Women's Rights

Grade Range: 6-8
Resource Type(s): Reviewed Websites, Primary Sources, Lessons & Activities
Duration: 90 minutes
Date Posted: 10/13/2016

This historical investigation is aligned with the C3 Framework and from C3teachers.org.

This inquiry examines the emergence of the women’s suffrage movement in the 19th century as an effort to expand women’s political and economic rights, and it extends that investigation into the present. The compelling question “What does it mean to be equal?” provides students with an opportunity to examine the nature of equality and the changing conditions for women in American society from the 19th century to today. Each supporting question begins by asking about 19th-century women’s rights and then asks about contemporary gender equality. The relationship between women’s rights and gender equality is a central focus of this inquiry. Students begin the inquiry by exploring the legal limits placed on women in the 19th century and how efforts to gain rights were undertaken by women at the Seneca Falls Convention.

National Standards

United States History Standards (Grades 5-12)

Historical Thinking Standards (Grades 5-12)

Common Core State Standards (Grades K-12)

Common Core State Standards (Grades 6-8)

College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades 6-8)

2: Applying Disciplinary Tools and Concepts

D2.Civ.1.6-8. (Civics): Distinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts.
D2.Civ.2.6-8. (Civics): Explain specific roles played by citizens (such as voters, jurors, taxpayers, members of the armed forces, petitioners, protesters, and office-holders).
D2.Civ.6.6-8. (Civics): Describe the roles of political, civil, and economic organizations in shaping people's lives.
D2.Civ.7.6-8. (Civics): Apply civic virtues and democratic principles in school and community settings.
D2.Civ.8.6-8. (Civics): Analyze ideas and principles contained in the founding documents of the United States, and explain how they influence the social and political system.
D2.Civ.10.6-8. (Civics): Explain the relevance of personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government and civil society.
D2.Civ.14.6-8. (Civics): Compare historical and contemporary means of changing societies, and promoting the common good.
D2.His.1.6-8. (History): Analyze connections among events and developments in broader historical contexts.
D2.His.2.6-8. (History): Classify series of historical events and developments as examples of change and/or continuity.
D2.His.5.6-8. (History): Explain how and why perspectives of people have changed over time.
D2.His.12.6-8. (History): Use questions generated about multiple historical sources to identify further areas of inquiry and additional sources.
D2.His.14.6-8. (History): Explain multiple causes and effects of events and developments in the past.