Introduction:

“I am the better writer, she the better critic…. and together we have made arguments that have stood unshaken by the storms of thirty long years; argument that no man has answered.”

Elizabeth Cady Stanton

Elizabeth Cady Stanton, Lucretia Mott, and others helped lay the foundation for the woman’s rights movement which would issue its first manifesto, the famous “Declaration of Rights and Sentiments” at Seneca Falls, New York, in 1848. Soon after Stanton was introduced to abolitionist, turned women’s rights advocate Susan B. Anthony and a formidable partnership was formed. Stanton did the legal research, drafted literature for distribution, wrote the speeches for both her and Anthony. In 1860 Stanton delivered a speech before the N.Y. State legislature that was persuasive enough to help enact the Married Women’s Property Law. This new law granted them the right to own property, engage in business, manage their own wages & other income, sue and be sued and to be the joint guardian of their children in N.Y. The momentum of the movement was stalled however, when they put the women’s struggle in a holding pattern to support the Union and the efforts of Abolitionists during the Civil War, only to be rejected by abolitionist men as only African American men were given the vote with the 14^th and 15^th amendments. This created a fissure in the Women’s movement Stanton and Anthony creating the National Women’s Suffrage Association, while the more conservative women creating the American Woman’s Suffrage Association. Both groups were focused on getting advancements, particularly the vote for women; however there were also organizations concerned with preventing women from getting the vote. That leads us to …..

http://www.teachushistory.org/second-great-awakening-age-reform/articles/historical-background-antislavery-womens-rights-1830-1845

http://www.pbs.org/stantonanthony/

Not for ourselves alone, background information

http://www.ioba.org/newsletter/archive/v9/suffrage10-02.html

Background on women’s rights movement

Task:

You are a journalist with ability to travel through time; your editor (Mrs. Lane) has assigned you to write an in depth retrospective of the Women’s Suffrage movement from 1912 to the ratification of the 19^th amendment for a prominent magazine. You will examine what limits women overcame at the end of the 19^th century and the beginning of the 20^th century as well as how they accomplished this and who were the key movers and shakers of the movement.

Process:

Using the AHPPA worksheets (American history Public Policy Analyst) as the method to gather and analyze the issues surrounding the limits facing women before they achieved suffrage. After you have conducted your research use the information to develop your magazine article.

Your article must include interviews with at least 3 people (see the list provided) each providing a different point of view, including at least 2 original quotes. (Students will need to check interviewees w/ Mrs. Lane so there isn’t too much overlap)

You must include at least 3 photographs of historic value along with originally written captions discussing and/or describing the scenes.

In your conclusion you need to demonstrate your personal evaluation of the movement, the tactics and success level; and find, insert and credit a political cartoon that will support your point of view.

All sources (information as well as illustration) must be appropriately cited MLA style, several web sites are listed however there are additional sources available on the research desk including: Not for Themselves Alone text, Women’s America, & Gail Collins’s America's Women: 400 Years of Dolls, Drudges, Helpmates, and Heroines.

Each article will be written using Times New Roman, size 12 font, use one inch margins, single spaced, you may use word or publisher, layout can be creative; your article including photos, cartoons, and works cited should be 3 to 6 pages long. Illustrations should be at least ¼ of a page.

Extra credit – include an annotated timeline of the critical moments in the Women’s rights movement from 1848 up to 1920 …. See hard copy examples available in classroom. The timelines can run along the bottom, top or along the side margins but should be no more than 1.5 inches in width

Resources:

AHPPA….step by step “How to”

APPHA worksheets

Steps to writing a good magazine article

Possible People to “interview”, others by approval from Mrs. Lane:

Carrie Chapman Catt

Lucy Burns

Alice Paul

Jeanette Rankin

Alice Duer Miller

Ida B Wells-Barnett

Mary Church Terrell

Superintendent Occoquan Workhouse W. H. Whittaker

Inez Milholland Boissevain

Maud Younger

Rose Scheiderman

Florence Kelley

Belva Ann Bennett McNall Lockwood

Attorney General Thomas Gregory

Judge Alexander Mullowney

Emma Goldman

Helen Kendrick Johnson

President Woodrow Wilson

First Lady Edith Bolling Galt Wilson

Resources:

(NO WIKI.. and only .org, .gov or .edu will be acceptable- there are a couple of exceptions in the following list)

Note: All information, including cartoons and photos, must be documented

PBS – American Experience focused on President Wilson and his relationship with the Suffragist

http://www.pbs.org/wgbh/amex/wilson/portrait/wp_suffrage.html

Article and examples of the “New Woman” of the early 20^th century

http://designhistorylab.com/?p=84

Academic argument of why women joined the Anti suffrage movement, Sara Keen, citations included

http://www.columbia.edu/~rr91/3567/sample_papers/sara_kean.htm

final Battleground, Tennessee The

http://gos.sbc.edu/c/casey.html

General Background of the Women’s Rights Movement

http://www.ioba.org/newsletter/archive/v9/suffrage10-02.html

Library of Congress materials related to Wilson and the Suffrage movement, articles and photos

http://memory.loc.gov/cgi-bin/query/h?ammem/mnwp:@field(DOCID+@lit(mnwp000288))

Political Science Quarterly – regarding Wilson, Paul and the Suffrage movement

http://www.jstor.org/pss/2149723

Biography of Alice Paul

http://www.alicepaul.org/alicepaul.htm

http://www.lkwdpl.org/wihohio/paul-ali.htm (also has additional links for A.P)

Biography of Lucy Burns

http://www.pocanticohills.org/womenenc/burns.htm

http://memory.loc.gov/ammem/collections/suffrage/nwp/profiles.html

Biography of Carrie Lane Chapman Catt

http://www.lkwdpl.org/wihohio/catt-car.htm

http://www.northnet.org/stlawrenceaauw/catt.htm

http://www.catt.org/

Picture gallery of the 1913 Suffrage march – several links

http://womenshistory.about.com/lr/women_s_suffrage_pictures/285176/1/

Living the Legacy: The Women's Rights Movement 1848 – 1998, excellent background information

http://www.legacy98.org/move-hist.html

National Archives – primary sources focused on Anti- suffrage

http://www.archives.gov/education/lessons/woman-suffrage/

Background on Alice Paul, suffrage and Wilson

http://www.preservationnation.org/issues/diversity/womens-history-in-preservation/profiles-from-the-past/alice.html

The Trials of Alice Paul and other NWP members

http://law.jrank.org/pages/2806/Trials-Alice-Paul-Other-National-Woman-s-Party-Members-1917.html

Background on the Wilson Administration and its relationship to Suffrage

http://cnx.org/content/m19719/latest/

Background on the Anti-suffragists

http://www.suite101.com/content/suffragists-battled-anti-suffragists-as-well-as-male-opponents-a253149

A series of documents related to the women’s movement

http://marchand.ucdavis.edu/lessons/suffrage/suffrage.html

A current article discussing the history of “Night of Terror” at Occoquan Workhouse and a memorial to the Silent Sentinels

http://www.nbcwashington.com/news/local-beat/A-Memorial-to-Womens-Crusaders-110962649.html

Evaluation:

Topics	Extraordinary 100	Accomplished 90	Competent 80	Unsatisfactory/ Incomplete
Introduction and Thesis	Distinct tone; unmistakable intent; uniform specificity; stylish opening; solid thesis	Clear tone; evident intent; limited specificity; effective opening; confident thesis;	Restatement of prompt as opening statement; mechanical thesis statement; some specificity; limited attempts at tone	Objective, dull tone; vague or absent thesis; general statements; lack of specificity; lifeless, ordinary language
Ideas and Argument	Interesting; clear; thought-provoking; reasoned; sophisticated; insightful; 3 interviews; 2 quotes	Thoughtful; mature; reasoned; interesting; understandable;3 interviews; 2 quotes	Sound; limited in depth; appropriate but inadequately developed; 2 interviews;	Obvious; shallow; unsound; inaccurate; clichéd
Support (evidence and illustrations)	Accurate; forceful; rich in detail; extensive; convincing; specific	Thorough; persuasive; specific; clear; complete	Appropriate; sufficient; relevant; clear; mostly general	Inappropriate; vague; incomplete; general
Organization	Stylish transitions; unity; coherence of sentences and paragraphs; clear focus; careful and subtle organization subordinate to meaning and ideas; chronological	Effective transitions; coherent paragraphs; unmistakable focus; careful organization subordinate to meaning and ideas; chronological	Clear transitions; mostly coherent paragraphs; reasonable focus; ideas subordinate to organizational devices; mostly chronological	Vague or unclear focus; random, loose, choppy structure; limited attempt to organize;
Syntax and Expression	Varied sentence beginnings and lengths; command of stylistic techniques; interesting, original delivery; no wasted words	Sentence variety; some attempts at style; clear, noteworthy delivery; few wasted words	Effective sentence structure; some variety; some lapses in syntax; wordy	Simplistic dull, ordinary syntax and expression; repetitious; fragments and run-ons; wordy
Diction and Usage	Rich, precise and effective vocabulary; fresh and intense language and imagery; use of strong action verbs; confident active voice	Effective vocabulary; accurate word use; use of action verbs and active voice	Adequate vocabulary; reliance on verbs of being and passive voice; thesaurusitis; some problems with usage	Inappropriate or immature vocabulary; incorrect word choice; word omissions; errors in agreement; inconsistent tenses
Conclusion	Stylishly and subtly culminates by further developing main idea; effective specificity; leaves a pleasing impression on the reader	Returns to thesis and summarizes main points clearly; some specificity; solid sense of finality	Ends effectively; summarizes previously stated materials; at least briefly returns to thesis or main idea	Fails to conclude; repeats previously stated information; adds nothing new in many words
Voice	Command of voice appropriate to audience and topic; strong; authoritative; authentic; distinctive	Clear; authentic; appropriate to audience and topic; confident; consistent	Consistent but somewhat mechanical; uninteresting; basic and typical	Inconsistent; indefinite; unauthentic; inappropriate to audience and/or task
Mechanics	Error free	Mostly error free	Some bothersome errors in spelling and punctuation	Mechanical errors which interfere with communication and/or meaning
Works Cited	Sources are important, ample, varied and documented correctly.	Sources are mostly important, adequate, varied and mostly documented correctly.	Sources are basic, and acceptable, but not varied and not always documented correctly.	Sources are basic, inadequate, not varied and not documented correctly.

http://webpages.charter.net/jcala6/website/rubrics.html#writing

Modified 2010 by D. Lane

Associated Standards: (NYS & National)

NYS #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.

NYS #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 U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

National Standards for History

Era 4- Expansion and Reform (1801-1861)

Standard 4C - Demonstrate understanding of changing gender roles and ideas and activities of women reformers.

Era 7 - Emergence of Modern America (1890-1930)

Standard 3D - Demonstrate understanding of politics and international affairs in the 1920s.

The teaching activities also correlate to the National Standards for Civics and Government

Standard II.D.5 - Evaluate, take, and defend positions on what the fundamental values and principles of American political life are and their importance to the maintenance of constitutional democracy.

Standard V.B.2. - Evaluate, take, and defend positions on issues regarding political rights.

English Language Arts Learning Standards

Standard 1

Students will read, write, listen and speak of information and understanding. As listeners and readers, students will collect dat, 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 to acquire, interpret, apply and transmit information.

Standard 2

Students will read, write, listen and speak for literary response and expression. Students will read and listen to oral, written and electronically produced texts and performances, relate texts and performances to their own lives and develop and 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 for self-expression and artistic creation.

Standard 3

Students will read, write, listen and speak 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 present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Conclusion:

“When you put your hand to the plow, you can’t put it down until you get to the end of the row.” Alice Paul

At the end of this exercise you will have expanded your understanding of the Women’s Suffrage Movement from 1848 through to 1920. Elizabeth Cady Stanton and others lit the torch and Alice Paul and her generation carried it to the “end of the row.” However the struggle continues as the task of gaining equal rights for women is an ongoing exercise. We will continue to study the impact women have had on American culture throughout the 20^th and 21^st centuries.