The Path to Women’s Suffrage

Westward Expansion to the Nineteenth Amendment Ratified
Lesson Prepared By
Helen Elaine Jones
Grade Level
7th
Description

As the United States spread west of the Mississippi River, those who followed their dreams of a better life often included complete families: father, mother, and children taking whatever fit in the wagon or hand cart to a new opportunity across the Rocky Mountains through an opening called South Pass in what is now known as the state of Wyoming. This discovery gave those willing to risk what was familiar for the chance to expand their horizons in a new location with possibly better soil, better climate, or to explore what their own future could be away from the crowded cities they left behind. What a promising idea: expand your horizons.

The features of each new territory became known quickly. These territories grew in population large enough for statehood, meaning the form of government established by the U.S. Constitution could now be organized on local state, county, and city levels. The decision to include women in the governing decisions in these new territories and states caught the attention of those attempting to gain voting rights for women nationally through an amendment to the U.S. Constitution. Suffrage organizers visited newly enfranchised women’s groups to help to make the right to vote universal nationally.

This unit will discuss the role of Westward Expansion with the country borders now from the Pacific to the Atlantic Ocean; how Overland Trails, and the transcontinental railroad paved the way for women’s suffrage in the newly created territory and state governments. This unit also helps students use primary documents related to efforts to extend the newly acquired voting rights, any disenfranchisement by federal legislation or an individual state, and the regaining of voting rights already experienced through a constitutional amendment granting women the right to vote universally throughout the United States. This unit will also acknowledge those persons who were not included when the nineteenth amendment was finally ratified.

The Language Arts portion of the Common Core as well as the Reading Standards for Social Studies guidelines will form the instructional basis of this unit plan. Specifically, there is an emphasis on vocabulary skills, literacy in geography through map activities, drawing comparisons, and the use of primary and secondary documents for discussion with peers. Class discussions of video presentations will assist students in building a timeline from the 1800’s to 1920 when the constitutional amendment became law. A readers’ theater activity is also planned to increase student participation. Students will be expected to write short descriptions of the primary document exercise or video presentation at the end of the class session. A short review will prepare students for a formative assessment of the unit contents. This assessment will allow students to use visual art skills or established essay principles to demonstrate mastery of their chosen unit main idea.

The grade 7 format of this unit plan can be adapted for use with U.S. History I, U.S. History II, and U.S. Government and Citizenship course standards established by state and local school boards or charter schools. The reader’s theatre activity has a simpler version website link to give students with limited reading ability a chance to participate without the embarrassment of trying to pronounce complicated words in a public setting.

Course Description:

A unit designed to expand student horizons as they analyze maps and primary documents and share stories of the Westward Expansion relating to gaining women’s suffrage through ratifying the Nineteenth Amendment to the U.S. Constitution.

Time

Each lesson of The Path to Women’s Suffrage unit is designed for a 55 minute lesson.

Objective

The objective of this unit is to:

  • Introduce how changes in the U.S. boundary created opportunities to include women in the governance of state, and local government
  • Examine the efforts of those seeking voting rights for women nationally as various strategies were applied
  • Use primary documents to discuss the issues presented by those for and against women’s suffrage
  • Create a timeline showing the steps needed to get the nineteenth amendment signed and ratified
  • Discuss how the nineteenth amendment changed the U.S., the struggles to extend voting to groups prevented from voting in 1920, and the importance of voting rights prior to the 2020 presidential election
  • Complete and record a student formative assessment to document student mastery of a unit main idea.
Materials

All downloadable materials are available below under the Procedures section.

  • Vocabulary Walk photos printed and displayed around classroom[i]
  • Vocabulary Worksheet[ii]
  • Generic Vocabulary Worksheet[iii] or worksheet provided by individual school districts or charter schools
  • Timer for vocabulary walk and shared reading activities
  •  Power point outline per day
  • Overland Trails description page for small group read/pair/share exercise: Trail used by Marcus Whitman that became the Oregon Trail, California Trail including 1841 crossing by Bidwell-Bartleson group, Hastings Cutoff used by the Donner Party, Mormon Trail, Mormon Battalion extension of Santa Fe Trail, Transcontinental Railroad.
  • Graphic Organizer for Overland Trails discussion
  • General graphic organizers, i.e. Venn diagram needed for compare and contrast exercises, and Cornell Note page as lessons require
  • Seneca Falls Convention video
  • Declaration of Sentiments document
  • Declaration of Independence document
  • Video guided note sheet template
  • Census requirements for changes from territory to statehood.
  • Suffrage effort description page for territories or states granting women’s suffrage: Wyoming, Utah, Colorado, Idaho, Washington, Nevada
  • Graphic Organizer: Women’s Suffrage Comparison
  • Political Cartoons for and against suffrage after newspaper column hints polygamy might end if Utah women could vote
  • Legislation taking suffrage from Utah Territory residents (men & women) – Edmunds Tucker Act 1887)
  •  Reader’s Theatre script showing Utah Territory reaction to losing voting rights
  •  Map of areas granting women’s suffrage before 1920; Map showing states that ratified the 19th amendment
  • Video on women’s suffrage organizer Alice Paul
  • Video showing picketing in front of the White House
  • Review document
  • Clean flyswatter (1 per team)
  • White board and dry erase markers
  • Review game cards (laminated), and adhesive to mount game cards on a wall or white board
  • Color pencils
  • Blank and lined paper to complete formative assessment
Procedures

A dependable computer with an internet connection, a lcd projector to facilitate displaying each power point outline, and school permission to access YouTube videos are required for this unit instruction. The maps, pictures, and pair/share/ documents can be loaded to a Canvas site to reduce copying expenses.

 

Day 1 Introduction Lesson
Downloads: Documents | PowerPoint

Preparation before class: post pictures of vocabulary term or phrase around the classroom. Leave pictures in place until this unit is complete. Be sure slides are in full screen mode to begin the lesson.

Starter: Describe how people traveled across the U.S. without cars, trains, or airplanes. (3 min.)

I Can Statement: I can connect the vocabulary terms for this unit to the definition.

Objective:

  • Students will be able to use the vocabulary term or phrase in a sentence.

Vocabulary Walk:

  • Demonstrate how students will complete the worksheet using the example picture matching the first term phrase.
  • Distribute vocabulary worksheet chosen for this activity.
  • Demonstrate how to complete the tasks relating to each picture displayed for the vocabulary walk.
  • Direct students of four (or less) into groups. Give each group with a card with an alphabet letter to help tell them apart. Place the name of one student from each group beside a list on the board.
  • Write the vocabulary picture where each group will begin the activity on the board beside their group letter. Give student groups 3 minutes to examine each picture. Each team member will complete definition, use of the term, and write the sentence on their individual worksheet. (This activity could take 30 min.)
  • When all vocabulary terms are complete, ask students to share their definition and sentence with the class to give all students a definition and sentence sample. (10 min.)

Westward Expansion Introduction:

  • Ask students to use the back of the vocabulary worksheet to write the main ideas of the video.
  • Show video https://www.youtube.com/watch?v=UlszTacqsSc (accessed 8-2-2019) – begin at 2 minutes into the video. Stop video at 6 minutes.
  • Ask random students to share one of the main ideas they wrote from seeing the video (2 min.)

Exit question:

  • Choose a vocabulary term or phrase and sentence from the Vocabulary Walk Worksheet.
  • On a separate paper or in the textbox provided in the digital student lesson version, write a paragraph describing how the chosen vocabulary term or phrase applies to the Westward Expansion video. Remind students to sign their name above the paragraph before turning in their exit page as they leave the classroom.

 

Day 2 Westward Expansion Opens New Opportunities

Downloads: Documents | PowerPoint

Starter: Based on the Westward Exploration video, which Overland Trail would you choose if you lived between 1838 and 1869? Why? (5 min.)

I Can Statement: I can explore how the U. S. western border changed from the Mississippi River to the Pacific Ocean.

Objectives:

  • Students will be given a short excerpt about one of the Overland Trail events before and after the U.S./Mexico War. Students will complete a graphic organizer to explain features of each trail discussed.
  • Students will complete guided notetaking to write the main ideas of a video about the trail created by members of an infantry battalion before being discharged from service during the U.S./Mexico War.
  • Students will discuss the impact of the Transcontinental Railroad.

Overland Trail small group read/pair/share (total 15 min).

  • Distribute Overland Trail graphic organizer.
  • Give student teams used for vocabulary walk five minutes to read a trail overview document to their partner or group using a 12 inch whisper (describe that a 12 inch whisper means the next row can’t hear what’s being read).
  • Each group member writes the main ideas of their assigned trail experience.
  • A representative of each group shares their topic main idea to complete the organizer to help all students complete the form.

Power Point slides and video using Overland Trail maps.

  • Slides showing the Overland Trail maps will help list main features each student notice about specific trail maps on a blank paper.
  • Ask students to describe the impact of winning the U.S./Mexico War presented during the video on the Mormon Battalion https://www.youtube.com/watch?v=CEXW9MPQ1e8 (accessed 8-1-2019). (15 minutes)
  • Use the Mormon Battalion trail map to point out the events discharged battalion members attended on their way back east to rejoin their families (gold discovery at Sutter’s Fort, burial of Donner Party remains at the Breen cabin near Truckee, California with Kearny). (10 min.)

Questions to consider:

  • What impact did the completion of the Transcontinental Railroad and Telegraph have on the development of the West?
  • What impact did the railroad and telegraph have on women of the period?  Choral reading of the article provided.  (Teacher may have to read article aloud if students will not participate)
  • Draw a T-chart on the board. Ask students to list positive and negative impacts the transcontinental railroad provided. Students need to add this t-chart to their notes. Students will write their position on the positive or negative impact of the Transcontinental Railroad on the note page. (10 min.)

 

Day 3 Women’s Suffrage Efforts Begin

Downloads: Documents | PowerPoint

Starter: Considering the Overland Trails discussed yesterday, describe what contribution you think women made to the journey between Missouri and the unsettled west. (3 min.)

I Can Statement: I can describe early efforts to give women the right to vote while examining two primary documents.

Objectives:

  • Describe the significance of the Seneca Falls Convention while examining two primary documents.
  • Use primary documents to compare and contrast parts of the Declaration of Sentiments with the Declaration of Independence.

Seneca Falls Convention:

  • While people were trying to come west, let’s look at an event that happened in Seneca Falls, New York. https://www.youtube.com/watch?v=TcYhuG1y3bc (accessed 8-1-2019) What Happened at the Seneca Falls Convention? [video lasts almost 5 min.]
  • Ask students to write at least 3 ideas they learned from the video using a video note guide. Inform students they could be asked to share one of their notes from the video. (5 min.)
  • Video review discussion: Who were the organizers of the Seneca Falls Convention? Who did organizers hope would notice this meeting? What were convention organizers trying to achieve? What document were organizers of the Seneca Falls Convention using as the pattern for the Declaration of Sentiments? (10 min.)

Primary Document Comparison:

  • Distribute a copy of the Declaration of Sentiments and a copy of the Declaration of Independence.
  • Ask for a volunteer to read each paragraph of the Declaration of Sentiments (a set number of sentences might be needed during the longer paragraphs). As each paragraph is shared, read the corresponding text from the Declaration of Independence. (10 min.)
  • Use a graphic organizer (Venn diagram) to record how the two documents are the same and how the wording is different.
  • Ask students to write the main idea of a paragraph from the Declaration of Sentiments that caught their attention. (5 min.) (Share at least three points).

Readers’ Theater Participation Request:

  • Ask students in each class to volunteer to read the parts of the Readers’ Theater for the next class. A list of speaking parts will be included in the power point. (If an alternate version is needed, access the Better Days 2020 website under Education, elementary tabs. A 4th grade readers’ theater is available. Adjust the power point slide to reflect the speaking parts used in the simpler version.)

Exit Ticket:

Write one difference between the Declaration of Independence and the Declaration of Sentiments approved at the Seneca Falls Convention.

 

Day 4 Women’s Suffrage in the New Settlements

Downloads: Documents | PowerPoint

Starter: Describe how organizers of the Seneca Falls Convention could get their message to women living west of the Rocky Mountains. (3 min.)

I Can Statement: I can describe when at least two territories gave women the right to vote and why.

Objectives:

  • Students will receive instruction using a Cornell note (if this is a new concept) to answer questions about life in the west before statehood.
  • Students will examine the reasons territories gave women voting rights before statehood.
  • Students will analyze territory suffrage success strategies discussed as national suffragists visited women who could vote.
  • Students will examine how a census affected territories prior to statehood.
  • Students will examine the impact of federal laws designed to remove voting rights for a specific group

Map Skill Review: Show U.S. map after 1850. What is the most frequently used word on this map?

The Territories and Women’s Suffrage:

  • Instruct students how to use a Cornell note (if the concept is new to them) to answer a question introduced by a small group read/pair/share (initial reading of text provided 5 min). Which territories offered voting to women first? How did the vote for women become law in each territory? Did women in any territory lose the vote before 1900? Who were leaders in the territory voting movements?
  • Territory efforts: Wyoming [Why did the Wyoming Territorial Legislature offer voting rights to women?]
  • Utah (newspaper article suggesting women in Utah vote to stop polygamy) [What did those willing to offer women voting rights in the Utah Territory want in return?]
  • Utah Territorial Legislature bill giving Utah women suffrage [Why were Utah government leaders willing to write laws granting women voting rights?]
  • Colorado [What did Colorado legislators hope to gain by offering women voting rights?]
  • Idaho [How did the Idaho women’s voting rights act differ from laws created in nearby states?] (15 min. total)

Strategies for Women’s Suffrage in the Territories: (5 min.)

  • Petition
  • Letter writing
  • Magazines including The Woman’s Exponent
  • Pamphlets (5 min.)

Census Impact on Territories:

  • Original Census created with a population minimum for statehood
  • Census on movement from territory to statehood

Access to voting successes and challenges:

  • Wyoming, first territory to offer women’s suffrage
  • Utah, first women to vote in an election after suffrage granted
  • Which social or ethnic groups were not included in the original suffrage laws passed in Wyoming, Utah, Colorado, and Idaho? (5 min.)

Disenfranchise: Edmunds-Tucker Act 1887: (10 min)

  • Edmunds-Tucker Act adds enforcement details to many parts of the Cullom Bill introduced but not passed in 1867.
  • Distribute a Cornell Note page (or remind students how to make one) to list the changes the Edmunds-Tucker Act made in the Utah Territory from the power point slide and readings.
  • Edmunds-Tucker Act important points: “It required plural wives to testify against their husbands, dissolved the Perpetual Emigrating Fund Company (a loan institution that helped members of the church come to Utah from Europe), abolished the Nauvoo Legion militia, and provided a mechanism for acquiring the property of the church” Utah History Encyclopedia, “Polygamy,” by Jessie L. Embley, https://www.uen.org/utah_history_encyclopedia/p/POLYGAMY.shtml (accessed 8-6-2019).
  • Edmunds-Tucker Act additional points of concern as contained in the Excerpts from the Edmunds-Tucker Act document: Ask for a volunteer to read aloud individual sections, (or make the document a choral reading exercise until sections 24 & 25) Section 11 (children of a plural wife legally labeled illegitimate) and Section 20 (women can’t vote). Ask a student with above average reading skills to read aloud Section 22 (Indians not taxed excluded from voting), Teacher should read both remaining sections asking students to follow along - Section 24 (no jury duty or voting unless taking an oath against polygamy), & Section 25 (schools now under federal control)]
  • How would you react to changes created by the Edmunds-Tucker Act?
  • How does the Edmunds-Tucker Act impact voting in the Utah Territory? (all women in Utah, men practicing or sympathetic to polygamy, and Indians not paying taxes - meaning living on reservations)
  • Did any other territory restrict voting rights based on the polygamy issue? The statement about Idaho removed voting rights of Mormons is in the power point. (3 min.)

Readers’ Theater - Indignation Meeting speeches (15 min.)

“Great Indignation Meeting,” January 6, 1870 and January 13, 1870.

  • On a blank paper, write the main ideas presented during the Readers’ Theater
  • Students taking the speaking parts should come to the front of the room. The narrator(s) will announce each speaker.
  • Parts needed for Readers Theater: Narrator, Resolutions presenter; Sarah Russell’s minute recording of Sarah Kimball’s speech; speech excerpts by Mrs. Wilmarth East, Eliza R. Snow (3 readers needed), Harriet Cook Young, Mrs. Hannah T. King, and Phoebe Woodruff.

Exit question: How much time or money would be needed to get voting rights back after 1887?

 

Day 5 The Nineteenth Amendment Ratification, Was Everyone Included?

Downloads: Documents | PowerPoint

Starter: Explain the picture of Seraph Young voting on February 14, 1970. How does this primary document apply to casting Utah women’s first vote? (3 min.)

I Can Statement: I can explain the most effective strategies women’s suffrage supporters used to persuade law makers to create, sign, and ratify the Nineteenth amendment to the U. S. Constitution.

Objectives:

  • Students will list the first four states that achieved statehood with women’s suffrage included in their state constitutions.
  • Students will compare what the National Suffrage Association and American Suffrage Association wanted to get the amendment allowing women’s suffrage approved.
  • Students will analyze a political cartoon for and against women’s suffrage.
  • Students will analyze a map showing which states approved of women’s suffrage by August 1920.
  • Students will describe how women tried to get attention for the Nineteenth Amendment approval.
  • Students will create a timeline documenting the struggle for women’s suffrage.

Review Question:

  • Why was the 1880 census important before the federal government granted statehood? (2 min.)

Suffrage Efforts Continue:

  • Suffrage Efforts discussion dedicated to selected women holding political office in Utah by developer of this lesson plan) on federal level: Martha Hughes Cannon, 1st woman senator, state level: Olene Walker, 1st woman governor, and municipal level: Janice Fisher, 1st West Valley City council woman. (Use First Utah Women Holding Political Office Tribute file to share more details.)
  • State constitutions include women’s suffrage language for Wyoming & Utah. Strategies to include suffrage in Washington State and Nevada. (5 min.).
  • Explain the positions of those agreeing with or opposed to the suffrage proposal for statehood. Leaders opposed to women’s suffrage used political cartoons. Ask students what message the cartoon displayed. (5 min.)
  • Describe the differences between National suffrage vs State by state suffrage. (5 min.) Ask students to show with a thumbs up/down which strategy they thought would be more effective. Students use a T-chart to compare national suffrage vs state by state suffrage efforts. Map Skills: States offering women’s suffrage when approved for statehood. Based on the suffrage map (5 min.)
  • Suffrage movement attention slows [use suffrage map with dates to show spaces between new states with suffrage]. Ask students to suggest strategies they might try to gain national women’s suffrage to add new tactics to petition, magazine, newspaper, letter writing, pamphlets already tried (personal meetings with government leaders, parades, picketing). (5 min.)
  • Show video about Alice Paul, & Picketing in front of the White House (10 min.)

Nineteenth Amendment Results:

  • Amendment passed both the House of Representatives and the Senate June 4, 1919
  • Tennessee becomes the 36th state to approve 19th amendment on August 18, 1920. Amendment certified on August 26, 1920. Use map to show which states ratified the amendment.

Timeline activity:

  • Select ten students willing to hold cards with suffrage highlights printed on them. Give students selected a random highlights card.
  • Ask students with suffrage cards to stand in a line. Ask students to place the events in order. Begin with Seneca Falls Convention (1848), Wyoming Territorial Governor, John A. Campbell, signs bill giving women the right to vote (1869), Utah Territorial governor, Stephen A. Mann, signed Utah’s bill giving women right to vote Feb. 10, 1870, Utah women, Seraph Young, cast first women’s vote in a municipal election on Feb. 14, 1870, Federal government approves state constitutions giving women suffrage (states to approve women’s suffrage after 1893 (CO, UT, ID), Suffragists arrested for picketing in front of the White House (August 1917), 19th Amendment bill passed House of Representatives and Senate (June 4, 1919), Tennessee becomes the 36th state to ratify the 19th Amendment Aug. 18, 1920, Nineteenth Amendment bill results certified (Aug. 26, 1920). (10 min.)

Exit Question: When is the most important date about voting after the Nineteenth Amendment became law? Explain your answer. (5 min.)

 

Day 6 Unit Review

Downloads: Documents | PowerPoint

Preparation: set up a bench or set of chairs without desks where students can sit to answer the questions. Laminated cards with answers to the questions will be placed against a wall, white board, or other flat surface using attaching tools that will hold the card without damaging the surface. One clean flyswatter per team will be needed. Students may work in pairs to begin this activity. [iv]

Starter: How does passage of the Nineteenth Amendment apply today?  (3 min.)

I Can Statement: I can explain ideas about women’s suffrage studied during this unit.

Objective: Students will use a review document and game to reinforce concepts presented during the Path to Women’s Suffrage unit.

Review Document:

  • Distribute the review document (or give the link to the document placed on Canvas) to each student. Give students 10 minutes to fill in all the blanks they can remember from the unit lessons (use a timer to keep review moving).

Review Game:

  • Place students in groups of four creating individual teams with a white board and dry erase marker to write their answer if the first answer is incorrect.
  •  Each team member will take their turn answering a question read by the teacher. Students not answering the question will check their review form to fill in any missing spaces.
  • Each team will send a student to the bench where they will use a clean flyswatter to hit the laminated card (mounted at least five feet away from players) they believe has the correct answer.
  • A scorekeeper will be needed for this activity.
  • The teacher will give the first student with the correct answer a point for their team.
  • Continue the game until all students have taken a turn to answer a question.
  • Students with mobility issues can use a substitute runner to randomly hit the wall or board where answers are displayed. Team member seated will give their answer.
  • Collect flyswatters, whiteboards and dry erase markers from students when timer rings.  (30 min.)

Review activity reflection:

  • Students will be asked to write what they learned while playing the flyswatter game.
  • Students can use the back of their review page (or add it to the electronic form) to write their reflection. Be prepared to share your reflection.
  • Students may ask about one event during the review activity on The Path to Women’s Suffrage they want to better understand. (10 min.)

 

Day 7 Assessment Activity (poster, political cartoon, or essay)

Download: PowerPoint

Preparation: A blank paper, pencil, and color pencils needed for the poster or political cartoon as individual student’s assessment document. A blank lined paper, and pencil needed for the reflective essay assessment document. Students may use their notes from the unit while completing the assessment, but not their neighbor for information. Students may need a reminder concerning school and/or district decency guidelines where artwork is concerned before students begin a poster or political cartoon assessment.

Starter: If you wanted to describe your opinion for or against the Nineteenth Amendment, what strategies used in this unit would you choose? (3 min.)

I Can Statement: I can show what I know about the struggle for or against the Nineteenth Amendment.

Assessment Activity:

  • Divide white board into three sections: Poster, Political Cartoon, and Reflective Essay. Students will choose one of the three sections to complete the assessment.
  • Under the Poster write: Choose one idea for or against giving women the right to vote presented during this unit. Create a Poster trying to persuade those seeing the poster to share the opinion seen on your poster. Drawings may be simple (stick figures are permitted). Color the drawings for added emphasis.
  • Create a Political Cartoon expressing one idea for or against giving women the right to vote presented during this unit. The drawing and words are meant to persuade others to share your opinion. Drawings may be simple (stick figures are permitted). Color the drawings for added emphasis.
  • Write Reflective Essay explaining your position for or against giving women the right to vote as if you were living in 1919.  This essay must be three paragraphs long. It needs an introduction with a thesis statement stating a for or against position, a body of information based on primary documents including maps and pictures, video presentations, or notes taken during this unit, and a conclusion. Place the source of primary document information used next to the sentence.
  • Alternate Assessment: students who disturb students trying to complete the assessment as written expressing inability to draw may be offered a chance to complete a clean review page during the class period.

What if I finish early?

  • Give students time to complete any blank areas of the review document.
  • Students will turn in their review document as their exit ticket.
Assessment / Homework

A formative assessment giving students three ways to show what they learned during the Path to Women’s Suffrage unit: draw a political cartoon or poster for or against women’s suffrage based on documents, videos, and class presentations, draw a timeline showing five steps important to the passage of the 19th Amendment to the U.S. Constitution, write a three paragraph essay for or against extending women’s voting rights as if you were alive in 1920.

Future Research / Resources

[i] Idea shared with permission by Stephannie Jones West, Minot, ND.

[ii] Worksheet shared with permission by Stephannie Jones West, Minot, ND.

[iii] Vocabulary form adapted from vocabulary form developed by Canyons School District, Sandy, Utah.

[iv] Review flyswatter game first used with World Geography teacher, Jeanette Bytendorp, Centennial Junior High, Davis School District, Kaysville UT.

 

  • “Great Indignation Meeting of the Ladies of Salt Lake City to Protest against the Passage of Cullom’s Bill.” Deseret Evening News, (Salt Lake City, Utah), January 14, 1870, vol. 3, no.44, January 15, 1870, vol. 3, no. 45.
  • Hall Knight, Dr. Stanley B. Kimball, 111 Days to Zion: The Day-By-Day Trek of the Mormon Pioneers, Deseret Press, Salt Lake City, 1978.
  • https://www.betterdays2020.com/
  • https://www.churchhistorianspress.org/the-first-fifty-years-of-relief-society/part-3/3-12?lang=eng
  • Jill Mulvey Derr, Janath Russell Cannon, Maureen Ursenbach Beecher, Women of the Covenant, The Story of Relief Society, Deseret Book Company, Salt Lake City, 1992.
  • John McCormick, The Utah Adventure: History of a Centennial State, Gibbs Smith, Salt Lake City, 1997, p. 167.
  • Laurel Thatcher Ulrich, A House Full of Females: Plural Marriage and Women’s Rights in Early Mormonism, 1835 – 1870, Random House, New York, 2017.
  • The Utah Journey, Gibbs Smith, Salt Lake City, 2009 (adapted from Utah, a Journey of Discovery Utah, a Journey of Discover, by Richard Neitzel Holzapfel and Utah’s Heritage, by George S. Ellsworth).
  • Thomas G. Alexander, Utah, The Right Place, Gibbs Smith, Salt Lake City, 2003.
Standard

Language Arts Core, 7th Grade

https://www.uen.org/core/core.do?courseNum=4270 (accessed 8-2-2019).

Reading: Literature Standard 1 
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Reading: Literature Standard 2 
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Reading: Literature Standard 3 
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Reading: Literature Standard 4 
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

Reading: Literature Standard 9 
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

Writing Standard 9 
Draw evidence from literary or informational texts to support analysis, reflection, and

  1. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
  2. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

Speaking and Listening Standard 1 
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

Speaking and Listening Standard 2 
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

Speaking and Listening Standard 5 
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

 

The Path to Women’s Suffrage: Westward Movement to the 19th Amendment

Reading Standards for Literacy in History/Social Studies 6–12

(based on Core Curriculum document https://www.uen.org/core/languagearts/downloads/6-12RdgLit_in_Hist_SS.pdf (accessed 8-2-2019).

Reading Standards for Literacy in History/Social Studies 6–12

 

Grades 6–8 students: Grades 9–10 students: Grades 11–12 students:

Key Ideas and Details:

1.   Cite specific textual evidence to support analysis of primary and secondary sources.


 

Key Ideas and Details:

 1.  Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
 

Key Ideas and Details:

 1.  Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

Craft and Structure

 4.  Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Craft and Structure

 4.  Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Craft and Structure

4.  Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
 

 

Reading Standards for Literacy in History/Social Studies 6–12

Grades 6–8 students: Grades 9–10 students: Grades 11-12 students:

Integration of Knowledge and Ideas

7.  Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Integration of Knowledge and Ideas

7.  Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Integration of Knowledge and Ideas

7.  Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

 

8.  Distinguish among fact, opinion, and reasoned judgment in a text. 8.  Assess the extent to which the reasoning and evidence in a text support the author’s claims. 8.  Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
9.  Analyze the relationship between a primary and secondary source on the same topic. 9.  Compare and contrast treatments of the same topic in several primary and secondary sources. 9.  Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.