1. WOMEN’S SUFFRAGE MOVEMENT

2. Agenda ■Introduction to Women’s Suffrage Movement ■Primary source analysis activity ■Go over activity

3. Learning Objectives ■Students will analyze primary documents from the era and explain their findings to the class and how the document connects to the bigger picture. ■Students will explain why the Gilded Age was an important time period in the reference of the start of the Women’s Suffrage Movement. ■Students will work with a partner and will use each other as resources.

4. Video ■https://www.youtube.com/watch?v=fM1czS_VYDIhttps://www.youtube.com/watch?v=fM1czS_VYDI

5. Activity ■There are stations around the room that have Primary Documents at them. ■In groups of two or three, students will rotate to these stations and analyze the documents at each station, answering the following questions for each source on a piece of notebook paper: –What type of document is it? –Is it a pro or anti suffragist document? How do you know? –What do you think the document trying to say? –Who do you think is the targeted audience is? –What do you think the purpose of creating this document was? ■After 3-5 minutes, students will rotate to the next station

6. Post-Analysis Questions ■Did any of the documents stick out to you? Why? ■What were some of the over-arching themes you saw among the documents? ■Did anything surprise you? ■Do you have any other comments?