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Pages from the Past Curriculum Materials -
"Passage of 19th Amendment Marked End of Long Suffrage Struggle"
By Laura Messenger, Normal West High School
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Materials
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Glossary of Terms:
disfranchisement -depriving people of the right to vote advocate-recommend, promote suffrage -the right to vote suffragist -a person who worked to gain voting rights ratification- to approve and allow formally editorial - an expression of opinion that resembles such an article in a newspaper or magazine Procedure
(Procedure is given in detail with resources below) Introduce key terms Read The Declaration of Sentiments and Resolutions Looking at Suffrage in McLean County: Analyzing primary sources about suffrage. Identifying tools of persuasion: Write a letter activity Read an excerpt from The Suffragist |
Materials
Introduce key terms:
Students will discuss how they have heard the word suffrage used and what they think the word means. The teacher will provide students with the appropriate definition for the word. Teacher can have students use Vocabulary Web to organize definitions and examples
Students will discuss how they have heard the word suffrage used and what they think the word means. The teacher will provide students with the appropriate definition for the word. Teacher can have students use Vocabulary Web to organize definitions and examples
Read The Declaration of Sentiments and Resolutions
Students will read over the declaration and underline important parts or parts that confused them. Students should be able to answer the following questions:
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Looking at Suffrage in McLean County:
Students will be given the Pantagraph article or the article from The Daily Leader about the convention in Bloomington in 1872. (The article from the convention would be given to higher-level readers.)
As students read the article they would be asked to underline important events mentioned in the article.
Students should know what people in McLean County were doing to advocate for suffrage.
Students will be given the Pantagraph article or the article from The Daily Leader about the convention in Bloomington in 1872. (The article from the convention would be given to higher-level readers.)
As students read the article they would be asked to underline important events mentioned in the article.
Students should know what people in McLean County were doing to advocate for suffrage.
Looking at primary sources about suffrage.
Students will break up into groups to read primary resources (below) about the fight for and against women’s suffrage.
For each resource students will be asked to answer the following questions:
Students will look at the resources (below) again. This time instead of just focusing on the historical information, students will look for ethos, pathos, and logos. Students will underline document or the materials to note examples of ethos, pathos, and logos.
Students will break up into groups to read primary resources (below) about the fight for and against women’s suffrage.
For each resource students will be asked to answer the following questions:
- Did the source support or oppose women's suffrage?
- What was the source's argument for or against suffrage?
- How did the author/artist try to influence a person’s opinion? (facts, getting sympathy)
- Which source would be most effective in influencing your opinion?
Students will look at the resources (below) again. This time instead of just focusing on the historical information, students will look for ethos, pathos, and logos. Students will underline document or the materials to note examples of ethos, pathos, and logos.
Comic- 1892
"Condemns them All: An advocate of woman suffrage who assumes that men are utterly depraved" in The Pantagraph, 1897
"Woman Suffrage: Second day's proceedings of the state association" in The Pantagraph, 1872
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"Woman Suffrage: The issues viewed by a practical farmer's wife" in The Pantagraph, 1897
"Bloomington people see Governor Dunne sign the woman's suffrage bill" in The Pantagraph, 1913
"Another Woman's View of Suffrage" in The Pantagraph, 1897
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"The Suffrage Question: A woman defends the movement for equal rights before the law" in The Pantagraph, 1897
Valentine
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Writing a letter:
The students in the class will use their information from the suffrage movement and persuasive tools to write a letter to President Woodrow Wilson about women’s suffrage. Half of the class will write a letter trying to persuade President Wilson to allow women to vote. The other half of the class will write letters trying to persuade President Wilson to oppose women's suffrage.
Each letter should include the following:
The students in the class will use their information from the suffrage movement and persuasive tools to write a letter to President Woodrow Wilson about women’s suffrage. Half of the class will write a letter trying to persuade President Wilson to allow women to vote. The other half of the class will write letters trying to persuade President Wilson to oppose women's suffrage.
Each letter should include the following:
- Three reasons to support argument.
- One example of each ethos, pathos, and logos.
- Appropriate transitions and grammar.
Read an excerpt from The Suffragist (1917) about the women getting arrested. Discuss Lucy Ewing’s arrest. As a class discuss how this hearing about this would influence their opinions of the vote.
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Standards:
Common Core
RST. 4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics
RH.2 – Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
RH.9 - Compare and contrast treatments of the same topic in several primary and secondary sources.
WHIST. 2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
W. 1 - Write arguments to support claims with clear reasons and relevant evidence.
NCHE Vital Themes & Narratives
Patterns of social and political interaction
Values, beliefs, political idea and institutions
RST. 4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics
RH.2 – Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
RH.9 - Compare and contrast treatments of the same topic in several primary and secondary sources.
WHIST. 2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
W. 1 - Write arguments to support claims with clear reasons and relevant evidence.
NCHE Vital Themes & Narratives
Patterns of social and political interaction
Values, beliefs, political idea and institutions