Title: The women’s movement in America

Type of Teaching Unit: Lesson Plan

Grade Level: 8^th grade

Time frame: 1 day

 

Teacher Information:

Joshua Sterns

Shiloh Village School

AAM affiliation: Southern Illinois University Edwardsville

jsterns@shi85.org

 

Lesson Plan Description and Rational:

The struggle for women’s rights has lasted thousands of years. In the progressive era women would finally achieve a milestone by gaining the right to vote in the US.  In this lesson we will be examining the people who led the way for women’s rights & the methods which women used to gain these rights.

 

Objectives:

 

1. Analyze historical photographs
2. Explain why women participated in the Progressive movement & what their goals were.
3. Analyze how groups interact within institutions.

 

State Standards:

 

STATE GOAL 18: Understand social systems, with an emphasis on the United States.

18. A- Explain how social institutions contribute to the development and 

transmission of culture.

18. B- Analyze how individuals and groups interact with and within institutions (e.g., educational, military).

 

STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

16. A- Describe how historians use models for organizing historical interpretation (e.g., biographies, political events, issues and conflicts                          

Methods:

 

·        Write Discrimination on dry erase board.

·        Ask students to discuss what the term discrimination means to them.

·        Ask students if they know of any legislation that exists that ends discrimination.

·        Hand students instructional sheet on how to analyze a photograph.

·        Tell students that we are going to be learning about the struggles in the 1800’s to end discrimination against women.

·        Place 1^st overhead up & ask students to for class discussion.

·        Ask students to first write down what they see objectively.

·        Ask students what they think is happening in the photograph.

·        Explain to the students that picketing was a very powerful way the suffragettes were able to get the message of women’s rights into the public eye.

 

Evaluation:

·        Have the students analyze overhead 2 independently using their handout.

 

·        Close by having class share their conclusions on second overhead, explain to the class that the fight for women’s right was more than just marches & picketing, many suffragettes were imprisoned for their protests. Tell the students that they will examine music from the women’s movement the following day.

Collect student’s analysis papers.

 

The following photos will be used as overheads.

 

 

	“The first picket line” 1917.  National Women’s Party Collection.  Feb. 1917 http://memory.loc.gov/cgi-bin/query/r?ammem/suffrg:@field(NUMBER+@band(cph+3a32338)) [cph 3a32338] ( March 2004).
	Chicago Daily News “Women’s Suffrage Parade” DN-0062630, Chicago Daily News negatives collection, Chicago Historical Society http://memory.loc.gov/cgi-bin/query/r?ammem/cdn:@field(NUMBER+@band(ichicdn+n062630)) [ichicdn n062630] (March, 2004)

 

Key words for this lesson:

 

US History, suffrage, women’s rights, discrimination, protest.