Voting Rights for Women – What Did It Take for Women to Be Considered “Equal” to Men?

Lesson Duration

From DCPS  - Instructional Continuity Plan (distance learning)

This inquiry leads students through an investigation of the women’s suffrage movement as an example of how different groups of people have gained equal rights and freedoms over time. After examining the role women played in society before the 20th century and the efforts made by women to gain the right to vote, students construct an argumentative essay that addresses the compelling question What did it take for women to be considered “equal” to men? using specific claims and evidence.

Optional extension: Students write a letter to Susan B. Anthony or Elizabeth Cady Stanton that describes how women’s rights have progressed since the early 1900s. Subsequent inquiries could be developed around other groups who have struggled to gain rights and freedoms, including, but not limited to, Native Americans and African Americans. 

Lesson: - Weeks 1-3 Learning Plans

tags: Declaration of Independence; 13th, 14th, 15th, and 19th Amendments


DC Public Schools