Day Two: Using Textual Evidence to Analyze the Development of Voting Rights

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Objective

SWBAT identify and evaluate evidences in text to develop a themes about the right for women to vote.

Big Idea

Gender vs. Gender: Is it fair to decide who gets to Vote?

Bellringer: Men Vs. Women

10 minutes

Are there other ways that students could describe the inequalities around men and women voting rights of our past histories? To continue our understanding of women's suffrage, I ask students to respond to the following prompt on the whiteboard

According to Sojourner Truth, how does she view men and women?

Students will use their prior knowledge and speech by Sojourner Truth to gather answers for their warm-up. We will share samples prior to moving on to the next activity.

Guided Practice: Annotating "Ain't I A Women" Speech

15 minutes

With a focus for understanding voting through text, we will re-read Ain't I a Woman annotating for the use of literary elements. What students will focus on is the use of dialect, imagery, and allusions to see how these elements impact the overall tone and theme of the selection. I will model how to annotate the first paragraph aloud. Then students will finish annotating in pairs. Finally, we will reconnect as a class to go over all elements found in the speech.

Independent Practice: Scaffolding 100 years of Voting Timeline

25 minutes

To see if suffrage has improved over the past 100 years, students will work in pairs to complete the One Hundred Years toward Suffrage handout. I allow students to select their partner since the comprehension of the information must be shared among each pair. Once students have found a location in the classroom, I divide all of the dates on the timeline by fours. Each pair is responsible for reading their assigned dates and answering the following questions

 

¡ Who would they consider a risk taker in their section?

 

¡ What risks did they take?

 

¡ How did the move the women’s movement forward?

 

¡ How were these risk takers blocked? (If they were.)

Once students had the questions for their section, they placed their responses on a banner located in the front of the classroom. Check out my video link to see how responses looked!