Print out copies for students to review, or have them review the gallery online.
Ask students to choose a suffragist about whom they would like to learn more.
Encourage students to think about the suffragist they chose and decide what
it is they would like to learn about this person.
Help students record their
thoughts as questions, which will be used to guide their research.
Using the Internet and other reference materials, students should research their questions.
Prompt students to not only find biographical information about the suffragists,
but to dig deeper. For example, they might look for information that reveals
what motivated the suffragist or what approaches the suffragist took to create
political change.
For students who need additional help searching the Internet, distribute Search Tips.
Have students evaluate the accuracy of online information.
Ask students to create a finished product or prepare
a presentation. For example:
Students could present a mock talk show in which they discuss key people
and events of the suffrage movement.
Suffrage in the News: Students could work together to create "news magazines"
from the 19th century.
Suffrage Museum: Students could create items for a display about suffrage,
including reproductions of political cartoons, timelines, and other items
that will give viewers an idea of the lives and times of suffragists.
Students should include bibliographies that show the sources they used to
create their final products.
Finally, have students share the product or presentation.
Extension Activities
As part of their museum displays, students may wish to include maps that
show when various states ratified the 19th Amendment. Students can
make a map and color-code it to indicate date of ratification.
Standards Correlations
National Technology
Education Standards
Students:
develop positive attitudes toward technology uses that support lifelong
learning, collaboration, personal pursuits, and productivity.
use productivity tools to collaborate in constructing technology-enhanced
models, preparing publications, and producing other creative works.
use technology to locate, evaluate, and collect information from a variety
of sources.
National Council
for the Social Studies
Students:
apply key concepts such as time, chronology, causality, change, conflict,
and complexity to explain, analyze, and show connections among patterns of
historical change and continuity.
investigate, interpret, and analyze multiple historical and contemporary
viewpoints within and across cultures related to important events, recurring
dilemmas, and persistent issues, while employing empathy, skepticism, and
critical judgment.
apply ideas, theories, and modes of historical inquiry to analyze historical
and contemporary developments, and to inform and evaluate actions concerning
public policy issues.
Assessment
Students should be able to:
choose a suffragist to research.
use search engines and other strategies to locate sources of information.
evaluate websites to determine whether they are reliable and accurate.
draw conclusions about which information is most pertinent in creating
a deep understanding of the topic.
create presentations or products that show knowledge of a suffragist and
the time in which she or he lived.
