Allison Robbins

Unit: Civil Rights

Title of Lesson: Womens Suffrage Day 2: Continuation of Womens Suffrage
Grade: 4
Subject: Social Studies

Womens Suffrage Day 2: Continuation of Womens Suffrage

Integration of Learning Outcomes

1. Students will be able to create a timeline outlining the womens suffrage movement
2. Students will be able to analyze the decisions of Alice Paul and Carrie Chapman Catt

Standards
PA Standards
1) Standard - 8.3.U.A: Compare the role groups and individuals played in the social,
political, cultural, and economic development of the U.S.
NCSS Standards
1) Time Continuity and Change (B) Demonstrate an ability to use correctly vocabulary
associated with time such as past, present, future, and long ago; read and construct simple
timelines; identify examples of change; and recognize examples of cause and effect
relationships;

Anticipatory Set
1) Students desks have been arranged into five groups with each table having five students.
On each of the tables is a piece of paper turned upside down with a strip of velcro facing
up. On each individual desk will be a timeline worksheet. In the front of the room is a
timeline with written dates and under a piece of velcro. Teacher will ask students to go to
their seats but to not touch the paper.
2) Teacher call on a student to remind the class what is womens suffrage is
3) Teacher will call on another student to remind the class who was Elizabeth Cady Stanton

Procedures
I. Timeline Activity
1) Teacher will mention how that leads into the next activity. Teacher will motion the
students the worksheets on their desk. (Appendix A) Teacher will tell students they will
fill out the timeline as they go through the activity.
2) Teacher will ask table 1 to flip over the piece of paper in the middle of the table and have
one student read what it says.
a) Table 1 paper: Elizabeth Cady Stanton hosts the Seneca Falls Convention.
b) Teacher will give a brief recap about the Seneca Falls Convention/
c) Teacher will ask the student to velcro the paper under 1848.
 d) Teacher will remind students to copy whats written on the paper in their timeline
sheet.
3) Teacher will ask table to table 2 to flip theirs over and have one student to read it to the
class
a) Table 2 paper: The Civil War. The suffrage movement takes a break
b) Teacher will explain how the civil war was the war between the North and the South
over slavery. It was seen as a more important issue at the time and women took a
break from the suffrage movement to focus on the war.
c) Teacher will ask the student to velcro the paper under 1861-1865
4) Teacher will ask table to table 3 to flip theirs over and have one student to read it to the
class
a) Table 3 paper: Susan B Anthony votes in the presidential election and is arrested
b) Teacher will briefly describe Susan B Anthony and explain how her actions were a
turning point for the suffrage movement.
c) Teacher will ask the student to velcro the paper under 1872
5) Teacher will ask table to table 4 to flip theirs over and have one student to read it to the
class
a) Table 4 paper: National American Womens Suffrage Association is formed with
Elizabeth Cady Stanton as president
b) Teacher will briefly explain the organization, saying it worked towards fighting for
womens suffrage
c) Teacher will ask the student to velcro the paper under 1890
6) Teacher will ask table to table 5 to flip theirs over and have one student to read it to the
class
a) Table 5 paper: Emmeline Pankhurst forms the Womens Social and Political Union
(WSPU) in Britain. They used more extreme methods such as protests and hunger
strikes.
b) Teacher will ask the student to velcro the paper under 1907
c) Teacher will explain how Pankhurst and her methods started to influence the younger
suffragettes in America
7) Teacher will make sure the students have all filled out their timelines. Teacher will tell the
students to put their timeline away even though 2 spot havent been filled out yet.

II) Mock Debate

1) Teacher will explain how due to Emmeline Pankhursts methods, many of the younger
suffragettes wanted the National American Womens Suffrage Association (NAWSA) to
use those same methods. A suffragette in particular, Alice Paul wanted to change
NASWAs way of doing things. However, the president at the time, Carrie Chapman Catt
wanted to keep doing things the same.
2) Teacher will ask two students to volunteer to read as Alice Paul and Carrie Chapman
Catt. Both volunteers will be wearing name tags as well as hats styled from the 1910s.
3) Teacher will ask the students to listen to the argument of both sides (see appendix B) and
take note of who they agree with more.
4) After the skit, Teacher will ask students to raise their hand if they agree with Alice Paul.
Teacher will then ask students to raise their hand if they agree with Carrie Chapman Catt.
 Teacher will call on a couple students to say why they agree with either person. Teacher
will then call on different students and ask what they think Alice Paul is going to do.

III) Timeline Continued

1) Teacher will then pull out another piece of paper saying Alice Paul forms the
National Womens Party.
a) Teacher will ask a student to put the piece of paper on the timeline under 1916.
b) Teacher will tell students to write it in their timelines
c) Teacher will explain that eventually Alice Paul left NAWSA to create the National
Womens Party. They were made up of younger women who didnt agree with
NAWSA and wanted to protest for the right to vote.
d) Teacher will mention how the students still have one spot left on their timeline,
which they will finish tomorrow.

Differentiation
1) Kinesthetic learners- the lesson will appeal to kinesthetic learners through the hands on
skit activity. Students will be able to watch or act as real person from history.
2) Visual learner- visual learners will benefit from the skit and the timeline. The skit serves
visual learners because they will be able to see the two historical figures act out their
point of view. The timeline will also appeal to visual learners by having a large timeline
in the front of the class.
3) Auditory learners- the lesson will appeal to auditory learners through constant oral
repetition of content. After information is given through the skit or timeline, the teacher
will orally recap it.
Closure
1. Teacher will ask students when did the suffrage movement take a break
2. Teacher will ask who is Susan B Anthony?
3. Teacher will ask why did Alice Paul and Carrie Chapman Catt disagree?
4. Teacher will also mention that they will learn even more about Alice Paul tomorrow in
the movie Iron Jawed Angels.

Formative / Summative Assessment

1) Formative Assessment will be given through the use of review questions
Materials / Equipment
1. Timeline papers
2. Timeline worksheet
3. Alice Paul and Carrie Chapman Catt scripts
4. Alice Paul and Carrie Chapman Catt nametags
5. Womens 1910s hats

Technology
1. Technology will not be used in the lesson. However, students could make an online
timeline using a word document.
Appendix A

Womens Suffrage Timeline

1848

1861-1865

1872

1890

1907

1916

1920
Appendix B

Alice Paul and Carrie Chapman Catt debate

AP: Ms Catt, NAWSA needs to change their methods when it comes to fighting for suffrage,
what were doing just isnt working.

CCC: Were doing the best we can. Im just as upset as you but we have to be patient.

AP: Im tired of being patient. I think we should protest and go on hunger strikes just like the
women in Britain.

CCC: Alice, those methods are way too extreme and dangerous. We should instead talk to
politicians and try to get them to help us.
AP: Politely asking wont solve anything. If you want something you have to fight for it.

CCC: We are fighting, but thats no excuse not to behave like a lady. If we act inappropriately it
will make our cause look bad.

AP: Youre just as stubborn as the politicians. You realize theyll never change their minds?

CCC: They will soon, I believe President Woodrow Wilson wants to help us, he just wants us to
be patient.

AP: If the president wanted to help us he would have already. Just face it, if we want the right to
vote we have to fight harder and get a national amendment passed allowing us the right to vote!

CCC: You dont get it. The only way to get suffrage is to be calm and smart. We have to focus
getting the right to vote in each state, one state at a time. Getting a national amendment is too
hard.

AP: I think youre the one who doesnt get it

CCC: Well if you think that then why dont you just leave?