Women’s Rights: Comparing the 19th and 20th centuries
Jeff Feinstein
West Potomac High School
Alexandria, VA
Fall 2005
1
Teacher Name: Jeff Feinstein
School: West Potomac High School
Subject Area: Social Studies (U.S. History)
Grade/level: 11th grade
Lesson Plan Template
based on Understanding by Design by Jay McTighe and Grant Wiggins
Title of Lesson
Women’s Rights: Comparing the 19th and 20th centuries
Unit Topic
Contemporary United States (analyzing the economic, cultural, and
political effects of increased participation of women in the labor force
[VUS.14a]
As a result of this lesson, students will understand:
Enduring
Understanding
What are the big ideas
that have value beyond
the classroom? What
are the core processes
at the heart of the
discipline?
Content Knowledge
What specific content
knowledge will
students acquire as a
result of this lesson?
The challenges women faced, the opportunities had, and the
changing roles American women occupied from 1865 to the present
The impact winning the right to vote had on American women
The impact an American woman’s age, social class, or skin color had
on changing challenges, opportunities, and roles
As a result of this lesson, students will know:
Events: Seneca Falls Convention
Leaders: Susan B. Anthony, Elizabeth Cady Stanton, Mary Church
Terrell, Alice Paul, Betty Friedan, Gloria Steinem
Documents: Declaration of Sentiments (1848), 19th Amendment
(1920), Equal Rights Amendment (passed by Congress 1972, never
ratified)
Organizations: National Woman Suffrage Association, American
Woman Suffrage Association, National Association of Colored
Women
Locations: Wyoming (1st territory with woman’s suffrage law)
2
Skills
What are the specific
skills developed by this
lesson?
As a result of this lesson, students will be able to:
SOLs addressed
Contemporary United States [VUS.14a]
Length of Lesson
Approximately how
long will this lesson
take?
Overview of lesson
Briefly summarize the
lesson.
Two 90-minute blocks (one lesson in class; one lesson in computer
lab)
Prior Knowledge
Are there specific
knowledge or skills the
students must have
before they begin this
lesson?
Resources needed
Conduct research using LOC resources
Students will use LOC images and the LOC website to investigate
how women’s roles changed as a result of ratification of the 19th
Amendment.
Students must be taught how to research using LOC resources.
Library of Congress Resources with title and permanent URL
Bold an image to be used on the cover page of the lesson.
[see attached]
Books? References?
Audio/Visual Material?
***please include
copies of hand-outs ***
Process of lesson
Explain how lesson will
unfold. Write this
section so that another
[handouts attached]
DAY ONE:
ƒ
Introduction: “Images Draw You In” activity. Students choose an
image that connects to a role women have in our society today.
3
teacher could follow
your instructions.
Be sure to include
a hook or warm-up and
student performance
tasks.
In groups, they share their image and make a list of the different
roles women have in our society today. They then write a
reflection on that topic.
ƒ
Introduce essential questions:
1. The challenges women faced, the opportunities had, and the
changing roles American women occupied from 1865 to the
present
2. The impact winning the right to vote had on American women
3. The impact an American woman’s age, social class, or skin
color had on changing challenges, opportunities, and roles
ƒ
“Sort it out” activity (part 1): Students choose nine images (three
at a time) and complete WOMEN’S ROLES worksheets.
ƒ
Handout Women’s Rights Timeline. Review important events
from Seneca Falls Convention to ratification of 19th Amendment.
ƒ
“Sort it out” activity (part 2): Students choose nine new images
and sort them into “before” and “after” 19th Amendment. Students
look for similarities and differences and complete Venn diagram.
In groups, students share their Venn diagrams, make a list of the
similarities and differences, and then present to class.
ƒ
“Bubble” activity: In pairs, students choose two new images (one
pre- and one post-19th Amendment). For each image, students
prepare answers to these questions: What is this woman
thinking? Where might she go next? What happened to her
earlier in the day? If you could take to one of the women in this
image, what would you say? List three questions the woman
might have for you. Give a title to the image and explain why you
chose that title.
DAY TWO:
ƒ
Computer lab/webquest: Send students to the “American
Memory Collections” in loc.gov
http://memory.loc.gov/ammem/browse/ListAll.php
Students will search in five separate American Memory
Collections and prepare an annotated bibliography of 10 LOC
record on this topic using “LOC American Memory Collection
Worksheet.”
Evaluation
Assessment: Using their notes from the in-class activities, students
will write an essay answering one of the lesson’s essential questions.
ƒ Formal assessment: Scoring rubric for essay attached.
4
How will you know that
the lesson was
successful? Describe
what type of student
assessments you will
use to evaluate
understanding. Include
the criteria you will use
or attach rubric.
Extension Activities
What further activities
might be done to
increase student
understanding on this
topic?
ƒ
Possibilities for
Differentiation
How can this lesson be
adapted for different
learners or different
classes? (Honors,
Special Education,
English as a Second
Language)
Differentiation possibilities include: limiting or expanding the number
of images to be reviewed; adjusting the length of the written essay;
requiring (instead of offering) the extra credit projects;
Informal assessment: monitoring student progress and on-task
behavior.
Offer extra credit opportunities for the following: interviewing and
preparing oral histories of local women or relatives; conducting
further research using local newspapers; monitoring news
broadcasts and entertainment television shows for evidence of
women’s changing roles
5
AAMNVA LESSON PLAN,
Women’s Rights: Comparing the 19th and 20th centuries
Library of Congress Resources
Elizabeth Cady Stanton, seated, and Susan B. Anthony, standing, three-quarter length portrait
http://memory.loc.gov/service/pnp/cph/3a00000/3a02000/3a02500/3a02558r.jpg
Adams / from an original painting by Gilbert Stuart.
http://lcweb2.loc.gov/cgi-bin/query/i?ammem/presp:@field(NUMBER+@band(cph+3a12454))
Mrs. Bill Clinton, bust portrait, facing slightly right
http://lcweb2.loc.gov/cgi-bin/query/i?ammem/presp:@field(NUMBER+@band(cph+3c07702))
The age of iron: Man as he expects to be.
http://lcweb2.loc.gov/cgi-bin/query/i?ammem/awhbib:@field(NUMBER+@band(cph+3b49805))
Alice Paul, full-length portrait, standing, facing left, raising glass with right hand
http://memory.loc.gov/cgi-bin/query/r?ammem/suffrg:@field(NUMBER+@band(cph+3a21383))
Anna Howard Shaw, full-length portrait, standing, facing front, wearing academic robe and holding
large feather
http://lcweb2.loc.gov/cgi-bin/query/i?ammem/suffrg:@field(NUMBER+@band(cph+3a21384))
Little Rock Nine and Daisy Bates posed in living room
http://lcweb2.loc.gov/cgi-bin/query/i?ammem/aaodyssey:@field(NUMBER+@band(cph+3c19154))
Winning the war from the clouds
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@field(NUMBER+@band(ppmsca+07629))+@field(COLLID+cph))
Election Day!
http://lcweb2.loc.gov/cgi-bin/query/i?ammem/suffrg:@field(NUMBER+@band(cph+3a51845))
Sojourner Truth, three-quarter length portrait, standing, wearing spectacles, shawl, and peaked cap,
right hand resting on cane
http://lcweb2.loc.gov/cgi-bin/query/i?ammem/suffrg:@field(NUMBER+@band(cph+3c19343))
Photo, Riveter at work on Consolidated bomber (1942)
http://lcweb2.loc.gov/cgibin/query/i?ammem/fsaall:@filreq(@field(NUMBER+@band(fsac+1a34953))+@field(COLLID+fsa
c))
Cartoon, When women are jurors (1902)
http://lcweb2.loc.gov/cgi-bin/query/i?ammem/awhbib:@field(NUMBER+@band(ppmsca+03059))
Photo, Women’s suffrage parade (1913)
http://memory.loc.gov/cgibin/query/i?pp/ils:@filreq(@field(NUMBER+@band(cph+3a02913))+@field(COLLID+cph)):displa
yType=1:m856sd=cph:m856sf=3a02913)
Poster, More women die of cancer than do men (1936 or 1937)
http://lcweb2.loc.gov/cgi-bin/query/i?ammem/wpapos:@field(NUMBER+@band(cph+3b48909))
Poster, Jobs for women and girls (1936-1941)
http://lcweb2.loc.gov/cgi-bin/query/i?ammem/wpapos:@field(NUMBER+@band(cph+3b53089))
Advertisement, What girl does not use it?
http://scriptorium.lib.duke.edu/eaa/ponds/P01/P0169-01-72dpi.html
Book cover, War Time cook and health book (1912)
http://scriptorium.lib.duke.edu/eaa/cookbooks/CK0075/CK0075-01-72dpi.html
Poster, Occupations related to household arts (1938)
http://lcweb2.loc.gov/cgi-bin/query/i?ammem/wpapos:@field(NUMBER+@band(cph+3f05658))
Three suffragists casting votes in New York City(?)
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3b22537))+@field(COLLID+npco))
Frances Benjamin Johnston, full-length portrait, seated in front of fireplace, facing left, holding
cigarette in one hand and a beer stein in the other, in her Washington, D.C. studio
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3b11893))+@field(COLLID+fbj))
Train to be a nurse's aide : Phone your boro Civilian Defense Volunteer Office.
http://memory.loc.gov/cgi-bin/query/r?ammem/wpapos:@field(NUMBER+@band(cph+3f05599))
Ration For Victory. Rationing Safeguards Your Share. A poster based on an equitable rationing plan
for war-time emergency. Printed in three colors -- red, black and blue -- it was designed and produced
by the Office of War Information (OWI) and distributed to retail stores, selling with sugar and to
local rationing boards.
http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(fsa+8b02931))
Women in industry. Aircraft motor workers. It there's the slightest flaw in any of these airplane motor
parts, it will be caught by Gabrielle Corveau (left) and Elizabeth Kamerer, two youthful inspectors
employed by a Midwest aircraft motor plant. An erstwhile office worker, model and salesgirl,
nineteen-year-old Miss Corveau has done war
http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(fsa+8b07356))
Therese Bonney
http://www.loc.gov/exhibits/wcf/images/wcf014.jpg
Accredited Women Correspondents During World War II
http://www.loc.gov/exhibits/wcf/wcf0005.html
New Britain, Connecticut. Women welders at the Landers, Frary, and Clark plant
http://memory.loc.gov/cgibin/query/r?pp/fsaall:@filreq(@field(NUMBER+@band(fsa+8d39781))+@field(COLLID+fsa))
"I've found the job where I fit best!" find your war job in industry, agriculture, business/ George
R[...].
2
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3b45153))+@field(COLLID+cph))
"And then in my spare time ..." / Bob Barnes for OWI.
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3b43729))+@field(COLLID+cph))
Tire trouble, who said women weren't good mechanics?.
http://memory.loc.gov/cgibin/query/r?ammem/ngp:@filreq(@field(NUMBER+@band(ndfahult+b445))+@field(COLLID+ndf
a))
Girl's basketball team, Milton, North Dakota, 1908.
http://memory.loc.gov/cgibin/query/r?ammem/ngp:@filreq(@field(NUMBER+@band(ndfahult+b438))+@field(COLLID+ndf
a))
A Group of pioneer teenagers with their chaperones.
http://memory.loc.gov/cgi-bin/query/r?ammem/ngp:@field(NUMBER+@band(ndfahult+b443))
This is the way washing clothes was done in the “good old days”.
http://memory.loc.gov/cgi-bin/query/r?ammem/ngp:@field(NUMBER+@band(ndfahult+b195))
Thelma V. Wick: oil colorist, photo finisher, secretary, Hultstrand studio.
http://memory.loc.gov/cgi-bin/query/r?ammem/ngp:@field(NUMBER+@band(ndfahult+c495))
J. Stewart wedding party, Nekoma, N.D.
http://memory.loc.gov/cgi-bin/query/r?ammem/ngp:@field(NUMBER+@band(ndfahult+b451))
Oswego, New York. Factory workers going home at 4 p.m.
http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(fsa+8d45280))
Destitute peapickers in California; a 32 year old mother of seven. February 1936.
http://lcweb2.loc.gov/cgibin/query/i?pp/fsaall:@filreq(@field(NUMBER+@band(fsa+8b29516))+@field(COLLID+fsa))
The bloomer costume.
http://lcweb2.loc.gov/cgi-bin/query/i?pp/ils:@field(NUMBER+@band(cph+3b49861))
Hoop skirts
http://lcweb2.loc.gov/cgi-bin/query/i?pp/mdb:@field(NUMBER+@band(cph+3a00011))
The women of ’76. “Molly Pitcher” The heroine of Monmoutn
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3a04439))+@field(COLLID+pga))
3
WOMEN’S ROLES
Image
Describe who
you see
Describe what you see
Describe the activities that
you see
Describe what you can infer
from this image
List questions you have
about this image
WOMEN’S ROLES: PRE- AND POST-19TH AMENDMENT
BEFORE 19TH AMENDMENT
AFTER 19TH AMENDMENT
LOC American Memory Collection Worksheet
Record
1
2
3
4
5
Record’s bibliographic
information
Describe the record
Describe why you
chose the record
Describe what the
record tells you about
women’s roles
Describe questions
you have about the
record
Scoring Rubric: Women’s Rights Essay
Points
27-30
22-26
17-21
0-16
Characteristics
Well-developed thesis; substantial, relevant information; effective analysis; well
organized and well written.
Partially developed thesis; some relevant information; some analysis; limited
organization and writing.
Undeveloped thesis; little relevant information; little or no analysis; poorly organized
and/or written.
Lacks a thesis (or restates the question); no relevant information; no analysis; poorly
organized and/or written.