11 10 7Women Suffrage LP

K. Cornelius: [email protected] 90 Minute Block Schedule Subject: United States History Grade Level: 11 Unit: Progressivism & Imperialism Day: 4/7 Standard: 11.10.7 Attachments: Abigail_Adams_Letters.doc, Pro-Imp_Mag_Project.doc, and 9-4_Women_Suffrage.ppt Standards and Benchmarks: 11.10 Students will analyze the development of federal civil rights and voting rights. 11.10.7: The students will analyze the women’s rights movement from the era of Elizabeth Stanton and Susan B. Anthony and the passage of the 19th Amendment to the movement launched in the 1960s, including different perspectives on the roles of women.

Lesson Objectives: What will the students be able to do as a result of this lesson?  Students will be able to describe and explain the role of Susan B. Anthony, Carrie Chapman Catt, and Alice Paul in the passage of the 19th Amendment.  Students will be able to create a political cartoon showing arguments for women’s suffrage.  Students will be able to create a political cartoon showing arguments against women’s suffrage. Assessment:  Students will write a magazine article for a Muckraking Magazine about the leaders of the women’s suffrage movement focusing on their contributions to the passage of the 19th Amendment.  Students will create a political cartoon in favor of women’s suffrage and against women’s suffrage to show the arguments used prior to passage of the 19th Amendment.  Students will answer questions in the text pertaining to the objective.  Students will take a unit test answering questions pertaining to the objective.

Anticipatory Set: Review of previous material: Connection to today’s lesson: Warm-up: See Abigail Adams Letters Over the past few days, students have been learning of the attachment. Students will read the 3 changes made to society during the Progressive Age. excerpts and answer the questions at the Changes that were intended to benefit all members of bottom of the handout. OR The teacher society and not just the wealthy. One such change, the can read each except aloud and have 19th Amendment, impacted all American women and students answer the questions after each marked the end of Progressive legislation at the federal letter discussing them as they are read. level.

Agenda: Warm-up: Abigail Adams Letters Lecture: Women’s Suffrage at Last Page 4 of the Muckraking Magazine

of 3 K. Cornelius: [email protected] 90 Minute Block Schedule Closure: Who was Susan B. Anthony? How did she impact the women’s suffrage movement? How did Carrie Chapman Catt and Alice Paul differ in their leadership and tactics? What things led to the ratification of the 19th Amendment? When did that happen?

Timeframe Activities Materials 94 minutes Needed: Warm-up: Input: Abigail 15  After the warm-up we will begin the lecture. Students will Adams Lecture: write down everything on the overhead screen, leaving Letters 45-50 space between each bullet to add details as I explain the Copies information. (I wait until most of the class has copied down the notes to begin the explanations) During the lecture, students LCD Projector will be expected to answer any questions I ask as well and and PP writing and answering questions from their classmates; (see Lecture checking for understanding below). Magazine:  After the lecture I will explain what information is Paper for 20 expected to be on page four of the Muckraking Magazine Muckraking (Section 5 of the project) and show examples. After the Magazine explanation students will be given time to work on it. Project Closure: 10  With ten minutes left in the class period, students will answer the closure questions. (see below) Model: Magazine Students will be shown examples of Page 4 of the Muckraking Examples Magazine. Check for understanding: During the lecture students are expected to write Level 1 and Level 2 questions based on the notes. At certain points I will ask one student to share one question and then ask another student to answer the question. I will repeat this until the important information has been reinforced, adding my own questions as needed. After class I will read the closures to check for understanding again. Guided Practice: Students will begin Page 4 of the Muckraking Magazine in class and I will be available to help them if they have problems. Closure: (students answer questions each day based on the days learning and turn in that day so I can check their understanding) 1.Who was Susan B. Anthony? How did she impact the women’s suffrage movement? 2.How did Carrie Chapman Catt and Alice Paul differ in their leadership and tactics?

of 3 K. Cornelius: [email protected] 90 Minute Block Schedule 3. What things led to the ratification of the 19th Amendment? When did that happen? Independent Practice/HW: Finish Page Four of the Muckraking Magazine Complete the unit worksheet (has questions from this section as well as the rest of the unit).