Course/Grade Level: American History 8th Grade (Instructional Level)

Lesson Title: Jigsaw of With Courage and Cloth: Winning the Fight for a Woman’sRight to Vote Lesson 1

Teacher: Megan Flores

1. Set Induction:

Pose the journal prompt in the form of a bell ringer: What is something that you have had to fight for? Explain the process and how you felt. Examples to get students thinking: Allowance; spending more time on computer or video games; stand up for a friend or family member, etc.

2. Aims/Objectivesand Standards:

POLITICAL SYSTEMS

  • Compare historical issues involving the rights, roles, and status of individuals in relation to the United States government. SS8-02
  • Identify the historical events and processes that brought about changes in the political ideas and traditions of the United States. SS8-03

HISTORY

  • Compare competing historical interpretations of an event using primary source documents, images, literary works, media, and the Internet. SS8-05
  • Examine the political, economic, and social trends that emerged as a result of significant historical events. SS8-06
  • Identify political ideas that have dominated United States historical eras (e.g., Progressive Movement, women’s suffrage, New Deal, Cold War, civil rights). SS8-07
  • Describe the way the Constitution has changed over time as a result of amendments, Supreme Court decisions, and technology. SS8-08

Objectives:

The students will be able to:

Identify key events in women’s suffrage.

Summarize a nonfiction text.

Complete questions based on reading from text.

3. Procedures, Assessments and Materials Required:

Materials

  • Journal/paper
  • Copies of ‘With Courage and Cloth: Winning the Fight for a Woman’s Right to Vote’ Ann Bausum
  • Copies of guided notes (will be divided amongst students)

Procedure:

  • Explain to students that they will be reading an entire nonfiction book in one class period, but each group will be responsible for 1-2 chapters (the amount of chapters depends on the size of the class).
  • Place students into groups (no less than 3 students per group and no more than 4)
  • Distribute book (With Courage and Cloth: Winning the Fight for a Woman’s Right to Vote)
  • Before opening the book, have students describe the photo on the cover. Students can discuss observations within group or write response in journal.
  • After cover observations, allow students to look through the book (look at the table of contents, photos, chapter titles)
  • Teacher: “In a moment I will assign each group a chapter to read from the book. Your group is responsible for knowing the information in the chapter and completing the questions that accompany the chapter. I will allow you (TIME) minutes to read the chapter, discuss or summarize the information in the chapter and complete the questions. When the timer sounds, you will stop and I will give you the next set of directions.
  • Assign each group a chapter and the corresponding questions.
  • Set the timer.
  • As students are reading, the teacher will monitor students’ oral reading and group work.
  • When the timer sounds, the teacher will bring the class back together and give the next set of instructions.
  • Teacher: In a moment, some of you will move and change groups. Every member in your group will have read a different chapter. You will be the ‘expert’ on your chapter. While in your new group, each person will share his/her chapter. Each person will be taking notes on each chapter in their journal. You will have (TIME) minutes to complete all tasks. When the timer sounds, you will need to stop working and listen to the next direction.
  • Teacher will tell students how to rotate. **NOTE: You must have each chapter represented in a group for the activity to work.
  • The teacher will navigate the classroom to assist all groups.
  • After timer sounds, bring the class back together.
  • If there are remaining chapters that need to be discussed, repeat the process.

Assessment:

  • Journals
  • Guided notes for chapter
  • Discussion
  • Exit tickets

4. Resources and Scholarship:

The Jigsaw Strategy: Students Put Pieces of Reading Together By Doug Buehl, MadisonEastHigh School teacher February 1997

Bausum, A. With courage and cloth: Winning the fight for a woman’s right to vote. (2004) National Geographic

5. Conclusion/Lesson Wrap-up:

As a class, summarize the book. Students will complete the activity feedback sheet. Students will keep guided notes in folders.

Name ______

Date ______

With Courage and Cloth: Chapter 1 Guided Notes

1). What was the purpose of the parade Alice Paul helped organize?

______

2). What other major event would be occurring on the next day?

______

3). About how many women were in Washington, D.C. to march in the parade?

______

4). Describe some of the professions of the women marching in the parade?

______

______

5). How were the women decorated? (pg. 13)

______

6). What obstacles did the women marchers encounter?

______

7). In your own words, summarize the chapter. You may use the back of this paper if you need more space. ______

Name ______

Date ______

With Courage and Cloth: Chapter 2 Guided Notes

1). Where did five women meet in 1848? ______

2). “A Declaration of Rights and Sentiments” was closely related to what other famous document? ______

3). What was included in the women’s version? ______

______

4). How did the events at Seneca Falls begin the women’s suffrage movement?

______

5). Describe the major differences between the National Woman Suffrage Association (NWSA) and the American Woman Suffrage Association (AWSA).

______

6). In your own words, summarize the chapter. You may use the back of this paper if you need more space. ______

Name ______

Date ______

With Courage and Cloth: Chapter 3 Guided Notes

1). How were women in Great Britain fighting for women’s suffrage?

______

2). In 1912, how many states granted women voting rights?

______

3). What influence did Alice Paul have on helping women gain the right to vote?
______

4). Describe the “Winning Plan”. ______

______

5). Refer to the map on page 34. What was Illinois’ suffrage status?

______

6). Why do you think the women were persistent in trying to gain the right to vote? ______

7). In your own words, summarize the chapter. Use the back of this paper.

Name ______

Date ______

With Courage and Cloth: Chapter 4 Guided Notes

1). In what ways did women begin to express their viewpoints on women’s suffrage?

______

2). Describe the women who picketed the White House.

______

3). What major world event overshadowed the women’s suffrage movement?

______

4). What was Alice Paul’s new strategy? ______

______

5). What was the effect of the “Kaiser Wilson” banner? ______

______

6). Why do you think the women did not use violence or other tactics when being arrested on the picket line? ______

______

7). In your own words, summarize the chapter. Use the back of this paper.

Name ______

Date ______

With Courage and Cloth: Chapter 5 Guided Notes

1). What strategy did Carrie Chapman Catt and her followers use in for the women’s suffrage movement? ______

______

2). What hardships did jailed suffrage prisoners face? ______

______

3). While in prison, Alice Paul began a ______.

4). Describe the “Night of Terror”. ______

______

5). How did the jailed women respond to the “Night of Terror” event?

______

6). Why did President Wilson pardon the jailed women? ______

7). In your own words, summarize the chapter. You may use the back of this paper if you need more space. ______

Name ______

Date ______

With Courage and Cloth: Chapter 6 Guided Notes

1). What did Woodrow Wilson do? ______

______

2). Explain what happened in the Senate.

______

3). What did the National Woman’s Party do on August 6?

______

4). In what ways did President Wilson support women’s suffrage?
______

5). Describe how Alice Paul continued to fight for women.

______

6). In your own words, summarize the chapter. You may use the back of this paper if you need more space. ______

______

Name ______

Date ______

With Courage and Cloth: Chapter 7 Guided Notes

1). Describe different tactics taken bythe National Woman’s Party and the antisuffragists. ______

______

2). Summarize Carrie Chapman Catt’s influence in women’s suffrage.

______

3). What was the deciding factor in women obtaining the right to vote? (HINT: Pg. 81).

______

4). Why do you think some Americans did not want women voting?

______

5). In your own words, summarize the chapter. You may use the back of this paper if you need more space.

______

______

Name ______

Evaluation of Jigsaw Activity

1). What was the best part of the activity?

______

2). What part of the activity didn’t you like?

______

3). Would you change any part of the activity? YESNO

If yes, what would you change? ______

______

4). Did you enjoy working in groups?YESNO

5). Did you find the book interesting?YESNO

6). Any other comments about the activity you would like to add?

______