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Sample Pages From Sample Pages from The Following sample pages are included in this download: • Teacher’s Guide Table of Contents and Introduction excerpt • Celebrating Victory lesson and Woman Suffrage Procession Official Program lesson • Picketing and Parades document-based assessment For correlations to Common Core and State Standards, please visit http://www.teachercreatedmaterials.com/correlations. www.tcmpub.com . 800.858.7339 . 5301 Oceanus Drive, Huntington Beach, CA 92649 Primary Sources Primary This kit includes the following primary sources: Photographs • World Anti-Slavery Convention, 1840 Suffrage Women’s States United • Early Leaders of the Women’s Rights Movement • Amelia Bloomer's New Clothing • Woman's Holy War, 1874 • Opposed to Woman Suffrage • Woodhull Campaign, 1872 • Jeannette Rankin, 1917 • A Toast to Ratification Primary Sources • Invitation to Seneca Falls Convention • Petition for Universal Suffrage • Account of the Proceedings of the Trial of Susan B. Anthony • Elizabeth Cady Stanton’s The Woman’s Bible • Newspaper Article in which Alice Paul Describes Force-Feeding • The Awakening Cartoon • Woman Suffrage Procession Official Program • Nineteenth Amendment TCM 12743 Table of Contents Introduction Primary Sources Introduction to Primary Sources . 4 Invitation to the First Convention Research . 7 Primary Source Calling for Change Lesson . 43 Using Primary Sources in the Classroom . 9 Historical Background Information . 44 How to Use This Product . 20 A Step Toward Change Activity Sheet . 45. Introduction to Standards Correlations . 22 Invitation to the First Convention . 46 Correlations to Standards . 23 Petition for Universal Suffrage Primary Source Standing Their Ground Lesson . 47 Photograph Cards Historical Background Information . 48 World Anti-Slavery Convention, 1840 Taking Sides Activity Sheet . 49 Photograph Card Petition for Universal Suffrage . 50 Inspiring Change Lesson . 27 Trial of Susan B. Anthony Primary Source Historical Background Information . 28 Challenging the Law Lesson . 51 Early Leaders of the Women’s Rights Historical Background Information . 52 Movement Photograph Card Breaking the Rules Activity Sheet . 53 Taking the Lead Lesson . 29 Trial of Susan B . Anthony . 54 Historical Background Information . 30 The Woman’s Bible Primary Source Amelia Bloomer’s New Clothing Photograph Card Rewriting the Word Lesson . 55 Revolutionizing Style Lesson . 31 Historical Background Information . 56 Historical Background Information . 32 Mounting Tensions Activity Sheet . 57 The Woman’s Bible . 58 Woman’s Holy War, 1874 Photograph Card Crusading for Temperance Lesson . 33. Alice Paul Describes Force-Feeding Primary Source Historical Background Information . 34 Practicing Civil Disobedience Lesson . 59 Opposed to Woman Suffrage Photograph Card Historical Background Information . 60 Blocking Women’s Suffrage Lesson . 35 Extreme Methods Activity Sheet . 61 Historical Background Information . 36 Alice Paul Describes Force-Feeding . 62 Woodhull Campaign, 1872 Photograph Card The Awakening Political Cartoon Campaigning for the Presidency Lesson . 37 Primary Source Historical Background Information . 38 Leading the Nation Lesson . 63 Jeannette Rankin, 1917 Photograph Card Historical Background Information . 64 Representing the People Lesson . 39 Mapping a Movement Activity Sheet . 65 Historical Background Information . 40 The Awakening Political Cartoon . 66 A Toast to Ratification Photograph Card Celebrating Victory Lesson . 41 Historical Background Information . 42 #12743—Primary Sources: U. S. Women’s Suffrage 2 © Teacher Created Materials Table of Contents (cont.) Primary Sources (cont.) Appendix Woman Suffrage Procession Official Program References Cited . 88 Primary Source Student Glossary . 89 Marching for Rights Lesson . 67 Suggested Literature . 91 Historical Background Information . 68 Protest Checklist Activity Sheet . .69 Suggested Websites . 92 Woman Suffrage Procession Official Document-Based Assessment Program . 70 Rubric Example . 93 Nineteenth Amendment Primary Source Answer Key . 94 Persevering to Victory Lesson . 71 About Your CD . 103 Historical Background Information . 72 Tracing the Long Road to Victory Activity Sheet . 73 Nineteenth Amendment . 74 Document-Based Assessments Mother and Suffragist . 75 Forever Fighting for Right . 76 Election Day! . 77 Convicts vs . Women . 78 Just a Little Girl . 79 We Want Something to Say . 80 More Than Just Pants . 81 Suffragists . 82 Getting the Word Out . 83 Picketing and Parades . 84 State by State! . 85 Her Legend Lives On . 86 Document-Based Question Task . 87 © Teacher Created Materials 3 #12743—Primary Sources: U. S. Women’s Suffrage Introduction Introduction to Primary Sources “My Darling Sheik . .” So opens a letter dated August 31, 1927, from Catherine Borup to her paramour, Anthony DiLieto . A native of the Bronx, 24-year-old Borup was the daughter of Irish and Danish immigrants, while trolley-car driver DiLieto, aged 27 and also from New York, was a first-generation American of Italian stock . Borup was away from her “Darling Sheik” and used pen and paper to express her feelings of loneliness at their separation . The sentiment of the letter from Borup to DiLieto evokes a kind of vintage language from the time period . Clearly the reference to the “Sheik” refers to silent screen star Rudolph Valentino, the Brad Pitt of his day . There is a discussion about train schedules and a potential rendezvous . But so what? What’s the big deal about a letter between two anonymous lovers of the Roaring 20s? Well, they were my maternal grandparents, and upon the 1986 death of my grandfather, Anthony DiLieto, their letters were turned over to me for my care . Since then, I have occasionally shared these letters with my students when we are studying the 1920s . When I read the aforementioned letters to my students, I gently slip each one out of its original envelope, complete with a two-cent stamp, and the 1920s speak to us across a chasm of more than 90 years . Primary sources are powerful learning and teaching devices that provide students, teachers, and scholars with a window to the past Public Domain Source: unlike any other kind of resource does . In some ways, just about Rudolph Valentino everything around us can be deemed a primary source . A primary source is any documentation of an event from a person who actually participated in the event . Such sources give us a firsthand look at the past . At our school, students compile a slide show for the senior prom that is really a visual record of their four years of high school . Like the letters from my grandparents, these documents help the students define who they are and provide us direction for the future . I have a sign on the podium in my classroom that has a quote from an anonymous British source . The quote reads, “A present tense culture that disdains the past has no future ”. Let’s consider what might happen with the Senior Prom Slide Show should it be analyzed and interpreted by a historian 100 years from now . Not only would the images speak about our school at a particular time and place, but also in a broader sense it would provide historians with a glimpse into life in the United States from the year 2012, offering a kind of global appreciation of trends and change over time . I like to point out to my students that fashion can also be a primary source . My students and I chuckle together when I relate the story of the kinds of tuxedos my peers and I wore to our proms in the 1970s—pastels and polyester . #12743—Primary Sources: U. S. Women’s Suffrage 4 © Teacher Created Materials Introduction Introduction to Primary Sources (cont.) With an array of primary sources at your disposal, you can help connect students to the past in ways that are unimaginable . “The past,” William Faulkner once wrote, “is not dead . It isn’t even the past ”. So your teaching, through use of primary source materials, will not only enrich your students’ understanding and give the past meaning but it will also enrich your repertoire of teaching tools by providing relevance and meaning . With primary sources at your side, you can easily answer the oft-heard query “So what?” that comes from those students chasing away the “I hate history” blues . Where do you begin? Let me help you . Much of the material presented here is based on the important groundwork on teaching with primary sources developed by the Education Staff of the National Archives and Records Administration (http://www.archives.gov/education/index.html) . In addition, keep in mind that using primary sources helps to [LC-DIG-ppmsca-10445] of Congress The Library Source: create a greater sense of participatory democracy in the United William Faulkner States . This is particularly true when you are working with documents that are related to the United States government, such as the kind housed in repositories like the National Archives and Records Administration or the Library of Congress (http://www.loc.gov) . The Using Primary Sources in the Classroom section of this introduction (pages 9–19) are reproduced as student activity sheets . These activity sheets can be completed electronically or printed and distributed to students . They are located in the Lesson Support Files folder on the CD . See page 103 for more information . Analysis Activity Sheets To get your students warmed up to the idea of using primary source material, consider doing the following exercise with your class shortly after the school year begins . As a homework assignment, direct
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