Rousing Nation's Conscience Instructional Unit 2010

A U.S. Department of Education Grant Program
Savannah‐Chatham County Public Schools

America: The Experiment – The Experience – The Echo

2009‐2010 History Illuminaria Symposia Series

Rousing the Nation’s Conscience Instructional Unit

Table of Contents

Primary Source Documents
All Men Free and Equal LP .....................................................................................................3
Election Day Cartoon ............................................................................................................7
Cartoon Analysis Guide .........................................................................................................8
Arts and Sciences
Daughters of Freedom! The Ballot Be Yours ..........................................................................9
The Bloomer’s Complaint.......................................................................................................11
On With the Show LP .............................................................................................................12
Dashes and Dots: A Product of the 19th Century..................................................................21
I’ll Meet You in the Middle ....................................................................................................27
Instructional Resources
Voting for Change ..................................................................................................................35
Women's Suffrage: 140 Years of Struggle .............................................................................41
The Populist Party..................................................................................................................47
Civil War and Reconstruction: 1860s to 1877 .......................................................................52
Women’s Right to Vote..........................................................................................................57
Ida B. Wells: Crusader for Justice...........................................................................................64
Everyday Edit: Ida B Wells .....................................................................................................72
Women’s Dress Reform in the 19th Century ..........................................................................74
Jim Crow and Segregation LP.................................................................................................75
Teaching American History Resources...................................................................................79
Resource CD
Arts and Sciences
Dots and Dashes LP materials
On With the Show LP materials
Comparing and Contrasting Images of Child Labor
Daughters of the Freedom Ballet Be Yours
List of Major Inventions
The New Colossus by Emma Lazarus
Thomas Edison Timeline
Vaudeville
Zaida Ben

America: 1 Rousing the Nation’s Conscience
The Experiment – The Experience – The Echo Savannah‐Chatham Country Public School System
Audio‐Video
Daughters of Freedom the Ballot Be Yours
Daughter of Freedom (sound file)
Historic Footage – Vaudeville 1898‐1910 Pt 1 and 2
Schoolhouse Rock – Sufferin’ Till Suffrage
Sister Suffragette Sing Along
Suffragette Sister Suffragette
Background
13th – 19th Amendments
One Hundred Years toward Suffrage
The Nineteenth Century
Graphics (various pictures related to 19th century people, places, events)
Instructional Resources (Lesson Plans/Activities and Materials)
Civil War and Reconstruction LP materials
Economics of Reconstruction LP materials
Jim Crow and Segregation LP materials
Jim Crow Gilder Lehrman Summer Institute
Populist Party LP materials
Women’s Suffrage LP materials
Accordion Book on the 19th century
Dress Reform LP
Frederick Douglass Cloze passage
Ida B. Wells LP
Voting for Change LP
Women’s Right to Vote LP
Online Resources (arranged in folders based on topic)
19th Century Political Cartoons
Civil War Progressive Era
Immigration Reconstruction
Industry Technology Slavery/Abolition
National Constitution Center Women’s Suffrage
PowerPoint Presentations
Dots and Dashes
Dress Reform in the 19th Century
Frederick Douglass Picture Book Vocabulary
Manifest Destiny
Reconstruction
Statue of Liberty
Primary Sources
All Men Free and Equal LP
American Progress Painting
Cartoon Analysis Guide
Declaration of Sentiments
Frederick Douglass in Portsmouth
Interpreting Primary Sources‐ Progressive Era and Trusts
Photo Analysis Worksheet
Photographic Analysis Worksheet
Political Cartoons – Trusts/Monopolies
Seneca Falls – Signatures on Declaration of Sentiments
Savannah Children’s Choir materials



Grade levels targeted by this lesson: 3‐8
Lesson Title: All Men Free and Equal
Prerequisite Knowledge: Students should know that African Americans have not always had the right to
vote.
This lesson meets student learning objectives/standards in the following content areas:
 Social Studies  Reading/Language Arts  Math  Science  Other: __________
GPS Correlations:
SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a
democracy.
SS5H2 The student will analyze the effects of Reconstruction on American life.
a. Describe the purpose of the 13th, 14th, and 15th Amendments.
SS5CG1 The student will explain how a citizen’s rights are protected under the U.S. Constitution.
SS5CG3 The student will explain how amendments to the U. S. Constitution have maintained a representative
democracy.
b. Explain how voting rights were protected by the 15th, 19th, 23rd, 24th, and 26th amendments.
SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia.
c. Analyze the impact of Reconstruction on Georgia and other southern states, 3rd, 14th, and 15th
amendments to the constitution
Instructional Objectives: Students will analyze a primary source document to gain understanding about the
15th Amendment.
Rationale for topic: It is important that students understand the hurdles that African Americans have
overcome to vote.
Instructional strategies used: direct instruction, collaborative groups
Materials/ technology used: All Men Free and Equal broadside (from American Memory), Analyzing Primary
Sources Worksheet
Procedures:
1. Pass out copies of the All Men Free and Equal broadside to students or project using an overhead or
LCD projector. Have students read independently and circle any words that do not make sense.
2. Go over the document as a class and clarify points of confusion.
3. Break students into small groups and have them work together to complete the Analyzing Primary
Sources worksheet.
4. Discuss as a class.
5. Have students complete the 3‐2‐1 worksheet independently.
Evaluation: Students will be evaluated based on their participation in completing the Analyzing Primary
Sources worksheet as well the 3‐2‐1 worksheet.
Appendices: All Men Free and Equal broadside, Analyzing Primary Sources worksheet, 3‐2‐1 Worksheet

Analyzing Primary Source Documents

Name:

Date:

1. What is this?

2. Why do you think it was written?

3. Who is the author?

4. Who is the intended audience?

5. What have you learned from this document?

6. What questions do you still have?


Name: Date:

3 THINGS YOU LEARNED:

2 INTERESTING THINGS:

1 QUESTION YOU STILL HAVE:




Cartoon Analysis Guide

Use this guide to identify the persuasive techniques used in political cartoons.

Cartoonists’ Persuasive Techniques
Symbolism Cartoonists use simple objects, or symbols, to stand for larger
concepts or ideas. After you identify the symbols in a cartoon,
think about what the cartoonist means each symbol to stand for.
Exaggeration Sometimes cartoonists overdo, or exaggerate, the physical
characteristics of people or things in order to make a point. When
you study a cartoon, look for any characteristics that seem
overdone or overblown. (Facial characteristics and clothing are
some of the most commonly exaggerated characteristics.) Then,
try to decide what point the cartoonist was trying to make by
exaggerating them.
Labeling Cartoonists often label objects or people to make it clear exactly
what they stand for. Watch out for the different labels that
appear in a cartoon, and ask yourself why the cartoonist chose to
label that particular person or object. Does the label make the
meaning of the object more clear?
Analogy An analogy is a comparison between two unlike things. By
comparing a complex issue or situation with a more familiar one,
cartoonists can help their readers see it in a different light. After
you’ve studied a cartoon for a while, try to decide what the
cartoon’s main analogy is. What two situations does the cartoon
compare? Once you understand the main analogy, decide if this
comparison makes the cartoonist’s point more clear to you.
Irony Irony is the difference between the ways things are and the way
things should be, or the way things are expected to be.
Cartoonists often use irony to express their opinion on an issue.
When you look at a cartoon, see if you can find any irony in the
situation the cartoon depicts. If you can, think about what point
the irony might be intended to emphasize. Does the irony help
the cartoonist express his or her opinion more effectively?

Once you’ve identified the persuasive techniques that the cartoonist used, ask yourself
these questions:
What issue is this political cartoon about?
What do you think is the cartoonist’s opinion on this issue?
What other opinion can you imagine another person having on this issue?

Did you find this cartoon persuasive? Why or why not?
What other techniques could the cartoonist have used to make this cartoon more
persuasive?


DAUGHTERS OF FREEDOM

1. Daughters of freedom arise in your might!
2. Daughters of freedom, the truth marches on,
3. Daughters of freedom, the “ballot” be yours,

March to the watch words Justice and Right!
Why will ye slumber? Wake, o wake! Lo! On your
Legions light doth break! Sunder the fetters
“custom” hath made! Come from the valley,
hill and glade!

Yield not the battle till ye have won!
Heed not the “scorner,” day by day clouds of oppression
Roll away! Sunder the fetters
hill and glade!

Wield it with wisdom, your hopes it secures.
“Rights that are equal” this ye claim, Bright be your
Guerdon, fair your fame! Sunder the fetters
hill and glade!

Daughters of Freedom, the Ballot be Yours" has words by George Cooper, friend of Stephen Foster
and prolific lyricist during the 1870s and 1880s. Edwin Christie, the composer, was a respected if not
particularly successful composer who probably worked in the Boston area.

Source: http://lcweb2.loc.gov/ammem/smhtml/audiodir.html#7102334

Recommended for use with:
Voting Change,
Women’s Suffrage: 140 Years of
Struggle, or
Women’s Right to Vote

The Bloomer’s Complaint

Dear me, what a terrible clatter they raise,
Because that old gossip Dame Rumor Declares, with hands lifted up in amaze
That I'm coming out as a Bloomer,
That I'm coming out as a Bloomer.

I wonder how often these men must be told
When a woman a notion once seizes, however they ridicule, lecture or scold,
She'll do, after all, as she pleases.

They know very well that their own fashions change
With each little change of the season,
But Oh! it is "monstrous" and "dreadful" and "strange"
And "out of all manner of reason",
If we take a fancy to alter our dress,
And come out in style "a la Bloomer",
To hear what an outcry they make,
I confess is putting me quite out of humor,
Is putting me quite out of humor.

I'll come out next week, with a wide Bloomer flat
Of a shape that I fancy will fright them,
I had not intended to go quite to that,
But I'll do it now, only to site them,
But I'll do it now only to spite them
With my pants "a la Turque",
And my skirts two feet long
All fitting of course, most completely
These grumblers shall own after all, they are wrong,
And that I, in a Bloomer, look sweetly
And that I in a Bloomer look sweetly.

Recommended for use with:
Women’s Dress Reform in the 19th
Century



Source: http://pbskids.org/bigapplehistory/parentsteachers/arts_lesson8.html
Lesson Title: On With the Show
Prerequisite Knowledge: Students should be familiar with different forms of entertainment, especially live
entertainment such as stage plays/Broadway.
Social Studies Reading/Language Arts  Math  Science  Other: Drama
GPS Correlations:
SS5H3 The student will describe how life changed in America at the turn of the century.
ELA3C1 The student demonstrates understanding and control of the rules of the English language,
realizing that usage involves the appropriate application of conventions and grammar in both
written and spoken formats.
ELA3W1 The student demonstrates competency in the writing process.
ELA3W2 The student begins to write in a variety genres, including narrative, informational, persuasive,
and response to literature.
ELA4LSV1 The student participates in student‐to‐teacher, student‐to‐student, and group verbal
interactions.
ELA4W2 The student demonstrates competence in a variety of genres.
ELA5C1 The student demonstrates understanding and control of the rules of the English language,
realizing that usage involves the appropriate application of conventions and grammar in both
written and spoken formats.
ELA5LSV1 The student participates in student‐to‐teacher, student‐to‐student, and group verbal
interactions.

Instructional Objectives: The goal of this activity is to help students appreciate what people in the 19th
century did for entertainment. Students will enhance their skills in writing and public speaking through this
activity as well.
Rationale for topic: It is important for students to understand time periods from a cultural perspective as
well as political and economical.

Instructional strategies used: Direct instruction, collaborative groups, hands‐on activities
Materials/ technology used: Writing materials, props specific to the skit that is written by the students if
performing; bulletin paper, markers, paint. Copies of the reading selections – “The Crossroads of the World,"
"From Vaudeville to Broadway," "Outsiders on Stage," and "America's First Stars” and the “On with the
Show” Worksheet can be obtained from the lesson plan website or on your Resource CD.
(http://pbskids.org/bigapplehistory/parentsteachers/arts_lesson8.html)
Steps to completing a Vaudeville skit are included.
Procedures:
Overview
Using the tradition of Vaudeville comedy as a starting pointing, this activity asks the students to think about
comedy skits, based on family or domestic situations, and stage one of their own.

The activity is divided into several parts: 1) observing their family to come up with material for the skit, 2)
writing a script for the skit, and 3) staging the skit. (See Steps to Completing a Vaudeville Skit)
Preparation:
Begin by having the students read the articles "The Crossroads of the World," "From Vaudeville to
Broadway," "Outsiders on Stage," and "America's First Stars."
Once they have read this material, view the video clips of Vaudeville and discuss what old‐time Vaudeville
was like. What kinds of shows were popular? Who were the performers? Who went to see the shows? How
did the audiences behave? Why did Vaudeville die out? (movies)
Ethnic humor was particularly popular on Vaudeville. You may want to explore this sensitive topic with your
students. Why was it popular? And why is it considered racist today? You could point out the basic difference
between ethnic humor then and now ‐‐ laughing at one's own ethnic group is acceptable today, but laughing
at others is seen as nasty and racist.
You could also compare the old‐time theater with today's theater and even with the movies and TV. What
are some of the differences between Vaudeville and modern theater? What are the differences between live
theater and the movies? How have audiences changed? Does Vaudeville comedy live on in TV sitcoms?
Finally, you might want to go over ideas about comedy. Why are some things funny, and others not? What
kinds of humor do students like? Ask them to tell you what they think is funny. We have offered a few tips to
comedy writing in Step 2 of the activity page.
For the teacher:
The activity is primarily designed as a group or class activity. Of course, since only one or a few scripts can be
staged, it will be up to you to assign roles and duties for everyone to do. This will especially be the case if the
whole class is involved. (Note: The class can vote on the best script(s) and perform that one)
This activity will require a certain amount of guidance on your part. First, you have to decide if the students
are going to merely write their skits using the “On With the Show” worksheet, or actually stage them. If you
decide on the former, this can be done as an individual activity, with the students passing around copies to
you and each other.
1. More fun, of course, is allowing the students to stage their skits. This can be done in groups. Each
group will have one or more writers, a director, actors, and various stage and prop persons. You can
assign these duties or have the students sort things out amongst themselves. The nice thing about
having several groups do different skits is that these can be combined into a Vaudeville‐style variety
show.
2. In addition, students could use help finding a venue. The classroom is one idea; or, better, there is the
school auditorium. Similarly, for props, makeup, and costumes. Most of this stuff can be found in the
students' homes or it can be obtained, with your help, from the school's theater department, if there is
one.
3. Also, you might want to help the students stage the show, guiding them in the creation of scenes and
backdrops and the use of makeup and costumes. You might also arrange for them to have some
rehearsal time and space.
4. Last, there is the matter of the audience. Should this be staged for other students, parents, or the
community? And how will it be advertised? There are some suggestions in Step 3 of the activity page.
Evaluation: Based on skit created by student groups, performance if applicable
Appendices: Steps to Completing a Vaudeville Skit, reading selections and Worksheet. (Note: Read this
together with the class to ensure they understand what they are being asked to do)



Steps to Completing a Vaudeville Skit
I. Focusing on Vaudeville Comedy
Live theater on Broadway today is something special. It's considered high‐culture. Most people dress up
and make an evening of it. People sit quietly and watch, or maybe applaud politely.
But it wasn't always that. Before there were movies and TV, live theater‐‐or Vaudeville‐‐was regular
entertainment‐‐a place people could go on any night of the week and have a good time. Audiences
shouted and laughed and booed and even threw things at the actors. Family or domestic theater was
among the most popular. In skits and plays, people would act out scenes from family life that they
thought were funny.
To learn more about Vaudeville, visit the Library of Congress website:
memory.loc.gov/ammem/vshtml/vshome.html
In this activity, you will have the chance to put on your own vaudeville skit and poke a little fun at your
own family life.
II. Writing Vaudeville Comedy
Like any comedy writer, you should begin by observing and listening and taking notes. (But don't let on
what you're doing or your family will become too self‐conscious of everything they do.) The best comedy
is based on real situations and real people. As you watch your family, try to stand back a little. You are so
familiar with your family life, you may not even notice the little funny things anymore (for example: a
stupid expression your dad always makes or silly things your mother always worries about). It's a difficult
thing to do, but pretend you are seeing stuff for the first time. Keep asking yourself, what do you think a
stranger would find funny. After all, your audience probably doesn't know your family from Adam.
Once you have collected your notes and observations, it's time to start thinking of a skit. Keep it short: no
more than five or ten minutes. Keep it simple: a small family incident, a silly family ritual. Keep it
localized: don't use more than one set or too many props.
The trick to all good theater writing is conflict. Every skit should have a conflict at its core. In theater
terms, conflict doesn't really mean a fight. You don't have to have people hitting each other or yelling.
Conflict just means that two or more people want different things and each tries to get them. The clash
of these different issues produces conflict and conflict makes for good theater.
Comedy can rely on several different things. It can use exaggeration such as over‐the‐top characters or
situations; it can be based on misunderstandings; it can have slapstick or physical comedy; or, it can
combine all of these things.
III. Staging Vaudeville Comedy
Now that you have written your skit, it is time to prepare to stage it. This involves several things: making
copies of the script or play; finding a stage (your classroom or the school auditorium are two
possibilities); casting the parts (fellow classmates); finding the props, make‐up, and costumes (at home or
through your school's theater department); and rehearsing the skit. Rehearsing involves several steps of
its own. First, you should have the actors read the script together a few times. Then, have them
memorize their parts. And finally, hold dress rehearsals, where the actors go on stage and perform the
parts without an audience. And don't hesitate to change your script as you go. Some comedy works on
paper but not when it's acted. And, listen to your actors. They may have some good suggestions for
changes.
And don't forget one last thing: the audience. How are you going to get people to come? Whom do you
want to get? Other students, parents (uh oh, did you make fun of them?), members of the community?
Think about an advertising campaign‐‐flyers, posters, email, word‐of‐mouth, even an ad in the school or
community newspaper.
Now that you've got an audience and you feel you and your actors are ready, it's “On With the Show!”
Also, remember to show your script to your classmates and teachers and see if they'd be interested in
performing it with you.
Get final Approval for your skit from your teacher before performing!!!!

America’s First Stars

America's first performing stars emerged from all of New
York's many different theater worlds during the early part
of the 20th century. Actors, singers, and dancers began
careers as performers, and in the process revealed the
cities extensive cultural diversity through their art.

A tap dancer named Bill "Bojangles" Robinson first starred
in the all‐black Broadway revue "The Hot Mikado." He
then went on to Hollywood, where he co‐starred opposite
the famous child actress Shirley Temple.
Bill “BoJangles” Robinson
An immigrant from Russia, Al Jolson worked in circuses with Shirley Temple in
The Little Colonel
and vaudeville before going on to Broadway. He is best
remembered for his role in the first talking motion picture, "The Jazz Singer.”

Sophie Tucker was known as "the last of the red hot mamas." Tucker was born in
Russia and began her entertainment career singing in her father's restaurant. She
became a popular singer on the Yiddish and Broadway stages.

Boyhood friends, Joseph Weber and Lew Fields were German‐speaking immigrants
who became New York's favorite comedy team around the turn of the century,
mostly by making fun of other Broadway shows.

George M. Cohan was a descendant of Irish immigrants and was part of a theatrical
family. He began his stage career as a young boy and later became famous for flag‐
waving songs like "I'm a Yankee Doodle Dandy," "You're a Grand Old Flag," and "Over
There," a World War I tune.

Born on Manhattan's Lower East Side, Eddie Cantor, who was the son of Jewish
immigrants, began as a singer and stage actor, before going on to star in movie
musicals.


From Vaudeville to Broadway

Audiences at the Victoria Theater in Times Square were used
to rowdy shows, like the Cherry Sisters. Advertised as
"America's Worst Act," the sisters performed behind a net,
to protect them when the audience threw rotten eggs.

Another popular show was "Hanged." In the final scene, the
warden ‐‐ who claimed to oppose capital punishment ‐‐ Theatrical posters in Times Square
refused to drop the rope. An audience member was then
invited on stage to do it. The play was later renamed "Electrocution" to keep up with
the times.

Before TV, before radio, before the movies ‐‐ there were variety shows. Mostly for
male audiences, they featured stage violence, noisy audience participation, and girls
in scanty clothing. By the late 1800s, however, variety shows gave way to vaudeville.
More respectable and acceptable to female audiences, vaudeville shows usually
offered a mix of comedy skits, song and dance acts, and uplifting morality plays.

With the rise of film in the 1920s, vaudeville all but disappeared, but its offspring ‐‐
Broadway musical theater ‐‐ has lasted to this day in shows like "Showboat,"
"Oklahoma!" and "Cats."

Illustration: Courtesy of the Museum of the City of New York.
The Cherry Sisters

Outsiders on Stage

The history of New York Theater is not always entertaining. To modern audiences,
some 19th‐century acts seem in very bad taste, like the Jim Crow, or minstrel, shows.
They featured white men, covered in coal dust, pretending to be singing, dancing, and
joke‐telling black men. Offensive and racist, they were also New York and America's
first form of popular entertainment.

Many of the best‐loved minstrels were immigrant Irish. The Bryant Brothers, for
example, introduced the popular song "Dixie" to New York. The Irish performers also
made fun of their own people. Playing on stereotypes, they portrayed fellow Irish
immigrants as big‐mouthed drunkards.

Another important ethnic theater emerged in the Jewish neighborhoods of the Lower
East Side around 1900. Performed in Yiddish ‐‐ the language spoken by Eastern
European Jews ‐‐ it focused on glossy spectaculars and incredible plot twists. It gave
poor, hard‐working immigrants a chance to escape their problems, if only for a few
hours. The theater was incredibly popular. At the turn of the century, there were
more than 1,000 shows annually, with an audience of two million or more.

But as Jews assimilated and forgot their
language, the Yiddish theater began to
fade, although a few productions continue
to this day. Meantime, many of the Yiddish
theater's actors and playwrights went on to
Broadway and Hollywood. Some Yiddish
songwriters ‐‐ like Irving Berlin and the
Gershwin brothers ‐‐ moved to Tin Pan
Alley, the name for New York's popular
music business of the early 1900s.


The Crossroads of the World

In ancient times, people said, "all roads lead to Rome." In the Christian Middle Ages,
map makers put Jerusalem at the center of things. Modern New Yorkers know that
the real "crossroads of the world" is Times Square at Broadway and 42nd Street.

It wasn't always this way, of course. Originally called Long Acre Square, Times Square
got its name in the early 1900s when the New York Times moved its headquarters
there.

Even as it was getting its new name, the square was gaining a new reputation ‐‐ as the
entertainment capital of America. By the 1920s, Times Square was home to most of
the city's finest theaters, and its Tin Pan Alley district was where much of the nation's
popular music was produced.

Crowds flocked to the square ‐‐ on half a dozen subway lines ‐‐ to enjoy the shows,
the nickelodeons and movie houses, the restaurants, the hotels, and the incandescent
extravaganza ‐‐ so bright that people began to call the Times Square stretch of
Broadway "the great white way." Never before ‐‐ and never again ‐‐ would so much of
the city's entertainment be located in one dazzling place.

By the 1950s and 1960s, the square had lost much of its glamour, as flophouses
(cheap hotels for transients) crime took over. In the 1990s, big corporations like
Disney and Marriot began building new theaters and hotels in Times Square. These
efforts may clean up the square, say old‐time New Yorkers, but they can't bring the
excitement back.

Times Square, New York 1933
Historyimages.com


On With the Show!

Name: Date:

Name of Skit:
Story (in a sentence or two):
Scene (where it takes place):
Characters:
Adapted from: BIG APPLE HISTORY

Worksheet - On With the Show!

Props/costumes needed:

Audience (students, parents, community):
Ways to advertise:



Source: HistoryNow.org (http://www.historynow.org/12_2006/lp4.html) ‐ Kristal Cheek
Lesson Title: Dashes and Dots: A Product of the 19th Century
Prerequisite Knowledge: Technological advancements made during the 19th century changed life for many
Americans.
Social Studies  Reading/Language Arts  Math  Science  Other: __________
GPS Correlations:
ELA3R3 The student uses a variety of strategies to gain meaning from grade‐level text. The student
g. Summarizes text content
SS4E1 Give examples of technological advancements and their impact on business productivity during the
development of the United States.
SS5E1f Give examples of technological advancements and their impact on business productivity during the
development of the United States.
SS8H7 The student will evaluate key political, social, and economic changes that occurred in Georgia
between 1877 and 1918.
Instructional Objectives:
Students will examine primary sources including letters, a patent, photos and diagrams to identify and
describe the technological invention and development of the telegraph that evolved during the 19th century.

Rationale for topic:
How did technology affect communication in the 19th century?
Instructional strategies used: Direct Instruction, collaborative groups, hands on activities
Materials/ technology used:
Construction paper, drawing paper, markers, colored pencils, crayons, glue
Overheads or photocopies of primary source documents 1 ‐ 8 and transcriptions of 7 and 8 on the telegraph
which may be found at http://www.historynow.org/12_2006/lp4.html
Circle map
Photocopy for each student of the Primary Source Analysis Worksheet
Photocopy for each student of "Communication from East to West", Summarizing Non‐Fiction Text
Worksheet (http://www.historynow.org/12_2006/lp4.html)
Product Envelope Materials: drawing paper, construction paper, glue, crayons, markers or colored pencils,
scissors, tape (Product Envelope Directions)

Procedures:
Introduction: Prior to 1830, communication across the country was limited to overland mail which took
approximately a month to reach its destination or by the pony express which took about two weeks. In 1837,
Samuel F. B. Morse invented a faster way to communicate. His invention, the telegraph, sent messages from
one machine to another along a wire. A telegraph operator sent a message in Morse code, or a system of
electronic dashes and dots that stood for letters in the alphabet, across a wire. The operator at the other end
translated the code into words. Messages that had once taken days or weeks now took seconds.

Warm Up: Using the circle diagram, ask students to brainstorm the various forms of communication which
we use today. Explain that communication can occur through the media, between friends, verbal and non‐
verbal, etc. Then ask them to answer the question below.
How did people communicate before the technological advances of today?
Make overheads or photocopies of primary source documents on the telegraph.
Day 1
1. Divide the class into groups.
2. Pass out a primary source packet of all of the documents to each group.
3. Pick one primary source to model the following step with your students.
a. Using the Analyzing Primary Sources Worksheet, have student groups describe or list the people,
objects or activities present in the primary source.
4. Assign one of the remaining primary sources to each group.
5. Have each group share their findings with the class. As each group shares their findings, the other
students refer to the document that was analyzed and record this information on their analyzing
primary sources worksheet.
Closure:
 After all of the groups have shared their analysis, have the student groups answer the questions
about the primary sources. (Found on p. 2 of the analysis worksheet)
 Have each group share what they have learned and ask what questions they have after studying
these primary sources.
Day 2
1. Give each student a "Communication from East to West", Summarizing Non‐Fiction Text Worksheet.
2. Students will use their Primary Source Analysis Worksheet to summarize what they have learned
about the telegraph.
3. Students look for:
a. Who or What
b. Did what
c. When
d. Where
e. Why (What was the purpose of the technology?)
4. Students also look for additional evidence of what they learned through
a. Vocabulary and illustrations
b. Photographs
c. Drawings
d. Quotes
e. Documents
5. Students design a product envelope for the telegraph. (See Product Envelope Directions)
6. Using their primary source evidence, have students write a summary paragraph about the telegraph
as an invention in the 19th century. Publish the summary on the card that goes inside the product
envelope.
7. Place specific vocabulary, illustrations, photos, drawings, quotes or pieces of documents on the back
of the card that goes inside the product envelope.
Closure:
Ask: How does looking at primary sources related to the telegraph help you understand how this technology
affected communication across the United States and the world during the 19th century?
Extensions:
 Have students locate Baltimore and Washington DC on a United States map.
 Have students research another type of communication method from the 19th century.
 Read more about Samuel Morse
 Write a note to a friend in Morse Code

Evaluation: Based on questions answered and paragraph written
Appendices: Product envelope, primary source analysis worksheet


Product Envelope
Instructions:

1. Cut two pieces of construction paper 9” x 6”. Tape the two sides and the bottom together to create an
envelope.

2. Cut one piece of drawing paper 8 ” x 5 ”.

3. Glue the drawing paper to the front of the envelope.

4. Illustrate the front of the envelope with the title “Telegraph” and a picture.

5. Cut one piece of construction paper 11” x 5 ”. Write a paragraph about the telegraph based on the
information from Communication From East to West on the front of the paper.

6. Make a display on the back of the 11” x 5 ” paper with vocabulary, photographs, drawings, illustrations,
quotes, or information from the documents about the telegraph.

7. Slide the 11” x 5 1/2” construction paper into the envelope.


Dashes and Dots: A Product of the 19th Century
Primary Source Analysis Worksheet

National Content Standard: Identify and describe technological inventions and developments that
th
evolved during the 19 century and the influence of these changes on the lives of workers.
th
Essential Question: How did technology affect communication in the 19 century?
Directions: Describe or list the people, objects and activities that you see in the primary sources
and answer the questions

Source 1 Source 2 Source 3 Source 4



S ... F .-. B -... M --O . . R . .. S ... E .

1. Describe in detail what you can learn from these primary sources?
th
2. What was the role of the telegraph in the 19 century?
3. Create a list of questions that you have after studying these primary sources.


Source: U.S. Mint
Grade levels targeted by this lesson: 3‐5, 8
Lesson Title: I’ll Meet You in the Middle
Prerequisite Knowledge:
Students should have a basic knowledge of:
•Transportation •Inches
•Cause and effect •Measurement
•Feet •Perimeter
•Measuring to the nearest inch •Length
•Rectangle
 Social Studies  Reading/Language Arts  Math  Science  Other: ____
GPS Correlations:
Information Processing Skills:
1. Use inch to inch map scale to determine distance on a map.
2. Use a map to explain impact of geography on historical and local events.
3. Draw conclusions and make generalizations based on information from maps.
M3M3. Students will understand and measure the perimeter of simple geometric figures (squares and
rectangles).
a. Understand the meaning of the linear unit in measuring perimeter.
b. Understand the concept of perimeter as being the boundary of a simple geometric figure.
c. Determine the perimeter of a simple geometric figure by measuring and summing the lengths of
the sides.
d. Identify the center, diameter, and radius of a circle.
SS8H5 : The student will explain significant factors that affected the development of Georgia as part of the
growth of the United States between 1749 and 1840; c. Explain how technological developments, including the
cotton gin and railroads, had an impact on Georgia’s growth.
Students will demonstrate understanding of cause and effect and the Transcontinental Railroad. Students
will understand customary units of measurement to find length. Students will calculate perimeter.
Instructional strategies used: Whole group, pairs, individual work
 Chart paper
 Markers
 Pencils
 Rulers
 Yard sticks (1 per student).
 piece of masking tape on the floor the length of your classroom for Session 2&3
 overhead projector or LCD projector
 overhead transparency or digital image of the “Utah Quarter Reverse” page
 overhead transparency or digital image of the “How Does it Measure Up?” worksheet
 class map of the United States
 class map of the World



 Locate a copy of a text that provides basic information about the Transcontinental Rail‐road, such as:–The
Transcontinental Railroad: A Primary Source History of America’s First Coast‐To‐Coast Railroad by Gillian
Houghton
–The Transcontinental Railroad by Linda Thompson
–The Transcontinental Railroad by James P. Burger
–The Transcontinental Railroad 1862–69 by Frank B. Latham
–The Transcontinental Railroad In American History by R. Conrad Stein
–The Great Race by Cynthia Mercati (available for checkout from the TAH library)
 Copies of the following:–“Cause and Effect” worksheet
–“How Does it Measure Up?” worksheet
–“All the Way Around and Down the Middle” worksheet
Procedures:
Note: Measure the perimeter and distance down the center of your classroom in yards for accuracy of
responses in Session 3.
Session 1
1. Introduce students to the text/information of your choice about the Transcontinental Railroad. As a
group, preview the text and illustrations to generate observations about what is occurring at different
points in the book. Read the selected text to the class and attend to any unfamiliar vocabulary.
2. Ask the students to give key facts about the Transcontinental Railroad. Record the student responses on
chart paper. Responses should include that there were two companies that built the railroads and
connected the tracks, it was a very dangerous project, and it took many workers and a lot of time to
complete.
3. Describe the 50 State Quarters® Program for background information, if necessary, using the example of
your own state, if available. Display the “Utah Quarter Reverse” overhead transparency. Locate Utah on
a classroom map. Note its position in relation to your state’s location.
4. With the students, examine the design on this coin’s reverse. Tell the students that the back of the coin
is also called the reverse, and “obverse” is another name for the front of a coin. Have the students
identify the images included in this coin design, including the trains and the golden spike.
5. Read the coin inscription to the students. Show them the date at the top of the coin and tell them that is
the date Utah became a state. Discuss the “Crossroads of the West” phrasing on the coin. Tell them that
crossroads are where two roads cross or intersect. Ask the students to think of examples of crossroads in
the hallways of the school or on roads near the school.
6. Ask the students why they think the image on the coin might be important to Utah, and accept all
responses. Lead a class discussion regarding the images and tell the students that the image of the trains
and the words “Crossroads of the West” are part of a special event that took place in Utah on May 10,
1869. At Promontory Point, Utah, two sets of railroads tracks met to make the first railroad to cross the
United States from the East Coast to the West. The large spike shown on the coin is the “golden spike”
which is a symbol of the final spike to be struck into the tracks.
7. As a class, have the students brainstorm reasons why people in the past may have wanted and needed
the Transcontinental Railroad. Record the students’ responses on a new piece of chart paper. Tell the
students they will look at the list again in another session.
8. Write the words “cause” and “effect” in two columns on the board or on a piece of chart paper. Tell the
students “cause” is why something happens and “effect” is what happens. Add the definitions to the
chart paper. Provide the students with an example of cause and effect such as “it is raining during recess
time so they can’t go outside.” Ask the students to identify the cause and the effect in the example.
Record raining under the “cause” column and staying inside or no recess under the “effect” column.
9. Provide three other examples to the class and write the cause and effect of each example under the
appropriate column.
10. Distribute a “Cause and Effect” worksheet to each student. Review the directions and have the students
work in pairs to complete the worksheet.
11. Allow students sufficient time to complete the worksheet. As a class, review the answers and add
examples of cause and effect from the worksheet to the chart.
12. Collect the students’ worksheets.

Session 2
1. Review the material covered in the previous session. Ask the students to think about the cause and
effect of the Transcontinental Railroad.
2. Add Transcontinental Railroad to the “Cause” column of the chart. Discuss what effects of completing
the Transcontinental Railroad were and add them to the “Effects” column on the chart. Possible answers
would include a faster route and more people traveling to and living in the west.
3. Discuss modes of transportation with the students. Brainstorm ways we travel today and discuss how
efficient and time saving it is for us. Remind the students that 1869 was along time ago and many things
we have today were not available then. Discuss modes of transportation of that time period with the
students. Examples should include boats and wagons for carrying people and supplies.
4. Use a map of the world as a visual aid and explain to the students that the boats and wagons took a long
time and people were looking for a faster way to get across the country. The idea was that a train going
across the entire country would be faster and connect the East and West Coasts.
5. Display the “How Does it Measure Up?” overhead transparency. Discuss the directions and information
with the students. Review with the students the definition of length (the measurement of the longest
side of an object). List the customary units of length on chart paper. (1 foot =12 inches, 1 yard=36 inches,
1 mile= 1,760 yards or 5,280 feet.) Discuss when it is appropriate to use each unit of length (mile vs.
inch).
6. Distribute the “How Does it Measure Up?” worksheet to each student. Explain to the students that they
will use a ruler to measure objects in the classroom. Review measuring objects to the nearest inch with
the students. Divide the class into pairs and distribute a ruler to each student. Give the students a list of
objects to measure in the classroom.
7. Allow a sufficient amount of time for the students to measure the objects and record their findings on
the worksheet.
8. As a class, review the answers and collect the students’ worksheets.

Session 3
1. Review the content from the previous sessions.
2. Tell the students that they will be completing another measurement activity in this session. Slowly walk
around the perimeter of the classroom. Ask the students what the measure of the outside of an area is
called. If necessary, tell them “perimeter.” On the board, write the formula for the perimeter of a
rectangle and explain to them it’s the measure of the length plus the length plus the width plus the
width. On a piece of chart paper, write the term “perimeter,” the definition and the formula.
3. Walk on the straight line through the center of your classroom. Remind the students this is the length of
the room. Ask the students what unit of length would be best to measure the perimeter and length of
the classroom. Students should respond “yard.”
4. Have the students predict which distance is the longest. Have the students predict which one would take
longer to walk.
5. Divide the students into pairs. Distribute a yard stick to each student. Discuss the yardstick with the
students, reminding them that a yard is equal to 36 inches. Demonstrate how to use the yard stick and
measure to the nearest yard by measuring an object in the classroom and recording the results on the
chart paper.
6. Distribute an “All the Way Around and Down the Middle” worksheet to each student. Review the
directions and tell them this is their recording sheet. Tell the students they will be working with their
partner to measure the perimeter and length of the classroom to the nearest yard.
7. Divide the class in half. Half of the students begin this activity in each of the four corners of the room and
the other half measures the room down the middle.
8. Allow the students a sufficient amount of time to complete the activity.
9. Review the data the students gathered. Record the findings on the chart paper and, using the formula,
find the perimeter as a class. Compare the two pieces of data.
10. Choose two students and tell the class that one student will walk the perimeter and the other will walk
down the center. Have the class explain which student will complete their walk faster and why. Have
one walk the perimeter of the room while the other walks though the center. Discuss the results.
11. Collect the student’s worksheets.
12 Display the chart paper from Session 1 and revisit the students’ ideas about the reasons people in the
past may have wanted a Transcontinental Railroad. Discuss with the students how the perimeter activity
relates to the creation of the Transcontinental Railroad.

Evaluation:
 Take anecdotal notes about the students’ participation in class discussions.
 Review the students’ worksheets to evaluate whether they have met the lesson’s objectives.
Appendices:
Copies of reproducible materials, assessments, enrichment/extension activities, etc. (below)
TERMS AND CONCEPTS
•Obverse (front)
•Reverse (back)
•Transcontinental Railroad
•Yards
ENRICHMENT/EXTENSIONS
•Have students create a map highlighting the path and key cities along the Transcontinental Railroad.
•Have students research and write a report about one of the railroad lines involved in the Transcontinental
Railroad.
•Have student “time” three students, one walking the perimeter, and the other two walking from the wall to
the center of the room where they’ll meet like the railroads did. Have the students compare the time
difference.
•Have students look at a compass rose and label the room with the primary and intermediate directions.
DIFFERENTIATED LEARNING OPTIONS
•Allow students to work in small groups for the measurement portion of the lesson.
•Provide one set of measurements for students for the “All the Way Around and Down the Middle”
worksheet.



Source: Adapted from http://www.usmint.gov/KIDS/teachers/lessonPlans/50sq/2007/0406‐4.pdf
Lesson Title: Voting for Change
Prerequisite Knowledge: Students should have a basic knowledge of: voting process, United States,
Constitution, Venn diagram, timeline
GPS Correlations:
democracy.
a. Susan B. Anthony (Women’s Rights)
b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome
and describe how they overcame them.
SS4H7 The student will examine the main ideas of the abolitionist and suffrage movements.
a. Discuss biographies of Harriet Tubman and Elizabeth Cady Stanton.
d. Describe the purpose of the 13th, 14th, and 15th Amendments.
democracy.
e. Explain how voting rights were protected by the 15th, 19th , 23rd, 24th , and 26th amendments.
SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia.
f. Analyze the impact of Reconstruction on Georgia and other southern states, 3th, 14th, and 15th
amendments to the constitution

Instructional Objectives: Students will identify important events in the history of voting rights. Students will
identify the importance of amendments to the Constitution.
Rationale for topic: Students should understand that the current laws about voting were not always in place.
Instructional strategies used: direct instruction, hands‐on activities
Materials/ technology used: (Internet access and computers needed)
 1 copy of text that gives information about the 15th Amendment, such as Civil War Reconstruction,
Shh! We’re Writing the Constitution by Jean Fritz, Creating the Constitution: 1787 by Christopher
Collier and James Lincoln Collier
 1 copy of text that gives information about women’s suffrage, such as: Road to Seneca Falls: A Story
about Elizabeth Cady Stanton by Gwenyth Swain, You Want Women to Vote Lizzie Stanton? By Jean
Fritz and DyAnne DiSalvo‐Ryan, A Long Way to Go by Zibby ONeal
 Journal
 Colored index cards (4 colors: red, white, blue, green)
 Chart paper



Procedures:
Session 1
1. Prior to teaching the lesson, locate information on the Constitution. See examples in the materials
section. Also, bookmark information on the computers about the history of the right to vote and
women’s suffrage.
2. Mix up the index cards so they are not arranged by color. Give one of the colored cards to each
student. Ask the students to place the cards to the side on their desk. Explain to the students that
they will be voting on a class favorite book they have read. Have the students offer suggestions of
books to be included in the voting. Record suggestions on chart paper.
3. Explain to the students that there is a rule for voting. Write the rule on the board: “Only those
students with red and blue cards are allowed to vote.” Explain to them that you just don’t feel that
the students with the white and green cards know enough information about the suggested books to
be able to vote effectively.
4. Allow the students with red and blue cards to vote. Record the results of the voting and circle the
book with the most votes. Allow students time to discuss their reaction to the voting that occurred.
Focus on whether they thought it was fair and what they feel should be done about it.
5. Have the students with the white and green cards get together as a group and discuss their claims to
the right to vote. Have the students with the red and blue cards get together and discuss their
feelings in being the only ones to vote. Have the students with the white and green cards present
their claims to the other group. Have the other group listen to their reasons and give feedback, then
present their own reasons for keeping the voting system the way it is. Then allow the first group to
give their feedback.
6. Have the students record their concerns in a journal and come up with some suggestions of how to
make the voting more fair. Debrief the students. Let them know this was just a fabricated scenario
and that no such rule exists. Assure the students that the voting activity was completely made up.
7. Make a K‐W‐L chart on the Constitution. Ask students what they already know about the
Constitution. Complete the appropriate parts of the chart.
8. Introduce the students to the selected text about the Constitution and Amendments. As a group,
preview the text. Read the text aloud to the students. Attend to unfamiliar vocabulary and concepts.
After reading the selected text, have the students identify the purpose of the Constitution and the
purpose of an Amendment. Record responses on the K‐W‐L chart.
9. Discuss the purpose for Amendments. Focus on the fact that the Constitution was written in 1787,
which is more than 200 years ago. Complete a Venn Diagram on chart paper comparing the two time
periods of 1787 and the current year. Ask the students if some things have changed since that time.
Discuss how these changes may have affected the Constitution and how amendments may be made
periodically as times change. These changes keep the Constitution a living and growing document.
Session 2
1. Introduce the students to the selected text about the suffrage movement. Discuss the term
“suffrage” (the right to vote). As a group, preview the text. Read the text aloud to the students.
Attend to unfamiliar vocabulary and concepts.
2. After reading the selected text, have the students identify important events from the text. Write
these events on chart paper. Distribute the “Voting Rights Timeline” worksheet and have the
students complete a timeline using the events from the chart paper.
3. Collect the timelines.
Session 3
1. Review the timeline from the previous session. Tell the students that they will be completing some
research on important events related to the right to vote in the United States. After completing the
research, the students will be designing an illustrated expanded timeline of voting rights in the
United States. The expanded timeline will include additional events in the history of voting and not
just the events from the text. Tell the students that they are to have at least ten events on their
timeline, not including those they already had from the previous session’s text.
2. Take the students to the computer lab and allow them time to research.
3. Distribute the “Voting Rights Timeline—Rubric” and review it with the students. Allow the students
time to complete their timelines and illustrate them.
4. Have the students do a self‐evaluation using the rubric.
5. Display the timelines.

Evaluation: Use the “Voting Rights Timeline—Rubric” and the “History of Voting Rights—Teacher Answer
Key” to evaluate whether the students have met the lesson objectives.

Appendices: “Voting Rights Timeline” worksheet, “Voting Rights Timeline” answer key, “Voting Rights
Timeline” rubric



Source: HistoryNow.org (http://historynow.org/03_2006/lp4b.html)
Lesson Title: Women's Suffrage: 140 Years of Struggle
Prerequisite Knowledge: Women were the last group to be granted the right to vote under the U.S.
Constitution.
Social Studies  Reading/Language Arts  Math  Science  Other:

GPS Correlations:
democracy.
SS4H7 The student will examine the main ideas of the abolitionist and suffrage movements
SS5H3 The student will describe how life changed in America at the turn of the century.
8th Grade – Use in conjunction with the 15th Amendment – Voting Rights – Women did not gain the right to
vote until the 19th Amendment in 1920
1. Students will interpret primary and secondary sources in an effort to understand the struggle for
women’s suffrage in the U.S.
2. Students will demonstrate their understanding of historical events by creating PowerPoint presentations
or writing individual essays.
Students should understand why couldn’t women vote before 1920 and what changes brought about
women’s suffrage in the United States.
Instructional strategies used: Collaborative groups, hands on activities
Materials/ technology used: PowerPoint, copies of all handouts, poster board, markers, crayons, colored
pencils
Primary sources: (available at http://historynow.org/03_2006/lp4b.html)
 “Penn[sylvania] on the Picket Line” (photograph from the records of the National Woman’s Party at the
Library of Congress, American Memory)
 “Election Day!” (political cartoon from the Library of Congress)
“The Apotheosis of Suffrage” (political cartoon from Library of Congress)
 National Anti‐Suffrage Association (photograph from the Library of Congress)
 “One Hundred Years toward Suffrage: An Overview” (timeline, Library of Congress,
National American Woman Suffrage Association)
 Broadside on Suffrage March, 1913
 Suffrage Poster Gilder Lehrman


Procedures:
Distribute the broadside that reports that hundreds of women marchers were injured by a large crowd of
bystanders at the March on Washington in 1913. Discuss how people may have reacted to the news at the
time.

Day 1:
1. Students will examine and explain the significance of the political cartoons and photos concerning
women’s suffrage.)
2. Using the timeline that identifies important events associated with women’s suffrage from 1776 to
1920, students will highlight selected events and explain how they contributed to the success of the
women’s suffrage movement.
3. Ask students to discuss women’s suffrage in light of the following questions:
A. Why couldn't women vote in the United States until 1920?
B. Who opposed women's right to vote?
C. Who were some of the women who worked to get women the right to vote?
D. What activities were used to help promote women's suffrage?
E. What government action finally gave women the right to vote?
F. How has that right to vote affected the American political system?

Day 2:
1. Divide students into groups of two. If the technology is available, each pair should create a
PowerPoint storyboard that responds to the questions above. Ask students to incorporate photos,
graphics, and/or cartoons into the storyboards. An alternative is to have students write individual,
well‐developed essays that respond to the questions. (Students can still create a storyboard on
poster)
2. Have groups present their PowerPoint’s (or critical essays or poster storyboards) to the class.
The teacher will evaluate the PowerPoint presentations (or essays) by determining whether the questions
have been answered accurately. (Rubric below)

Discussion:
The class will discuss the political and other reasons why women were barred from the political process until
1920. Students should be able to understand that both traditional cultural mores and institutionalized gender
discrimination have historically prevented women from exercising equal economic, political, and social
decision‐making power in our country.

Follow‐up:
Using library resources and the electronic media, students will research individual women who made
significant contributions to the women’s suffrage movement. These could include: Elizabeth Cady Stanton,
Susan B. Anthony, Harriet Tubman, Helen Keller, and Sojourner Truth.

Application:
The teacher will distribute the Nineteenth Amendment (saved as “right to vote” on CD) and discuss how the
decision to enact it changed women’s roles in the United States.
Evaluation: Based on student product, PowerPoint (or critical essay or poster board)
Appendices: PowerPoint Rubric, “One Hundred Years toward Suffrage: An Overview”


One Hundred Years toward Suffrage: An Overview
Compiled by E. Susan Barber

1776 Abigail Adams writes to her husband, John, who is attending the Continental
Congress in Philadelphia, asking that he and the other men‐‐who were at work on
the Declaration of Independence‐‐"Remember the Ladies." John responds with
humor. The Declaration's wording specifies that "all men are created equal."
1820 to 1880 Evidence from a variety of printed sources published during this
period‐‐advice manuals, poetry and literature, sermons, medical texts‐‐reveals
that Americans, in general, held highly stereotypical notions about women's and
men's roles in society. Historians would later term this phenomenon "The Cult of
Domesticity."
1821 Emma Hart Willard founds the Troy Female Seminary in New York‐‐the first
endowed school for girls.
1833 Oberlin College becomes the first coeducational college in the United States. In 1841, Oberlin awards
the first academic degrees to three women. Early graduates include Lucy Stone and Antoinette Brown.
1836 Sarah Grimké begins her speaking career as an abolitionist and a women's rights advocate. She is
eventually silenced by male abolitionists who consider her public speaking a liability.
1837 The first National Female Anti‐Slavery Society convention meets in New York City. Eighty‐one delegates
from twelve states attend.
1837 Mary Lyon founds Mount Holyoke College in Massachusetts, eventually the first four‐year college
exclusively for women in the United States. Mt. Holyoke was followed by Vassar in 1861, and Wellesley and
Smith Colleges, both in 1875. In 1873, the School Sisters of Notre Dame found a school in Baltimore,
Maryland, which would eventually become the nation's first college for Catholic women.
1839 Mississippi passes the first Married Woman's Property Act.
1844 Female textile workers in Massachusetts organize the Lowell Female Labor Reform
(LFLRA) and demand a 10‐hour workday. This was one of the first permanent labor associations for working
women in the United States.
1848 The first women's rights convention in the United States is held in Seneca Falls, New York. Many
participants sign a "Declaration of Sentiments and Resolutions" that outlines the main issues and goals for
the emerging women's movement. Thereafter, women's rights meetings are held on a regular basis.
1849 Harriet Tubman escapes from slavery. Over the next ten years she leads many slaves to freedom by the
Underground Railroad.
1850 Amelia Jenks Bloomer launches the dress reform movement with a costume bearing her name. The
Bloomer costume was later abandoned by many suffragists who feared it detracted attention from more
serious women's rights issues.
1851 Former slave Sojourner Truth delivers her "Ain't I a Woman?" speech before a spellbound audience at a
women's rights convention in Akron, Ohio.
1852 Harriet Beecher Stowe publishes Uncle Tom's Cabin, which rapidly becomes a bestseller.
1861 to 65 The American Civil War disrupts suffrage activity as women, North and South, divert their
energies to "war work." The War itself, however, serves as a "training ground," as women gain important
organizational and occupational skills they will later use in postbellum organizational activity.


1865 to 1880 Southern white women create Confederate
memorial societies to help preserve the memory of the "Lost
Cause." This activity propels many white Southern women into the
public sphere for the first time. During this same period, newly
emancipated Southern black women form thousands of
organizations aimed at "uplifting the race."
1866 Elizabeth Cady Stanton and Susan B. Anthony form the
American Equal Rights Association, an organization for white and
black women and men dedicated to the goal of universal suffrage.
1868 The Fourteenth Amendment is ratified, which extends to all
citizens the protections of the Constitution against unjust state laws. This Amendment was the first to define
"citizens" and "voters" as "male."
1869 The women's rights movement splits into two factions as a result of disagreements over the Fourteenth
and soon‐to‐be‐passed Fifteenth Amendments. Elizabeth Cady Stanton and Susan B. Anthony form the more
radical, New York‐based National Woman Suffrage Association (NWSA). Lucy Stone, Henry Blackwell, and
Julia Ward Howe organize the more conservative American Woman Suffrage Association (AWSA), which is
centered in Boston. In this same year, the Wyoming territory is organized with a woman suffrage provision. In
1890, Wyoming was admitted to the Union with its suffrage provision intact.
1870 The Fifteenth Amendment enfranchises black men. NWSA refuses to work for its ratification, arguing,
instead, that it be "scrapped" in favor of a Sixteenth Amendment providing universal suffrage. Frederick
Douglass breaks with Stanton and Anthony over NWSA's position.
1870 to 1875 Several women‐‐including Virginia Louisa Minor, Victoria Woodhull, and Myra Bradwell‐‐
attempt to use the Fourteenth Amendment in the courts to secure the vote (Minor and Woodhull) or the
right to practice law (Bradwell). They all are unsuccessful.
1872 Susan B. Anthony is arrested and brought to trial in Rochester, New York, for attempting to vote for
Ulysses S. Grant in the presidential election. At the same time, Sojourner Truth appears at a polling booth in
Battle Creek, Michigan, demanding a ballot; she is turned away.
1874 The Woman's Christian Temperance Union (WCTU) is founded by Annie Wittenmyer. With Frances
Willard at its head (1876), the WCTU became an important force in the fight for woman suffrage. Not
surprisingly, one of the most vehement opponents to women's enfranchisement was the liquor lobby, which
feared women might use the franchise to prohibit the sale of liquor.
1878 A Woman Suffrage Amendment is introduced in the United States Congress. The wording is unchanged
in 1919, when the amendment finally passes both houses.
1890 The NWSA and the AWSA are reunited as the National American Woman Suffrage Association (NAWSA)
under the leadership of Elizabeth Cady Stanton. During this same year, Jane Addams and Ellen Gates Starr
found Hull House, a settlement house project in Chicago's 19th Ward. Within one year, there are more than a
hundred settlement houses‐‐largely operated by women‐‐throughout the United States. The settlement
house movement and the Progressive campaign of which it was a part propelled thousands of college‐
educated white women and a number of women of color into lifetime careers in social work. It also made
women an important voice to be reckoned with in American politics.
1891 Ida B. Wells launches her nation‐wide anti‐lynching campaign after the murder of three black
businessmen in Memphis, Tennessee.
1893 Hannah Greenbaum Solomon founds the National Council of Jewish Women (NCJW) after a meeting of
the Jewish Women's Congress at the Columbian Exposition in Chicago, Illinois. In that same year, Colorado
becomes the first state to adopt a state amendment enfranchising women.

1895 Elizabeth Cady Stanton publishes The Woman's Bible. After its
publication, NAWSA moves to distance itself from this venerable
suffrage pioneer because many conservative suffragists considered her
to be too radical and, thus, potentially damaging to the suffrage
campaign. From this time, Stanton‐‐who had resigned as NAWSA
president in 1892‐‐was no longer invited to sit on the stage at NAWSA
conventions.
1896 Mary Church Terrell, Ida B. Wells‐Barnett, Margaret Murray
Washington, Fanny Jackson Coppin, Frances Ellen Watkins Harper,
Charlotte Forten Grimké, and former slave Harriet Tubman meet in
Washington, D.C. to form the National Association of Colored Women (NACW).
1903 Mary Dreier, Rheta Childe Dorr, Leonora O'Reilly, and others form the Women's Trade Union League of
New York, an organization of middle‐ and working‐class women dedicated to unionization for working
women and to woman suffrage. This group later became a nucleus of the International Ladies' Garment
Workers' Union (ILGWU).
1911 The National Association Opposed to Woman Suffrage (NAOWS) is organized. Led by Mrs. Arthur
Dodge, its members included wealthy, influential women and some Catholic clergymen‐‐including Cardinal
Gibbons who, in 1916, sent an address to NAOWS's convention in Washington, D.C. In addition to the
distillers and brewers, who worked largely behind the scenes, the "antis" also drew support from urban
political machines, Southern congressmen, and corporate capitalists‐‐like railroad magnates and
meatpackers‐‐who supported the "antis" by contributing to their "war chests."
1912 Theodore Roosevelt's Progressive (Bull Moose/Republican) Party becomes the first national political
party to adopt a woman suffrage plank.
1913 Alice Paul and Lucy Burns organize the Congressional Union, later known as the National Women's Party
(1916). Borrowing the tactics of the radical, militant Women's Social and Political Union (WSPU) in England,
members of the Woman's Party participate in hunger strikes, picket the White House, and engage in other
forms of civil disobedience to publicize the suffrage cause.
1914 The National Federation of Women's Clubs‐‐which by this time included more than two million white
women and women of color throughout the United States‐‐formally endorses the suffrage campaign.
1916 NAWSA president Carrie Chapman Catt unveils her "winning plan" for suffrage victory at a convention in
Atlantic City, New Jersey. Catt's plan required the coordination of activities by a vast cadre of suffrage
workers in both state and local associations.
1916 Jeannette Rankin of Montana becomes the first American woman elected to represent her state in the
U.S. House of Representatives.
1918 to 1920 The Great War (World War I) intervenes to slow down the suffrage campaign as some‐‐but not
all‐‐suffragists decide to shelve their suffrage activism in favor of "war work." In the long run, however, this
decision proves to be a prudent one as it adds yet another reason to why women deserve the vote.
August 26, 1920 The Nineteenth Amendment is ratified. Its victory accomplished, NAWSA ceases to exist, but
its organization becomes the nucleus of the League of Women Voters.
1923 The National Woman's Party first proposes the Equal Rights Amendment to eliminate discrimination on
the basis of gender. It has never been ratified.


PowerPoint Rubric
Student Name: ____________________________________________________
Project Title________________________________________________________

CATEGORY 4 3 2 1 Points
Content ‐ Accuracy All content Most of the content The content is Content is typically
throughout the is accurate but there generally accurate, confusing or contains
presentation is is one piece of but one piece of more than one
accurate. There are information that information is clearly factual error.
no factual errors. might be inaccurate. flawed or inaccurate.
Use of Graphics All graphics are A few graphics are All graphics are Several graphics are

attractive (size and not attractive but all attractive but a few unattractive AND
colors) and support support the do not seem to detract from the
the theme/content theme/content of support the content of the
of the presentation. the presentation. theme/content of presentation.
the presentation.
Spelling and Presentation has no Presentation has 1‐2 Presentation has 1‐2 Presentation has
Grammar misspellings or misspellings, but no grammatical errors more than 2
grammatical errors. grammatical errors. but no misspellings. grammatical and/or
spelling errors.
Originality Presentation shows Presentation shows Presentation shows Presentation is a

considerable some originality and an attempt at rehash of other
originality and inventiveness. The originality and people's ideas and/or
inventiveness. The content and ideas inventiveness on 1‐2 graphics and shows
content and ideas are presented in an cards. very little attempt at
are presented in a interesting way. original thought.
unique and
interesting way.
Sequencing of Information is Most information is Some information is There is no clear plan
Information organized in a clear, organized in a clear, logically sequenced. for the organization
logical way. It is easy logical way. One card An occasional card or of information.
to anticipate the type or item of item of information
of material that information seems seems out of place.
might be on the next out of place.
card.
Effectiveness Project includes all Project includes most Project is missing Project is lacking
material needed to material needed to more than two key several key elements
gain a comfortable gain a comfortable elements. It would and has inaccuracies
understanding of the understanding of the make an incomplete that make it a poor
topic. It is a highly material but is study guide. study guide.
effective study guide. lacking one or two
key elements. It is an
adequate study
guide.
Total Points Awarded



Source: Adapted from Social Studies School Service
Grade levels targeted by this lesson: 8
Lesson Title: The Populist Party
Prerequisite Knowledge: Many Farmers did not feel they were being treated fairly in the late 19th century. They
believed that big businesses were hurting the “common man”.

Social Studies  Reading/Language Arts  Math  Science  Other: __________

GPS Correlations:
SS8H7 The student will evaluate key political, social, and economic changes that occurred in Georgia between 1877
and 1918.
Evaluate the impact the Bourbon Triumvirate, Henry Grady, International Cotton Exposition, Tom Watson and
the Populists, Rebecca Latimer Felton, the 1906 Atlanta Riot, the Leo Frank Case, and the county unit system
had on Georgia during this period.
Students will
 Analyze a primary source document spelling out political ideas
 Speculate as to the motives and goals of the Populists
 Evaluate the effectiveness of the Populist movement
The Populist Party was active in Georgia with supporters in Tom Watson and Rebecca Latimer Felton.
Instructional strategies used: Direct instruction, hands on activities
Materials/ technology used: Copies of the student worksheet and the Populist Platform, 1892, computer with internet
Procedures:
1. Introduce the lesson with an overview of third parties in U.S. political history, such as Theodore Roosevelt’s “Bull
Moose” Progressive Party in the Election of 1912, Strom Thurmond’s “Dixiecrat” Party in 1948, George Wallace’s
“American Independent” Party in 1968, and John Anderson’s presidential run in 1980, as well as Ross Perot’s
campaigns in 1992 and 1996.
2. Ask students what the effect of a third party generally is: Do third‐party candidates ever win elections, or can they
only shift the balance from one major‐party candidate to another?(Lincoln’s election)
3. Ask students to also speculate as to why third parties are created. Most students will probably state that some are
dissatisfied with the current two‐party system and seek some sort of change.
4. Have students complete the worksheets. Answers can be as short as 3 or 4 sentences or as long as a paragraph
depending on the time allotted for completion as well as the depth of the answer required.
Wrap Up: Once the question sheets are completed, have the class speculate as to why the Populist Party didn’t enjoy
more success in the 1892 election, or in the subsequent elections.
Performance Task: Allow the students to research Tom Watson and Rebecca Latimer Felton. Have them write an
article to be published in the newspaper where they interview Watson and Felton on their political and social views. A
web site that can be used is: http://www.georgiaencyclopedia.org/nge/Home.jsp
(If this lesson is done with a unit on the 19th century then a newspaper with articles about SS8H7 can be created)
Evaluation: Based on student worksheet, class discussion and newspaper article
Appendices: Populist Part Platform 1892, student worksheet, newspaper article rubric


Populist Party Platform, 1892 (July 4, 1892)
PREAMBLE
The conditions which surround us best justify our co‐operation; we meet in the midst of a nation brought to
the verge of moral, political and material ruin. Corruption dominates the ballot‐box.... The people are
demoralized;... public opinion silenced.... homes covered with mortgages, labor impoverished, and the land
concentrating in the hands of capitalists. The urban workman are denied the right to organize for self‐
protection, imported pauperized labor beats down their wages... and [we] are rapidly degenerating into
European conditions. The fruits of the toils of millions are boldly stolen to build up colossal fortunes for a
few, unprecedented in the history of mankind.... From the same prolific womb of governmental injustice we
breed the two great classes – tramps and millionaires.
The national power to create money is appropriated to enrich bond‐holders....
Silver, which has been accepted as coin since the dawn of history, has been demonetized to add to the
purchasing power of gold.... the supply of currency is purposely [limited] to fatten [creditors].... A vast
conspiracy against mankind has been organized... if not met and overthrown at once it forebodes terrible
social convulsions, the destruction of civilization....
Controlling influences dominating both... parties have permitted the existing dreadful conditions to develop
without serious effort to prevent or restrain them. Neither do they now promise any substantial reform....
They propose to sacrifice our homes, lives, and children on the alter of mammon; to destroy the multitude in
order to secure corruption funds from the millionaires....
We seek to restore the government of the Republic to the hands of the "plain people."
Our country finds itself confronted by conditions for which there is no precedence in the history of the world;
our annual agricultural productions amount to billions of dollars in value, which must, within a few weeks or
months, be exchanged for billions of dollars worth of commodities consumed in their production; the existing
currency supply is wholly inadequate to make this exchange; the results are falling prices, the formation of
combines and rings, the impoverishment of the producing class. We pledge ourselves that if given power we
will labor to correct these evils....
We believe that the power of government – in other words, of the people – should be expanded... to the end
that oppression, injustice, and poverty shall eventually cease in the land.
[We] will never cease to move forward until every wrong is righted and equal rights and equal privileges
securely established for all the men and women of this country...
PLATFORM
We declare, therefore –
First – That the union of the labor forces of the United States... shall be permanent and perpetual....
Second – Wealth belongs to him who creates it, and every dollar taken from industry without an equivalent is
robbery.... The interests of rural and civil labor are the same; their enemies identical....

Third – We believe the time has come when the railroad corporations will either own the people or the
people must own the railroads.... The government [should] enter upon the work of owning and managing all
the railroads....
FINANCE – We demand a national currency, safe, sound, and flexible issued by the general government....
1. We demand free and unlimited coinage of silver and gold at the present legal ratio of 16 to 1.
2. We demand that the amount of circulating medium be speedily increased....
3. We demand a graduated income tax.
4. We believe that the money of the country should be kept as much as possible in the hands of the
people, and hence we believe that all State and national revenues shall be limited to the necessary
expenses of the government, economically and honestly administered....
5. We demand that postal savings banks be established by the government for the safe deposit of the
earnings of the people and to facilitate exchange....
TRANSPORTATION – Transportation being a means of exchange and a public necessity, the government
should own and operate the railroads in the interest of the people. The telegraph and telephone... should be
owned and operated by the government in the interest of the people.
LAND – The land, including all the natural sources of wealth, is the heritage of the people, and should not be
monopolized for speculative purposes, and alien ownership of land should be prohibited. All land now held
by railroads and other corporations in excess of their actual needs, and all lands now owned by aliens should
be reclaimed by the government and held for actual settlers only.
EXPRESSION OF SENTIMENTS
1. Resolved, That we demand a free ballot, and a fair count in all elections... without Federal
intervention, through the adoption by the states of the... secret ballot system.
2. Resolved, That the revenue derived from a graduated income tax should be applied to the reduction
of the burden of taxation now levied upon the domestic industries of this country.
3. Resolved, That we pledge our support to fair and liberal pensions to ex‐Union soldiers and sailors.
4. Resolved, That we condemn the fallacy of protecting American labor under the present system which
opens our ports to [immigrants including] the pauper and the criminal classes of the world and
crowds out our [American] wage‐earners... and [we] demand the further restriction of undesirable
immigration
5. Resolved, That we cordially sympathize with the efforts of organized workingmen to shorten the
hours of labor....
6. Resolved, That we regard the maintenance of a large standing army of mercenaries, known as the
Pinkerton system as a menace to our liberties and we demand its abolition....
7. Resolved, That we commend to the favorable consideration of the people... the initiative and
referendum.
8. Resolved, That we favor a constitutional provision limiting the office of President and Vice President
to one term, and providing for the election of Senators of the United States by a direct vote of the
people.
9. Resolved, That we oppose any subsidy or national aid to any private corporation for any purpose.


Name __________________________________________ Date _________________

The Populist Party

During the Progressive Era, many farmers and laborers were disenchanted with “things as they were” and
demanded change. (Why might they be dissatisfied?) One way they sought reforms was through forming the
Populist Party.

In 1892, delegates meeting in Omaha, Nebraska, formed the party, and nominated James B. Weaver, a
popular Congressman, as their presidential nominee. While Weaver did not win the election, he did collect
more than a million votes as well as 22 electoral votes that year.

Directions: Read the document Populist Party Platform, 1892 then answer the following questions.
1. List at least four evils or conditions the Populists specify in the Preamble.
2. According to the Preamble, what did the Populists seek to do?
3. In the area of finance, why do you think the Populists sought to create free silver coinage? Why do you
think they supported a graduated income tax?
4. The Populists supported government ownership of railroads, as well s the telegraph and telephone
system. Why do you think they did this?
5. Look at #1 in “Expression of Sentiment.” Why do you think the Populists demanded a free ballot, fair
count in elections, and a secret ballot?
6. What condition or requirement did the Populists make regarding immigration? Why do you think they
targeted this?
7. Why do you think the Populists supported the initiative and referendum?
8. Why do you think the Populists proposed that the president and vice president should be limited to
one term, and that U.S. senators should be directly elected?
9. In your view, did the Populists’ platform accurately express the views and concerns of the majority of
Americans in the last decade of the 19th century? Explain your answer.

Newspaper Article Rubric
Name _____________________________________________ Date ____________
CATEGORY 4 3 2 1 Points
Layout ‐ Headlines & All articles have All articles have Most articles have Articles are missing
Captions headlines that capture headlines that headlines that bylines OR many
the reader's attention accurately describe the accurately describe the articles do not have
and accurately describe content. All articles content. All articles adequate headlines OR
the content. All articles have a byline. All have a byline. Most many graphics do not
have a byline. All graphics have captions. graphics have captions. have captions.
graphics have captions
that adequately
describe the people
and action in the
graphic.
Knowledge Gained All students in the All students in the Most students in the Several students in the
group can accurately group can accurately group can accurately group appear to have
answer all questions answer most questions answer most questions little knowledge about
related to a) stories in related to a) stories in related to a) stories in the facts and the
the newspaper and b) the newspaper and b) the newspaper and b) technical processes
technical processes technical processes technical processes used for the
used to create the used to create the used to create the newspaper.
newspaper. newspaper. newspaper.
Articles ‐ Purpose 90‐100% of the articles 85‐89% of the articles 75‐84% of the articles Less than 75% of the
establishes a clear establishes a clear establishes a clear articles establish a clear
purpose in the lead purpose in the lead purpose in the lead purpose in the lead
paragraph and paragraph and paragraph and paragraph and
demonstrates a clear demonstrates a clear demonstrates a clear demonstrate a clear
understanding of the understanding of the understanding of the understanding of the
topic. topic. topic. topic.
Articles ‐ Supporting The details in the The details in the The details in the The details in more
Details articles are clear, articles are clear and articles are clear and than 25% of the articles
effective, and vivid 80‐ pertinent 90‐100% of pertinent 75‐89% of the are neither clear nor
100% of the time. the time. time. pertinent.
Spelling and No spelling or grammar No more than a couple No more than 3 spelling Several spelling or
Proofreading errors remain after one of spelling or grammar or grammar errors grammar errors remain
or more people (in errors remain after one remain after one or in the final copy of the
addition to the typist) or more people (in more people (in newspaper.
read and correct the addition to the typist) addition to the typist)
newspaper. read and corrects the read and correct the
newspaper. newspaper.
Who, What, When, All articles adequately 90‐99% of the articles 75‐89% of the articles Less than 75% of the
Where & How address the 5 W's (who, adequately address the adequately address the articles adequately
what, when, where and 5 W's (who, what, 5 W's (who, what, address the 5 W's (who,
how). when, where and how). when, where and how). what, when, where,
and how).
Use of Primary Reading of primary Reading of primary Reading of primary Reading of primary
Sources source material was source material was source material was source material was
thorough. fairly thorough. incomplete. not done.
Total Points



Source: http://ushistory.pwnet.org/index.php
Lesson Title: Civil War and Reconstruction: 1860s to 1877
Prerequisite Knowledge: Students should understand why the Civil War occurred and the impact it had on
America.
 Social Studies  Reading/Language Arts  Math  Science  Other: __________

GPS Correlations:
SS4H5 Identify the three branches of the U. S. government as outlined by the Constitution, describe
what they do, how they relate to each other checks and balances and separation of power, and
how they relate to the states.
SS5H2 The student will analyze the effects of Reconstruction on American life. Describe the purpose of
the 13th, 14th, and 15th Amendments.
SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia. Analyze the
impact of Reconstruction on Georgia and other southern states, emphasizing Freedmen's Bureau;
sharecropping and tenant farming; Reconstruction plans; 13th, 14th, and 15th amendments to
the constitution; Henry McNeal Turner and black legislators; and the Ku Klux Klan.
The student will demonstrate knowledge of the effects of Reconstruction on American life by identifying the
provisions of the 13th, 14th, and 15th Amendments to the Constitution of the United States and their impact
on the expansion of freedom in America
Rationale for topic: Reconstruction resulted in constitutional changes that impacted the nation socially and
politically.
Instructional strategies used: Direct instruction, collaborative groups, hands on activities
Materials/ technology used: Copies of the 13th, 14th, and 15th amendments, poster paper, markers, crayons,
colored pencils, copies of graphic organizer, computer, LCD projector
Procedures: (The amendments can be found in the background section of the instructional unit.)
 Begin the unit with a question about the basic provisions of the 13th, 14th, and 15th Amendments.
 Explain that the 13th, 14th, and 15th Amendments to the Constitution of the United States of
America address the issues of slavery and guarantee equal protection under the law for all citizens.
 Explain to students that in order for a law to be put into place, an amendment needed to be officially
added to the Constitution.
 Discuss the basic provisions of the Amendments.
o 13th Amendment: Bans slavery in the United States and any of its territories
o 14th Amendment: Grants citizenship to all persons born in the United States and guarantees
them equal protection under the law
o 15th Amendment: Ensures all citizens the right to vote regardless of race or color or previous
condition of servitude

 Discuss that these three amendments guarantee equal protection under the law for all citizens.
 Read the 13th Amendment to the students. http://www.usconstitution.net/const.html#Am13
 Explain to students that the 13th, 14th, and 15th amendments were ratified at the end of the Civil
War. Each amendment was significant in extending equal rights to African Americans. Have students
work in small groups to illustrate one of the three amendments. Amendments may be randomly
assigned to the groups.
 Provide each group with markers, a piece of poster‐size paper, and a copy of the 13th, 14th, and 15th
Amendments. Encourage students to be colorful and creative. Instruct students that their poster
designs must include:
o the title of the Amendment
o an explanation of the Amendment in the student's own words
o a picture illustrating the main idea(s) of the Amendment.
 Use a graphic organizers to assist the students as they organize the background information on the
13th, 14th, and 15th Amendments.( The information used can come from their text, notes or using
the digital history site to gather information).
http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=126
 After students have completed their posters, lead a class discussion on what impact each
Amendment had on equality for African Americans. Was the amendment effective? What obstacles
did African Americans still face regardless of these Amendments? What long‐term impact did the
passage of these Amendments have on the history of the United States?
 Write "Citizenship, Voting, and Abolition of Slavery" on the chalkboard.
 Ask students to put them in a logical order. (Prompt kids with questions such as: "Can you vote if you
are not a citizen?" "What would need to happen first?" Write a 2 next to Citizenship, a 3 next to
Voting, and a 1 next to Abolition of Slavery. Explain to students who did not get the logical order
initially why the three cannot occur in a different order (you can't be a citizen if you are a slave and
you can't vote if you are not a citizen).
 As a review, have the students complete the Amendment Organizer worksheet.
WEB SITES
http://www.usconstitution.net/const.html#Am13
13th Amendment
14th Amendment
15th Amendment
Evaluation: Based on poster, class discussions, and amendment organizer

Appendices: Amendment organizer, cluster word webs

Amendment Organizer
Reconstruction Amendments

Amendment Description
13th Amendment

14th Amendment

th
15 Amendment

Which of the above amendments do you feel is the most important? Why? Write a strong
paragraph explaining your reasoning.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________








Savannah-Chatham County Public Schools

Source: Adapted from http://www2.scholastic.com/browse/lessonplan.jsp?id=562
Grade levels targeted by this lesson: 3‐5,8
Lesson Title: Women’s Right to Vote
Prerequisite Knowledge: Students should know that women haven’t always had the right to vote.
GPS Correlations:
democracy.
c. Susan B. Anthony (Women’s Rights)
d. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome
and describe how they overcame them.
SS4H7 The student will examine the main ideas of the abolitionist and suffrage movements.
b. Discuss biographies of Harriet Tubman and Elizabeth Cady Stanton.
democracy.
c. Explain how voting rights were protected by the 15th, 19th , 23rd, 24th , and 26th amendments.
8th Grade can use in conjunction with significant amendments to the Constitution
 Discover the history behind women's suffrage
 Develop vocabulary related civics and citizenship
 Draw conclusions about patterns in women suffrage dates
 Make personal connections to suffrage history
Rationale for topic: Students will read a background on the fight for women's suffrage and its eventual
success in the United States and around the world.
Instructional strategies used: Direct instruction
Materials/ technology used: 19th Amendment Article, Women’s Suffrage Article, Women’s Suffrage Quiz,
Journals or notebooks, Pens, Pencils.
Procedures:
1. As a class, discuss women's suffrage in the United States. Why is it important to vote? Who has the
right to vote today? Who does not have that right? Why would women ever not have the right to
vote? Write on the board any ideas and facts students bring to the discussion.
2. Before the class, print copies of the articles available in "History of Women's Suffrage" to hand to
students. Students should individually read each article, circling the vocabulary words they find
within the articles.


Discussion Starters:
 Why did women ask for the right to vote? What were the arguments for and against allowing women
to vote?
 When did women start the fight for suffrage?
 What events happened in the United States and in the world to change public opinion on whether
women should be able to vote? Why?
 What kinds of tactics did suffragettes use to win their fight? Are these tactics all legal? Is it okay to
break the law in order to protest?
 Why do women still not have the right to vote in some countries? Do men have the right to vote in
these same countries?
3. Have students write their responses along with their classmates responses in their journals or
notebooks.
4. Have students take the Women’s Suffrage Quiz
Evaluation: Students will be assessed based on the results from the Women’s Suffrage Quiz, along with their
responses to the class discussion.
Appendices: 19th Amendment Article, Women’s Suffrage Article, Women’s Suffrage Quiz, Women’s Suffrage
Quiz Answer Key


Name:

Date:

19th Amendment
From Grolier's Encyclopedia Americana
The 19th Amendment (1920) to the Constitution of the United
States provides men and women with equal voting rights. The Vocabulary
amendment states that the right of citizens to vote "shall not be
denied or abridged by the United States or by any State on Abolish: To put an end to.
account of sex." Although this equality was implied in the 14th
Amendment (1868), most of the states continued to restrict or Adoption: (1) To legally bring in
prohibit women's suffrage. one's family: We adopted a baby.
(2a) To accept: adopt a
The women's rights movements, which started as early as the
suggestion. (2b) To approve
1830s and became intertwined with the struggle to abolish
officially: In 1920, the
slavery, resulted in the proposal for the 19th Amendment, government adopted the 19th
introduced in Congress in 1878. This proposed amendment Amendment.
remained a controversial issue for over 40 years, during which
the women's rights movement became strongly militant, Amendment: A legal change or
conducting campaigns and demonstrations for congressional addition to a law or body of laws.
passage of the amendment and then for ratification by the
states. This political action, reinforced by the service of women Citizen: A person who is loyal to
in industry during World War I, resulted in the adoption of the a given country and has the
amendment. protection of that country.

Bibliography: Controversial: Producing an
Darcy, R. W., et al., Women, Elections, and Representation (1987; argument or debate.
repr. 1994).
Kraditor, A. S., The Ideas of the Woman Suffrage Movement (1965; Intertwine: To join by linking
repr. 1981). together.
Langley, W. E. , and Fox, V. C., eds., Women's Rights in America
(1994).
Rogers, D. W., ed., Voting and the Spirit of American Democracy: Essays on the
History of Voting and Voting Rights in America (1992).


Name:

Date:

Women’s Suffrage
http://teacher.scholastic.com/activities/suffrage/history.htm

The struggle to achieve equal rights for women is often thought to have
begun, in the English‐speaking world, with the publication of Mary
Wollstonecraft's A Vindication of the Rights of Woman (1792). During the Vocabulary

19th century, as male suffrage was gradually extended in many countries,
Ballot: (1) The piece of paper used to
women became increasingly active in the quest for their own suffrage. Not vote. (2) The act of voting.
until 1893, however, in New Zealand, did women achieve suffrage on the
national level. Australia followed in 1902, but American, British, and Citizenship: Having the duties, rights,
Canadian women did not win the same rights until the end of World War I. and privileges of being a citizen of a
country

The United States Enfranchise: To give the rights of
The demand for the enfranchisement of American women was first citizenship to a person or group of
seriously formulated at the Seneca Falls Convention (1848). After the Civil people, especially to give that group
the right to vote.
War, agitation by women for the ballot became increasingly vociferous. In

1869, however, a rift developed among feminists over the proposed 15th Federal: Belonging to the central
Amendment, which gave the vote to black men. Susan B. Anthony, Elizabeth government of a country as opposed
Cady Stanton, and others refused to endorse the amendment because it did to the local government of a city or
not give women the ballot. Other suffragists, however, including Lucy Stone state.

and Julia Ward Howe, argued that once the black man was enfranchised, Militant: (1) Fighting or making war.
women would achieve their goal. As a result of the conflict two (2) Aggressive or combative.
organizations emerged. Stanton and Anthony formed the National Woman
Suffrage Association to work for suffrage on the federal level and to press Municipal: Belonging to a city or
town.
for more extensive institutional changes, such as the granting of property

rights to married women. Stone created the American Woman Suffrage Petition: (1) An appeal, especially to
Association, which aimed to secure the ballot through state legislation. In a person or group in authority. (2) A
1890 the two groups united under the name National American Woman written document formally
Suffrage Association (NAWSA). In the same year Wyoming entered the requesting a right or benefit from an
authority or government.
Union, becoming the first state with general women's suffrage (which it had
adopted as a territory in 1869). Picket: A person or group of people
As the pioneer suffragists began to withdraw from the movement because standing outside a building to
of age, younger women assumed leadership roles. One of the most protest.

politically astute was Carrie Chapman Catt, who was named president of
Provincial: (1) Relating to a province.
NAWSA in 1915. Another prominent suffragist was Alice Paul. Forced to (2) Not sophisticated or worldly
resign from NAWSA because of her insistence on the use of militant direct‐
action tactics, Paul organized the National Woman's party, which used such Suffrage: (1) The right to vote. (2)
strategies as mass marches and hunger strikes. Perseverance on the part of The act of voting.
both organizations eventually led to victory. On Aug. 26, 1920, the 19th
Amendment granted the ballot to American women.

Great Britain
In Great Britain the cause began to attract attention when the philosopher John Stuart Mill presented a
petition in Parliament calling for inclusion of women's suffrage in the Reform Act of 1867. In the same year
Lydia Becker (1827 –90) founded the first women's suffrage committee, in Manchester. Other committees
were quickly formed, and in 1897 they united as the National Union of Women's Suffrage Societies, with
Millicent Garret Fawcett (1847 –1929) as president. Like their American counterparts, the British suffragists
struggled to overcome traditional values and prejudices. Frustrated by the prevailing social and political
stalemate, some women became more militant. Emmeline Pankhurst, assisted by her daughters Christabel
and Sylvia, founded (1903) the Women's Social and Political Union. Her followers, called "suffragettes,"
heckled politicians, practiced civil disobedience, and were frequently arrested for inciting riots. When World
War I started, the proponents of women's suffrage ceased their activities and supported the war effort. In
February 1918 women over the age of 30 received the right to vote. Suffrage rights for men and women were
equalized in 1928.

Other Countries
Such European countries as Finland (1906), Norway (1913), and Denmark and Iceland (1915) granted women
the vote early in the 20th century. Other continental powers were quick to accord women the right to vote at
the end of World War I. The Union of Soviet Socialist Republics and the Netherlands granted suffrage in 1917;
Austria, Czechoslovakia, Poland, and Sweden in 1918; and Germany and Luxembourg in 1919. Spain extended
the ballot to women in 1931, but France waited until 1944 and Belgium, Italy, Romania, and Yugoslavia until
1946. Switzerland finally gave women the vote in 1971, and women remained disenfranchised in
Liechtenstein until 1984.
In Canada women won the vote in Alberta, Manitoba, and Saskatchewan in 1916; after federal suffrage was
achieved in 1918, the other provinces followed suit, the last being Quebec in 1940. Among the Latin
American countries national women's suffrage was granted in 1929 in Ecuador, 1932 in Brazil, 1939 in El
Salvador, 1942 in the Dominican Republic, 1945 in Guatemala, and 1946 in Argentina. In India during the
period of British rule, women were enfranchised on the same terms as men under the Government of India
Act of 1935; following independence, the Indian Constitution, adopted in 1949 and inaugurated in 1950,
established adult suffrage. In the Philippines women received the vote in 1937, in Japan in 1945, in China in
1947, and in Indonesia in 1955. In African countries men and women have generally received the vote at the
same time, as in Liberia (1947), Uganda (1958), and Nigeria (1960). In many Middle Eastern countries
universal suffrage was acquired after World War II. In some countries, such as Saudi Arabia, there is no
suffrage at all, and in others, such as Kuwait, it is very limited and excludes women completely.

Bibliography: Buechler, S. M., Women's Movements in the United States (1990); DuBois, E. C., Feminism and
Suffrage (1978); Flanz, G. R., Comparative Women's Rights and Political Participation in Europe (1984);
Flexner, E., Century of Struggle: The Woman's Rights Movement in the United States, rev. ed. (1975; repr.
1996); Frost, E., and Cullen‐Dupont, K., Women's Suffrage in America (1992); Green, E. C., Southern
Strategies: Southern Women and the Woman Suffrage Question (1997); Holton, S., Feminism and Democracy:
Women's Suffrage and Reform Politics in Britain, 1900 –1918 (1986); Kraditor, A. S., The Idea of the Woman
Suffrage Movement, 1890 –1920 (1965); Pankhurst, Sylvia, The Suffragette Movement (1931; repr. 1971);
Smith, Harold L., The British Women's Suffrage Campaign, 1866 –1928 (1998); Solomon, M. M., ed., Voice of
Their Own: The Woman Suffrage Press, 1840 –1910 (1991); Stanton, Elizabeth Cady, et al., eds., The History of
Woman Suffrage, 6 vols. (1881; repr. 1971); Weatherford, Doris, A History of the American Suffragist
Movement (1998); Wheeler, M. S., ed., One Woman One Vote: Rediscovering the Woman Suffrage Movement
(1995).


Name:

Date:

Show What You Know

1. What was the first country to give women 6. In order to win the right to vote, some
the right to vote: suffragettes engaged in:
a. Australia a. picketing
b. England b. citizenship
c. New Zealand c. adoption
d. United States d. ratification
2. Women in the United States won the right 7. Alice Paul led a group of _____ suffragettes
to vote in national elections in: who tried to win the right to vote by marching
a. 1919 and hunger strikes.
b. 1920 a. militant
c. 1921 b. federal
d. 1917 c. citizen
3. Which of the following women was not a d. peaceful
suffragette? 8. Suffrage is:
a. Elizabeth Cady Stanton a. the right to vote
b. Susan B. Anthony b. the right for women to vote
c. Ellen Louise Axson Wilson c. the women who fought for women’s
d. Carrie Chapman Catt rights
4. In Great Britain, militant suffragettes did d. the fight for women’s rights
the following: 9. The 19th Amendment was _____ in 1920.
a. broke windows a. amended
b. started fires b. abolished
c. cut telegraph wires c. adopted
d. all of the above d. enfranchised
5. During World War I, suffragettes: 10. Ratification means:
a. continued pushing for the right to vote a. to catch a rat
b. stopped their women’s rights campaign b. to make valid
to support the war effort c. to vote
c. fought as soldiers d. to abolish
d. none of the above


Women’s Suffrage Answer Key

Show What You Know
1. What was the first country to give women the right to vote:
a. Australia
b. England
c. New Zealand
d. United States
2. Women in the United States won the right to vote in national elections in:
a. 1919
b. 1920
c. 1921
d. 1917
3. Which of the following women was not a suffragette?
a. Elizabeth Cady Stanton
b. Susan B. Anthony
c. Ellen Louise Axson Wilson
d. Carrie Chapman Catt
4. In Great Britain, militant suffragettes did the following:
a. broke windows
b. started fires
c. cut telegraph wires
d. all of the above
5. During World War I, suffragettes:
a. continued pushing for the right to vote
b. stopped their women’s rights campaign to support the war effort
c. fought as soldiers
d. none of the above
6. In order to win the right to vote, some suffragettes engaged in:
a. picketing
b. citizenship
c. adoption
d. ratification
7. Alice Paul led a group of _____ suffragettes who tried to win the right to vote by marching and hunger strikes.
a. militant
b. federal
c. citizen
d. peaceful
8. Suffrage is:
a. the right to vote
b. the right for women to vote
c. the women who fought for women’s rights
d. the fight for women’s rights
9. The 19th Amendment was _____ in 1920
a. amended
b. abolished
c. adopted
d. enfranchised
10. Ratification means:
a. to catch a rat
b. to make valid
c. to vote
d. to abolish



Source: Mississippi History Now, http://mshistory.k12.ms.us/articles/49/ida‐b‐wells‐a‐courageous‐voice‐for‐
civil‐rights
Lesson Title: Ida B. Wells: Crusader for Justice
Prerequisite Knowledge: none required
 Social Studies  Reading/Language Arts  Math  Science  Other: __________
Students will:
 Construct a timeline of significant events in the life of Ida B. Wells.
 Identify various civil rights issues that concerned Miss Wells.
 Examine and evaluate Miss Wells’ responses to discrimination.
 Analyze the impact a single person can have on history.
“My one vote doesn’t count.” “I really can’t accomplish anything by myself.” “No one will take me seriously.”
“If I stand up for what I believe, people may make fun of me.”

The life of Ida B. Wells, born of slave parents in Mississippi, stands in stark contrast to these types of excuses
frequently voiced by adults, as well as students. As pupils examine the story of this extraordinary woman,
they should sense a real kinship with those in the state who fought so hard for justice. Students should begin
to ask themselves:
 What prepared Miss Wells to become a crusader for justice?
 In what areas of post‐Civil War life did she identify injustices?
 Did her actions improve life for others?
 Was it important that Miss Wells take a stand, even though she often acted alone?
Instructional strategies used: direct instruction
 Mississippi History Now article ‐ Ida B. Wells: A Courageous Voice for Civil Rights
 Blank paper for timelines
 Props for "This is Your Life"
 Word Card Template
Procedures:
Introduction:
Distribute word cards with the word justice. Ask students to write their own definition of the word. (You can
later use these as a classroom display)Let them share their definitions with a partner or small group. Have
someone read a definition of the word from the dictionary while students compare their answers with what
is read. Ask students to think of times they may have been treated unfairly ‐‐ or times when they may have
acted unfairly toward someone else. Ask them to close their eyes and remember how they felt about their
actions. Refer them to the title of the lesson: “Crusader for Justice.” Let them speculate on what the phrase

means and ask them to determine, once the lesson is completed, whether or not it is an appropriate title for
Ida Wells.

Developing the Lesson:
1. If necessary, explain to students how to construct a timeline. You may have students work
individually, with a partner, or in small groups to complete the activity.
2. Distribute the article Ida B. Wells: A Courageous Voice for Civil Rights. As students read the article,
they will list significant events in the life of Ida B. Wells and the dates they occurred.
3. Students will construct a timeline to illustrate Miss Wells’ life and work.
4. From the timelines, each student will determine the various civil rights issues that concerned Miss
Wells: free speech, educational inequities, lynching, women’s rights, and segregation. They may wish
to list these or make a web in their notes.
5. Assign each of these issues to a small group. Explain the concept behind the “This Is Your Life”
television show. Have each group develop a scenario to be shared with the class in a “This Is Your
Life, Ida B. Wells” format. (Teacher or another adult female may want to assume the role of Miss
Wells. You may opt to present information in another format of your choice.)
6. Help students think through the choices made by Miss Wells to various civil right issues using the
decision‐making chart. For each event, have students brainstorm some possible responses to each
action/event. Then, have them list Miss Wells’ actual response and determine if they agree or
disagree with her decision. This should cause a spirited classroom discussion.

Concluding the Lesson:

1. Get students to consider the impact of a single life by presenting them with a series of “What if”
questions. An example: “What if Miss Wells had moved to the smoking car even though she was
allowed to buy a first‐class ticket?” (You may want students to develop these questions.) Have
students write a response to one or more of the “What if” questions.
2. Have students write an essay and give reasons why they agree or disagree with calling Miss Wells a
crusader for justice. Encourage them to think of ways they could assume this (Role) of crusader for
justice also. Who will be reading their essay/ (Audience) What (Format) will they use? What is the
(Topic) they will write about?
Evaluation:
 Timeline
 “This is Your Life” scenario
 Decision‐making chart
 Participation in class discussion
 Responses to “What if” questions
 Essay
Extending the Lesson:
 Students will research the life of Rosa Parks to find similarities between her story and that of Ida B. Wells.
 Allow students to write a play on the life of Ida B. Wells to be presented during Black History Month.
 Ask students to think of modern “Crusaders for Justice” in their own community, state, or nation. Have
them present their rationale.
 Students may wish to research the lives of other African‐American civil rights leaders, such as Medgar
Evers, Fannie Lou Hamer, Clyde Kennard, James Meredith, etal.
Appendices:
 Mississippi History Now article ‐ Ida B. Wells: A Courageous Voice for Civil Rights
 Decision‐Making chart (reproducible)
 Word Card Template
Ida B. Wells: A Courageous Voice for Civil Rights
By Patti Carr Black
Ida Bell Wells (1862‐1931), one of the most important civil rights
advocates of the 19th century, was born in Holly Springs, Mississippi,
just before the Emancipation Proclamation was signed. She was the first
child of James Wells, an apprentice carpenter, and Elizabeth
Warrenton, a cook.
A wartime birth in Mississippi
When Ida was born, both of her parents were slaves who worked on
the property of Spires Bolling, a building contractor. The family
witnessed more than a dozen major military skirmishes during the Civil War before
Confederate Mississippi surrendered in 1865 and the slaves were freed. Over 450,000
emancipated slaves in the State of Mississippi had to look for jobs. Many also had to
struggle to define new relationships with former owners who needed workers.
James Wells' owner in Tippah County was also his father. Shortly before he died,
James's father apprenticed his eighteen‐year‐old son to learn the building trades from
Spires Bolling. After emancipation, Bolling invited James to continue working for him.
Wells became a skilled building craftsman, helping to repair and rebuild Holly Springs
after the war.
James and his wife quickly exercised the privileges of freedom. They legalized their
marriage, and as their family grew they deepened their commitment to education as
a way out of poverty. James Wells served on the board of trustees of the newly
organized Rust College (then called Shaw University). The couple eventually had four
boys and four girls.
Ida Wells later wrote, “Our job was to go to school and learn all we could.”
When Ida Wells was sixteen both of her parents and her infant brother died in the
Yellow Fever Epidemic of l878, a plague that killed over three hundred people in Holly
Springs. Ida Wells took on the task of rearing her five remaining brothers and sisters
(another brother had died earlier of spinal meningitis).
Ida got a job teaching in a rural school and with her family's savings, attended Rust
College. Although she was expelled two years later after a confrontation with the
school president, she continued to teach in local schools for three years.
A teacher in Tennessee
When her brothers were settled into apprenticeships in carpentry, Ida took her sisters
and moved to Memphis to live with her aunt. While she waited to take the
examination for teaching in the public schools of Memphis, she accepted a job in
Woodstock, a rural community outside Memphis.
An important incident occurred on a train trip from Memphis to Woodstock. This
dramatic event showed the different path her life would take.

Some eighty years before Rosa Parks refused to move to the back of a bus in
Montgomery, Alabama, twenty‐two‐year‐old Wells refused to move out of her train
seat for which she had paid. She had bought a ticket for the first‐class ladies' car and
refused the conductor's order to move to the smoker car. The authorities forcibly
removed her from the train.
Backed by the Civil Rights Act of 1875, she filed and won a lawsuit against the
Chesapeake and Ohio Railroad in 1887. She was awarded $500 damage, but the
Tennessee Supreme Court shortly reversed the victory. Frustrated, she began writing
political columns in church newspapers. Having secured a job in the Memphis public
schools, she saved her money and became part owner of a small newspaper called
Free Speech and Headlight in Memphis. In 1891 she was dismissed from the
Memphis school system for a strong article she wrote pointing out unequal funding of
the black schools by the board of education.
For the rest of her life she would be an outspoken and courageous voice for civil
rights, fighting educational inequities, lynching, and segregation, and supporting
economic boycotts and women's rights.
Political journalist to the world
A violent episode close to home intensified her attention on the problem of violence
toward blacks. Three of her friends in Memphis were lynched in 1892. They had
defended their small grocery store against whites who attempted to put them out of
business. When a deputy sheriff was killed by one of the three men, all were arrested
and subsequently dragged from the jail by a mob and lynched.
The incident galvanized the black community and fired Wells' determination to fight
back. Her newspaper office was destroyed because of her hard‐hitting investigations.
She advised her readers to abandon Memphis, and she moved to New York City. She
joined the staff of the New York Age and continued to write exposés of lynchings in
the South. She lectured in Europe for a time, and in 1893 she moved to Chicago.
Civil rights campaign in Chicago
In Chicago, Ida Wells first attacked the exclusion of black people from the Chicago
World's Fair, writing a pamphlet sponsored by Frederick Douglas and others. She
continued her anti‐lynching campaign and began to work tirelessly against
segregation and for women's suffrage. She helped block the establishment of
segregated schools in Chicago.
In 1895 in Chicago, she married attorney Ferdinand Lee Barnett who founded and
edited the Chicago Conservator, the city's first black newspaper.
The couple had three children. Although Ida Wells‐Barnett tried to
retire from public life to raise her children, she soon returned to
her campaign for equal rights. In 1906 she joined with William E. B.
Dubois to promote the Niagara Movement, a group which
advocated full civil rights for blacks. In 1909, Wells‐Barnett helped
form the National Association for the Advancement of Colored People.
She never obtained a position of leadership within the NAACP, perhaps because she
opposed Booker T. Washington's moderate position that blacks focus on economic
gains rather than social and political equality with whites. Or perhaps it was because
at this time women did not have such power. She founded the Alpha Suffrage Club of
Chicago, the first black suffrage organization in 1913, and from l913‐1916 worked as a
probation officer in Chicago. The poet Langston Hughes said her activities in the field
of social work laid the groundwork for the Urban League.
When she was sixty‐eight, she ran for the Illinois legislature, one of the first black
women in the nation to run for public office. A year later, in 1931, she died at the age
of sixty‐nine.
The Ida B. Wells legacy
Writings published in her lifetime include Southern Horrors: Lynch Law in All Its
Phases (1893), The Reason Why the Colored American is Not in the World's Columbian
Exposition (1893), A Red Record (1895), Mob Rule in New Orleans (1900), and
numerous newspaper articles. She wrote an autobiography which was published
nearly forty years after her death. Crusade for Justice: the
Autobiography of Ida B. Wells (1970) was edited by her daughter,
Alfreda M. Duster.
Her influence today is apparent. In 1941 the Chicago Housing
Authority opened the Ida B. Wells Housing Project. High schools
have been named for her from San Francisco,
California, all across the United States to Jamaica,
New York. A prestigious award for promoting
blacks in journalism is named the Ida B. Wells
Award. She was honored by the nation with the
Ida B. Wells Commemorative Stamp issued in
1990. She was the subject of a prize‐winning video, "Ida B. Wells: a
Passion for Justice" produced by William Greaves in 1989.
In 1998, she was the subject of a new biography, To Keep the Waters Troubled: the
Life of Ida B. Wells by Linda McMurry (New York, Oxford University Press). The Spires
Bolling house in Holly Springs where she was born is now the Ida B. Wells‐Barnett
Family Art Gallery and open to the public.
Patti Carr Black, former director of the Old Capitol Museum, Mississippi Department of Archives and
History, has written and edited numerous books.
Source: Mississippi History Now



Name _____________________________
IDA B. WELLS
Date _____________________________
DECISION-MAKING CHART
Events Possible Ida B. Wells’ Actual Agree/ Disagree

Responses Response
Death of
parents

Conductor’s
order to
move to
smoker’s car
Reversal of
court victory

Destruction
of newspaper
office
Violence
(lynching)
toward blacks

Ida B. Wells Every-day-Edit
Uncorrected Text
African-american writer Ida B Wells was born on July 16, 1862. During
her time, many black people were being killed in the South. Wells bravely
visit the places where those killings took place and wrote about them.
After one of her stories were published, her office in tennessee was robed
and her live was threatened. Wells moved to Chicago it was there that she
wrote a detailed report about the killings and lead the fight to end them.

Answer Key
African‐American writer Ida B. Wells was born on July 16, 1862. During
her time, many black people were being killed in the South. Wells
bravely visited the places where those killings took place and wrote
about them. After one of her stories was published, her office in
Tennessee was robbed and her life was threatened. Wells moved to
Chicago. It was there that she wrote a detailed report about the killings
and led the fight to end them.




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Women’s Dress Reform in the 19 Century PowerPoint on Resource CD

FROM TO


Savannah-Chatham County Public School System

Source: Created by Burnetta Barton, The University of North Carolina at Chapel Hill. Adapted and modified
by Desdie Eberman, Savannah Teaching American History Grant
Grade levels targeted by this lesson:
Lesson Title: Jim Crow and Segregation
Prerequisite Knowledge: (What should students know prior to this lesson?)
 Social Studies  Reading/Language Arts  Math  Science  Other: __________
GPS Correlations:
c. Explain how slavery was replaced by sharecropping and how African‐Americans were prevented
from exercising their newly won rights; include a discussion of Jim Crow laws and customs
SS8H7 The student will evaluate key political, social, and economic changes that occurred in Georgia
between 1877 and 1918.
b. Analyze how rights were denied to African‐Americans through Jim Crow laws, Plessy v. Ferguson,
disenfranchisement, and racial violence.
 Students will practice understanding and explaining the effect of such literary concepts as symbolism,
mood, tone, persuasive techniques, and theme.
 Students will examine various forms of writing such as poetry and personal narratives.
 Students will examine the effect of segregation on the lives of African Americans living in Georgia and
elsewhere.
Rationale for topic: (Why is this important?)
Instructional strategies used: direct instruction, collaborative groups, hands‐on activities
 Computer
 Internet access
 LCD Projector or Overhead
 Paper
 Pencils/pens
 Student handouts:
Internet treasure hunt
Narrative pair assignment
Persuasive poster guidelines
 Poster paper or large construction paper
 Colored pencils
 Computer paper
 Glue
 Old magazines
 Colored index cards
 Copies of the poems “Sympathy” by Paul Lawrence Dunbar and “Caged Bird” by Maya Angelou (for a
regular class)

 Copies of the poem “Keep A‐Pluggin Away” by Paul Lawrence Dunbar (for a modified class, such as a
language arts inclusion class)
Procedures: (Instructional sequence)
This is an integrated lesson plan that incorporates both eighth grade language arts and history. Using Internet
research, literary analysis, and persuasive technique, students will practice reading and writing skills while
analyzing the impact of Jim Crow Segregation on African Americans living in Georgia and elsewhere.
A lesson plan for grade 8 English Language Arts and Social Studies
This lesson is great for collaboration and can easily be shared with your Language Arts teacher to
incorporate the Reading standards and the Writing standards.
Pre‐activities
This lesson should be completed after students have studied the Civil War and Reconstruction.
Before completing this lesson teachers should do the following:
 teach the voting acts and other civil rights acts passed to improve the lives of former slaves.
 introduce the literary terms symbolism, theme, mood, tone, and repetition as well as the literary
forms poetry and personal narratives.
 introduce the concept of summarization.
 provide background information on the authors that will be studied (Paul Lawrence Dunbar and
Maya Angelou) at an appropriate time during the lesson.

Activities
Activator
An activator is an activity intended to get students interested and involved in what they are about to study.
1. Select two colors of card from the index and pull out enough that each student will have one card.
2. Put a one on one color and a two on the other.
3. Designate one number the majority and the other the minority.
4. Give each student a card as they walk in the room or as class begins.
5. Tell the students who have the minority number to turn to one side.
6. While teaching class, ignore the students with the minority number. Threaten them with ridiculous
punishments for talking or bothering the majority group.
7. Treat the majority group preferentially. Offer them advantages, such as no or reduced homework,
etc.
8. Act this way for 10–15 minutes or until the students figure out what you are trying to do.
9. Discuss the activity with the students. Make sure you touch on the following concepts:
o How did the students feel in the minority group?
o How did students feel when they were the in the majority group?
o How did each group fell toward the other?
o What connections can be made between the activity and history?
African Americans were treated unfairly after Reconstruction until the 1960s and 70s. The laws enacted after
Reconstruction, called Jim Crow Laws, created a segregated society where people were not treated equally.
Internet Research
1. Take the students to the computer lab.
2. Students will need to bring some paper and a writing utensil.
3. Direct the students to the following websites:
o Jim Crow Laws from the National Park Service’s Martin Luther King Jr. National Historic Site
website
o Jim Crow First Hand Narratives from the History of Jim Crow website
4. Hand out and have students complete the internet treasure hunt. See list of materials above.
5. Students may or may not work in pairs depending on how many computers are available and how
many students are in the class.
Classroom Pair Work

1. Put students in pair groups. You may want to group your pairs by ability for this activity (high‐high,
high‐average, average‐average, or average‐low).
2. Within the pairs, have the students pick one of the narratives they had already selected.
3. Then, hand out and have the students complete the narrative pair assignment. Hand out the
persuasive poster guidelines to guide students as they create their posters. Before students begin the
poster, explain the use of propaganda and persuasive techniques.
4. Have students hang up the posters they create.
5. Have each pair present their narrative poster to the class.

Discussions
Lead a class discussion focusing on the following:
 students’ opinion of the laws
 the laws they found interesting and why
 laws specific to Georgia
 the potential problems that could happen because of these laws
 the equality in the laws (e.g. do they think that the hospitals, schools, and libraries were really equal)
 their feelings if they had lived during segregation as an African American
 the narratives from African‐Americans living in Georgia
 brainstorm ideas of how people could fight segregation
Poems
This portion of the assignment has been modified for two different groups average to above‐average
students and average to exceptional children who are in an inclusion language arts class.
Average to Above‐Average
1. Read “Sympathy.”
2. Read the first time without stopping.
3. Read the second time stopping to discuss these points:
o symbolism, mood, tone, and theme
o how the symbol of the caged bird creates the mood and the theme
o how this poem reflects the African American struggle for freedom from Jim Crow and other
unfair policies
4. Read “Caged Bird.”
5. Read the first time without stopping.
6. Read the second time stopping to discuss points.
7. Discuss symbolism, mood, and theme.
8. Compare and contrast the poem “Sympathy” and “Caged Bird”:
o contrast the structures, the difference in the symbols, and the mood
o compare the theme and the commonalities of the poems
o discuss how both reflect the African American struggle for freedom
o discuss how “Caged Bird” reflects the struggle for equality
o discuss which poem is more effective
9. Have students write a written response about which poem they found more effective.
10. Have them move around the class and share their responses with as many people as they can in
three minutes.
11. Require that they get the paper signed by each person who listens to their response.
Modified
1. Read “Keep A‐Pluggin Away.”
2. Read it the first time without stopping.
3. Read it the second time, stopping to discuss important points:
o the use of repetition, the mood, the tone, and the theme
o the connection between this poem and the African‐American struggle against Jim Crow
o the message that Paul Lawrence Dunbar was trying to make to his African‐American
“brothers and sisters”
Learn more
 Jim Crow Laws A listing of Jim Crow Laws from various states
 Segregation Narratives Several narratives that describe life during segregation
 Paul Lawrence Dunbar Information about his life from American Poems
 Maya Angelou Information about her life from American Poems

Related pages
 Martin Luther King, Jr.'s “I Have A Dream” speech: Students will display their understanding of the
symbolism and references that Dr. King used to enrich his famous speech on August 28, 1963 from
the steps of the Lincoln Memorial by constructing a “jackdaw,” a collection of documents and
objects.
 Picturing America at the turn of the twentieth century: Students link together the literature and the
history of the United States at the turn of the twentieth century. Questions guide students as they
study visual documents. Students also read the teacher's choice of two widely anthologized short
stories and an excerpt from a best‐selling novel of the period. Two exercises will raise student
awareness of the impact that visual images have on their lives: one that is based on internet
advertising and a second that results in a student‐produced scrapbook.
 Desegregating public schools: Integrated vs. neighborhood schools : In this high school lesson plan,
students will learn about the history of the "separate but equal" U.S. school system and the 1971
Swann case which forced Charlotte‐Mecklenburg Schools to integrate. Students will examine the pros
and cons of integration achieved through busing, and will write an argumentative essay drawing on
information from oral histories.

Related topics
 Learn more about African American history, African Americans, American history, Jim Crow, Maya
Angelou, Paul Laurence Dunbar, hands‐on, history, language arts, literature, modeling, poetry,
segregation, and social studies.
Related Websites
 Jim Crow Laws from the National Park Service’s Martin Luther King Jr. National Historic Site website
 Jim Crow First Hand Narratives from the History of Jim Crow website

Evaluation:
Use the persuasive poster guidelines for assessment.
Alternative assessments
Inclusion classes will also complete the persuasive poster project but should work in pairs rather than
individually. Be sure to group by ability. Do not pair a low student with another low student for this project.

Appendices:
Internet treasure hunt
Narrative pair assignment
Persuasive poster guidelines
“Sympathy” by Paul Lawrence Dunbar
“Caged Bird” by Maya Angelou
“Keep A‐Pluggin Away” by Paul Lawrence Dunbar



Savannah Teaching American History Resource Library

Search Topic: US Constitution
Title Author Type of Resource
United States Constitution VHS Videorecording
The Bill of Rights / Burgan, Michael. Prof ‐ Instructional
Constitution and the new government ‐ Primary S Kit
Camping Constitution My Country: Building Fluenc Kit
The Constitution of the United States: the Fou Bradley, Kathleen E. Kit
The American Revolution for kids : a history w Herbert, Janis, Prof ‐ Instructional
Our Constitution a conversation / Prof ‐ Instructional
Key constitutional concepts DVD Videorecording
A conversation on the Constitution judicial in Videorecording
The Constitution in a new nation. United State Teacher's Curriculum Kit
Institute

Constitution and the new government Exploring Kit
Hi
If you were there when they signed the Levy, Elizabeth, Kit
Constitut
War, peace, and all that jazz / Hakim, Joy. Prof ‐ Instructional
Founding fathers the men who shaped our Videorecording
nation a
We the people / Prof ‐ Instructional
The U.S. Constitution / Pearl, Norman. Kit
Early America. Primary source fluency activities Prior, Jennifer Overend, Prof ‐ Instructional

Ph.D.
Celebrating Constitution Day. Grades k ‐ 3. Alarcon, Roben. Prof ‐ Instructional
American landmarks and symbols. Kit
Shh! we’re writing the Constitution / Fritz, Jean. Kit

The creation of the U.S. Constitution / Burgan, Michael. Prof ‐
Instructional
America's freedom documents. Prof ‐
Instructional
A more perfect union : the story of our Consti Kit
The creation of the U.S. Constitution / Burgan, Michael. Prof ‐ Trunks
We the kids : the preamble to the Constitution Catrow, David. Prof ‐ Trunks

o
Shh! we’re writing the Constitution / Fritz, Jean. Prof ‐ Trunks
Shh! we’re writing the Constitution / Fritz, Jean. Prof ‐ Trunks
The Bill of Rights / Burgan, Michael. Prof ‐ Trunks
United States Constitution. Prof ‐ Trunks
The United States Bill of Rights and additiona Prof ‐ Trunks

The Bill of Rights / Marsh, Carole. Prof ‐ Trunks
All hands on deck\ learning adventures Parsekian, Penny. Kit

aboard "O
Being an American : exploring the ideals that Prof ‐
un Instructional
The U.S.S. Constitution. Kit
The history of the United States./ Part 2 Sound Recording
TT‐Constitution‐ A Prof ‐ Trunks
TT‐Constitution‐ B Prof ‐ Trunks



Search Topic: Reconstruction
The Civil war and reconstruction. United State Teacher's Curriculum Institute Kit
American history 1. 1492 ‐ 1877. American history 1. Prof ‐ Instructional
American history 2. 1859 to present. American history 1. Prof ‐ Instructional
Civil War Reconstruction. Prof ‐ Instructional
They say : Ida B. Wells and the reconstruction o Davidson, James West. Prof ‐ Instructional
Aftermath of the Civil War: Reconstruction. Cobblestone. Prof ‐ Instructional
Search Topic: Suffrage

Elizabeth Cady Stanton : social reformer / Burgan, Michael. Prof ‐ Instructional
Elizabeth Cady Stanton : women's rights Miller, Connie Colwell, Prof ‐ Trunks

pioneer
You want women to vote, Lizzie Stanton? / Fritz, Jean. Prof ‐ Trunks


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The Cherry Sisters

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Use of Graphics All graphics are A few graphics are All graphics are Several graphics are

Originality Presentation shows Presentation shows Presentation shows Presentation is a

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A U.S. Department of Education Grant Program

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Events Possible Ida B. Wells’ Actual Agree/ Disagree

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The U.S. Constitution / Pearl, Norman. Kit

Early America. Primary source fluency activities Prior, Jennifer Overend, Prof ‐ Instructional

Shh! we’re writing the Constitution / Fritz, Jean. Kit

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The creation of the U.S. Constitution / Burgan, Michael. Prof ‐ Trunks

We the kids : the preamble to the Constitution Catrow, David. Prof ‐ Trunks

Rousing Nation's Conscience Instructional Unit 2010

Rousing Nation's Conscience Instructional Unit 2010