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Women's Suffrage

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by

Lauren Harrison

on 22 July 2013

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Transcript of Women's Suffrage

Women's Suffrage
Warm Up
What does "the right to vote" mean to you?

(Don't forget!: Think about what the word
"right"
means AS WELL AS the word
"vote."
)

* The Warm-up is designed to activate students' prior knowledge. Students are led to visual the meaning of words. This visualization will help students infer meaning as the lesson progresses.
Sister Suffragette
Who was Sister Suffragette?
Why was Mrs. Pankhurst clapped in irons?

What else can you infer about the movement from this song?
References
Intalxpatr. (2008, July 17). Why Women should vote. Here There and Everywhere. Retrieved July 21, 2013, from http://intlxpatr.wordpress.com/2008/07/17/why-women-should-vote/

Minnesota Historical Society. (2013). Primary Resources. Teacher Education Benefits. Retrieved July 21, 2013, from http://www.mnhs.org/school/ted_suffrage.htm

Newmanchesterwalks.com. (2013). The Pankhursts – Suffragette City | Manchester Walks. Manchester Walks. Retrieved July 21, 2013, from http://www.newmanchesterwalks.com/walks-tours/political-manchester/suffragette-city-dying-for-the-vote/

Walsh, B., & Stevenson, R. (1964). Mary Poppins [Motion Picture]. USA: Walt Disney Productions

Wikimedia. (2005, October 10). National Association Against Women Suffrage. Wikipedia. Retrieved July 21, 2013, from https://en.wikipedia.org/wiki/File:National_Association_Against_Woman_Suffrage.jpg
Drawing
Homework
Independent Reading / Contextual Definition
You were given one of four different pamphlets originally published during the women’s suffrage movement. The pamphlet either SUPPORTS or OPPOSES the right for women to vote.

READ CAREFULLY.

During your independent reading, make predictions for definitions of new words. The first few words included on your worksheet are found in your independent reading selection. In the blank spaces, add words that you do not know the meaning to or that are used in a way you are not familiar with. Remember that some words which look familiar will probably have new meanings in this context.

* The Contextual definition worksheet will help students infer meaning from the text they are reading.
The year is 1919. Automobiles are on the rise. The question is whether or not seat belts should be required. Cast your vote - seat belts or no seat belts?


If you are a woman, your vote wasn't counted.

Visualize:
What must it be like to have your vote not count?
What important issues could you not impact if you could not vote?
In your homework journal:
Complete a letter to an editor of a newspaper. In your letter, tell the editor why you
agree OR disagree
with the newspaper printing
one
of the four pamphlets that we talked about in class today. (You do not have to pick the one you were assigned to read, it can be a group members.)

The letter must be hand written in the correct format and be one page, front and back, every other line.

* This summative assessment will he determine students’ abilities to question, summarize, and respond to authors opinions addressed in the previous primary sources.
KWL Chart Part 2
In the next section of the KWL, consider your feelings toward this event and the impact it has socially.

In this section write 3-4 sentences about
WHAT
we could learn about these times of change.

Thinking about the video Sister Suffragette, what kind of difficulties surrounded the opinions and actions of protesters?

Describe what kind of impact a divided nation can have on its societies.

*This section is designed to help students predict what they will learn by reviewing their prior association knowledge.
KWL Chart Part 1
Using your KWL Chart, in the first column, write down what you already
KNOW
about human rights in the United States, especially those recently given to African Americans in the 15th Amendment.

In 4-5 sentences, write down any connections you can make about the Voting rights laws of the 1800's and how it affected the feelings of women in America.




* This section of the KWL chart will activate students' prior knowledge. Students will also begin to infer about feelings of women in the time they will be reading about.
Minnesota Historical Society
KWL Chart Part 3
In the last section of the KWL chart, we will consider what we have
LEARNED
about the Woman's Suffrage Movement and how it has opened the doors for other amendment and changes in legislature.

What changes have the past had on this present time and citizens fighting for equal rights today in topics such as marriage and military standing?

*This last step of the KWL Chart helps students infer connections to present day.
Intlplxr
Wikimedia
Walsh and Stevenson
A picture's worth 1,000 words.

After reading the personal reading material, draw a picture responding to it.

Will you draw an image supporting suffrage or against it? How will your drawing represent a side of the cause?

Here is an example of Mrs. Pankhurst being "clasped in irons again" during London protests.

*Drawing what was read helps students to provide a visualization of their interpretation of the reading.
Newmanchesterwalk.com
Vote!
Full transcript