Women's Suffrage 1920's Political Cartoon Activity

Women's Suffrage 1920's Political Cartoon Activity
Women's Suffrage 1920's Political Cartoon Activity
Women's Suffrage 1920's Political Cartoon Activity
Women's Suffrage 1920's Political Cartoon Activity
Women's Suffrage 1920's Political Cartoon Activity
Women's Suffrage 1920's Political Cartoon Activity
Women's Suffrage 1920's Political Cartoon Activity
Women's Suffrage 1920's Political Cartoon Activity
Standards
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This lesson is meant to be used with my other 1920's cooperative learning activities.

Women had to fight for equal rights. Many students don't realize much of American society was opposed to the 19th Amendment in the 1920's. This lesson has students read two primary source documents: Equality of the Sexes by Rev. John Todd (1867) and The Progress of Fifty Years By Lucy Stone (1893). They will work in groups and answer guided reading questions and they unpack each authors argument. Why was Rev. John Todd opposed to women voting? Students will unpack the argument for and against women's suffrage and then will then look at two political cartoons from the 1920's to determine whether they are pro-suffrage or anti-suffrage. At the end of the lesson they must make their own political cartoon to show their understanding of the women's suffrage movement.

Vocabulary:

Suffrage

19th Amendment

Alice Paul

Lucy Stone

feminism

anti-suffragist

CA History Standards

11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.

4. Analyze the passage of the Nineteenth Amendment and the changing role of women in society

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Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Total Pages
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Answer Key
N/A
Teaching Duration
1 hour
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