19th Century Women’s Suffrage – Sheltered Activities

Denise Miranda
LA County Court Schools

Grade levels:
8th and 11th grade

Examine the women’s suffrage movement (e.g. biographies, writings, and speeches of Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony)
Analyze the passage of the Nineteenth Amendment and the changing role of women in society.
Analyze the women's rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women.

Students will complete 5 activities (KWFL, response to literature, argument/response, vocabulary and photo analysis) that will demonstrate their understanding of the passage of the 19th Amendment and the changing role of women in society.


Textbook (section on women’s rights in the 19th century) or United States v. Susan B. Anthony: 1873

The 19th Amendment (primary source text)

The United States of America v. Susan B. Anthony, 1873 (reading)

Photographs of the women at the turn of the century (National Archives)

KWFL chart

Herringbone graphic organizer

Argument & Response graphic organizer

Frayer Model

Chart or butcher paper

Photo Analysis Sheet

Internet (if available)




Instructional Strategies:

Connect to prior knowledge *

Visuals *

graphic organizers ( T chart, cause and effect) *

think alouds *

modeled writing

levels of questions (see below)

How to analyze a photograph (National Archives)

* denotes SDAIE (Specially Designed Academic Instruction in English) strategies

Lesson Outline

Activity # 1 - Introduction:

The instructor will begin the lesson with asking students to complete a KWFL (What do you Know, What do you Want to Know, Where Can you Find that Information, What did you Learn) (see appendix).

Students will then be presented with the following essential questions: that will serve as a focus throughout the lesson.
1. In what ways did the vote for women change the landscape of American society?
2. How did Susan B. Anthony contribute to the passage of the 19th Amendment?
3. In what ways did this Amendment empower women in the US?

The instructor will then have students pair up and share their prior knowledge “What do you Know.” Students will also share aloud “What do you Want to Know?” and brainstorm as a class “Where can you Find that Information?”

Activity # 2:

Students will then read The United States of America v. Susan B. Anthony, 1873 by conducting a reader’s theater. The instructor will model the herringbone and then ask student to complete three herringbone graphic organizers that capture three arguments within the case (response to literature).

Activity # 3:

Students will then work in cooperative groups to identify three arguments and responses within the reading and then justify if they agree (yea) or disagree (nay) with the argument. Students must explain their yea or nay position. These arguments and responses will be shared aloud, discussed as comments and questions will be charted on butcher paper and posted throughout the room.

Activity #4:

Students will be given vocabulary words from the text of the 19th Amendment and complete a Frayer Model, after teacher modeling. Students will read and understand the 19th Amendment text by analyzing the vocabulary.

Activity #5:

Students will be given primary photographs and asked to analyze the photographs by completing a Photo Analysis document after review and reflection. Students will analyze and understand the 19th Amendment and its impact upon women via a photo analysis. Students will share aloud their findings and understanding of women and their quest for the 19th Amendment. Finally students will complete the KWFL by finishing the last column - What did you Learn. These ideas will be shared aloud and charted and posted throughout the classroom.