In January 1917, members of the National Woman's Party (NWP) became the first people to picket th
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.
United States History Standards (Grades 5-12)
Era 7: The Emergence of Modern America (1890-1930)
Historical Thinking Standards (Grades 5-12)
Historical Thinking Standard 3: Historical Analysis and Interpretation
3B: Consider multiple perspectives.
3C: Analyze cause-and-effect relationships.
3D: Draw comparisons across eras and regions in order to define enduring issues.
3F: Compare competing historical narratives.
3G: Challenge arguments of historical inevitability.
Historical Thinking Standard 4: Historical Research Capabilities
Historical Thinking Standard 5: Historical Issues-Analysis and Decision-Making
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.3 (Text Types and Purposes): Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
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.
Common Core State Standards (Grades 6-8)
Literacy in History/Social Studies (Grades 6-8)
CCSS.ELA-Literacy.RH.6-8.2 (Key Ideas and Details): Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.6 (Craft and Structure): Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
CCSS.ELA-Literacy.RH.6-8.9 (Integration of Knowledge and Ideas): Analyze the relationship between a primary and secondary source on the same topic.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades 6-8)
2: Applying Disciplinary Tools and Concepts
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.
3: Evaluating Sources and Using Evidence
D3.3.6-8. (Developing Claims and Using Evidence): Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations.
D3.4.6-8. (Developing Claims and Using Evidence): Develop claims and counterclaims while pointing out the strengths and limitations of both.
4: Communicating Conclusions and Taking Informed Action
D4.2.6-8. (Communicating and Critiquing Conclusions): Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.