Seneca Falls Women's Rights Convention Lesson Plan

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Prior Content Knowledge and Skills:Prior Content: It will not be necessary for students to know any specifics about the rights andtreatment of women in the United States (and predecessing colonies). However, in my classstudents will have already learned about both Anne Hutchinson and Mary Dyer in 17 th Century NewEngland, they will be familiar with the difference in treatment of women in the Northern andSouthern Colonies and will by this time have learned about the lives of women on subsistence farmsand in early 18 th Century mill towns. In the introduction to this lesson more general lesson studentswill learn about the following women and examples of the treatment of women as a means to showthem the inequalities that existed:• Excerpt from the Declaration of Independence which states “. . . we believe these truths tobe self-evident, that all men are created equal. . .” (Handout #1)• Average colonial voting requirements: male, 21 years old, landowner, white (Handout #1)• Brief explanation of the brief period of women’s suffrage in New Jersey in the yearsfollowing the ratification of the Constitution. (Handout #1)• Examples of early 19 th century laws illustrating how a woman lost all proprietary rights toher land, property and children once married. (Handout #1)Skills: Students will demonstrate their ability to analyze primary documents when in teams of threethey compare the Declaration of Independence and the Declaration of Sentiments and each studentprepares a list of similarities and differences. Students will demonstrate the map skills as they fill ina US map with the dates women in each state (or then territory) received the right to vote. Thenusing those maps they will analyze the pattern of women’s suffrage in the United States andspeculate why the pattern of women’s suffrage is as it is.Introductory Hook:Day 1: Introduction of Anne Hutchinson through reading aloud the three-page story of her in thebook Women Who Made a Difference.Question: How does Anne Hutchinson and her story relate to the theme that women wanted the samerights as men, nothing more, nothing less?Day 2: On either the overhead, or in my classroom the digital projector, I’ll start by showing thefollowing documents while asking these questions:Questions:1. Who do you think made this?2. What is their opinion on Women’s Suffrage3. When do you think this image is from?Documents:1. Cartoon depiction of the Seneca Falls Convention, from Harper’s Weekly, 18592. Advertisement in paper announcing Seneca Falls ConventionDay 3: Read aloud Sojourner Truth’s “Ain’t I a Woman Speech”Question: How does Sojourner Truth and her speech and story relate to the theme that women wantedthe same rights as men, nothing more, nothing less?
Lesson Content:Day 1:• Introductory Hook: Anne Hutchinson—5 minutes, see above• Introduction of the theme—5 minutesA) Since the beginning, women wanted the same rights as men, nothing more,nothing less.B) At Seneca Falls, women clearly stated in writing they wanted the same rights asmen, nothing more, nothing less.• Handout #1: see above—10 minute reading and discussion questions• Lecture—See attached notes—10 minutes (or more if Indian Removal notesare used)• Reading: Students will read and highlight relevant passages in “All Men andWomen Are Created Equal,” in American History, August 1998, p 22-26, 69.In this article, Constance Rydner tells the story of the Seneca FallsConvention.—20 minutes• Homework: American Odyssey: A Closer Look: The Seneca FallsConvention, pages 263-267—Students are to read the section and do thecomprehension questions on page 267.Day 2:Day 3:• Introductory Hook: Document evaluation—5 minutes, see above• Review answers to homework assignment—10 minutes• Document comparison: The Declaration of Independence and theDeclaration of Sentiments: 20 minutes• Discussion of findings among students—20 minutesQuestions:How are the two documents similar? Find at least 5 examples.Why do you think the writers of the Declaration of Sentimentsmade their document similar to the Declaration ofIndependence?What are the four most serious grievances in both Declarations?How are the two documents dissimilar? Find at least fiveexamples.What was the purpose of the Declaration of Independence?What was the purpose of the Declaration of Sentiments?Who was the Declaration of Independence intended toinfluence?Who was the Declaration of Sentiments intended to influence?• Homework—Handout packet: Documents # 5, 6, 7 and 8 with a 10-questionquiz on the reading in class the next day. The quiz will be an open-note/opendocument quiz with a 10 minute time limit.• Reading packet quiz and correct—15 minutes• Hook: Read aloud Sojourner Truth’s “Ain’t I a Woman Speech”—5 minutes
Page 2 and 3: Lecture Notes: Before Suffrage—Wo
Page 4 and 5: LAW LIBRARY OF CONGRESSMarried Wome
Page 6 and 7: Lecture notes and background inform
Page 8 and 9: The Male (and Female) Public Respon
Page 10 and 11: Seneca Falls Handout # 11. Excerpt
Page 14 and 15: • Map activity: using the classro
Page 16 and 17: 12. How did the newspapers and othe
Page 18: "Wall, chilern, whar dar is so much

Seneca Falls Women's Rights Convention Lesson Plan

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