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\n\"The\n\n
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\nNational Woman's History Museum\n
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\nThe Equal Rights Amendment\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nThe debate over the Equal Rights Amendment continues. To better understand the controversy, class members research the history of attempts to get the amendment ratified. In addition, pairs engage in a structured academic conversation...\n
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\n\"Women's\n\n
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\nCenter for History Education\n
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\nWomen's Rights in the American Century\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nToday, many young people find it hard to understand why it took over 150 years for women in the United  States to get the right to vote—why there was even a need for the suffrage movement. As they read a series of primary source...\n
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\n\"Women's\n\n
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\nAnti-Defamation League\n
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\nWomen's Suffrage, Racism, and Intersectionality\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nThe Nineteenth Amendment granted women the right to vote—as long as they were white. High schoolers read articles and essays about racism in the suffrage movement and consider how intersectionality played a role in the movement. Scholars...\n
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\n\"Catharine\n\n
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\nCurated OER\n
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\nCatharine Blaine\n

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\n\nFor Teachers\n\n3rd - 8th\n
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\nStudents research Catherine Blaine by navigating websites to investigate her ideas on reforms for women and the challenges of western settlement.  In this Catherine Blaine lesson, students view grade appropriate materials and...\n
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\n\"Reforms\n\n
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\nCurated OER\n
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\nReforms of the Mid-1800's\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders complete a unit of lessons on the reform movements of the mid-1800's in the U.S. They participate in an Internet scavenger hunt, analyze primary source documents, and develop and perform a simulation of a mid-19th century...\n
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\n\"Expansion\n\n
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\nCurated OER\n
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\nExpansion and Reform: Applying the Declaration of Independence\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents conduct inquiries and research-acquiring, organizing, analyzing, interpreting, evaluating, and communicating facts, themes, and general principles operating in American history. They use the Declaration of Independence to...\n
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Lesson Planet Article
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\n\"Celebrate\n\n
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\nCelebrate Native American Heritage Month with Earnest Research\n

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\n\nFor Teachers\n\n2nd - 4th\n
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\nIncorporating research and project-based learning while celebrating Native American Heritage Month.\n
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\n\"Women\n\n
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\nCurated OER\n
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\nWomen Today: An Editorial\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents complete Internet research to write an editorial about a topic relating to the women's rights movement and the issues presently surrounding women's rights in America and around the world.\n
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\n\"How\n\n
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\nCurated OER\n
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\nHow Women Won the Right to Vote\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nStudents consider how women gained the right to vote in America. In this suffrage lesson plan, students investigate major events of the suffrage movement and conduct research. Students also role play petitioning to President Wilson...\n
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Unit Plan
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\n\"Reformers\n\n
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\nCurated OER\n
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\nReformers\n

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\n\nFor Teachers\n\n4th\n
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\nStudents research reform efforts during the 1800's, primarily those leading up to the Civil War. They complete several lessons that investigate the life of Sojourner Truth and her contributions to the abolitionist movement and women's...\n
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\n\"Hall\n\n
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\nCurated OER\n
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\nHall of Fame\n

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\n\nFor Teachers\n\n4th - 7th\n
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\nStudents create a Hall of Fame. They discuss and study established Hall of Fames such as baseball. They participate in mock nominating and voting process for the hall of fame.\n
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\n\"Women's\n\n
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\nCurated OER\n
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\nWomen's Rights Historic Sites\n

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\n\nFor Teachers\n\n5th - 12th\n
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\nPupils use maps, readings, floor plans, photos and cartoons to research the conditions of upstate New York in the first half of the 19th century, examine the issues that led to Women's Rights Convention of 1848 and consider current...\n
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Worksheet
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\n\"The\n\n
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\nCurated OER\n
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\nThe Hartford Convention and the Battle of New Orleans\n

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\n\nFor Students\n\n6th - 8th\n
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\nIn this United States history instructional activity, students utilize a word bank of 10 terms or phrases to answer 10 fill in the blank questions about the Hartford Convention and the Battle of New Orleans. A short answer question is...\n
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Lesson Plan
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\n\"Women’s\n\n
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\nCurated OER\n
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\nWomen’s Suffrage\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers examine several aspects of the Women's Suffrage Movement. For this women's rights lesson, students explore several primary and secondary sources regarding the events of the movement, opposition to the movement, and the...\n
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\n\"Confict,\n\n
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\nCurated OER\n
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\nConfict, Consensus, and Conclusion\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nPupils debate the key issues dealing with women's rights and the rights of African Americans during and after the Civil War. They analyze the women's rights movement in relationship to the desire for suffrage. They utilize the internet...\n
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\n\"Before\n\n
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\nCurated OER\n
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\nBefore Rosa Parks: Upper Grades Activity: Frances Watkins Harper\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents analyze the rhetorical strategies Frances Watkins Harper used, such as tone, emotional appeal and descriptive language\n
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\n\"Susan\n\n
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\nCurated OER\n
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\nSusan B. Anthony: Rebel for the Cause\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents explore the suffragist, Susan B. Anthony, documents her life and era with photographs, illustrations, and interviews. It demonstates how this feminist leader simultaneously influenced events and was shaped by external forces.\n
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\n\"Voting\n\n
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\nCurated OER\n
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\nVoting and the U.S. Constitution (Past, Present, and Future), Part 2\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents analyze and discuss the 19th Amendment, and read the document, Why Women Want to Vote. Students illustrate statements from the handbill, then conduct a play about women's suffrage.\n
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Lesson Plan
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\n\"Powerful\n\n
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\nCurated OER\n
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\nPowerful Signatures\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents experience famous historical documents that were initiated and propelled by signatures such as Declaration of Independence, U.S. Constitution. They create a school amendment using the information gathered.\n
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Lesson Plan
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\n\"National\n\n
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\nNational Women’s History Museum\n
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\nNational Women's History Museum: Seneca Falls Convention\n

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\n\nFor Students\n\n9th - 10th\n
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\nStudents will examine primary sources about the Seneca Falls Convention in 1848 to understand why a women's rights movement was necessary to gain greater rights for women.\n
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Primary
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\n\"Loc:\n\n
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\nLibrary of Congress\n
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\nLoc: Seneca Falls and Building a Movement, 1776 1890\n

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\n\nFor Students\n\n9th - 10th\n
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\nThe story of the Seneca Falls convention is told through words, pictures, and primary sources.\n
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Primary
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\n\"Www\n\n
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\nWww Virtual Library: Amdocs: The Seneca Falls Declaration (1848)\n

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\n\nFor Students\n\n9th - 10th\n
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\nThe full text of the 1848 Seneca Falls Declaration of Sentiments, by women's rights activist Elizabeth Cady Stanton.\n
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\n\"American\n\n
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\nUniversity of Groningen\n
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\nAmerican History: Documents: The Seneca Falls Declaration 1848\n

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\n\nFor Students\n\n9th - 10th\n
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\nFull text of the Senaca Falls Declaration of Sentiments authored by Elizabeth Cady Stanton in 1848.\n
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Website
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\n\"Loc:\n\n
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\nLibrary of Congress\n
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\nLoc: Seneca Falls Convention Scrapbook\n

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\n\nFor Students\n\n9th - 10th\n
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\nExplore digital photographs of newspaper clippings about the Seneca Falls Convention for women's rights in 1848. Includes a photo depicting Stanton in the controversial bloomer outfit.\n
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