPA steps correctly and completely. · Uses conventions of standard written English · Complete and correct use of MLA style references

Rubric for Oral Presentation
	Beginning Level 1	Developing Level 2	Accomplished Level 3	Exemplary Level 4
Oral Presentation	· No knowledge of the AHPPA mentioned in the presentation · Presents little or no amount of data or information on the research social problem · No effort to make eye contact with audience · Low volume and/or tone causing the audience to disengage.	· Shows little knowledge of the uses of the AHPPA · Presents audience with several sources of data in a logical format to support the research social problem · Occasional but limited eye contact with audience · Uneven volume with little or no emphasis of key points.	· Provides an acceptable amount of knowledge of the uses of the AHPPA · Provides the audience with a large amount of data in a logical and organized format to support the research paper on the social problem · Fairly consistent use of direct eye contact with audience · Satisfactory variation of volume and emphasis of key points.	· Exhibits complete knowledge of the uses of the AHPPA policy · Provides the audience with a well written paper with an exceptional amount of data to support the research social problem · Builds trust and holds attention of audience with direct eye contact. · Varies volume and tone to maintain audience interest and emphasizes key points well.

A parade for suffrage is seen in New York City, October 23, 1915, in which 20,000 women marched. Improvements in American life, such as women's suffrage, would not have happened without the pioneering ideas of early progressives.

http://www.americanprogress.org/issues/progressive-movement/report/2010/04/14/7592/the-progressive-tradition-in-american-politics/