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Women's Rights Movement of 19th and 20th Century
Erick Hoberg I. Standards Addressed a. Time, Continuity, and Change i. Apply key concepts such as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity. II. Results/Expected Learning Outcome a. The student will be able to express the key protagonists, places, and outcomes of the Women’s Rights Movement of the 19th and 20th centuries in American history. The student will analyze that period in American history through the different perspectives of women’s rights activists. III. Evaluation a. Video Reaction Essays/Group Work i. Students will write a short 1-2 page reaction to the video, One Woman, One Vote, from PBS, discussing their opinions and views of the subject. ii. Student will turn in a Declaration of Sentiments that they will construct as a small group, airing their grievances that they have as students. b. Multiple Choice/Short Answer Test i. This will test the student’s literal comprehension of the main proponents, places, and outcomes of the Women’s Rights Movement c. Essay Test i. Each test will also consist of an essay portion in which the student will analyze the multiple perspectives of the Women’s Rights Movement on shaping of the late 19th and early 20th century America. IV. Curriculum a. This lesson would fit into an American history course, specifically a United States Before/After 1865 course, a 20th Century America course, or a Women’s History course. This lesson plan would also work best in a block class that lasts 90 minutes. If the school does not have that style of class, lesson may have to be altered by cutting down the video to just two days, with some of the content of the video omitted. V. Instruction a. Day One i. Lecture—19th Century Women’s Rights Movement 1. Early Pioneers—Grimke Sisters a. Worked initially with the abolition movement, then branched off into own activism when they figured out they would not be respected. 2. Seneca Falls—1848 i. Declaration of Sentiments ii. The importance of this convention on the future of the movement 3. Male reaction to the Declaration of Sentiments i. Not in favor ii. Wrote about Sentiments unfavorably, even mockingly ii. Video 1. One Woman, One Vote, PBS iii. Reflection Time/Small Group Work 1. This will be the time when questions are asked by not only the teacher, but students will also be invited to ask whatever questions they may have. Once questions are answered, students will work in small groups and construct their own Declaration of Sentiments, grievances they feel they have as students against the faculty. This assignment will be turned in and graded as a group. b. Day Two i. Lecture—20th Century Women’s Rights Movement 1. Suffrage Movement 2. Temperance Movement 3. Margaret Sanger i. Birth Control Movement ii. Advocated the right of a woman to regulate her own body 4. National Woman’s Party i. Called for Equal rights, not just the right to vote 5. Opposition from Men as well as women ii. Video 1. One Woman, One Vote, will continue for about a half hour iii. Reaction/Large Group Discussion c. Day Three i. One Woman, One Vote will be concluded—this will take the entire period. VI. Discussion Questions a. What was the Declaration of Sentiments? What document of American history is Sentiments modeled after? How were these women received by the men of time? b. Compare the Declaration of Sentiments with that of the United States’ Declaration of Independence; do you think these women intentionally used the language from the Declaration of Independence in the Declaration of Sentiments? Critique that method; do you think that was beneficial to use the Declaration of Independence as a model? Would that create animosity from the men of the era? Did the outrage of the men have a positive or a negative effect on the movement? c. Women of the class, how would you have acted if you would have been alive during this period of history? Men of the class, how would you have looked upon these activist women? d. Compare the treatment of white women to that of freed black women? Remember, slavery is still a way of life in the South. e. Analyze the Women’s Rights Movement calling for equal rights for all women, regardless of color; how radical and revolutionary were the woman at Seneca Falls? Why don’t more people know these women? Criticize this portion of the freedom movements. f. What was the Temperance Movement? What was the National Women’s Party? Why did some women oppose these women? What was the opposition’s position on the rights of women? g. Who is Margaret Sanger? Why did so many people dislike her? Would her fight be considered controversial even today? When could married couple finally obtain contraceptives legally?
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