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The students will be able to:

understand the roles of women and reforms women wanted.

identify role models in the fight for women's rights.

describe methods used by suffragists to pass the 19th amendment.

draw conclusions about patterns in women suffrage

make personal connections to suffrage history.

complete all activities within this blended learning unit.

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The basis of this story between the two friends: Susan B. Anthony and Frederick Douglass is based on a statue in their hometown of Rochester, New York, which shows the two having tea.
Some people had rights, while others had none.
Why shouldn't women have them, too?
Two friends, Susan B. Anthony and Frederick Douglass, get together for tea and conversation. They retell their similar stories fighting to win rights for women and African Americans.

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Two Friends: Susan B. Anthony & Frederick Douglass

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Two Friends: Susan B. Anthony & Frederick Douglass

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Susan B. Anthony and Frederick Douglass Statue

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This is the story of Amelia Bloomer, a rebellious reformer and early women's rights activist. Amelia thinks ‘proper’ women of the time are silly – they can’t work, vote, and have to wear such restricting clothing. So she invents the bloomers - baggy pantaloons worn with a short skirt over them.
THE MORAL OF THE STORY: Just because society says it’s right, doesn’t mean it is.

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You Forgot Your Skirt, Amelia Bloomer! by Shana Corey Read aloud done by Danielle Roehr

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Amelia Bloomer and Her Effect on the History of Mass Media

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Susan B. Anthony

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Schoolhouse Rock - Women's Suffrage movement

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Link to Lesson Activities for Susan B. Anthony: Fighter for Women's Rights 

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Link to Lesson Activities for Susan B. Anthony: Fighter for Women's Rights 

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https://teachables.scholastic.com/content/dam/scholastic/teachables/products/09/9780439774109_017/9780439774109_017.pdf

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Susan B Anthony: "Vote! Vote! Vote!" | SUNG HISTORY

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Getting dressed in the 18th century | National Museums Liverpool

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TEDxYouth@BIS - Monica Fearon - Teaching Women's Rights through Children's Literature

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Monica is a young girl who understands that she has many rights as a female, which others do not share across the world. She wishes to educate others about gender discrimination, and what we, as a global community, can do about exclusion. In this talk, Monica reads the children's book she authored entitled 'The Right to Vote'.

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https://www.scholastic.com/teachers/unit-plans/teaching-content/womens-suffrage-teachers-guide/

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WOMEN'S RIGHT TO VOTE - A Kid Explains History, Episode 18

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OCCUPATION

Journalist, Civil Rights Activist, Author, Government Official

BIRTH DATE
February, 1818

DEATH DATE

February 20, 1895

DID YOU KNOW?

Frederick Douglass first learned to read and write at the age of 12 from a Baltimore slaveholder's wife.

To much controversy, Douglass married white abolitionist feminist Helen Pitts.

Douglass became the first African American nominated for vice president of the United States.

PLACE OF BIRTH

Tuckahoe, Maryland

PLACE OF DEATH

Washington, D.C.

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Passed by Congress June 4, 1919, and ratified on August 18, 1920, the 19th amendment guarantees all American women the right to vote.

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Background for Why I Chose the Topic of Women's Rights

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Background for Why I Chose the Topic of Women's Rights

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I chose this topic because I have always had a love for the Women's Rights movement and it fits in nicely with our reading series. We have a lesson that focuses on inspiration.  I feel that in a time period when women were only expected to maintain their homes and act "properly," these two women showed the world they were mistaken!  Amelia Bloomer and Susan B. Anthony did not want to sit back and simply watch the world go by, they inspired others. They stood up against the majority, and fought for what they truly believed in.
I think this is a very high interest topic for children from third grade on up.  It is fun to watch as they discover the struggles that women went through in order to have the same rights as men.  I added Frederick Douglass to the list because I didn't want my children to  think that only females fought for women's rights.

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I would introduce Amelia Bloomer to my students as a women who "thought outside of the box."  In a time when "proper" women had jobs within their homes, Amelia ran a newspaper, fought for women's rights, and dreaded dressing in appropriate attire.
She met Dexter Bloomer, who was editor and co-owner of a local newspaper, the Seneca Falls County Courier. In 1840, she married Bloomer and moved to Seneca Falls. With her husband's encouragement, she began to write about social issues for his newspaper.
In 1848, Amelia Bloomer went to the First Women's Rights Convention held in Seneca Falls. Following the convention, she moved into action, creating The Lily, a temperance newspaper. She explained her mission by stating, "It is women that speak through The Lily. It is upon an important subject, too, that she comes before the public to be heard.  In 1855, she continued writing on social and political topics. She also worked on behalf of women's rights, becoming involved in the women suffrage movement in her new home state. She is credited with helping to get women the right to vote in Ohio in 1873.
Even though she did not create the women's clothing reform style known as bloomers, her name became associated with it because of her early and strong advocacy.  After learning about Amelia Bloomer, I would hope that students would realize the importance of standing out rather than trying to fit in.

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After teaching for fifteen years, she became active in temperance. Since she was a woman, she was not allowed to speak at temperance rallies. This experience led her to join the women's rights movement in 1852. Soon after, she dedicated her life to women's suffrage. Anthony  established the Women's New York State Temperance Society.  She also campaigned for the abolition of slavery, the right for women to own their own property and retain their earnings, and she advocated for women's labor organizations. In 1900, Anthony persuaded the University of Rochester to admit women.
I would want my students to learn that it is important to fight for ideas that you believe in and never give up.

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I thought that it was important to throw a male figure into the mix when discussing women's rights.  I would hope that my students would understand that not just women were involved in this movement.
After the death of his first wife, Douglass married Helen Pitts, a white feminist from Honeoye, New York. Their marriage caused considerable controversy, since Pitts was white and nearly 20 years younger than him.
In addition to abolition, Douglass became an outspoken supporter of women’s rights.   In 1848, he was the only African American to attend the first women's rights convention at Seneca Falls, New York.  This is where he met Susan B. Anthony.

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All activities will be within a blended learning environment.
1.  Students will be given a 12x18 piece of construction paper to create a folder for the unit.  The front cover will be divided into two equal parts.  On the top half of the folder, students will draw or write anything they know about women's rights.  This will lead into a whole group KWL chart. The class will review unit vocabulary and glue inside of the folder.
2.  Students will be divided into center groups of various ability levels.
A.  Group one will be given a graphic organizer and questions to complete after either reading a paper copy or listening to an audio version of You Forgot Your Skirt, Amelia Bloomer.
B.  Another group will watch the video clip "Who Was Amelia Bloomer?"  They will then work together to create a book of important facts about her life as they relate to women's rights.
C.  This group of students will watch the video of how a proper lady is to dress.  They will work with a partner to label the diagram of all of the clothing women were expected to wear.
3.  Each group will rotate until all activities are completed.  The teacher will play the roll of facilitator.

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The activities listed will be conducted in the same manner as the Amelia Bloomer activities.  Children will rotate through centers in a blended learning environment.  Groups will be different than in the first activity.
1.  One group will have a choice of the two video clips (Susan B. Anthony Vote! Song or School House Rock).  They will complete a worksheet within Schoology.
When completed, the students will upload and email to the teacher for review.
2.  A group will begin to read Who Was Susan B. Anthony or Susan B. Anthony Fighter for Women's Rights with the teacher (guided reading).  Students will complete a study guide that goes with either book.
3.  Another group of students will partner (assigned by teacher) read Two Friends: Susan B. Anthony and Frederick Douglass.  They will then work on a summary of the book.  It must include a beginning, middle, and end.

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Children will again rotate through centers.  Today the children are allowed to choose the center that they want to go to first.  There may be no more than 8 at each center at one time.
1.  Students will research the 19th Amendment using any classroom resources, the internet, or information listed on the  Schoology page that was created by the high school civics class.  They must be able to answer all of the questions on the provided worksheet.
2.  Students will read and summarize the poem What Women Wanted.
3.  Students will watch the Kid President video clip.  After watching the clip, they will create a rap based on what they have learned about either Amelia Bloomer, Susan B. Anthony, or Frederick Douglass. They may work with a partner.  The rap must be recorded using the iPads.
4.  We will conclude with a whole group activity that completes our KWL chart.  Students will then draw or right on the bottom half of their folders about how they now see the Women's Right movement.

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Awesome Girls

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Kid President’s History of Awesome Girls Rap

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Ballot: (1) The piece of paper used to vote. (2) The act of voting.
Citizenship: Having the duties, rights, and privileges of being a citizen of a country
Enfranchise: To give the rights of citizenship to a person or group of people, especially to give that group the right to vote.
Federal: Belonging to the central government of a country as opposed to the local government of a city or state.
Militant: (1) Fighting or making war. (2) Aggressive or combative.
Municipal: Belonging to a city or town.
Petition: (1) An appeal, especially to a person or group in authority. (2) A written document formally requesting a right or benefit from an authority or government.
Picket: A person or group of people standing outside a building to protest.
Suffrage: (1) The right to vote. (2) The act of voting.

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An activity guide

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Teaching Tools | Resources for Teachers from Scholastic