Historical Question:
"Did the 19th Amendment radically change women's roles in American
life?"
Author: Elisa Sheffield
School: Farm Hill
District: Middletown
Overview:
This lesson plan is to help students understand the different view points of the 19th Amendment and
its affect on women’s roles in American life.
Document Summary:
Document 1 shows a letter written by Abigail Adams, president John Adams’ wife, and she is asking
her husband to consider the inequality between men and women when developing laws for a newly
independent nation. This document would thus point to the fact that women of the time were ready
for change and rights to be granted, such as suffrage.
Document 2 shows an anti-suffrage cartoon that warns people that messing around with ‘natural’
gender roles could cause problems in America. This document would thus point to the fact that if
women gain rights such as the right to vote then men would have to take over the typical female
housewife role, which they wouldn’t enjoy and couldn’t handle as well as a woman!
Document 3 shows a woman wearing a dress to represent the national suffrage movement. The
woman is struggling to button the last few buttons of the dress, representing how close women were
to gaining voting rights, but how difficult the final push was going to be. Each of the buttons that were
already fastened represented the steps that previous women had taken to gain the right to vote. This
document would thus point to the fact that would were progressing in gaining rights, but the right to
vote was going to be one of the trickiest to gain.
Document 4 shows an appeal written by National Woman Suffrage Association and Susan B.
Anthony, a suffrage activist. It was intended to pressure Congress to pass an amendment that would
guarantee women’s suffrage. They sent this appeal below to local groups asking for a petition to
have Congress support an amendment allowing women to vote (later called the 19 th amendment).
This document would thus point to the fact that women were coming together collectively in groups to
have strength in numbers to push Congress to support the 19th Amendment, which wasn’t an easy
task.
Document 5 shows two letters from women that wanted to work in textile mills in New England.
These factories hired women to work there. Most of these young women felt that this job was a way
to escape farm life and to earn money for themselves and their families. This document would thus
point to the fact that women were yearning to do something more than housework and typical
“women’s work”.
Document 6 was written by President John Adams. He is explaining to James Sullivan, a state court
judge in Massachusetts and colleague, why women and the poor should not have rights. This
document points to the fact that some men still didn’t want women to have rights. However, it also
shows that some men like Sullivan approved of it. People were split.
Procedure (80 minutes):
1. Introduction of lesson, objectives, overview of SAC procedure (15 minutes)
2. SAC group assignments (30 minutes)
a. Assign groups of four and assign arguments to each team of two.
b. In each group, teams read and examine the Document Packet
c. Each student completes the Preparation part of the Capture Sheet (#2), and works with
their partner to prepare their argument using supporting evidence.
d. Students should summarize your argument in #3.
3. Position Presentation (10 minutes)
a. Team 1 presents their position using supporting evidence recorded and summarized on
the Preparation part of the Capture Sheet (#2 & #3) on the Preparation matrix. Team 2
records Team 1’s argument in #4.
b. Team 2 restates Team 1’s position to their satisfaction.
c. Team 2 asks clarifying questions and records Team 1’s answers.
d. Team 2 presents their position using supporting evidence recorded and summarized on
the Preparation part of the Capture Sheet (#2 & #3) on the Preparation matrix. Team 1
records Team 2’s argument in #4.
e. Team 1 restates Team 2’s position to their satisfaction.
f. Team 1 asks clarifying questions and records Team 2’s answers.
4. Consensus Building (10 minutes)
a. Team 1 and 2 put their roles aside.
b. Teams discuss ideas that have been presented, and figure out where they can agree or
where they have differences about the historical question
5. Closing the lesson (15 minutes)
a. Whole-group Discussion
b. Make connection to unit
c. Assessment (suggested writing activity addressing the question)
DOCUMENT PACKET
Document 1
Abigail Adams Reminds John Adams to “Remember the Ladies”
This is a famous letter written by Abigail Adams, president John Adams’ wife, she is asking her
husband to consider the inequality between men and women when developing laws for a newly
independent nation.
Braintree March 31 1776
I long to hear that you have declared
[independence]—and by the way, in the new
laws which I suppose you [will need] to
make, I [hope] you w[ill] remember the
ladies, and be more generous and favorable
to them than your ancestors.
Do not put such unlimited power into the
hands of the husbands. Remember all men
would be tyrants if they could.
If particular attention is not paid to the
ladies, we are determined to [start] a
rebellion, and will not [obey] any laws in
which we have no voice, or representation.
That [men] are naturally tyrannical is a truth
thoroughly established . . . but [men who]
wish to be happy [voluntarily] give up the
harsh title of master for the more tender
and endearing one of friend.
Why then, not [make it impossible for]
vicious and lawless [men] to [treat women]
with cruelty and indignity . . .
Vocabulary
Tyrants: a ruler who uses power unjustly
or unfairly.
Rebellion: organized, and armed
resistance to a government or ruler.
Indignity: hurting a person's dignity;
humiliating or insulting them
Source:
Abigail Adams, “Abigail Adams to John Adams, March
31, 1776,” letter, in Adams Family Correspondence, eds. L.H.
Butterfield et al. (Cambridge, Mass.: Belknap Press of Harvard
University Press, 1963), vol 1: 369-371; from Massachusetts
Historical Society, Adams Family Papers: An Electronic Archive,
http://www.masshist.org/digitaladams/.
Document 2
What! Dinner Not Ready, Yet? What Have You Been Doing?
This is a cartoon that warns people that messing around with ‘natural’ gender roles could
cause problems in America.
Vocabulary
Gender roles: roles that society thinks men
and women should do
Source:
http://www.google.com/imgres?q=support+the+women%27s+right+to+vote+cartoon&hl=en&sa=X&biw=837&bih=537&tbm
=isch&tbnid=jxPTj1OrTM1C-M:&imgrefurl=http://www.nzhistory.net.nz/media/photo/anti-womens-suffrage-cartoon&docid=KDgssT2DxrP-u
M&imgurl=http://www.nzhistory.net.nz/files/images/womens-suffragecartoon.jpg&w=500&h=377&ei=iqSET86yJIba0QGK4pzfBw&zoom=1&iact=hc&vpx=65&vpy=144&dur=1627&hovh=195&hov
w=259&tx=200&ty=78&sig=117213821018643956827&page=1&tbnh=167&tbnw=207&start=0&ndsp=7&ved=1t:429,r:3,s:0,i:74
Document 3
The Last Few Buttons are Always the Hardest
The woman is struggling to button the last few buttons of the National Suffrage “voting”
dress.
Vocabulary
Ratification: confirmation or approving
Suffrage: the right to vote
Source: http://campaignrhetoric.files.wordpress.com/2011/04/womenssuffrage-cartoon.jpg
Document 4
Appeal from National Woman Suffrage Association
Susun B. Anthony, a suffrage activist and others formed the National Woman Suffrage Association,
based in Washington, D.C., to pressure Congress to pass an amendment that would guarantee
women’s suffrage. They sent this appeal below to local groups asking for a petition to have Congress
support an amendment allowing women to vote (later called the 19th amendment).
To the Women of the United States:
Having celebrated our Centennial birthday with a National jubilee,
let us now dedicate the dawn of the Second Century to securing justice
to Woman. For this purpose we ask you to circulate a petition to Congress, just
issued by the “National Woman Suffrage Association,” asking an
amendment to the United States Constitution, that shall prohibit the
several states from disfranchising any of their citizens on account of
Sex……We urge the women of this country to make now the same united
effort for their own rights, that they did for the slaves at the south,
when the 13th amendment was pending… [Then] the leading
statesmen who welcomed woman’s untiring efforts to secure the black
man’s freedom, frowned down the same demands when made for
herself. Is not liberty as sweet to her as to him?
…[Making up] as we do one-half the people, bearing the burdens of
one-half the National debt, equally responsible with man for the
education, religion and morals of the rising generation, let us with
united voice send forth a protest against the present political status of
Woman…
Vocabulary
Jubilee: the celebration of an anniversary
Disfranchising: to deprive someone of a right,
such as to vote.
Pending: awaiting
Source: Source: National Woman Suffrage Association, “Appeal for a Sixteenth Amendment,” 10 November 1876,
(Washington, D.C.: National Archives).
Document 5
Young Women Ask Permission to Work in Lowell
In the 1820s, textile mills that had machines to weave cotton into cloth were built in New England.
These factories hired women to work there.. Most of these young women felt that this job was a way
to escape farm life and to earn money for themselves and their families.
Sally Rice Writes to Her Parents, 1839
I am most 19 years old. I must of course have something of my own before many more years have
passed. And where is that something coming from if I go home and earn nothing? You may think me
unkind, but how can you blame me for wanting to stay here? I have but one life to live and I want to
enjoy myself.
Mary Paul Asks Her Father to Go to Lowell, circa 1830-1860
I want you to let me go to Lowell if you can. I think it would be much better for me than to stay about
here. I could earn more to begin with than I can any where about here. I am in need of clothes, which
I cannot get if I stay about here and for that reason I want to go to Lowell or some other place. We all
think if I could go with some steady girl that I might do well. I want you to think of it and make up your
mind. Mercy Jane Griffith is going to start in four or five weeks. Aunt Miller and Aunt Sarah think it
would be a good chance for me to go if you would consent—which I want you to do if possible.
Vocabulary
Steady: constant or regular
Consent: permission
Source:
Thomas Dublin, ed., Farm to Factory: Women’s Letters, 1830-1860 (New York: Columbia University Press,
1981).
Document 6
John Adams Explains Why Women Should Not Be Able to Vote
James Sullivan, a state court judge in Massachusetts and colleague of John Adams, was often kind
to those who thought women and people of all financial backgrounds should have rights. John
Adams disagreed. Below he is explaining to Sullivan why women and the poor should not have
rights.
May 26, 1776
It is certain in theory, that the only moral foundation of government is the consent of the people, but to
what an extent shall we carry this principle? Shall we say, that every individual of the community, old
and young, male and female, as well as rich and poor, must consent, expressly to every act of
legislation?…Why exclude women? …Because their delicacy renders them unfit for practice and
experience, in the great business of life, and the hardy enterprises of war, as well as the arduous
cares of state. Besides, their attention is so much engaged with the necessary nurture of their
children, that nature has made them fittest for domestic cares. And children have not judgment or will
of their own…Depend upon it, sir, it is dangerous to open [such a] source of controversy and
altercation, as would be opened by attempting to [change] the qualifications of voters. There will be
no end of it. New claims will arise. Women will demand a vote. Lads from 12 to 21 will think their
rights not enough attended to, and every man, who has not a [dime], will demand an equal voice with
any other in all acts of state. It tends to confound and destroy all distinctions, and [surrender] all
ranks, to one common level.
Vocabulary
Delicacy: easily broken or fragile
Arduous: difficult
Altercation: an angry dispute
Lads: males
Source:
John Adams to James Sullivan, 26 May 1776; from Charles Francis Adams, ed., The Works of John Adams,
Second President of the United States (Boston: Little, Brown, and Company, 1854).
Some of the language and phrasing in these documents have been
modified from the originals.
CAPTURE SHEET
"Did the 19th Amendment radically change women's
roles in American life?"
Preparation:
1. Highlight your assigned position.
Don’t forget the rules of a successful
academic controversy!
1. Practice active listening.
2. Challenge ideas, not each other
3. Try your best to understand the other
positions
4. Share the floor: each person in a pair
MUST have an opportunity to speak
5. No disagreeing until consensusbuilding as a group of four
Yes: The 19th Amendment DID radically change women's roles in American life.
No: The 19th Amendment DID NOT radically change women's roles in American life.
2. Read through each document searching for support for your side’s argument. Use the
documents to fill in the chart (Hint: Not all documents support your side, find those that do):
Document
#
What is the main idea of this document?
What details support your position?
3. Work with your partner to summarize your arguments for your position using the supporting
documents you found above:
Position Presentation:
4. You and your partner will present your position to your opposing group members. When you
are done, you will then listen to your opponents’ position.
While you are listening to your opponents’ presentation, write down the main details that they
present here:
Clarifying questions I have for the opposing partners:
How they answered the questions:
Consensus Building:
5. Put your assigned roles aside. Where does your group stand on the question? Where does
your group agree? Where does your group disagree? Your consensus answer does not have
to be strictly yes, or no.
We agree:
We disagree:
Our final consensus: