Name of Lesson Author: Allison Robbins

Unit: Civil Rights

Title of Lesson: Womens Suffrage Day 3: Women Get the Right to Vote
Grade: 4
Subject: Social Studies

Womens Suffrage Day 3: Women Get the Right to Vote

Integration of Learning Outcomes

1) Students will be able to understand how women got the right to vote
2) Students will able recall the life of Alice Paul during the suffrage movement
3) Students will be able to identify and define the 19th amendment

Standards
PA Standards
1) 8.3.U.A: Compare the role groups and individuals played in the social, political, cultural,
and economic development of the U.S.
NCSS Standards
1) Power, Authority, and Governance (F) Identify and describe factors that contribute to
cooperation and cause disputes within and among groups and nations
2) Individuals, Groups, and Institutions (E) Identify and describe examples of tension
between an individuals beliefs and government policies and laws

Anticipatory Set
1) Teacher will ask students who was Alice Paul?
a) Alice Paul- suffragette who started the National Womens Party after arguments with
NAWSA president Carrie Chapman Catt. Wanted to use more racial methods such as
protest.
2) Teacher will ask who gave Alice Paul the idea to use protests and hunger strikes?
a) Emmeline Pankhurst- British suffragette who formed the Womens Political and
Social Union.

Procedures
1) After review questions, teacher will explain to students that will be watching the movie
Iron Jawed Angels, which shows Alice Pauls efforts to gain womens suffrage. Teacher
will also explain that they will not be watching the whole movie but selected scenes. (The
movie is PG-13 so students have already handed in permission slips. Scenes have also
been carefully selected that are appropriate for students.
2) Scenes to watched in the movie:
a) Scene 1: Alice Paul and Carrie Chapman Catt disagree. Catt allows Paul to
organize the Womens Suffrage Procession (parade)
b) Scene 2: Paul and Ida B Wells disagree over where African American Women
should march in the parade.
c) Scene 3: Alice Paul and Lucy Burns leave NAWSA and create the NWP
d) Scene 4: The NWP picket the white house and are arrested (prison scene is
deleted due to graphic content)
 e) Scene 5: People argue of the treatment of the prisoners (suffragettes) and they are
released
f) Scene 6: enough states ratify the 19th amendment giving women the right to vote
3) Teacher will hand students a worksheet to fill out during the movie (see Appendix A)
4) After the movie, Teacher will go over all the questions with the students.
5) Teacher will orally go over the end of the suffrage movement to solidify it in the students
minds
a) As shown in the movie, President Woodrow Wilson faced a lot of pressure over the
treatment of the suffragettes while they were in prison. He also was criticized for
fighting for freedom overseas in World War 1, but not given half of Americas freedom
at home. Eventually congress did decide to vote on the 19th amendment.
i) Teacher will ask students what an amendment is. Teacher will explain that an
amendment is a change to the constitution.
Congress ended up getting enough votes to pass the amendment in 1920 giving
women the right to vote, thereby ending the suffrage movement and our timeline.
6) Teacher will then pull out the last piece of paper and have a student velcro it under 1920
on the class timeline. Teacher will tell students to pull out their timeline and fill out the
last section
a) 1920- the 19th amendment is passed giving women the right to vote

Differentiation
1) Visual learners- The lesson will appeal to visual learners by watching the movie, Iron
Jawed Angels. Students will see real life events in history acted out on the screen
2) Auditory Learners- the lesson will appeal to auditory learners through the teachers
constant oral recap of content, along with the audio from the movie.
3) Writing/Reading Learners- writing/reading learners will benefit by note taking during the
movie through the use of a response worksheet.
Closure
1) Teacher will ask students to pass up their movie worksheet for a participation grade
2) Teacher will ask students to pull out a piece of paper for their exit ticket. The exit ticket
should be one thing students learned about the womens suffrage unit. It can be anything
from the past three days.

Formative / Summative Assessment

1) Formative assessment will be given through the use of review questions, the movie
response worksheet, and an exit ticket.

Materials / Equipment
1) Iron Jawed Angels movie
2) Movie worksheet
3) Classroom timeline

Technology
Technology will be used to show the movie Iron Jawed Angels on the smart board
Appendix A

Iron Jawed Angels Movie Worksheet

1) How are Alice Paul and Carrie Chapman Catt different? What do they disagree about?
Answer: Alice Paul wants a constitutional amendment to gain suffrage while
Carrie Chapman Catt wants to go state by state.
2) Why does Alice Paul want the African American suffragettes to march in the back? What
does Ida B Wells say?
She doesnt want to anger the Southern Democrats, Ida B Wells refuses to be
segregated.
3) Why do Alice Paul and Lucy burns leave NAWSA?
They want to raise funds to create a political newspaper. They also dont want to
support Woodrow Wilson in the next election
4) Why does the NWP choose to picket the White House?
To protest the president for not supporting suffrage
5) What are the suffragettes arrest for?
Obstructing traffic
6) What tactic does Alice Paul use while in prison?
Hunger strike
7) Why are the suffragettes released from prison?
The public becomes angry when they hear of their treatment
8) Which state casts the deciding vote for the 19th amendment? Why does he do this?
Tennessee, he gets a telegram from his mother asking him too.