In January 1917, members of the National Woman's Party (NWP) became the first people to picket th
Reading Mama Went to Jail for the Vote
Grade Range: K-4
Resource Type(s): Lessons & Activities
Duration: 30 minutes
Date Posted:
8/10/2010
Mama Went to Jail for the Vote is a work of historical fiction about a girl whose mother joins the suffragists in working to win the vote for women during the early 1900s. Part of an OurStory module entitled Winning the Vote for Women, this activity includes strategies that will help adults and children actively read Mama Went to Jail for the Vote together. OurStory is designed to help children and adults enjoy exploring history together through the use of children's literature, everyday objects, and hands-on activities.
National Standards
Historical Thinking Standards (Grades K-4)
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
4A: Demonstrate understanding of how the United States government was formed and of the nation's basic democratic principles set forth in the Declaration of Independence and the Constitution.
4B: Demonstrate understanding of ordinary people who have exemplified values and principles of American democracy.
4B: Demonstrate understanding of ordinary people who have exemplified values and principles of American democracy.
United States History Standards (Grades 5-12)
Era 2: Colonization and Settlement (1585-1763)
1: Why the Americas attracted Europeans, why they brought enslaved Africans to their colonies, and how Europeans struggled for control of North America and the Caribbean
2: How political, religious, and social institutions emerged in the English colonies
3: How the values and institutions of European economic life took root in the colonies, and how slavery reshaped European and African life in the America
2: How political, religious, and social institutions emerged in the English colonies
3: How the values and institutions of European economic life took root in the colonies, and how slavery reshaped European and African life in the America
Era 3: Revolution and the New Nation (1754-1820s)
1: The causes of the American Revolution, the ideas and interests involved in forging the revolutionary movement, and the reasons for the American victory
2: The impact of the American Revolution on politics, economy, and society
3: The institutions and practices of government created during the Revolution and how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights
2: The impact of the American Revolution on politics, economy, and society
3: The institutions and practices of government created during the Revolution and how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights
Era 4: Expansion and Reform (1801-1861)
1: United States territorial expansion between 1801 and 1861, and how it affected relations with external powers and Native Americans
2: How the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions
3: The extension, restriction, and reorganization of political democracy after 1800
4: The sources and character of cultural, religious, and social reform movements in the antebellum period
2: How the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions
3: The extension, restriction, and reorganization of political democracy after 1800
4: The sources and character of cultural, religious, and social reform movements in the antebellum period
Era 6: The Development of the Industrial United States (1870-1900)
1: How the rise of corporations, heavy industry, and mechanized farming transformed the American people
2: Massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity
3: The rise of the American labor movement and how political issues reflected social and economic changes
4: Federal Indian policy and United States foreign policy after the Civil War
2: Massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity
3: The rise of the American labor movement and how political issues reflected social and economic changes
4: Federal Indian policy and United States foreign policy after the Civil War
Era 8: The Great Depression and World War II (1929-1945)
1: The causes of the Great Depression and how it affected American society
2: How the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state
3: The causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs
2: How the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state
3: The causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs
Standards For English Language Arts (Grades K-12)
Top-Level Standards
1: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
10: Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.
11: Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
2: Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
7: Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8: Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
9: Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
10: Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.
11: Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
2: Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
7: Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8: Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
9: Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
