Name:_______________________________ Date:_________________ Period:_______

Direct Instruction Lesson Plan 

 
The Power of Protest: As Seen Through Suffrage 
(Progressive Era Unit)

Teacher(s): Subject:

Mercedes Clemons​ ​Kirtland Kack​ ​Rob Mills 7th Grade Social Studies

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson

S1C7P06​ - Describe the following Progressive Reforms that resulted from the Industrial Revolution - Suffrage
S3C3P02​ - Identify the government’s role in progressive reforms (e.g., women’s suffrage, labor unions,
temperance movement, civil rights).
ISTE Standard:​ Creative Communicator
6- 8.RH.2. Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
Workplace Collaboration 2.C​ - Optimize technology to collaborate with others. Adopts technology to promote
collaboration.
Objectives (Explicit): Use Bloom’s verbiage and “formula”

● ​ ompare and contrast the power of protest between Carrie Chapman Catt and Alice Paul in the
C
women’s suffrage movement.
● Contrast differences between mainstream and radical suffrage tactics and goals.
● Reflect on the implementation of the 19th Amendment.
Evidence of Mastery (Measurable): An actual “product” /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.)

Students will be able to distinguish the two camps of suffrage by completing a partially filled graphic organizer.
Throughout the lesson, students will be assessed through guided group discussions on topics before moving forward.

Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives – action verbs such as
write, list, highlight, etc.)

● SWBAT name Carrie Catt and Alice Paul as prominent figures in the women’s suffrage movement of
the late 19th and early 20th centuries, and identify what specific actions they are remembered for.
● SWBAT describe defining traits for Carrie Catt and Alice Paul pertaining to women’s suffrage by
listing these items on the worksheet.
● SWBAT contrast Carrie Catt’s conservative tactics against Alice Paul’s radical tactics by listing
excerpts of speeches from both women from the textbook and previous lecture onto the worksheet.
Key vocabulary: Materials/Technology Resources to be Used:

Suffrage, ​Suffragettes,​ ​NAACP, Picketing, Hunger Strike, ● Device paired to WiFi

Nineteenth Amendment, President Woodrow Wilson, Carrie ● Handout copies of partially filled Graphic
Chapman Catt, Alice Paul, National Woman’s Party, ​NAWSA Organizer
● Pear Deck Slide Show
 Name:_______________________________ Date:_________________ Period:_______

● Pear Deck Group Code (3 Sets)

Opening (state objectives, connect to previous learning, and make ​RELEVANT​ to real life) ENGAGE/ “hook” the
students

8 minutes

Show two videos (see below) about recent protests and discuss with the class the effectiveness of these modern protests.
We’ll tie in this discussion with the women’s suffrage movement in the early 1900s. Protest allows minority or
marginalized groups to have a voice. Does protest lead to action? How long does it take for protest desires to be realized
if at all?

Teacher says

Good afternoon class! Today’s lesson will cover the power of protest! Protesting is one of the privileges we as
Americans enjoy, which, in other parts of the world, may not be allowed. For example, Tiananmen Square, which some
of you may remember and some others of you may not be old enough to remember, was a student protest in Communist
China that resulted in the protesters being killed. The United States has fortunately never had a reaction ​that bad​ to
protesting. There may be times where we disagree with protesters, such as the white supremacist rally in Charleston, and
there may be disagreements to whether or not we allow hate speech under the guise of free speech.

The power of protest has been a driving source of change in American history, ranging from allowing women the right
to vote, to the Civil Rights Act of 1964, to modern day minority groups advocating for change. One recent success of
protesting comes from West Virginia, where teachers of the public school system successfully advocated for a 5% raise
in the state capital. *Play West Virginia video.* That shows just how powerful protest can be. Protesting gives minority
groups the opportunity for their voice to be heard. The chance to act as their own agent of change!

However, as you may recall, some protests do not always end well. Not only did protestors of the North Dakota Pipeline
not get what they want, but while protesting they were met with armed guards, a water cannon, attack dogs, and mace.
Native Americans, one of America’s most marginalized groups had to face this massive pipeline being placed near their
land threatening water supplies and the beauty of the surrounding nature. *Play North Dakota video*

Although not every group doesn’t get what they want through the power of protest, that may actually be a good thing.
For example, the KKK isn’t reaching their goals through protesting, and hopefully that will stay that way.

● West Virginia Teacher Protest:

○ https://video.search.yahoo.com/yhs/search;_ylt=Awr9KSDeyapaxxkAIz0PxQt.?p=west+virginia+teach
er+protest&fr=yhs-Lkry-SF01&fr2=piv-web&hspart=Lkry&hsimp=yhs-SF01&type=ANYS_A07AR_s
et_bfr#id=2&vid=f2fae8946b9d04b6fbf5770efc531f10&action=view

● North Dakota Pipeline Protest

 Name:_______________________________ Date:_________________ Period:_______

○ https://video.search.yahoo.com/yhs/search;_ylt=Awr9KSNryapaRFIANUwPxQt.?p=north+dakota+pipe
line+protests&fr=yhs-Lkry-SF01&fr2=piv-web&hspart=Lkry&hsimp=yhs-SF01&type=ANYS_A07AR
_set_bfr#id=2&vid=4584ebdca077d6072b3aba072086f01d&action=view

Instructional Input Teacher Will: ​5 minutes Student Will:

Transition into introducing the day’s Students without electronic devices can share with
objectives by allowing students to join other members of their group who do.
the Peardeck presentation on their
device and to silently read the days
objectives while the rest of the class
catches up. ​Teacher will pass out
double bubble graphic organizer
during this time.

Say to class:
Observe the information in the pre-filled bubbles on
Today we will be analyzing the power the double bubble worksheet, using them as an
of protest through the lense of the example of what is expected.
women’s suffrage movement. We
previously talked in class about the
movement’s pioneers called Susan B.
Anthony and Elizabeth Cady Stanton.
As these women retired from what
seemed an endless battle for ratifying
the constitution, a new generation of
leaders emerged.
Students read the objective of the day and mentally
As you should have read, our first prepare themselves for the coming lesson.
objective today is to ​compare and
contrast the power of protest between
Carrie Chapman Catt​ and ​Alice Paul
in the women’s ​suffrage​ movement.

(​Direct students attention to the

handout)

The graphic organizer in front of you
will be a note taking tool for you to
utilize during our interactive lecture
today. As we’re learning about these
two ​suffragettes​ it will be important for
you to take notes down in the
Students will take notes on the graphic organizer
about today’s lesson. By writing things down, it
should be another method of repetition so students
will be able to remember the topic better.
Name:_______________________________ Date:_________________ Period:_______

organizer. At the end of today’s lesson

we’ll have the opportunity to compare
answers in the chart.

(Then Say)

Beyond acquiring knowledge about the

two major suffragettes you will also be
learning today that Carrie Catt and
Alice Paul represented two sides of Learn about the suffragettes Carrie Catt and Alice
suffrage, which basically meant they Paul and be able to contrast differences between the
represented two different camps two suffragette camps. At the end of the lesson,
fighting for the same cause. Your students should be able to identify which camp the
second objective is to contrast above leaders identified with.
differences between mainstream and
radical suffrage tactics and goals. Once
you realize which camp these two
women headed, go ahead and record
that in your graphic organizer.

(Then Say)

Once this information is covered, I

really would like for us to take our last
moments to reflect on ​the
implementation of the ​19th
Amendment.​ Together we’ll
synthesize how the power of protest
got women the vote through the 19th
Amendment.

Now let’s start to record our learning.
Make sure to pay attention to
vocabulary words within the lecture
that are highlighted in yellow. Use
these words to help fill out your
graphic organizer.
Students should understand the outline and task of
today’s lesson. In Pear Deck, students will identify
vocabulary words by seeing yellow highlighting.
Using the graphic organizer, students will reaffirm
what they have learned by writing these vocabulary
words down. Students will gain an understanding of
the 19th Amendment by a class discussion and will
learn how the power of protest enabled women to
achieve their goals after many years of protesting.

Co-Teaching Strategy/Differentiation ​How will your instruction look different for those
students who need differentiation or accommodations during your instructional input/teaching?
 Name:_______________________________ Date:_________________ Period:_______

● A partial graphic organizer will consistently help student achievement,

especially those with exceptional learning needs. It will provide a meaningful
structure for understanding the relationships amongst the women’s suffrage
movement. ​ It will also adhere to visual learners needs, while the lecture will
fulfill the needs of auditory learners. For kinesthetic learners, filling in a
graphic organizer allows them to write and have some motion.
● Using the compare and contrast method strategy as the organizer will help
scaffold students’ critical thinking. This will help students with exceptional
learning needs improve their ability to summarize since their reasoning is
supported when the invisible is made visible.
● Gifted students will have the opportunity after class to do more research if so
inclined. During lecture they may feel impatient and want to work ahead.
However, these students will have to cooperate with the pace of the class as
some students will have to endure meetings after graduation.
● Auditory and visual learners have the two videos in the opening with which to
relate to. This should be a good supplement to remember the overall lesson by.

Guided Practice Teacher Will: ​15 minutes Student Will:

(Transition into slideshow - teacher
will move onto the next slide)
(Teacher will quickly recap the last
lesson content)
Teacher will begin lecture:
Follow along with the examples on Pear Deck, and
then add additional information to both the compare
and contrast bubbles on the worksheet. Student’s
information should be collected specifically from the
previous lecture or textbook. (Outside information
will be collected later.)

(Students offer responses)

Remember that we talked about Susan
B. Anthony and Elizabeth Cady
Stanton? Who and what were they?
(Pause and allow students to answer)
Follow up with:
“Susan B. Anthony and Elizabeth Cady Stanton
pioneered for women to get the right to vote through
suffrage. They pioneered the movement in the
pre-civil war era and then throughout reconstruction
into the early 20th century.

Right? Remember both Cady Stanton
and Susan B. were abolitionists, which
meant they spent the Civil War years
pressing for full emancipation of all
slaves. They even were brave enough
to speak in front of hostile white mobs,
collecting signatures on petitions,
campaigning, and lobbying.
Students gain an appreciation for two prominent
women’s suffrage pioneers. Students will reflect on a
key part of America’s history, a dark part where not
all men (nor women) were treated equally. Students
will comprehend that these were two human rights
activists before the label was created!
Name:_______________________________ Date:_________________ Period:_______

Students may question how African American men

Even though both women fought for
freeing slaves, they still did not escape
controversy. They assumed that
women would get the vote at the same
time as African American men.
were given the right to vote before white women, at
a time when blacks were thought to be inferior to
whites.

When that didn’t happen they turned

on old friends, and aligned themselves
with a racist benefactors - arguing for
woman suffrage by comparing
educated white women like themselves
to semiliterate black men who were
getting the ballot first under the
fifteenth amendment.

The women’s movement split down the

Students should be taking note of these separate
middle leaving radical feminists like
Anthony and Stanton on one side camps and should understand a brief history about
leading the National Woman Suffrage how these camps were formed.
Association (NWSA). The more
moderate women that didn’t mind the
15th Amendment ​formed the American
Woman Suffrage Association
(AWSA).

Before we move on to learning about Students will remember that the NAWSA formed as
the women listed on your organizer,
a merger of NWSA and AWSA. Students will
the NWSA and AWSA went on to
internalize that sometimes in order to get what a
merge again after much deliberation
and organization to form the ​National minority group wants, compromise and cooperation
American Women’s Suffrage is necessary.
Association.

(Transition to the next Pear Deck slide,

that assesses the students
comprehension of what the NWSA &
AWSA supported and didn’t support)

Pear Deck Question: Students will recall that the women’s suffrage
Did Susan B. Anthony, who led the movement engaged negative racial undertones.
National American Woman Suffrage
Although some movements may have noble goals, at
Association, support the fifteenth
what cost should that goal be realized as?
amendment*?

Fifteenth Amendment - Granting

Name:_______________________________ Date:_________________ Period:_______

African-American men the right to On their device, students will be able to answer the
vote true or false question.

Pear Deck Question Answer

Teacher will solicit an explanation for False
what makes the answer false.
Answer Explanation

The NWSA did not support the fifteenth

Amendment, which is what caused the split of
women’s suffrage movement.
(Transition into introducing Carrie
Chapman Catt)

Now we’re arriving to the later years of

Women’s Suffrage, which lasted from
about 1915-1920. Two prominent
leaders emerged that led the two sides
of suffrage. Carrie Chapman Catt,
represented the mainstream side, and
led the NAWSA on two different
occasions. The first being when Susan
B. Anthony stepped down as leader in
1900, then again in 1915-1920.

Carrie Catt was a former school

Students will know that Carrie Catt is a mover and
superintendent who had worked her
way through college, she was totally shaker in her ability to organize people, but also as a
dedicated to the suffrage cause. She woman who graduated college. During this time
was strongly skilled at organization period, that was a rare accomplishment from a
and by the end of her career organized woman. Students should also recognize the big time
over a million volunteers. This goes to lapse between the first Suffragettes in the 1860s and
show the effect and momentum Carrie this same movement 50 years later still trying to
had campaigning and protesting. Carrie achieve its goals.
Catt wanted women to have dignity,
and was angry that women had no
control of their lives. Being able to
vote, would allow women to have
authority over themselves.

(Direct and supervise students to fill in

their double bubble with some of the
information just provided.) Students will write some key points from this section
of the lecture onto their graphic organizer.
Take the next few students to reflect on
what I just discussed, but to also fill in Modeled Responses:
your double bubble graphic organizer.
Name:_______________________________ Date:_________________ Period:_______

● Highly Educated
● Strong Organizer/Reformer
● Headed the ​NAWSA

(Transition into introducing Alice

Paul)

The next woman on the other side of

suffrage movement actually spent two
years in the NAWSA, but had left to
form the ​National Women’s Party​.
Paul is known for her radical protests
that involved 18 straight months of
picketing​ in front of the white house,
going on a ​hunger strike​ while in
imprisonment, and she knew how to
capitalize on publicity.

Between 1916-1917, ​Woodrow Students will note that even though prominent men
Wilson​ was gearing up to be elected
such as Woodrow Wilson may have had negative
for his second term as President. In his
preconceptions about women’s suffrage, his mind is
youth he had called women’s suffrage
the “foundation of every evil in this changed through befriending a suffragette. Much can
country.” However, he would come to be learned by befriending somebody you disagree
befriend Carrie Chapman Catt. Her with.
campaigning, which was progressive,
not radical, went on to help win him
over on suffrage.

Catt and Wilson had a mutual disdain

for Alice Paul. However, the two
women became an unstoppable force in
getting women the vote, even if it
wasn’t together.

When Alice Paul and her followers Students should sympathize with the struggles Alice
were incarcerated their ​hunger strike Paul had to face: imprisonment, a hunger strike, and
was in protest of the horrible
being force fed by a feeding tube. Students should
conditions of the jail they were in. The
realize that protesting is not only picketing with
women were eventually force fed with
a feeding tube. When the women were signs, but other forms are possible too. Some
able to go on a publicity tour of sorts students may make connections with Gandhi's
they retold their experiences. There hunger strike for a different cause.
was a huge public interest that finally
had democrats worried about what not
Name:_______________________________ Date:_________________ Period:_______

supporting suffrage could do for their

campaign.

(Direct and supervise students to fill in

their double bubble with some of the
information just provided.)
Take the next few moments to reflect
on what I just discussed, but to also fill
in your double bubble graphic
organizer.
Students will write some key points from this section
of the lecture onto their graphic organizer.
Modeled Responses:
● Alice Paul:​ Radical, Hunger Strike,
Picketing, Created the National Women’s
Party
● Carrie Catt:​ Befriended Woodrow Wilson

(Transition into the final part of the

lecture)

Keep in mind that the democrats, all

men, finally cared about women
suffrage only when it affected their
ratings into the White House. Not that
they necessarily agreed that women
had the right to vote.

The Senate went to vote for the

Nineteenth Amendment​ called the
Susan B. Anthony amendment.

They voted it down, and it took Wilson

personally showing up to the explain
that if women at this very moment are
nursing soldiers overseas and filling in
for absent men on the homefront they
should have the right to vote.

I want to stress that without Carrie
Catt’s progressive leadership within the
suffrage movement, Wilson probably
wouldn’t have sided with suffrage like
he did..
Alice Paul and Carrie Catt, although
one being radical and the other
progressive, contributed a great deal to
suffrage.
Students should learn that democrats adopted the
notion for women’s suffrage for political reasons and
how important of a role Carrie Catt played. Dually
noted is that this was during a time of war, much like
in the Civil War women were hoping for reform.
However, with women being auxiliary participants in
both wars it is finally ordained for women to have
voting equality.
Name:_______________________________ Date:_________________ Period:_______

After this it took another year for

Congress to actually ratify the Students note that not only did Congress have to
Amendment, but the work was not pass an amendment, but suffrage was also an issue
done yet. 36 other states would still on the state level.
need to ratify their state amendments.
By late summer 1920, the drive seemed
stuck, just one state short of success
(Tennessee). The vote came down to 1
green man, meaning young and
inexperienced, who was only 24 years
old. The reason that he voted for the
amendment to pass was because his
mom wrote to him and told him to.

So in November of 1920, women were

finally given the right to vote.

As we close this conversation, keep in

mind that not only were afro-american
women, female, but they also had to
face other underlying issues like the
color of their skin, class, and
geographic location. The struggle for
the vote did not end with the
ratification of the Nineteenth
Amendment. In some Southern states,
Afro American women were unable to
freely exercise their right to vote up
until the 1960s.
Using Pear Deck, students will determine where they
(Transition to the next slide, using are at with comprehension in the lecture. They can
Pear Deck, have students ask any circle on a scale of red to green if they’re ready to
lingering or clarifying questions out move on with an independent activity.
loud)

Before I give you time to finish filling

out your double bubble graphic
organizer, let’s see where you guys are
at with understanding suffrage.

Now stand up and hi-five the person

next to you because women have the
right to vote!
 Name:_______________________________ Date:_________________ Period:_______

Co-Teaching Strategy/Differentiation/​Check for Understanding…how are you going to know if

EACH student is ready to move onto independent practice? And how are you going to
different​iate if they do not understand?

Students ready to move forward independently will be allowed to proceed with the worksheet
early.

Students not ready for independent work will be able to continue with guided practice beyond
the set time limit. The example sheet will remain on screen to assist the students. The teacher
will attend to individual students at this time until all students are working independently.

By using Pear Deck, students will anonymously share what their learning progress is. If
needed, previous slides can be revisited or students may be given more cues about what should
be written in their notes.

By telling students to get up and hi-five each other, it breaks up the monotony of a lecture
format and gives kinesthetic learners much needed physical movement.

Gifted students may be bored, but by allowing some time at the end of this section, students
can ask any burning questions to further their comprehension of the subject.

Independent Teacher Will: ​15 minutes Student Will:

Practice
Post Lecture:

Handout a group set of Lecture Notes Continue to work on their double bubble worksheets.
that students can use to complete their
double bubble.

I’ve just handed out a group set of

notes from the lecture that should help
you fill out your double bubble. Work
as a group to fill in any missing spots
that you may have.

(Teacher will administer end of lesson

assessment.)

Once you are done, you will be Students must write at least 1 paragraph on the back
required to give me an exit ticket as of the worksheet answering the questions about the
you leave class today. Using your 19th Amendment located at the bottom of the front
double bubble notes, write me at least page of the worksheet.
 Name:_______________________________ Date:_________________ Period:_______

one paragraph discussing what the

nineteenth amendment is, what effect it
had on America after its ratification,
and what effect it has on America
today. If you have any questions, I’ll
be walking around class to provide
help, feel free to raise your hand for
any questions.

Co-Teaching Strategy/Differentiation ​How will your instruction look different for those
students who need differentiation or accommodations?

By writing, kinesthetic learners are able to express themselves in a different medium

besides verbally.

Gifted students who finish early can share with each other about their paragraph.

ESL students can be attended to to help formulate ideas. Perhaps pair ESLs with each
other so they can help themselves out in writing a paragraph.

Students who have arthritis/carpal tunnel/ etc can type their paragraph and show it to
the instructor before leaving.

Students who complete the worksheet minimums must continue writing about the 19th
Amemendment’s effects on America in the 1920’s and what it means to America
today.

Students not complete with double bubbles or paragraph will be alloted extra time
during closing activities.

Students with Exceptional Learning Needs will be guided to write their paragraph in
bullet points before collecting their thoughts into a paragraph. They will be able to
organize their thoughts and to distinguish between critical and non-critical information
this way. These students will be allotted to take their exit ticket home as homework.

Closing/Student Reflection/Real-life connections: ​What connections will students make to their real lives? What
essential questions will they reflect on in their closure of the lesson?

10 minutes
 Name:_______________________________ Date:_________________ Period:_______

Students will exchange their worksheets with a different group and the answer sheet will be presented on Pear
Deck. Have all students grade the worksheet in front of them. Any worksheets not meeting the Exit Ticket
standards (below) should be returned to the authoring student for completion.

Exit Ticket:

● At least 3 comparable and 6 (3 of each) contrasting traits between mainstream and radical protesting
listed on double bubble sheet.
● At least 3 sentences on the back defining and explaining the effects of, in their own words, the 19th
Amendment.

After grading, we will have a closing discussion. It is interesting to note the fight for women’s suffrage took
60 years, even though the men in power had mothers, sisters, and daughters. What do you think was some of
the reasons women’s suffrage was such a delayed issue?

Some examples may be the social norm of having women in the household and the man is the one who takes
care of working and legal affairs. Another factor may be political repercussions: how would women vote?
Would they vote men out of office? The next logical step would be if women can vote then why can’t they run
for office? This may have been a highly unlikeable aspect of the possible consequences suffrage may bring.

Although America’s been a democracy for over 200 years, for many people they were not able to participate
in voting until the late 19th and early 20th century. Voting is what many people have suffered to achieve, and
is something that many of us take for granted. So ladies, and gentlemen, next time voting day comes around
don’t forget to exercise your right that your ancestors have fought for-- go vote!
Name:_______________________________ Date:_________________ Period:_______

Women’s Suffrage: Power of Protest Double Bubble

Sec. 1 instructions​: Fill out ​at least​ 3 compare bubbles and 6 (3 for each subject bubble)
contrast bubbles, identifying specific traits or actions related to one or both of the subjects
below. Shade personal traits ​green​, radical tactics ​blue​, and mainstream tactics ​red.​ You may
draw in as many extra bubbles as you deem necessary.

Contrast Compare Contrast

Sec. 2 instructions​: On the back of this worksheet, write ​at least ​1 paragraph discussing the
19​th​ Amendment. Must include a definition of the amendment ​in your own words​, what effect it
had on America after its ratification, and what effect it has on America today. ​Be ready to
share your paragraph with the class!