Professional Documents
Culture Documents
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”
● Compare and contrast the power of protest between Carrie Chapman Catt and Alice Paul in the
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:
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.
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.
(Then Say)
Beyond acquiring knowledge about
the two major suffragettes you will
also be learning today that Carrie Catt Learn about the suffragettes Carrie Catt and Alice
and Alice Paul represented two sides Paul and be able to contrast differences between the
of suffrage, which basically meant two suffragette camps. At the end of the lesson,
they represented two different camps students should be able to identify which camp the
fighting for the same cause. Your above leaders identified with.
second objective is to contrast
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)
Co-Teaching Strategy/Differentiation How will your instruction look different for those
students who need differentiation or accommodations during your instructional
input/teaching?
(Transition into slideshow - teacher Follow along with the examples on Pear Deck, and
will move onto the next slide) then add additional information to both the compare
and contrast bubbles on the worksheet. Student’s
(Teacher will quickly recap the last information should be collected specifically from the
lesson content) previous lecture or textbook. (Outside information
Teacher will begin lecture: will be collected later.)
Right? Remember both Cady Stanton Students gain an appreciation for two prominent
and Susan B. were abolitionists, which women’s suffrage pioneers. Students will reflect on a
meant they spent the Civil War years key part of America’s history, a dark part where not
pressing for full emancipation of all all men (nor women) were treated equally. Students
slaves. They even were brave enough
will comprehend that these were two human rights
to speak in front of hostile white
mobs, collecting signatures on activists before the label was created!
petitions, campaigning, and lobbying.
Students may question how African American men
Even though both women fought for were given the right to vote before white women, at
freeing slaves, they still did not escape a time when blacks were thought to be inferior to
controversy. They assumed that whites.
women would get the vote at the same
time as African American men.
Take the next few moments to reflect Students will write some key points from this section
on what I just discussed, but to also of the lecture onto their graphic organizer.
fill in your double bubble graphic
organizer. Modeled Responses:
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.
Handout a group set of Lecture Notes Continue to work on their double bubble worksheets.
that students can use to complete their
double bubble.
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.
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?
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
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!
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.
Sec. 2 instructions: On the back of this worksheet, write at least 1 paragraph discussing the
19th 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!