THE WOMEN’S SUFFRAGE MOVEMENT IN AMERICA
WEBQUEST
Mr. Coriale
Problem: Women
being denied the right to vote before 1920.
Policy: Nineteenth Amendment of the United
States Constitution
"Organize,
agitate, educate, must be our war cry."
-Susan
B. Anthony, 1893
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INTRODUCTION
Over
the course of American history various minority groups have been denied
equality including the right to vote.
Women have long been denied suffrage.
The Declaration of Independence and the United States Constitution
discuss the notion of equality for all, but many groups, including women, have
been denied those rights, including the right to vote, since our nation’s founding.
The Declaration of Sentiments from the Seneca Falls Convention of 1848 promotes
the concept of equality for women, but does not discuss the notion of women’s
suffrage. Many women worked tirelessly
for the abolition of slavery in the United States, they served valiantly in
hospitals and at home during the American Civil War and World War I. However, it would not be until 1920 that
women were given suffrage nationally through the ratification of the Nineteenth
Amendment. Women were consistently told
that the time was not right, though many states and territories granted women
the right to vote long before the ratification of the Nineteenth
Amendment.
TASK
You will meet in groups of four to discuss the
social problems caused by denying suffrage to women and the actions taken by
the federal government in response to this issue. You will create a “newscast” describing the
problems you found at your selected event and the policy (ies) that was (were) enacted. You
are to examine the success of the policy (ies) adopted.
PROCESS/ RESOURCES
1. You
will be assigned a specific event from the Women’s Suffrage Movement and in
your group you are to take on one of the following roles:
Newscaster (1): Will lead the newscast presentation, write a
script, and assist in conducting research on the story. The Newscaster will also assist other group
members in completing their tasks
News Reporter (2): Will research the story by examining
websites on the topic,
write a script. Present a news story from the event
describing the problem and policy adopted
Editor (1): This individual will lead the organization of the newscast
and coordinate the information
to be presented. The editor will
maintain all research materials for the group’s use
Each of you will actively participate in the
development of the “background sets” for the newscast using PowerPoint or some
other creative idea for a set. It should include graphics and sound. You will all also collaborate and create one
30-second advertisement from the year of your event.
The events from the Women’s Suffrage Movement you
will be assigned include one of the following:
·
Seneca Falls Convention (1848)
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Interview of notable leaders of the movement including
Susan B. Anthony, Elizabeth Cady Stanton, Lucrietta Mott, Julia Ward Howe,
Carrie Chapman Catt
·
National Women’s Suffrage Association (1869)
·
American Women’s Suffrage Association (1869)
·
National American Woman Suffrage Association (1890)
·
National Women’s Party (1917)
·
Ratification of the Nineteenth Amendment (1920)
·
Presidential Election of 1920
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2.
You are to use the four-step American History Public Policy Analyst
(AHPPA) to complete the above task and incorporate these finding in your
newscast. Every group member will use the text and websites listed below to complete
the information on each of the four worksheets.
Your newscast should include images from the Internet, with proper
citation, that represent the event of your newscast. Each group’s newscast will
be limited to five minutes including one 30-second advertisement. You will be
graded by the rubric listed below.
3.
Your newscast should show evidence of discrimination associated with
your assigned event. Your evidence needs
to demonstrate that this problem existed in the United States South and
determine its causes and effects. You
must also discuss the proposed possible public policy solutions. You need to follow the four steps of the
AHPPA in your newscast/ research.
4.
Each group will create a graphic
organizer for all of the steps of your research according to the steps of
American History Public Policy Analysis (AHPPA). Each organizer will show the information
gathered in the PPA worksheets. This should assist you in writing your newscast
script.
5.
Every group needs to complete and submit the following AHPPA
worksheets, which are hyperlinked below:
a. Identify the
Problem Worksheet #1
b. Gather Evidence - Worksheet #2
c. Determine Causes - Worksheet #3
d. Evaluate the
Policy - Worksheet #4
6. You
need to use the TIPS AHPPA worksheets as a guide to your graphic organizer and
as a way to analyze the problem.
7. BEFORE the newscast is done all
graphic organizers, worksheets, scripts,
background sets, etc. need to be
submitted to me at least TWO (2) DAYS
BEFORE conducting the newscast.
Sources:
Be sure to check the following links prior to
examining the websites below or your own websites.
LINKS: Website
Evaluation
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http://www2.maxwell.syr.edu/plegal/ppa/intro.html
EVALUATION
Below is a rubric that I will use to grade your
completed web quest. You are expected to
review this rubric prior to and throughout the creation of your newscast.
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Total |
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Level of Involvement |
All members within the group are
performing the task and are actively involved. The group consistently stays
focused on the task and what needs to be done. Very self-directed. |
All but one member within the
group are performing the task and are actively involved. All but one member focuses on the task and what needs to be
done most of the time. |
More than half of the group are
not performing the task and are not actively involved. More than half of the group members must
sometimes be reminded to stay on task. |
Only one group member is
performing the task and actively involved.
All other group members must be constantly reminded to stay on task. |
None of the group members are
performing the task or actively involved.
The activity is not done. |
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Completed Graphic Organizer |
The
organizer is completely and accurately done. |
For the most part, the organizer
is completely and/ or accurately done with the exception of one error. |
Only half of the organizer is
completed and/ or contained three or less errors. |
The majority of the organizer is
not complete and/ or contained more than four errors. |
The organizer is not complete. |
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Writing |
The script is well written and
researched, is historically accurate, contains no grammatical/ spelling
errors, has correct citations, and/ or contains a higher level of vocabulary. |
The script is well written and
researched for the most part, has only two or less historical inaccuracies,
contains two or less grammatical/ spelling errors, has correct citations with
only two or less errors, and/ or has some higher level vocabulary. |
The script is only averagely
written and researched, has three or more historical inaccuracies, contains
five or less grammatical/ spelling errors, has three or more errors in
citation, and/ or has average vocabulary. |
The script is poorly written and
researched and, is historically inaccurate, contains more than six
grammatical/ spelling errors, has no citation, and/ or has a poor choice of
vocabulary. |
The script is not written. |
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Presentation (Newscast & Advertisement) |
The presentation exceeds the
requirements, demonstrates a thorough understanding of the content is well
rehearsed and organized, makes excellent use of the technology available, and
demonstrates the group’s full potential. |
The presentation meets the
requirements, demonstrates a good understanding of the content, is well
rehearsed and organized for the most part, uses some of the technology
available, and demonstrates the group has some potential. |
The presentation meets the
requirements with the exception of one of the elements, demonstrates an average
understanding of the content, is not well rehearsed and organized, uses only
limited technology, demonstrates limited group potential. |
The presentation did not meet
two or more of the requirements, demonstrates little or no understanding of
the content, is not rehearsed and organized, uses no technology available,
and demonstrates no group potential. |
The presentation was not done. |
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Completed On Time |
All aspects of the activity are
completed on time. |
All but one of the aspects of
the activity is completed on time. |
Two or more of the aspects of
the activity are not completed on time. |
The activity was completed more
than two days beyond the due date. |
The activity is not done. |
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TOTAL _______/ 20 x 5 =
________
CONCLUSION
When you have finished this web quest, you will be
able to:
ü Identify and discuss how minority
groups, such as women, were denied equality, including the right to vote until
1920
ü Discuss the social problems
caused by denying rights, including suffrage, to women
ü Analyze and evaluate the
effectiveness of the federal government’s response to the issue of women’s
suffrage
(Source: http://www.p12.nysed.gov/ciai/standards.html)
SOCIAL STUDIES
Standard 1: History of the
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
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
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 2: Language for Literary Response and
Expression
Students will read and listen to oral, written, and electronically produced
texts and performances from American and world literature; relate texts and
performances to their own lives; and develop an understanding of the diverse
social, historical, and cultural dimensions the texts and performances
represent. As speakers and writers, students will use oral and written language
that follows the accepted conventions of the English language for
self-expression and artistic creation.
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.
Standard 4: Language for Social Interaction
Students will listen, speak, read, and write for social interaction. Students
will use oral and written language that follows the accepted conventions of the
English language for effective social communication with a wide variety of
people. As readers and listeners, they will use the social communications of
others to enrich their understanding of people and their views.
MATHEMATICS, SCIENCE, & TECHNOLOGY
EDUCATION
Standard 5: Technology
Students will apply technological knowledge and skills to design,
construct, use, and evaluate products and systems to satisfy human and
environmental needs.
Standard 6: Interconnectedness: Common Themes
Students will understand the relationships and common themes that connect
mathematics, science, and technology and apply the themes to these and other
areas of learning.
Standard 7: Interdisciplinary Problem Solving
Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.