For Tennessee Educators...
NCSS themes (National council for the social studies) which can be addressed:
Instructional Objectives:
The student will be able to define women's suffrage and give an explanation of its importance.
The student will be able to sequence events from the women's suffrage movement in Tennessee.
The student will be able to understand the purpose of the 19th Amendment.
The student will be able to describe the impact of Tennessee on women's suffrage at a national level.
The student will be able to explain what it means to say that Tennessee was called "The Perfect 36".
The student will be able to communicate the government process of making constitutional amendments.
Classroom uses:
Protest March-Nashville, Tn 1915
Senate Chamber
Burn on Capitol Steps
Front Page of Tennessean- Suffrage Act
Voter's Registration Certificate
Group the students so each group gets one of the five primary source documents. Have each group use their senses to explore the photograph. They should list five things under each of these headings imagining that they were at the time and location shown in the photograph: What do I see? What do I smell? What do I hear? What do I taste? What do I feel? Each group will also give their photo a descriptive title. After discussion time (10-15 minutes) each group will share their findings with the rest of the class and take their photo to the front of the room where they will attempt to put the photo by the order of which the event occurred.
(lesson activity from Dr. Julie Mitchell, September 2012)
Assess comprehension through forum participation which promotes authentic reflection.
Extensions:
Find your U.S. Representative at http://www.house.gov/representatives/find/
TN State Standards (retrieved from Tennessee department of education):
Social Studies
Standard 4- Governance and Civics
8.4.spi.1. identify the rights, responsibilities, and privileges of a member of the United States of America
8.4.spi.2. identify the purposes and structures of various systems of governance
8.4.spi.3. recognize the purpose of government and how its powers are acquired, used, and justified
8.4.spi.5. identify how conditions, actions, and motivations contributed to conflict and cooperation between states, regions and nations
8.4.spi.9. analyze the contributions of Tennessee political leaders on the national scene
Standard 5- History
8.5.spi.3. differentiate between a primary and secondary source
8.5.spi.6. classify the characteristics of major historic events into causes and effects
8.5.spi.10. interpret maps, time lines and charts that illustrate key elements of history
8.5.spi.11. identify conclusions about historical events using primary and secondary sources
Standard 6- Individuals, Groups, and Interactions
8.6.spi.1. identify the impact of individual and group decisions on historical events
8.6.spi.2. recognize the impact groups have on change at the local, state, national, and world levels
8.6.spi.3. recognize examples of stereotyping, prejudice, conformity, and altruism in early American history
8.6.spi.4. identify the role of institutions in furthering both continuity and change
8.6.spi.5. recognize how groups and institutions work together to meet common needs.
English (These are from the TN State Standards, as the Core Curriculum for Language Arts is not yet available for 8th grade)
Standard 5- Logic
SPI 0801.5.3 analyze cause/effect relationships in text
SPI 0801.5.8 identify instances of bias and stereotyping in print and non-print texts
Standard 8-Literature
SPI 0801.8.12 recognize and identify words within context that reveal particular time periods and cultures
SPI 0801.8.13 determine the influence of culture and ethnicity on the themes and issues of literary texts
- Culture; Time, Continuity, and Change
- Individual Development and Identity
- Individuals, Groups, and Institutions
- Power, authority, and Governance
- Global Connections (through extensions)
- Civic Ideals and Practices
Instructional Objectives:
The student will be able to define women's suffrage and give an explanation of its importance.
The student will be able to sequence events from the women's suffrage movement in Tennessee.
The student will be able to understand the purpose of the 19th Amendment.
The student will be able to describe the impact of Tennessee on women's suffrage at a national level.
The student will be able to explain what it means to say that Tennessee was called "The Perfect 36".
The student will be able to communicate the government process of making constitutional amendments.
Classroom uses:
Protest March-Nashville, Tn 1915
Senate Chamber
Burn on Capitol Steps
Front Page of Tennessean- Suffrage Act
Voter's Registration Certificate
Group the students so each group gets one of the five primary source documents. Have each group use their senses to explore the photograph. They should list five things under each of these headings imagining that they were at the time and location shown in the photograph: What do I see? What do I smell? What do I hear? What do I taste? What do I feel? Each group will also give their photo a descriptive title. After discussion time (10-15 minutes) each group will share their findings with the rest of the class and take their photo to the front of the room where they will attempt to put the photo by the order of which the event occurred.
(lesson activity from Dr. Julie Mitchell, September 2012)
- Interactive classroom uses:
Assess comprehension through forum participation which promotes authentic reflection.
Extensions:
- Research a current debate in politics today and prepare a debate on the issue presenting both sides.
- Write a letter to local politicians stating a concern with a local human rights' issue.
Find your U.S. Representative at http://www.house.gov/representatives/find/
- Using a graphic organizer, list the different powers of the three branches of United States government (legislative, executive, and judicial).
TN State Standards (retrieved from Tennessee department of education):
Social Studies
Standard 4- Governance and Civics
8.4.spi.1. identify the rights, responsibilities, and privileges of a member of the United States of America
8.4.spi.2. identify the purposes and structures of various systems of governance
8.4.spi.3. recognize the purpose of government and how its powers are acquired, used, and justified
8.4.spi.5. identify how conditions, actions, and motivations contributed to conflict and cooperation between states, regions and nations
8.4.spi.9. analyze the contributions of Tennessee political leaders on the national scene
Standard 5- History
8.5.spi.3. differentiate between a primary and secondary source
8.5.spi.6. classify the characteristics of major historic events into causes and effects
8.5.spi.10. interpret maps, time lines and charts that illustrate key elements of history
8.5.spi.11. identify conclusions about historical events using primary and secondary sources
Standard 6- Individuals, Groups, and Interactions
8.6.spi.1. identify the impact of individual and group decisions on historical events
8.6.spi.2. recognize the impact groups have on change at the local, state, national, and world levels
8.6.spi.3. recognize examples of stereotyping, prejudice, conformity, and altruism in early American history
8.6.spi.4. identify the role of institutions in furthering both continuity and change
8.6.spi.5. recognize how groups and institutions work together to meet common needs.
English (These are from the TN State Standards, as the Core Curriculum for Language Arts is not yet available for 8th grade)
Standard 5- Logic
SPI 0801.5.3 analyze cause/effect relationships in text
SPI 0801.5.8 identify instances of bias and stereotyping in print and non-print texts
Standard 8-Literature
SPI 0801.8.12 recognize and identify words within context that reveal particular time periods and cultures
SPI 0801.8.13 determine the influence of culture and ethnicity on the themes and issues of literary texts