Gayatri Choudhary
“In 1787 the
How did women finally win the right to vote?
The
Suffragist’s Journey!
Suffragist parade (1915)
The beginning of the fight for women suffrage is
usually traced to the "Declaration of Sentiments" produced at the
first woman's rights convention in
During debates on the Reconstruction Amendments
which extended the vote to ex-slaves (through the 15th Amendment), suffragists
pushed hard for "universal suffrage," but they never had a chance.
Executive
Committee of the National Woman Suffrage Association (1872)
In 1872, suffragists brought a series of court
challenges designed to test whether voting was a "privilege" of
"
VOCABULARY:
Suffrage |
The right to vote. |
Suffragist |
A woman or man who is an advocate for a
woman's right to vote. |
How does this poster and all the other
Illustrations in this Web Quest
Teach us the History?
The cartoons and photographs in the news papers
and magazines represent and reflect the view points of our society at large. It
is one way to examine and learn about historical events and interpret history.
Your Role in this Web Quest
As a political cartoonist for your Daily News
Paper, your task is to analyze the following cartoons depicting the sentiments
of society in that time period concerning women suffrage, and exhibit
understanding of the historical events.
As a modern day cartoonist you will draw a
cartoon illustrating the present day social values and sentiments concerning
women’s role and place in politics,
The Process
You will work in teams of two. Using the
resource links provided, you will research the court cases and historical
illustrations, to fully understand the suffragists’ movement.
You will
use Compu LEGAL to analyze the facts of the issues of Susan
B. Anthony’s court case.
Next, you are required to use the Cartoon
Analysis Worksheet to analyze and exhibit your understanding of
the women suffragists’ movement.
Cartoon #1
Tearing off the Bonds
(Judge Magazine, 19th October, 1912)
Cartoon #2
Rose O'Neill, postcard (c. 1915)
Cartoon #3
Brewer: Have no
fear, my dear, I can afford to pay your bills. |
Ida Proper, Women's Voter (May, 1913
Cartoon #4
Harry Osborn, Two More Bright Spots on the Map,
v
http://www.infoplease.com/spot/womenstimeline1.html
information on women’s right
movement
v
http://www.archives.gov/digital_classroom/lessons/woman_suff
rage/woman_suffrage.html
an excellent resource for teachers
v http://www.law.umkc.edu/faculty/projects/ftrials/anthony/sbahome.html
complete information on Susan B.
Anthony’s trial
v http://womhist.binghamton.edu/
A resource on Women and Social
Movements from 1600s to present day
v http://www.law.umkc.edu/faculty/projects/ftrials/conlaw/nineteentham.htm
information on 19th
amendment
v http://www.maxwell.syr.edu/plegal/Lessons/Intro/introepg.html
information on equality under gender
v http://www.maxwell.syr.edu/plegal/scales/anyiss.html
link to project legal
v http://www.decades.com/Timeline/n/101.htm?newvw=3&tlvw=2
comprehensive suffragist information
provided in a time line manner
The Evaluation
Your
grades will be based upon the following criteria:
v efforts
and initiative
v team
work
v
critical analysis of two of the four cartoons
v illustration of a political cartoon with depiction
Grading Rubric:
Excellent
1. Student shows a complete understanding of the historical
events.
2. Student provides facts and opinions with supporting details.
3. Student shows the ability to analyze, evaluate, and apply
critical thinking skills.
4. Student participates in group process.
5. Student submits complete illustrated project with
appropriate depiction.
Good
1. Student shows a good understanding of the historical
events.
2. Student provides facts and opinions with supporting
details.
3. Student shows the ability to analyze and evaluate
information.
4. Student participates in group process.
5. Student submits complete illustrated project with depiction.
Passing
1. Student
shows a satisfactory understanding of the historical events.
2. Student
provides facts and opinions with some supporting details.
3. Student shows minimal ability to analyze and evaluate information.
4. Student participates in group process.
5. Student submits illustrated project with some depiction.
Failing
1.Student shows a
minimal to no understanding of the historical events.
2. Student provides minimal facts and opinions.
3. Student shows no ability to analyze and evaluate information.
4. Student has difficulty participating in group process.
5. Student submits incomplete illustrated project.
Social Studies: #1 and #5
The Arts: #1, #3 and
#4
The ELA: #3 and #4
You should have learned from this web quest that it took 81 years for African Americans to gain a constitutional right to vote, 132 years for women and 183 years for those 18 to 20 years old.
The fight for voting rights has
overcome discrimination based on race, gender, age, geography and economic
class. But is the voting process free of all ailments? Redistricting to control
representation, technology and voting process, are just few of the modern day
issues to deal with our next web quest!