Document-Based Activities on the Women s Suffrage Movement in the United States (1848-1919) Using Primary Sources and the Internet Stephanie Vargas, Writer Kerry Gordonson, Editor Bill Williams, Editor Dr. Aaron Willis, Project Coordinator Katie Brown, Editorial Assistant Social Studies School Service 10200 Jefferson Blvd., P.O. Box 802 Culver City, CA 90232 http://socialstudies.com access@socialstudies.com (800) 421-4246 All the Web addresses in this book can be found on our Web site: http://www.socialstudies.com/uslinks.html
Updated 2005 2001 Social Studies School Service 10200 Jefferson Blvd., P.O. Box 802 Culver City, CA 90232 United States of America (310) 839-2436 (800) 421-4246 Fax: (800) 944-5432 Fax: (310) 839-2249 http://socialstudies.com access@socialstudies.com Cover art courtesy of the Library of Congress http://memory.loc.gov/service/pnp/cph/3a50000/3a52000/3a52000/3a52079r.jpg Permission is granted to reproduce individual worksheets for classroom use only. Printed in the United States of America. ISBN 1-56004-118-8 Product Code: ZP182
iii TABLE OF CONTENTS Teacher Introduction... v Overview: Earning the Right to Vote... vii LESSONS 1. Seneca Falls Convention, 1848 Teacher Page... 1 Student Worksheet... 3 2. Ain t I A Woman? Teacher Page... 7 Student Worksheet... 9 3. Suffragists and their Struggle Teacher Page... 11 Student Worksheet... 13 4. Protest Teacher Page... 15 Student Worksheet... 17 5. The 19 th Amendment Teacher Page... 21 Student Worksheet... 23 Culminating Activity... 25 Appendix Answer Key... 31 Selected Documents... 35 Related Web Sites... 39 Rubrics... 41 Suggested Curriculum Materials... 47
1 Seneca Falls Convention, 1848 Teacher Page Overview: The goal of this lesson is to give students an understanding of the roots of the women s suffrage movement. Students read the original list of grievances drawn by Elizabeth Cady Stanton in New York, and explore the context within which these were written, understanding the political and social role of women in the mid-19 th -century American society. Objectives: Students will: understand and interpret the Seneca Falls Declaration of 1848 determine the social implications of the Seneca Falls Declaration of 1848 Web Sites Used in this Lesson: There seems to be confusion on the Web regarding the Seneca Falls Declaration of 1848, and some sites will provide only the sentiments or the resolutions and label each independently as the Seneca Falls Declaration. Please note that the Seneca Falls Declaration of 1848 is inclusive of both the Declaration of Sentiments and the Resolutions. A full transcript can be found at http://www.socialstudies.com/article.html?article@senecafalls_declaration. Strategies: Write a statement on the board (for example, you can either have no homework on Tuesday night or on Wednesday night ) that will directly affect your students and tell the class they are going to take a vote. Discriminate against either the men or the women in the vote, allowing only one of the two to determine something that will affect everyone in the room. Ask the students who were not allowed to vote how this made them feel: this should generate discussion and can be used to introduce the political status and social role of women in 1848. Have students read the Seneca Falls Declaration of 1848 and complete the student worksheet.
2 Wrap-Up: After students complete the worksheet, review answers as a class and use the following questions to lead a discussion. 1. What do we learn about women s political, economic, legal, and social status in the U.S. in 1848 through the Seneca Falls Declaration? Why did women have this status/role? 2. Did all women have the same status/role(s)? What other roles did women have that are not mentioned in the Seneca Falls Declaration? 3. What is the historical significance of the Seneca Falls Declaration? Extension Activity: Have students discuss what women today would say if they were to write a declaration similar to the Declaration of Sentiments and Resolutions, then write such a declaration.
3 Seneca Falls Convention, 1848 Student Worksheet Introduction: The Seneca Falls Convention took place on July 19 th and 20 th at the Wesleyan Church in Seneca Falls. For the event, Stanton drafted the Declaration of Sentiments and Resolutions. At the convention, 100 men and women signed the Seneca Falls Declaration (or the Declaration of Sentiments and Resolutions) of 1848. All Web links for this lesson can be found at: http://www.socialstudies.com/uslinks.html Directions: The Seneca Falls Declaration (1848) Go to http://www.socialstudies.com/article.html?article@senecafalls_declaration In the chart below, list at least six of the grievances made in the Declaration of Sentiments. What are these grievances and how are they stated in the Declaration? Use quotes from the document to support each grievance. GRIEVANCE Example: Inequalities in voting. Women may not participate in the legal process. EVIDENCE Example: He has never permitted her to exercise her inalienable right to the elective franchise.
4 List at least six resolutions women made at the Seneca Falls Convention in the chart below. What are their resolutions and how are they stated in the Seneca Falls Declaration? Use quotes from the document to support each resolution. RESOLUTION Example: Women are resolved to participate in the legal process. EVIDENCE Example: Resolved, That it is the duty of the women of this country to secure to themselves their sacred right to the elective franchise. Answer the following questions about the primary source: 1. What document did Elizabeth Cady Stanton model the Declaration of Sentiments after? Why do you think she used this document as her model? 2. What do you think Elizabeth Cady Stanton hoped to accomplish by writing the Declaration of Sentiments and Resolutions? What do you think the document actually accomplished?