Documenting a Virtual Road Trip (5th Grade)
Unit Overview
Title: Women’s Suffrage Movement
Essential Question(s):

How did the Women’s Suffrage Movement/19th amendment affect life in America?
Unit Summary
This unit is meant to explore the Women’s Suffrage Movement in the United States. The will compare and
contrast opposing ideas throughout this movement, as well as explore the different methods used to achieve the
passing of the 19th amendment. Throughout this unit, the students will also evaluate primary and secondary
sources while researching for in class activities and their unit project.
Grade Level: 11th
Common Core Standards:
-
CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and
secondary sources, connecting insights gained from specific details to an understanding of the text as a
whole.
CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary
source; provide an accurate summary that makes clear the relationships among the key details and
ideas.
CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which
explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or
issue by assessing the authors’ claims, reasoning, and evidence.
CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in
diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a
question or solve a problem.
CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or
challenging them with other information.
CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary,
into a coherent understanding of an idea or event, noting discrepancies among sources
Kansas State Content Standards/Curriculum Frameworks

History
o Standard 1: Choices Have Consequences
 Benchmarks: 1.1, 1.2, 1.3, 1.4
o Standard 2: Individuals have rights and responsibilities
 Benchmarks: 2.1, 2.2
o Standard 3: Societies are shaped by beliefs, ideas, and diversity
 Benchmarks: 3.1, 3.2
o Standard 4: Societies Experience Continuity and Change Over Time
 Benchmarks: 4.1, 4.2
o Standard 5: Relationships among people, places, ideas, and environments are dynamic
 Benchmarks: 5.1, 5.2, 5.3
Learning Outcomes
Documenting a Virtual Road Trip (5th Grade)
The students will be able to:
 Explain the role of at least one person who played a part in the Women’s Suffrage Movement.
 Define the 19th amendment and its effect on life in America.
 Compare and contrast the judicial branch at the national level and how it applies to Kansas,
Unit Scope and Sequence

19th Amendment, Women’s Suffrage Movement, Anti-Suffrage Movement, Outcome
Student Assessment


Summative assessment: Presentation of assigned person who was involved in the Women’s Suffrage
Movement
Formative Assessment: Worksheets, reflections, discussion, teacher observation of discussion and
participation.
Unit Implementation
Day(s)
Topic
Method/Activities
1
Introduction/19th
Amendment
Documents, Discussion
2
Project Intro/
Susan B. Anthony
Example, brainstorming, video, research
3-5
Women’s Suffrage
Movement and
Opposition
YouTube videos, pictures, cartoons, discussion, jigsaw activity, small group
activity, worksheets
6-8
Movie/Events of
WSM
Iron Jawed Angels, Worksheet, Discussion
9
Passing of 19th
Amendment
Discussion, TPS, Reflection
10
Project Work Day
Free time to work on project
11-13
Assessment:
Project
Presentation and
Discussion
Students present their projects, discuss those who had roles in the WSM and
how it affected the passing of the 19th amendment, reflection, reflections
Accommodation Options: Will vary by class/student
Materials and Resources Required for Unit
•
Adopted Print Materials: Newspapers, text book, letters, , etc.
•
Adopted and other Audio/Visual: YouTube, films, music.
•
Supplemental Resources: Will vary by lesson
•
Supplies: Laptops, Text Books, Pencils, Pens, Paper, Folders, Printer, Projector, Markers.
Documenting a Virtual Road Trip (5th Grade)
•
Technology—Hardware
X Computer(s)
0 Video Camera
0 VCR
0 Camera
• Technology—Software
X MS Word
0 MS Excel
X Internet Explorer
X Prezi
X Projector
X Scanner
X Printer
0Video Conferencing
X MS Power Point
0
0MS Front Page
0
Key Word Search: Women’s Suffrage Movement, 19th Amendment
Author
First and Last Name
Megan Unger
School Name
Email Address
Student Characteristics: This unit is planned for an 11th grade U.S. History
course. There are 25 students in the class, 11 are boys and 14 are girls. These
students have some interest in history, but overwhelming are not extremely
enthusiastic when it comes to the content. This requires the use of multiple means of
teaching in order to not only gain their attention, but keep it throughout the unit. The
students have just finished a unit on World War I and have a strong understanding of
the content from this time period. They have also already been introduced to primary
and secondary sources, and how to use them properly. Throughout this unit,
students will draw from their past knowledge gained throughout this semester to
better understand the events that led up to the passing of the 19 th amendment.
While most of these students have average reading levels, there are a few who
struggle with reading and writing at their grade level. To help with this, the class will
have a lot of informal writing opportunities, as well as group work, supplementary
work, and peer or teacher support. There are many different graphic organizers,
worksheets, or other possibilities to meet the needs of these students throughout
this unit.
Unit Plan Scope and Sequence for Women’s Suffrage Movement
Monday
Tuesday
Wednesday
Introduction
19th
amendment
What is it?
What does it
mean?
What did it
take to get
the 19th
amendment?
Bumper Sticker Project
Introduction
A look into
Susan B.
Anthony
Explain,
demonstrate
what their
project will
contain
Women’s Suffrage
Movement
Activity
comparing
reasons to
support
and to not
support
the
suffrage
movement
Thursday
Pro-Suffrage
Movement
History
Rhetoric
Speeches
Friday
Anti-Suffrage Movement
Reasoning
Demographics
How did they
react?
Documenting a Virtual Road Trip (5th Grade)
-
Movie
-
Iron Jawed
Angels
worksheet
Assessment: Project
Presentation
Movie
-
Iron Jawed
Angels
worksheet
Assessment: Project
Presentations
In-class
discussion
/debate
Finish Movie/Discuss
Discuss
parades/m
eetings
shown in
the movie
that took
place
during this
movement
Assessment: Project
Presentations
Discuss
presentati
ons and
unit
Passing of 19th
Amendment
State level –
which states
passed it
earlier than
the federal
government
? How did
the states
react?
National
level
How was
this
accomplishe
d
Project Work Day
Free period to
work on their
bumper sticker
project and ask
questions
Documenting a Virtual Road Trip (5th Grade)
TITLE:
Introduction/19th Amendment – Day 1
LENGTH OF LESSON:
50 minutes
RESOURCES:
- http://docsteach.org/documents/1633885/detail?menu=closed&mode=search
&sortBy=relevance&q=19th+amendment
- Projector
- White board or smartboard
- Paper
- Pens
OBJECTIVES: TSWBAT
- Explain the purpose of the 19th amendment.
- Define the term suffrage and its meaning.
STANDARDS:
- Standards 1.1, 2.2, 3.1
- CCSS.ELA-Literacy.RH.11-12.2
PROCEDURES:
- 10 minutes – After students have settled into their desks, write the word
“SUFFRAGE” on the board. Give students one minute to brainstorm the term.
Have them write down what they think suffrage is, any ideas that come to
their mind when they read the word, etc. When minute or so is finished, have
students pair up and discuss their list for a minute or two. After they have
discussed, give them another thirty seconds to write down any new ideas they
might have. When that is finished, give students an opportunity to share their
ideas. Record them on the board. Have class come up with a definition of
what they believe suffrage means.
- 5 minutes – Think, pair, share – What is the 19th amendment? What does
suffrage have to do with this? The purpose of this is to see what background
knowledge they have. If they do not know at all, then they do not know. It can
vary from person to person. Discuss.
- 10 minutes – Read the 19th amendment out loud as a class. Stop every
couple of sentences to discuss what it means. Ask students what they think it
is saying. Get different opinions. Keep discussing as you read.
- 10 minutes – Activity to explain what the 19th amendment did – have each
student stand. Read through a list of various voting laws that had been
passed up until the 19th amendment. Gives the students a visual of who could
have voted at this point in US history. Discuss their reactions.
Documenting a Virtual Road Trip (5th Grade)
-
10 minutes – intro to the Women’s Suffrage Movement and its purpose. Show
short video and discuss.
5 minutes – Reflection: With your current knowledge on the topic, why do you
think the women’s suffrage movement was important? How did the activity we
did in class make you feel?
EVALUATION:
- Teacher observation, reflections, discussion.
Accommodation/Modifications
- For the Spanish speaking students in the classroom, I will write “Sufragio” on
the board and they will be allowed to explain what they think that means in
Spanish translation. We will then, as a class, discuss the two different
translations and if the definition can change from language to language.
- The non-English learners will be given a Spanish translation of all of the
materials that we read out loud in class. That way they can listen to us
reading it out loud in English and can try to follow along with the English, but
have the Spanish translation as a back-up for when they are confused.
Documenting a Virtual Road Trip (5th Grade)
TITLE:
Bumper Sticker Project Introduction/Example – Day 2
LENGTH OF LESSON:
50 minutes
RESOURCES:
- Paper
- Handouts
- Computer
- Projector
- Smartboard
- Pens
- Laptops
- Appropriate books from the library
- http://www.youtube.com/watch?v=o-suAlXQhMI
- http://www.superteachertools.com/instantclassroom/groups/demo/randomname-generator-demo.php?classnumber=1323229601
OBJECTIVES: TSWBAT
- Analyze the use of bumper stickers as propaganda.
- Compare and contrast the different ways to utilize a bumper sticker to display
information.
STANDARDS:
- KS Standard 1.1, 1.2, 2.1, 3.2
- CCSS.ELA-Literacy.RH.11-12.2, 12.7
PROCEDURES:
- 7-8 minutes – show pictures of various bumper stickers (might be clever,
funny, etc. to get students interested). Discuss what they are. What is their
purpose? Why are they designed the way they are? What makes them more
or less effective? Which ones catch their eyes?
- 2 minutes - Hand out instructions page and list of possible people. Read over
instructions.
- 15 minutes – Demonstrate my example with Susan B. Anthony. Show them
the bumper sticker I prepared ahead of time. Explain my reasoning behind the
slogan I chose. Give some insight into Susan B. Anthony using Prezi. This
Prezi will give some historical background, explain her importance in the
Women’s Suffrage Movement, share some of her famous quotes, have a
short video about her from YouTube. Based off of that video, ask students to
Documenting a Virtual Road Trip (5th Grade)
-
-
brainstorm some other possibilities based off of the few shorts examples I
give. Discuss these ideas and where they got the information to come up with
them.
5 minutes – Give the students a minute or so to create their top 5 choices
from the list of names. Use the random name generator to pick a random
order for the students to choose their topic for the project. Place the name on
the project or smartboard and either cross of each name as it’s chosen or
write the student’s name next to their chosen person so that the rest of the
class knows who is still available.
2-3 minutes – Hand out the paper that the students are to use to make their
bumper sticker. Answer any questions they may have.
Remainder of the time – Begin researching project topic using laptops, books,
etc.
ACCOMMODATIONS/MODIFICATIONS:
varying levels of books available so that students have options
EVALUATION:
Teacher observation
Documenting a Virtual Road Trip (5th Grade)
Directions: You will create a bumper sticker that that could have appeared during the
founding of America. The bumper sticker must have: a slogan and a visual. On the
back of the bumper sticker, explain what you drew and why you drew it in 2-3 page
explanation. This explanation must include a short background of the person
assigned to you, an explanation of their importance and what they contributed to the
Women’s Suffrage Movement, and why you chose to decorate your bumper sticker
the way that you did. Include a reference to at least one primary and one secondary
source in your explanation. At the end of the unit you will give a 3-4 minute
presentation of your bumper sticker to the class. During this presentation you should
give a short background into your person and their importance, and then you should
explain why you chose the design and phrase that you did.
Keep in mind:
o Use only the paper that was given to you in class. This paper is an
enlarged version of a bumper sticker so that you will be able to draw
your design and slogan easily.
o This slogan needs to be a representation of your person. We should be
able to find out some information on your chosen topic based off of the
design of your bumper sticker.
 DO NOT just write their name on the bumper sticker.
o Bumper stickers tend to stay fairly simple so that other people can read
them easily from far away, so it would be best to keep your phrase and
pictures simple (i.e. – don’t try to put a whole paragraph on your
bumper sticker)
Documenting a Virtual Road Trip (5th Grade)
List of Those Involved in Women’s Suffrage Movement
This is the list of possible topics for your bumper sticker project. Each
person can only be chosen once. We will choose your topics in class. If
you have someone in mind that you would like to research who is not on
this list, please let me know and we can discuss whether or not they are
appropriate for this project.
Alva Belmont
Elizabeth Cady Stanton
Anna Howard Shaw
Emmeline Pankhurst
Crystal Eastman
Lucretia Mott
Alice Blackwell
Lillie Devereux Blake
Amelia Bloomer
Olympia Brown
Lucy Burns
Carrie Lane Chapman Catt
Harriet Stanton Blanch
Margaret Fuller
Matilda Joslyn Gage
Martha Wright
Lucy Stone
Sojourner Truth
Inez Milholland
Henry Blackwell
Frederick Douglass
Jane Addams
Josephine Ruffin
Ida B. Wells
Frances Willard
Tennessee Celeste Claflin
Minnie Fisher Cunningham
Julia Ward Howe
Mary McClintock
Jane Hunt
Documenting a Virtual Road Trip (5th Grade)
TITLE:
Women’s Suffrage Movement Pro/Con Debate – Day 3
LENGTH OF LESSON:
50 minutes
RESOURCES:
- Projector/ smartboard
- Handouts
- Notebooks/paper
- Pen
- Laptops
- Pictures/cartoons
OBJECTIVES: TSWBAT
- Research one side of this debate using the internet and other resources.
- Compare and contrast the different sides of this argument.
STANDARDS:
- KS Standards – 3.1, 3.2, 3.3, 5.1, 5.2, 5.3
- CCSS.ELA-Literacy.RH.11-12.1, 12.3, 12.6, 12.7, 12.8
PROCEDURES:
- 7 minutes – look at and evaluate pictures/cartoons representing pro- and antisuffrage movements and events during the Women’s Suffrage Movement in
the United States
- 20 minutes – split class into two groups. Assign one group to research prosuffrage movement and influences, while the other group researches the antisuffrage movement. Hand out worksheets with the guiding questions on them
to help lead their research movement. Assign roles in group (timekeeper,
recorder, etc.). Give them time to research the arguments and basis behind
each group and prepare a presentation.
- 10 minutes (5 minutes/group) – Each group has an opportunity to present
their movement and their arguments to the class. They can do this in any
format that they choose – i.e. verbal presentation, PowerPoint, pictures, etc.
- 8 minutes – Debrief and discuss the information
- 5 minutes – Reflection – Question: How do you think the varying
demographics on each side of this fight might have affected the everyday life
in America at this time?
ACCOMMODATIONS/MODIFICATIONS:
- Will have a handout with the pictures/cartoons for any students who might
need it
Documenting a Virtual Road Trip (5th Grade)
EVALUATION:
- Teacher observation, reflections, discussion.
Documenting a Virtual Road Trip (5th Grade)
TITLE:
Women’s Suffrage Movement: a look into Parades, Speeches, etc. – Day 4
LENGTH OF LESSON:
50 minutes
RESOURCES:
- Resources – pictures, documents, etc. will mostly come from docsteach.org
- Jigsaw graphic organizer/worksheet
- Paper
- Pens
- projector
OBJECTIVES: TSWBAT
- Dissect and discuss a primary or secondary resource with their peers.
- Compare and contrast resources from the Women’s Suffrage Movement.
STANDARDS:
- KS Standards 3.2, 3.3, 4.2, 4.3, 5.3
- CCSS.ELA-Literacy.RH.11-12.1, 12.2, 12.3, 12.6, 12.7
PROCEDURES:
- 8-10 minutes – Project a picture from the women’s rights movement onto the
board. Give students time to look at the picture. Get their reactions. Have
them dissect the picture. What is it a picture of? What do you think is
happening in the picture? Why do you think this picture is important? Etc.
Discuss the importance of this picture and what it says about the women’s
rights movement.
- 3 minutes - Split the students up into five groups. Give each group one
resource to work through together. Give them the instructions for a jigsaw
activity.
- 10 minutes – give students time to work through their resource. Have them
use the worksheet to make sure they ask all of the essential questions and
really dig into the purpose of this resource and why it is important.
- 3 minutes – have them come up with a summary of their resource to share
with their expert groups.
- 15 minutes – have students form expert groups. Each group must have one
representative from each resource group. While each representative is
explaining their resource, the rest of the group will write down what they think
is important. Have them make connections and compare their resources and
what they mean.
- 5 minutes – Come back together as a large group and debrief the resources.
Make sure to discuss the importance of the resources and what they mean.
Documenting a Virtual Road Trip (5th Grade)
-
Get their initial reactions from the resources and discuss what they got out of
them.
5 minutes – Reflection: Why is it important to look into multiple resources
when researching a topic? How might these various resources work together
to give you even more information about the women’s suffrage movement?
EVALUATION:
- Reflection, teacher observation, worksheet.
Documenting a Virtual Road Trip (5th Grade)
TITLE:
Anti-Suffrage Movement – Day 5
LENGTH OF LESSON:
50 minutes
RESOURCES:
- Supplemental Readings
- Graphic Organizer
o http://sheg.stanford.edu/upload/V3LessonPlans/AntiSuffragists%20Graphic%20Organizer.pdf
OBJECTIVES: TSWBAT
- Analyze documents and pick out the purpose of them.
- List several reasons why people may have been against the women’s
suffrage movement.
STANDARDS:
- KS Standards – 3.1, 3.2, 5.1
- CCSS.ELA-Literacy.RH.11-12.2, 12.3, 12.9
PROCEDURES:
- 5 minutes – Look at picture of anti-suffrage protestors. Have students discuss
what they see in the picture and analyze it.
- 12-15 minutes – Read document A out loud as a class. Fill out the document
A section on the graphic organizer as a large group.
- 20 minutes – Split students up into groups of 3-4. Have students work
together to analyze documents B and C.
- 10 minutes – come back together as a large group and debrief. Go over their
answers and discuss the documents.
EVALUATION:
- Teacher observation, participation, graphic organizer/worksheet
Documenting a Virtual Road Trip (5th Grade)
Document A: Molly Elliot Seawell (Modifed)
It has often been pointed out that women should not pass laws on
matters of war and peace, since no woman can do military duty. But
this point applies to other issues, too. No woman can have any
practical knowledge of shipping and navigation, of the work of trainmen
on railways, of mining, or of many other subjects of the highest
importance. Their legislation, therefore, would not be intelligent, and
the laws they devised to help sailors, trainmen, miners, etc., might be
highly offensive to the very people they tried to help. If sailors and
miners refused to obey the laws, who would have to enforce them?
The men!
The entire execution of the law would be in the hands of men, backed
up by irresponsible voters (women) who could not lift a finger to catch
or punish a criminal. And if all the dangers and difficulties of
executing the law lay upon men, what right have women to make the
law?
Also, there seems to be a close relationship between suffrage and
divorce. Political differences in families, between brothers, for
example, who vote on differing sides, do not promote harmony. How
much more inharmonious must be political differences between a
husband and wife, each of whom has a vote which may be used as a
weapon against the other? What is likely to be the state of that family,
when the husband votes one ticket, and the wife votes another?
Vocabulary
Devised: designed
Executing: carrying out
Inharmonious: unpleasant
Source: Excerpt from Molly Elliot Seawell, an anti-suffragist from
Virginia who published the anti-suffrage book, The Ladies’ Battle, in
1911.
Documenting a Virtual Road Trip (5th Grade)
Document B: Anti-Suffrage Newspaper in New York (Modified)
The Suffragists’ ideal is a kitchen-less house. The Suffragist keeps
writing and speaking about pots and pans, and denounces
housekeeping as degrading. The Suffragists teach women to revolt
against the daily task of tending child and house, and we sadly see
the results in the nation’s poor health and lowered physique. It is the
Suffragist theory that women’s sphere in life should be the same as
the man’s. Is it not clear how this hideous feminism is sapping our
vitality as a nation? Is it too much to say that it lies at the root of half
the sickness and disease in our country?
There are many wealthy women who support Suffragism, and who do
a very dangerous thing in preaching to working women that
housework is degrading. As long as a working woman keeps her
home clean and well tended, she enjoys the high regard of her
neighbors. Yet, now the more weak-minded have been influenced by
the Suffragists’ snobbish preaching. Such feminism is destroying our
national character and warping the natural impulses and beliefs that
make a woman’s life such a beautiful work of art.
Vocabulary
Degrading: lowering one’s character
Sphere: area of influence
Sapping: draining
Vitality: energy
Warping: twisting out of shape
Source: Article from an anti-suffrage newspaper, The Woman’s
Protest Against Woman’s Suffrage, published in New York by the
National Association Opposed to Woman Suffrage, in October 1912.
Documenting a Virtual Road Trip (5th Grade)
Document C: Tennessee Representative John A. Moon
(Modified)
It has been insisted that the real purpose of this amendment is to
deprive the Southern States of representation in part in Congress....
In those Southern States where the colored population outnumbers
the white, to double the number of ignorant voters by giving the
colored woman the right to vote would produce a condition that would
be absolutely intolerable. We owe something to the wishes and the
sentiments of the people of our sister States struggling to maintain
law and order and white supremacy....
We are engaged now in a great foreign war. It is not the proper time
to change the whole electoral system... Patriotism, in my judgment,
forbids the injection of this issue into national politics at this time.
Source: Representative John A. Moon of Tennessee, speech in
House of Representatives, January 10, 1918, on the issue of the
woman suffrage amendment.
Documenting a Virtual Road Trip (5th Grade)
Why Did Anti-Suffragists Oppose Woman Suffrage?
Document
Document A
Document B
Document C
Date/Author According to this
document, why did ant
suffragists
oppose woman
suffrage?
Provide evidence
from the document
that supports these
reasons.
Documenting a Virtual Road Trip (5th Grade)
TITLE:
Iron Jawed Angels – Day 6-8
LENGTH OF LESSON:
50 minutes (three days)
RESOURCES:
- Worksheet
- Projector
- DVD player
- Pens
OBJECTIVES: TSWBAT
- Answer questions regarding the plot of the movie Iron Jawed Angels.
- Define major characters and terms that are seen throughout the movie.
- Discuss the events shown in the film and compare them to other events that
we have discussed in class regarding the Women’s Suffrage Movement
STANDARDS:
- KS Standards 1.1, 1.2, 1.3, 2.2, 3.2, 3.3, 4.2, 5.1, 5.2, 5.3
- CCSS.ELA-Literacy.RH.11-12.3, 12.7, 12.9
PROCEDURES:
- Day one:
o Introduce movie
o Hand out worksheet. Explain instructions and expectations for
students’ behavior during the movie.
o Begin watching movie.
o Stop with ten or so minutes left in class.
o Answer any questions students might have and discuss the first portion
of the movie, initial reactions, etc.
o Reflection: What stood out to you the most from what you saw today?
Did anything surprise you?
o Collect worksheets
- Day two:
o Quick recap of what they saw in the movie the previous day.
o Hand out worksheets.
o Begin movie again (after bath scene, about 52 minutes in)
o Stop movie with ten or so minutes left.
o Answer any questions students might have and discuss what they saw.
o Reflection: What part of the second portion stood out to you the most?
Why?
o Collect worksheets.
- Day three:
Documenting a Virtual Road Trip (5th Grade)
o
o
o
o
o
o
Recap of the movie so far.
Hand out worksheets.
Begin movie from where it left off the day before.
Finish movie.
Answer questions students might have and discuss.
Reflection: How did Alice Paul’s actions throughout the film help to
lead to the passing of the 19th amendment?
o Begin to go over some worksheet questions as a group.
ACCOMMODATIONS/MODIFICATIONS:
- Subtitles for any ESL students
EVALUATION:
- Reflection, worksheets, teacher observation
Documenting a Virtual Road Trip (5th Grade)
Active Viewing Guide Questions: Iron Jawed Angels
Name: _______________________________________________ Period: _____
Directions: Answer the following questions while watching the movie Iron Jawed
Angels.
Define the following terms:
Alice Paul
Lucy Burns
Inez Milholland
Ida B. Wells
Woodrow Wilson
Carrie Chapman
Catt
Senator Leighton
Emily Leighton
Ben Weissman
NAWSA
NWP
Hunger Strike
Documenting a Virtual Road Trip (5th Grade)
1. Why do the leaders of the National American Woman’s Suffrage Association
dislike the English suffragettes?
2. In what year does the movie begin?
3. Which two women took over NAWSA’s Congressional committee?
4. Why do the women factory workers change their mind and decide to come to
the parade?
5. Why does Ida Wells Barnett from the Chicago delegation have a problem with
the way the parade?
6. Why are Carrie Chapman Catt and Anna Shaw upset with Alice Paul’s
tactics?
7. Why doesn’t Senator Leighton’s wife want to get too involved in the suffrage
movement?
8. What does it mean when NAWSA suspends the Congressional Union to
investigate unauthorized expenditures?
9. What is the purpose of the National Women’s Party?
10. How long had women been fighting for suffrage as they began to campaign
state to state?
11. Wilson advocated for women to continue campaigning for suffrage state by
state but refused to support a national amendment. Why do you think he made
this distinction?
Documenting a Virtual Road Trip (5th Grade)
12. What happened to Inez Milholland?
13. Who won the presidential election of 1916?
14. What does the NWP start doing on January 10, 1917?
15. What are some ways that the men who work at the white house are trying to
get rid of the female picketers stationed outside the white house?
16. Does NAWSA support the picketers?
17. What happens when the women picket once war has been declared?
18. What are the women who are arrested charged with?
19. Why won’t the women pay the fine?
20. Why can Senator Leighton take his children from his wife?
21. When Alice Paul goes on the picket line, what does she do?
22. Why does Alice distinguish between President Wilson and the office of the
presidency?
Documenting a Virtual Road Trip (5th Grade)
23. Why doesn’t Alice understand what needs to be explained about being a
suffragist?
24. What does President Wilson want to do with Alice Paul?
25. How does Alice get word to the others about what’s happening to her?
26. Why does Emily Leighton say that she’s staying in prison for the suffrage
movement?
27. Why does Carrie Chapman Catt stand and allow Alice Paul to sit?
28. How many states have to agree before the amendment is put in the
Constitution?
29. What state made the 19th amendment?
30. What other questions do you have after watching the movie?
Documenting a Virtual Road Trip (5th Grade)
TITLE:
Passing of the 19th Amendment – Day 9
LENGTH OF LESSON:
50 minutes
RESOURCES:
- Papers
- Pen
- Projector/smartboard
OBJECTIVES:
- Explain what it took for the 19th amendment to be passed in the United
States.
- Discuss the way that the 19th amendment changed the face of politics in the
United States.
STANDARDS:
- KS Standards 3.3, 3.4, 4.2, 5.1
- CCSS.ELA-Literacy.RH.11-12.9
PROCEDURES:
- 5-10 minutes – Discuss any leftover questions/concerns from the movie
- 5-10 minutes – Write their previous definition of suffrage from the beginning of
the unit on the board. Give them a minute or two to brainstorm and think
about any changes or additions they would make to that definition. Record
their new ideas on the board. Discuss as a class why there definition either
changed or stayed the same.
- 10-15 minutes – In groups of 2 or 3, have the students create a list of what
they think were the most important events that led up to the passing of the
19th amendment. Have them order them in order of importance. After the
groups have finished, have them share their lists. As a class, create a master
list and discuss the importance of each event.
- 7-8 minutes – have students answer reflection question: After everything
you’ve learned, explain what you think the turning point in the women’s
suffrage movement. What would you have done differently if you were in their
shoes?
- For the remainder of the class, discuss their ideas of the women’s suffrage
movement and what they would have done differently.
EVALUATION:
- Reflections, teacher observation, discussion.
Documenting a Virtual Road Trip (5th Grade)
TITLE:
Bumper Sticker Project Work Day – Day 10
LENGTH OF LESSON:
50 minutes
RESOURCES:
- Coloring materials (Markers, rulers, colored pencils, crayons, etc.)
- Paper
- Pens
- Laptops
- Books
OBJECTIVES: TSWBAT
- Research and design a bumper sticker focusing on their assigned person’s
role in the women’s suffrage movement.
- Manage their time in an appropriate manner, focusing on their project and
being respectful of their resources and peers.
STANDARDS:
- KS Standards 3.1, 3.3, 5.3
- CCSS.ELA-Literacy.RH.11-12.1, 12.2, 12.3, 12.6, 12.9
PROCEDURES:
- This entire class period will give the students time to continue with their
projects. They can research more, decorate, write their essay, etc.
EVALUATION:
- Teacher observation, check-in with each student throughout the hour to see
how much progress they have made.
Documenting a Virtual Road Trip (5th Grade)
TITLE:
Bumper Sticker Project Presentations – Day 11-13
LENGTH OF LESSON:
50 minutes (three days)
RESOURCES:
- http://www.superteachertools.com/instantclassroom/groups/demo/randomname-generator-demo.php?classnumber=1323229601
- Paper
- Pens
- Projector
- Pictures of important people prepared and ready to be put on the
smartboard/projector screen
OBJECTIVES:
- Defend their reasoning behind the design of their bumper sticker.
- Explain the importance of their chosen person in reference to the Women’s
Suffrage Movement.
STANDARDS:
- KS Standards 1.2, 3.2, 3.3, 4.2, 5.2, 5.3
- CCSS.ELA-Literacy.RH.11-12.1, 12.2, 12.3, 12.6, 12.9
PROCEDURES:
- All students must come to class prepared ready to present their projects.
- Use random name picker to decide who will present today.
- Each student gets 3-4 minutes each.
- While student is presenting their bumper sticker, project a picture of their topic
onto the screen.
- Give students a chance to ask each presenter questions.
- Quick discussion about the people discussed today.
- With 5-7 minutes left, ask students to answer the reflection prompt: Pick one
person that you were introduced to in class today and compare them to your
assigned topic. What stood out to you about this person in particular?
- Final Day Prompt: Compare your topic to two other people presented. How
did these people all relate? What did they have in common? What did they
do/feel differently than other people involved in the women’s suffrage
movement? How did they all play a part in the passing of the 19th
amendment?
ACCOMMODATIONS/MODIFICATIONS:
Documenting a Virtual Road Trip (5th Grade)
-
Individual accommodations may vary by student (i.e. – shortened
presentation, extra resources, etc.)
EVALUATION:
- Summative: Rubric that goes along with their bumper sticker project.
- Formative: Teacher observation, reflection, discussion.
Women's Suffrage Movement Bumper Sticker
Teacher Name: Megan Unger
Student Name: ________________________________________
CATEGORY
Exemplary
4 points
Needs
Commendable Acceptable Work
3 points
2 points
1 point
Incomplete
0 points
Required
Elements
The poster
includes all
required
elements as well
as additional
information.
All required
elements are
included on the
poster.
All but 1 of the
required
elements is
included on the
poster.
Several
required
elements were
missing.
Student did
not complete
any elements.
Content Accuracy
Bumper sticker
design and
accompanying
essay were
historically
accurate and
well researched.
The majority of the
work was
historically
accurate and
appropriate, but
some facts were
not correct or
explained properly.
Project had
some accurate
facts, but
clearly needed
more research
and factual
evidence.
Bumper sticker
and
accompanying
essay were
mostly
inaccurate and
poorly
researched.
Student’s
work was
either not
turned in, or is
completely
inaccurate.
Used time well
during each class
period. Usually
focused on getting
the project done
and never
distracted others.
Used some of
the time well
during each
class period.
There was
some focus on
getting the
project done
but
occasionally
distracted
others.
Had several
instances of not
using class
time to focus
on the project
OR often
distracted
others.
Did not use
any class time
to work on the
project OR
consistently
distracted
others.
Presentation lasted
3-4 minutes.
Student did not
seem perfectly
prepared. Gave
some insight into
their assigned
topic.
Student's
presentation
did not last 3-4
minutes. They
gave some
insight into their
topic and the
reasoning
behind the
design of their
Student was
not prepared
and did not
share the
necessary
elements and
information
from their
project.
Student did
not present
their project.
Use of Class Time Used time well
during each
class period.
Focused on
getting the
project done.
Never distracted
others.
Presentation
Presentation
lasted 3-4
minutes.
Student was
prepared and
knowledgeable.
Gave a
summary of
their project and
an outstanding
Documenting a Virtual Road Trip (5th Grade)
explanation for
their bumper
sticker design.
bumper sticker,
but it was not
always clear or
easy to
understand.
Essay was within
Essay was not Essay was not Essay was not
Essay/Explanation Essay was
within
the
page
the
page
limits,
but
within the page within the page turned in.
of Bumper sticker
limits and
appropriate.
Effectively
explained topic
and defended
the design of the
bumper sticker.
Grade: _____/20
may not have
effectively
explained all of the
content or the
bumper sticker.
limits and did
not effectively
explain all of
the parts of
their project.
Concept was
unclear.
limits and was
not appropriate
or on topic.
Completely
avoided the
necessary
points and topic
explanation.