United States History: 1877 to the Present

Reshaping the Nation and the Emergence of Modern America: 1877 to the Early 1900s

USII.3

The student will demonstrate knowledge of how life changed after the Civil War by

SUGGESTED INSTRUCTIONAL STRATEGIES

Begin the unit with questions about how the reforms of the Progressive Movement changed the United States and how workers responded to the negative effects of industrialization.
Explain that the effects of industrialization led to the rise of organized labor and important workplace reforms.
Discuss the negative effects of industrialization, including:

Women gained the right to vote with passage of the 19th Amendment to the Constitution of the United States of America.
Susan B. Anthony worked for women's suffrage.

Composed of groups opposed to the making and consuming of alcohol
Supported 18th Amendment prohibiting the manufacture, sale, and transport of alcoholic beverages

Provide students with a blank Progressive Movement Note-Taking Chart worksheet to list the concerns, reformers, and reforms of the Progressive Movement. This chart may need to be modified depending on the textbook being used and the way in which it details the Progressive Movement. For a copy of the Progressive Movement Note-Taking Chart worksheet,
Have students complete the chart, using the textbook and other resources. When students have completed their chart, review it with them by using a transparency to project a blank chart on the board and then calling students to the board to complete the chart, thereby sharing their answers.
Ask students whether they feel women have achieved equality with men. Have them justify their answers by providing examples. Record responses on the board, grouping answers into categories, such as Elected Political Office, Business, Sports, and Entertainment.
After student responses have been recorded, provide information that illustrates women's progress and defines areas in which improvement is needed.
Provide students with a copy of the Declaration of Sentiments, but do not provide any information about the document. Read the document with the students, and ask them if they can identify it. The students should recognize the document as similar to the Declaration of Independence.
Have students refer to a copy of the Declaration of Independence in order to compare and contrast the two documents. Sample questions to prompt discussion include:

How is this document similar to the Declaration of Independence? How is it different?
Why did these women feel their rights were being violated?
What rights were denied to women at this time?
How are the complaints of the women similar to the complaints of the (male) colonists before the American Revolution?
Which complaints have been successfully addressed between the writing of this document and today? Which have not?

Explain that the first women's rights convention was held in Seneca Falls, New York, in 1848, and describe the historical background that led to this event. Tell students that the delegates drafted the "Declaration of Sentiments," a statement of women's rights. Then, explain that the Women's Rights Movement was a part of the broader Progressive Movement in American history. Provide notes on the impact that the Progressive Movement had on women's rights, including:

WEB SITES

http://memory.loc.gov/ammem/vfwhtml/vfwhome.html
Library of Congress's extensive and varied resources related to the campaign for woman suffrage in the United States