Unit+3.6

Case Study of Reform – Women’s Suffrage Movement

Content Expectations: USHG F1.1; USHG 6.3.2; USHG 6.3.3; C2.1.4; C3.2.5; C3.5.1

Key Concepts: amendments, Progressivism, reform movements, social issues/ social problems, suffrage movement

Abstract: The movement for women’s suffrage, while supported by some Progressives, faced considerable opposition, even from others within the wider Progressive movement. Not all women supported women suffrage either. Arguments for and against women’s direct political participation reflected deeply-held beliefs about gender roles and about women’s “proper” place in the family. Leaders of the suffrage movement marshaled a combination of “ideal” and “pragmatic” reasons and strategies that ultimately led to the 19th amendment to the Constitution.

Begin the lesson by reminding students of the Seneca Falls Convention in 1848 (See Unit 1, Lessons 1 and 7 where students explored the Declaration of Rights and Sentiments). Inform the class that, as the 19th Century ended and the 20th Century began, obtaining the vote increasingly became the most important goal of the women’s rights movement. Have students examine the “Timeline of Women’s Rights Movement” located in the Supplemental Materials (Unit 3). This gives them a good overview of the duration and multifaceted nature of the women’s movement. Using a highlighter, have students individually identify the ten most significant events on the timeline. Then, place students in groups of four or five and have them discuss the different techniques employed by advocates of women’s suffrage to realize their goals. The groups should also attempt to reach a consensus on the five most significant events in the movement. Have the groups record the results of their discussion on the “Women’s Suffrage Movement – Group Discussion Record” located in the Supplemental Materials (Unit 3). After the groups have had about 10-15 minutes, have each report on where they agreed, disagreed, and why. Also discuss the different ways in which people advocated for change.

Next, engage students in a discussion using the questions below. Encourage students to use the timeline in answering the questions. Does it appear from the timeline that industrialization significantly affected the women’s movement? Why or why not? Was some of the opposition to the women’s movement economically based? Explain. What other events or developments seem to have influenced the movement?

Next have the class generate a list of reasons that should have convinced the opponents of women’s suffrage to change their minds and support the efforts to gain the right to vote. (The logic behind this exercise is to “gently and carefully” introduce students to the coldly pragmatic dimension of political necessity.) Insist that the class think of pragmatic reasons other than those that appeal to core democratic values and constitutional principles such as equality, freedom, and fairness. It is important for the teacher to define “pragmatic” for students. Pragmatic can be defined as functional or practical as opposed to idealistic. For example, pragmatic men of power have had no time or inclination to deal with…social morality.

Explain to students that ethical concerns were either ignored by some opponents or held to be not applicable in the case of women’s suffrage by others. After the list is generated by the class, have students consider which of the reasons on the board aside from “equality, freedom and fairness” is the most important. Have students turn and talk to a partner for about five minutes to consider this question. Debrief the discussion comparing pragmatic and ethical reasons. If necessary, use the list from “Comparing Reasons” located in the Supplemental Materials (Unit 3). Be sure to explain to students that the 19th Amendment, ratified in 1920, guaranteed women the right to vote.

Conclude the lesson by having students write in their Freedom Tracking Notebooks in response to the following question: Can the “ideal reasons” for women’s rights really be separated from the pragmatic ones? Explain your reasoning.

Ideas for Further Extension: Show student the videoclip from the film “Iron Jawed Angels.” The title of the videoclip is “Parade in Washington” located at http://www.youtube.com/watch?v=AtUY-wVLdeY. Use the videoclip to discuss the challenges and modifications to American constitutional government as a result of the expansion of suffrage to women.

Teacher note: Since YouTube is blocked in many schools, the following process may be used to convert a YouTube video to something viewable at school. The conversion can take several hours, therefore you want to do this at least a day ahead of time by using your internet access at home, an email account that is accessible at school, and the steps below.
 * Find the video you want to view on YouTube (for this lesson, go to http://www.youtube.com/watch?v=AtUY-wVLdeY)
 * Copy the URL (web address from above)
 * Go to www.zamzar.com
 * Click on “URL” in the “Step 1” box
 * Paste the URL of the video in the space provided in “Step 1” box (this is where you paste: http://www.youtube.com/watch?v=AtUY-wVLdeY for this lesson)
 * Select “WMV” as a conversion in the “Step 2” box
 * Type your email address in the space provided in the “Step 3” box, be sure its is an email you have access to at school
 * Click “convert” in the “Step 4” box
 * When you receive the email with video-show it to your class