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Introduction
for Teachers
Designed by Lynnette Russo (lrusso@rocketmail.com).
Last updated
January 25, 2006
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This lesson was developed as part of An Adventure of the American Mind Northern Virginia Partnership (AAMNVA) , a federally funded professional development program to assist educators in using Library of Congress primary resources to support student learning.
In this LibraryQuest, students will inquire into the Women's Rights Movement from suffrage to current-day issues. Using primary resources from the Library of Congress they will examine the strategies used by suffragists, the experience they went through, the arguments for and against women's suffrage, and how they accomplished their goal. They will also learn about current issues facing women including Title IX, military combay, and equal pay. Students will decide if women have achieved full equality or if they still have more to accomplish in the 21st century.
School District and State:
Arlington Public
Schools, VA
Unit Number/Title:
11th
Grade |
12th
Grade |
UNIT VI: Development
of the Industrial United States 1876-1914 |
UNIT III: American Political
Processes
UNIT V: Rights, Liberties, and Responsibilities
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Conceptual Unit Question:
Have women achieved full equality or is there more to accomplish in ght 21st century?
Enduring Understanding(s):
11th Grade |
12th Grade |
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Reconstruction through the early twentieth century was a time of contradictions for many Americans. Agricultural expansion was accomplished through wars against the Plains Indians (First Americans), leading to new federal Indian policies. Industrial development raised the standard of living for millions of Americans, but also brought about the rise of national labor unions and clashes between industry and labor. Social problems in rural and urban settings gave rise to third-party movements and the beginning of the Progressive Movement (Which included the Women's suffrage movement).
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Gender worker diversity has altered the workplace.
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Amendments to the Constitution of the United States of America have extended the right of suffrage.
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Individuals, interest groups, and the media influence public policy.
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Thoughtful and effective participation
in civic life is essential to the nation's well-being.
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Knowledge Goals:
11th
Grade |
12th
Grade |
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Women's suffrage
- Was a forerunner of modern protest movement
- benefited from strong leadership (e.g., Susan B.
Anthony)
- Resulted
in 19th Amendment to the Constitution
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Issues of working women
- Equitable pay
- Pink collar/ghetto (low prestige, low paying jobs)
- Glass ceiling(perception that career advancement
for women is not equal to men)
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19th Amendment-Grants women the right to vote
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Ways individuals influence public policy:
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Duties of responsible citizens
- To keep informed
- To respect the opinions of others
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Skill Goals:
11th
Grade |
12th
Grade |
Formulate historical questions
and defend findings based on inquiry and interpretation.
(VUS.1c)
Develop perspectives of time and place. (VUS.1d)
Interpret the significance of excerpts from
famous speeches and other documents. (VUS.1h)
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Analyze primary and secondary
source documents. (GOVT.1a)
Create and interpret diagrams, tables, and
charts. (GOVT.1b)
Analyze political cartoons, political advertisements,
pictures, and other graphic media. (GOVT.1c)
Identify a problem and prioritize solutions.
(GOVT.1f)
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Key Concepts:
- 19th Amendment
- Elizabeth Cady Stanton
- Susan B Anthony
- Lucretia Mott
- Alice Paul
- Elizabeth Blackwell
- Suffrage
- picket
- protest
- Declaration of Sentiments
- Seneca Falls Convention
- Title IX
- Women in Military Combat
- Equal Pay for Women
Other materials and resources that could be used that are not listed in resource section:
- US History or US Government Textbook
- http://thomas.loc.gov/ (This Web site will help students research current bills in Congress)
- Current newspaper articles about Title IX, women in military combat, or equal pay for women.
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