In January 1917, members of the National Woman's Party (NWP) became the first people to picket th
Call for Change
Grade Range: 3-5
Resource Type(s): Reviewed Websites, Primary Sources, Lessons & Activities
Duration: 90 minutes
Date Posted: 10/11/2016
This historical investigation is aligned with the C3 Framework and is from C3teachers.org.
This inquiry leads students through an investigation of the women’s suffrage movement in New York State as an example of how different groups of people have gained equal rights and freedoms over time. Through examining the role women played in society before the 20th century and the efforts made by women to gain the right to vote, students will be prepared to develop arguments supported by evidence that answer the compelling question “What did it take for women to be considered ‘equal’ to men in New York?” Subsequent inquiries could be developed around other groups who have struggled to gain rights and freedoms, including, but not limited to, Native Americans and African Americans.
Historical Thinking Standards (Grades K-4)
Historical Thinking Standard 3: Historical Analysis and Interpretation
Historical Thinking Standard 5: Historical Issues-Analysis and Decision-Making
Standards in History (Grades K-4)
Topic 3: The History of the United States: Democratic Principles and Values and the People from Many Cultures Who Contributed to Its Cultural, Economic, and Political Heritage
4B: Demonstrate understanding of ordinary people who have exemplified values and principles of American democracy.
4D: The student understands events that celebrate and exemplify fundamental values and principles of American democracy.
United States History Standards (Grades 5-12)
Era 9: Postwar United States (1945 to early 1970s)
Common Core State Standards (Grades K-12)
CCR Anchor Standards for Writing
CCSS.ELA-Literacy.CCRA.W.2 (Text Types and Purposes): Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.CCRA.W.4 (Production and Distribution of Writing): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.8 (Research to Build and Present Knowledge): Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCSS.ELA-Literacy.CCRA.W.9 (Research to Build and Present Knowledge): Draw evidence from literary or informational texts to support analysis, reflection, and research.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades 3-5)
2: Applying Disciplinary Tools and Concepts
D2.Civ.12.3-5. (Civics): Explain how rules and laws change society and how people change rules and laws.
D2.Civ.14.3-5. (Civics): Illustrate historical and contemporary means of changing society.
D2.His.2.3-5. (History): Compare life in specific historical time periods to life today.
D2.His.3.3-5. (History): Generate questions about individuals and groups who have shaped significant historical changes and continuities.
D2.His.4.3-5. (History): Explain why individuals and groups during the same historical period differed in their perspectives.
D2.His.12.3-5. (History): Generate questions about multiple historical sources and their relationships to particular historical events and developments.