rousing nation's conscience instructional unit 2010

America: 1 Rousing the Nation’s Conscience The Experiment – The Experience – The Echo Savannah‐Chatham Country Public School System

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

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


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

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


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 “custom” hath made! Come from the valley, 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 “custom” hath made! Come from the valley, 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.

This lesson meets student learning objectives/standards in the following content areas: 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!!!!


Bill “BoJangles” Robinsonwith Shirley Temple in

The Little Colonel

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. An immigrant from Russia, Al Jolson worked in circuses 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 ‐‐ 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.

Theatrical posters in Times Square

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


Name: Date:

Name of Skit:

Story (in a sentence or two):

Scene (where it takes place):

Characters:

Adapted from: BIG APPLE HISTORY

On With the Show!


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.

This lesson meets student learning objectives/standards in the following content areas: 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

evolved during the 19th

century and the influence of these changes on the lives of workers.

Essential Question: How did technology affect communication in the 19th

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


1. Describe in detail what you can learn from these primary sources?

2. What was the role of the telegraph in the 19th

century?

3. Create a list of questions that you have after studying these primary sources.

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


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

This lesson meets student learning objectives/standards in the following content areas: 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. Instructional Objectives: 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

Materials/ technology used: 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:

SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a 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. SS5H2 The student will analyze the effects of Reconstruction on American life.

d. 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.

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


A U.S. Department of Education Grant Program

Savannah‐Chatham County Public Schools

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.

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. 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

Instructional Objectives: 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.

Rationale for topic: 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 throughout the presentation is accurate. There are no factual errors.

Most of the content is accurate but there is one piece of information that might be inaccurate.

The content is generally accurate, but one piece of information is clearly flawed or inaccurate.

Content is typically confusing or contains more than one factual error.

Use of Graphics All graphics are attractive (size and colors) and support the theme/content of the presentation.

A few graphics are not attractive but all support the theme/content of the presentation.

All graphics are attractive but a few do not seem to support the theme/content of the presentation.

Several graphics are unattractive AND detract from the content of the presentation.

Spelling and Grammar

Presentation has no misspellings or grammatical errors.

Presentation has 1‐2 misspellings, but no grammatical errors.

Presentation has 1‐2 grammatical errors but no misspellings.

Presentation has more than 2 grammatical and/or spelling errors.

Originality Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.

Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.

Presentation shows an attempt at originality and inventiveness on 1‐2 cards.

Presentation is a rehash of other people's ideas and/or graphics and shows very little attempt at original thought.

Sequencing of Information

Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.

Most information is organized in a clear, logical way. One card or item of information seems out of place.

Some information is logically sequenced. An occasional card or item of information seems out of place.

There is no clear plan for the organization of information.

Effectiveness Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide.

Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate study guide.

Project is missing more than two key elements. It would make an incomplete study guide.

Project is lacking several key elements and has inaccuracies that make it a poor 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”. This lesson meets student learning objectives/standards in the following content areas: 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.

Instructional Objectives: 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

Rationale for topic: 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

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


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 & Captions

All articles have headlines that capture the reader's attention and accurately describe the content. All articles have a byline. All graphics have captions that adequately describe the people and action in the graphic.

All articles have headlines that accurately describe the content. All articles have a byline. All graphics have captions.

Most articles have headlines that accurately describe the content. All articles have a byline. Most graphics have captions.

Articles are missing bylines OR many articles do not have adequate headlines OR many graphics do not have captions.

Knowledge Gained All students in the group can accurately answer all questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.

All students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.

Most students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.

Several students in the group appear to have little knowledge about the facts and the technical processes used for the newspaper.

Articles ‐ Purpose 90‐100% of the articles establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic.

85‐89% of the articles establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic.

75‐84% of the articles establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic.

Less than 75% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.

Articles ‐ Supporting Details

The details in the articles are clear, effective, and vivid 80‐100% of the time.

The details in the articles are clear and pertinent 90‐100% of the time.

The details in the articles are clear and pertinent 75‐89% of the time.

The details in more than 25% of the articles are neither clear nor pertinent.

Spelling and Proofreading

No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.

No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and corrects the newspaper.

No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.

Several spelling or grammar errors remain in the final copy of the newspaper.

Who, What, When, Where & How

All articles adequately address the 5 W's (who, what, when, where and how).

90‐99% of the articles adequately address the 5 W's (who, what, when, where and how).

75‐89% of the articles adequately address the 5 W's (who, what, when, where and how).

Less than 75% of the articles adequately address the 5 W's (who, what, when, where, and how).

Use of Primary Sources

Reading of primary source material was thorough.

Reading of primary source material was fairly thorough.

Reading of primary source material was incomplete.

Reading of primary source material was 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.

This lesson meets student learning objectives/standards in the following content areas: 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.

Instructional Objectives: 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 Read the 14th Amendment to the students. http://www.usconstitution.net/const.html#Am14 Read the 15th Amendment to the students. http://www.usconstitution.net/const.html#Am15 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



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

15th Amendment

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

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


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:

SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a 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. 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.

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 Instructional Objectives:

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.

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


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 amendment states that the right of citizens to vote "shall not be denied or abridged by the United States or by any State on account of sex." Although this equality was implied in the 14th Amendment (1868), most of the states continued to restrict or prohibit women's suffrage. The women's rights movements, which started as early as the 1830s and became intertwined with the struggle to abolish slavery, resulted in the proposal for the 19th Amendment, introduced in Congress in 1878. This proposed amendment remained a controversial issue for over 40 years, during which the women's rights movement became strongly militant, conducting campaigns and demonstrations for congressional passage of the amendment and then for ratification by the states. This political action, reinforced by the service of women in industry during World War I, resulted in the adoption of the amendment. Bibliography: Darcy, R. W., et al., Women, Elections, and Representation (1987; repr. 1994). Kraditor, A. S., The Ideas of the Woman Suffrage Movement (1965; repr. 1981). 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).

Vocabulary Abolish: To put an end to. Adoption: (1) To legally bring in one's family: We adopted a baby. (2a) To accept: adopt a suggestion. (2b) To approve officially: In 1920, the government adopted the 19th Amendment.

Amendment: A legal change or addition to a law or body of laws. Citizen: A person who is loyal to a given country and has the protection of that country. Controversial: Producing an argument or debate. Intertwine: To join by linking together.


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 19th century, as male suffrage was gradually extended in many countries, women became increasingly active in the quest for their own suffrage. Not until 1893, however, in New Zealand, did women achieve suffrage on the national level. Australia followed in 1902, but American, British, and Canadian women did not win the same rights until the end of World War I. The United States The demand for the enfranchisement of American women was first seriously formulated at the Seneca Falls Convention (1848). After the Civil War, agitation by women for the ballot became increasingly vociferous. In 1869, however, a rift developed among feminists over the proposed 15th Amendment, which gave the vote to black men. Susan B. Anthony, Elizabeth Cady Stanton, and others refused to endorse the amendment because it did not give women the ballot. Other suffragists, however, including Lucy Stone and Julia Ward Howe, argued that once the black man was enfranchised, women would achieve their goal. As a result of the conflict two organizations emerged. Stanton and Anthony formed the National Woman Suffrage Association to work for suffrage on the federal level and to press for more extensive institutional changes, such as the granting of property rights to married women. Stone created the American Woman Suffrage Association, which aimed to secure the ballot through state legislation. In 1890 the two groups united under the name National American Woman Suffrage Association (NAWSA). In the same year Wyoming entered the Union, becoming the first state with general women's suffrage (which it had adopted as a territory in 1869). As the pioneer suffragists began to withdraw from the movement because of age, younger women assumed leadership roles. One of the most politically astute was Carrie Chapman Catt, who was named president of NAWSA in 1915. Another prominent suffragist was Alice Paul. Forced to 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 strategies as mass marches and hunger strikes. Perseverance on the part of 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

Vocabulary Ballot: (1) The piece of paper used to vote. (2) The act of voting. Citizenship: Having the duties, rights, and privileges of being a citizen of a country Enfranchise: To give the rights of citizenship to a person or group of people, especially to give that group the right to vote. Federal: Belonging to the central government of a country as opposed to the local government of a city or state. Militant: (1) Fighting or making war. (2) Aggressive or combative. Municipal: Belonging to a city or town. Petition: (1) An appeal, especially to a person or group in authority. (2) A written document formally requesting a right or benefit from an authority or government. Picket: A person or group of people standing outside a building to protest. Provincial: (1) Relating to a province. (2) Not sophisticated or worldly Suffrage: (1) The right to vote. (2) The act of voting.


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

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


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



Instructional Objectives:

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.

Rationale for topic: “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

Materials/ technology used:

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


Events Possible Responses

Ida B. Wells’ Actual Response

Agree/ Disagree

Death of parents

Conductor’s order to move to smoker’s car

Reversal of court victory

Destruction of newspaper office

Violence (lynching) toward blacks

Name _____________________________

Date _____________________________ IDA B. WELLS

DECISION-MAKING CHART


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.

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.


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

FROM TO



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?)

This lesson meets student learning objectives/standards in the following content areas: Social Studies Reading/Language Arts Math Science Other: __________

GPS Correlations: SS5H2 The student will analyze the effects of Reconstruction on American life. 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.

Instructional Objectives: 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

Materials/ technology used: 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)

A U.S. Department of Education Grant Program Savannah-Chatham County Public School System


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


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