The Struggle for Women's Rights in the 1800's

by Dorene Francis> NCSS Thematic Strand: Time, Continuity and Change
Grade level: 7-12

Class Periods Required: 3 - 50 minute periods

Purpose: Background and Content
When thinking of the 1800s, often times a person's mind reflects on the journey the United States made from a nation which allowed slavery to a nation which abolished slavery, and all the turmoil associated from the beginning of the century to the end. Another fight for rights was going on at the same time which paralleled the struggle the black person was having - that of women. The intent of this three day lesson is to allow students to learn, investigate and analyze the expectations for women during the time period and the rights they did not have under those expectations. They will review documents generated during the period and combine this with text book accounts and internet information to produce a platform for debate regarding allowing women's rights or not at a fictitious forum in 1860.

Hear Sister Suffragette from Mary Poppins [sorry--no link]

Goals/Objectives/Student Outcomes/Performance Expectations:

Students will:
- Identify and use processes important to reconstructing and reinterpreting the past using a variety of sources NCSS
- Cooperate as members of a group to develop a philosophy regarding their particular position in a debate;
- Investigate, interpret, and analyze multiple historical and contemporary viewpoints within and across cultures related to important events (NCSS);
- Use knowledge of facts and concepts drawn from history to inform decision-making about and action-taking on public issues (NCSS);
- Learn how to conduct a constructive discussion with opposing views.

Materials:

History and Life: The World And Its People, by Wallbank, Schrier, Maier, and Gutierrez-Smith. Scott, Foresman and Company, Glenview, Illinois, 1982. pgs. 512 & 513
The American Tradition, by Robert P. Green, Jr., Laura L. Becker, and Robert E. Coviello. Charles E. Merrill Publishing Co., Columbus, Ohio, 1984. pgs. 217-219.
Historical Timeline of Woman Suffrage in America
1848 Declaration of Sentiments

Procedures:

Assessment of Outcomes:

Students will:
- Assist in preparing for the debate as part of the group.
- Participate to a greater or lesser degree in the debate and the follow-up discussion.
- Write a letter expressing what they have learned and project their expectations for the future.

Extensions and Adaptations:

Have students research the women's movement of today to find out what they believe are their main issues and goals today.
Separate the dates from events on the timeline and ask students to match dates with events.
Have students read information in groups of two or three and review the main points of each article.
Have students with challenges perform particular tasks within the group (ie. internet research, record that each person speaks during the debate).
Students can choose to do an in-depth report on a particular prominent figure of the women's movement. They may want to consider the following:

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