Women’s Suffrage

Jill A. Pierson, December 11, 2015

Abstract & Essential Question

This WebQuest is designed senior high school students studying AP United States History II. The estimated completion time for this assignment will be five 40 minute class sessions. This assignment will require students to work collaboratively to gain an understanding of the Women Suffrage Movement in the United States. Students will study this movement to understand how social disagreement and collaboration changed American society. The essential question answered by students will be: What was the Women’s Suffrage Movement and how did this social movement change social disagreement and collaboration in American society?

Performance Objectives

Students will be able to conduct web research on the topic of women’s suffrage and analyze primary and secondary source documents. They will also be able to discuss and describe different perspectives of suffragists during the movement. Finally, they will able to understand how a social movement has the power to change laws, policies, and secure the rights of the individual.

Outcomes

After completing this assignment students will understand how to evaluate primary sources for bias and appropriateness. In addition, they will be able to discuss and analyze different social perspectives on the suffragist movements. Finally, students will understand how a social movement can change laws and policies. This knowledge is useful when studying other social movements in American History including the Civil Rights Movements and the struggle for Equal Rights for all genders.

Scaffolding Knowledge

Level	Activities (Questions that each writer will address in their article)
Remember	When did the even in the article take place? (applicable to all roles)
Comprehension	Can you explain what is happening? (applicable to all roles)
Apply	What facts from the article would you elect to write about in your article? (applicable to all roles)
Analyze	Differentiate fact from the author’s opinion in the article. (applicable to all roles)
Evaluate	What conclusion can you draw from the article you selected?
Create	The end product will allow students to be creative in developing a newspaper.

Multiple Intelligences

Existentialism	Address concepts the What impact does the Women’s Suffrage Movement have on me?
Verbal/Linguistic	Note taking Individualized Reading
Logical-Mathematical	Timeline of Women’s Suffrage (Part of lesson introduction) Timeline of Suffrage Individual (Role of Interview Reporter)
Musical	Part of the YouTube Video (Website Overview, Legal Reporter) Website part of Newspaper Ideas Assignment
Bodily-Kinesthetic	Coming together as a group to work on newspapers Susan B. Anthony Coin
Spatial/Visual	Period Photos (Part of all individual assignments) You Tube Video (Part of the Legal Reporter Role)
Interpersonal	Group Project–Newspaper Verbally Presenting Findings to Class
Intrapersonal	Writing an article for their groups period newspaper

Mind Styles

Concrete Sequential	Task is presented in sequential historical order Logical sequence to information presented Factual
Concrete Random	Independent Learning Writing Article Examples of Newspapers Variety in tasks
Abstract Random	Group Discussion with in creating the newspaper Detailed Assignment Colorful Visuals
Abstract Sequential	Access to Resources/Reference Internet Websites Notes Verbal/Writing Information Lecture portion will have both sense and meaning

Standards Addressed

New Jersey Standards Addressed

Social Studies

6.1.12.A.6.b Evaluate the ways in which women organized to promote government policies (i.e., abolition, women’s suffrage, and the temperance movement) designed to address injustice, inequality, workplace safety, and immorality.

6.1.12.B.6.b Compare and contrast issues involved in the struggle between the unregulated

Technology Standard:

8.2.2.A.3 Identify a system and the components that work together to accomplish its purpose.

8.2.2.A.4 Choose a product to make and plan the tools and materials needed

Teacher Preparation

Background Information/Lesson on Women’s Suffrage Movement
Computer Lab
Moddle/Black Board
Printed copies of the articles if applicable

Key Terms

**Vocabulary**
Temperance Movement	A reform movement which worked to make alcohol illegal.
Franchise	It is special privilege granted to an individual or group; especially the right to vote
Disenfranchisement	It is to deprive of a franchise or legal right, privilege or immunity; especially : to deprive of the right to vote.
Suffragist	It is a person who supports extending the right to vote to others, especially a person who worked in the movement to get women the right to vote. Women who worked in the movement were also known as suffragettes.
Anti-suffragist	It is a person against women voting rights.

Alternate Outline – Accommodations

Students Below Grade level

Provide students with a quiet place of work that is free from distraction
Adjust the roles in the assigned groups
Teach to multiple intelligences
Opportunities for student choice

Students Above Grade Level

Advanced students can assume a leadership role in group project
Opportunities for student choice
Recommend roles with more difficult tasks

Lack of Technology

Majority of the assignment can be completed at the School Media Center/Library

Suggested Follow-Up

Not Four Ourselves Alone (Website)

Women’s Suffrage 90th Anniversary

Sense and Meaning

This lesson will have both sense and meaning for students participating in this class. It will make sense to the students because he/she will understand how women both won and earned the right to vote. Student will derive meaning from the lesson by understanding the power of the individual to change local, state, and federal government policy/legislation. They each have the power to use their voice to influence public and social change.

Chunking/Compression

Chunking breaks up information into smaller units (chunks) to facilitate learning. This method uses the student’s short term memory by organizing and grouping various pieces of information together. The brain can than process the information easier and faster. The working memory can only process a limited of amount of information at a time. It is an effective way of enlarging working memory capacity and establishing meaning. (Sousa, 119) The WebQuest breaks down the Women’s Suffrage Movement into 3 distinct categorical time periods (chunks).

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