US History - Standards of Learning - USII.9
http://www.marcusgarvey.com/wmview.php?ArtID=558
This site is entitled Marcus Garvey and is designed, hosted and maintained by Bahamabrands Web Services, Copy Write 2004, by individuals interested in Marcus Garvey and social activism. The link takes us directly to the primary source, a 1923 speech by Garvey on the subject of William Jennings Bryan. This site can be utilized as part of an introduction to the two men, and their views of the race question in 1920’s America. A good project for students would be to compare the views of both men.
2. WEB DuBois
http://www.bartleby.com/114/index.html
This is from a site entitled Bartleby.com, Great Books Online. It is basically an online free publishing service, and in this particular case has the entire text of “The Souls of Black Folk.” This particular book and books of this ilk allow the teacher to look at primary source writings of famous people in an inexpensive format. Utilizing this site, a teacher can assign paret of a book, or present sections in class via an in-focus projector.
http://womenshistory.about.com/library/qu/blqucatt.htm
This site called About.com/Education. carries quotes of notable women. This particular page focuses on Carrie Chapman Catt, and is put together by Jone Johnson Lewis, an adjunct faculty member at Meadville/Lombard Theological School. The url links us directly to the primary source quotes of Catt, but students may follow links to quotes by other notable women. Students can use quotes as part of presentations or illustrations.
3. Alice Paul
http://pbskids.org/wayback/civilrights/features_suffrage.html
This site is especially appropriate for younger children as part of PBS Kids.org and carries a title, WayBack to put things into perspective for children. What makes it especially appropriate for children are the primary source photos like the example above. It is part of a Stand Up for Your Rights series and is written in relatively simple language, appropriate for middle school as well as high school.
4. Booker T. Washington
http://www.historycooperative.org/btw/images.html
This site put out by the University of Illinois Press Copy Write 2000 carries the title of The Booker T. Washington Papers. This site has a myriad of uses. The attached photo is part of the images collection, which is divided into different periods of Washington’s life. Even more extensive are the papers themselves, which are also divided into periods. The possibilities for this site are limitless.
5. *19th Amendment (Woman Suffrage)
http://www.archives.gov/national-archives-experience/charters/constitution_amendment_19.html
The 19th Amendment officially became part of the United States Constitution after Tennessee’s ratification gave the amendment three-fourths of the states’ approval. When New York adopted women’s suffrage in 1917, President Woodrow Wilson changed his position on the issue, now favoring women’s suffrage. In May, 1919, the House of Representatives passed the amendment by a vote of 304 to 90. The Senate approved it by a vote of 56 to 25.
Students interpret and analyze this document to answer the following questions:
- What other amendment is similar to the 19th amendment? Discuss the background of that amendment
- The 19th amendment states that the general right to vote “shall not be denied or abridged…on account of sex.” Why do you think the amendment was worded this way?
- Write a journal entry from the perspective of a suffragist, describing your thoughts on the ratification of the 19th amendment.
6. *Bill of Rights: 1st Amendment
To complement the above lesson, students view
*PHOTOGRAPH: of a suffragist with a “Kaiser Wilson” Poster / This photograph is indicative of the kinds of activities that women in the movement took part in.
- Students view a photograph of a suffragist with “Kaiser Wilson” poster and discuss the protest strategy of the women involved in the suffrage movement.
Have students read and interpret the 1st amendment in the Bill of Rights and discuss how the women’s suffrage movement is related to the 1st amendment.
7. *Cartoons: Women Suffrage
http://www.boondocksnet.com/gallery/suf_intro.html
This site by Jim Zwick looks at the women suffrage movement through political cartoons. His extensive collection reflects the values and attitudes of that time concerning the gender roles in American society as well as the arguments of the proponents and opponents of suffrage. Both sides used cartoons to convey their message to the public.
- Students interpret and analyze cartoons to identify the arguments of the opponents of women suffrage
Cartoon #1: Appeared in Harper’s Weekly in 1869
Cartoon #2 Appeared in Life Magazine in 1895
Focus Questions:
- Describe the scene depicted in each cartoon
- What message was the cartoonist trying to convey? Give examples supporting your conclusion
- Discuss gender expectations for women in the 19th and 20th centuries
8. From women to men
http://www.gilderlehrman.org/collection/docs_archive_WomensSuffrage_Broadsides.html
The early twentieth century, women's suffrage groups used broadsides and fliers to target a male audience. This selection of four broadsides appeals to traditional ideas of female domesticity in an attempt to obtain the vote for women.
-Kathleen Cwikla
