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?
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.
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