Ms.Story, Votes for Women, Alice Paul

Unit 1 Connecticut Women's Hall of Fame presents

Votes for Women: Alice Paul

Alice Paul

Aligned to CCSS, C3 Framework, and CTSS Frameworks

Grade 3-5

CONNECTICUT WOMEN’S HALL OF FAME Sarah Smith Lubarsky, Executive Director Content Development Liz Krebs, Education Manager Graphic Design Michelle Marchese, Sr. Manager of Administration and Design © 2020 by Connecticut Women’s Hall of Fame All rights reserved. This book may not be reproduced in whole or in part, in any form beyond that copyright permitted by Section 107 of the U.S. Copyright Law, without written permission from the publisher.

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is trademarked by Connecticut Women’s Hall of Fame.

Common Core Standards © Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Connecticut Elementary and Secondary Social Studies Frameworks © Copyright 2015 Connecticut State Department of Education. All rights reserved.

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Table of Contents

Developing Questions and Planning Inquiry

Literacy Connections

Applying Disciplinary Concepts and Tools

Published with support from the Community Foundation for Greater New Haven; the Elizabeth Carse Foundation, Bank of America, N.A., trustee; The Hartford; New Haven Public Schools; and the WOWPac Donor Advised Fund.

Special thanks to the educators on our review and revision team: • Rosalyn Amenta, Southern Connecticut State University • Stephen Armstrong, Connecticut State Department of Education • Sandra Clark, New Haven Public Schools • Elizabeth Hohl, Fairfield University • Kathryn Leonard, Hartford Public Schools • Lena Pacheco, The Children's Tree Montessori School • Heather Prescott, Central Connecticut State University

Evaluating Sources and Using Evidence

Communicating Conclusions & Taking Informed Action

Developing Questions and Planning Inquiry Unit Overview

Developing Questions

Compelling Question: How did Alice Paul use controversial tactics to help pass the

19th Amendment? Use Alice Paul's biography as a case study in service of this inquiry.

Historical Context

Supporting Questions: How did NAWSA’s and the NWP’s tactics tactics differ?

Why and how were Alice Paul and the NWP seen as unpatriotic?

Why did opinion public change after the treatment of suffragists police and prison guards came to light?

Print one copy for each group of this photograph from a suffragist protest from 1917 when Alice Paul was imprisoned for her activism. Cover the image with sticky notes. Then have students remove one sticky note at a time looking carefully at each section of the image to determine what it might reveal about the time.

Planning Inquiry

Portrait Predictions Invite students to ask questions about this photograph of Alice Paul. Encourage students to try to place the image in historical time and place, and have them make predictions about what important things they think she might have done.

At Connecticut Women's Hall of Fame, we believe that women role models provide a valuable resource for all students as they consider who they are, who they would like to become, and what they believe leadership looks like.

This unit, Votes for Women: Alice Paul, allows upper elementary students to explore the story of Alice Paul and her role in the Women’s Suffrage Movement. Teachers may decide to engage students in the entire inquiry arc, or to embed lessons from this unit within their literacy instruction.

Pacing Guide A: One Month Unit of Inquiry Week One Week Two Week Three Week Four

Developing Questions & Literacy Connections (pages 5 - 9) Applying Disciplinary Concepts and Tools (pages 10 - 13) Evaluating Sources and Using Evidence (pages 14 – 15) Communicating Conclusions and Taking Informed Action (pages 16 – 17)

Pacing Guide B: One Week Exploration through Literacy Day One Day Two Day Three Day Four Day Five

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Developing Questions (page 5) Reading Passages and Close Reading (pages 6 - 7) History: Analyzing Perspectives (page 10) Civics: Annotating Direct Quotations (page 11) Integrating Music, Civics, and Writing (page 13)

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Question Sort Have students write their own questions about Alice Paul and the Women’s Suffrage Movement on individual sticky notes. Then, have small groups sort their questions by evaluating whether each question is important enough to warrant ongoing whole-class study, and whether or not it is interesting enough to sustain their peers’ attention.

NAVIGATION:

Click directly on the image of any worksheet to access the printable version.

Then use the bookmarks icon on the left side of your screen to return to this page. © 2020 by Connecticut Women’s Hall of Fame

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Literacy Connections Reading Passages Directions Introduce students to Alice Paul, a

fearless activist for women’s equality. Her story explains how she became a national leader of the women’s suffrage movement in the U.S. and founded the National Woman’s Party.

Close Reading Standard By the end of the year, read and com-

prehend informational texts, including history, social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. (CCSS.ELA-LITERACY.RI.4-5.10)

Directions Use Alice Paul's story to develop your

students’ close reading skills in alignment with the Smarter Balanced Assessment. Review methods for close reading, including highlighting and annotating.

Be sure to have students practice looking back in the text for evidence to support their answers.

Standards Refer to details and examples in a text

when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RI.4.1 Explain how an author uses reasons and evidence to support particular points. CCSS.ELA-LITERACY.RI.5.8

Differentiation

Differentiation

Provide students with the reading passage that aligns with their guided reading level.

Provide students with the close reading printable that aligns with the passage read.

Levels J Levels K, L Levels M, N Levels O - W

06.1 Level J, K, L 06.2 Levels M, N 06.3 Levels O, P, Q 06.4 Levels R, S, T 06.5 Levels U, V, W 06.6 Levels X, Y, Z

Hands - On

Depending on your class culture, you may want students to discuss what they learned in heterogeneous groups, as the more difficult passages contain more detailed information.

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07.1 07.2 07.3 07.4

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Have students practice supporting claims with evidence using color-coded markers.

Prompt students to use a different color to highlight evidence for each claim.

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Literacy Connections Speaking & Listening

Vocabulary Practice Directions Use Alice Paul’s story to strengthen your

students’ vocabulary acquisition skills. Direct students to highlight clues in the passage that help them infer the meaning of the bold words and phrases. Then, prompt students to use print and online dictionaries to find the exact definitions.

Standard Determine or clarify the meaning of unknown words and phrases choosing flexibly from a range of strategies. CCSS.ELA-LITERACY.L.3-5.4

Consult reference materials both print and digital, to determine or clarify the precise meaning of key words and phrases. CCSS.ELA-LITERACY.L.3-5.4.C

read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

CCSS.ELA-LITERACY.SL.3.1.A

Read Aloud

Around “Controversial Tactics” • Who did Alice Paul meet while she was in England?

• What were the Pankhursts and other British suffragists doing? Why? • What happened to Alice Paul and other suffragists when they started doing these things?

• How were they treated in prison? How did people find out about this? How did this change public opinion?

Provide students with the worksheet aligned with their reading level.

08.1 Levels J - N 08.2 Levels O - W Students who read passages for levels J-N have not yet been exposed to all of the vocabulary words in context. For this reason, Worksheet 8.1 includes examples of each word used in context.

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Standard Come to discussions prepared, having

dialogue about Alice Paul by providing the opportunity for them to collaboratively create a word cloud based on the text. After students create their word clouds, challenge them to articulate new ideas that they developed as a team.

Guiding Questions to Encourage Thinking

Differentiation

Students who read passages for levels O-W can refer back to their reading passages for context clues.

Directions Engage your students in structured

Around “The 19th Amendment”

Definitions Militant | someone who fights aggressively for a cause Controversial | something that upsets some people and causes disagreement

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Tactics | plans or strategies for how to achieve a goal Hunger strike | when someone refuses to eat as a form of protest Picketing | protesting in front of something Unpatriotic | not showing love or respect for one’s country

• What is a constitutional amendment? What other amendments can you name?

• How is an amendment passed? What needs to happen?

• Why did Alice Paul want a constitutional amendment? How was this different from what NAWSA wanted before 1917?

• When was the 19th Amendment passed?

• What other amendment did Alice Paul write?

Another way to build students' listening skills is to have students listen to a story read aloud.

Read aloud Fight of the Century: Alice Paul Batttles Woodrow Wilson for the Vote, by Barb Rosenstock. Model thinking about the ways Paul

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Applying Disciplinary Concepts and Tools ECONOMICS

HISTORY

Directions While many people immediately think

Directions Explore the reasons behind different

of finances when they hear the word economics, aeconomics is the study of decision making. Guide students to imagine that you are a cabinet member under President Woodrow Wilson in 1918. He designated you to provide a pro-con list to determine arguments to support the 19th Amendment.

approaches within women’s movement. Have students analyze both pamphlets and determine the differing points of view for each.

Frameworks HIST 5.4

Frameworks ECO 4.2 / ECO 5.1

Explain why individuals and groups during the same historical period differed in their perspectives.

Identify positive and negative incentives that influence the decisions people make.

GEOGRAPHY Directions Consider a map of states that gave women vote, ratified the amendment – notice trends.

Frameworks GEO 5.1

Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.

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Discussion Questions

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CIVICS Directions Alice Paul believed in controversial tactics as the best method to push women's suffrage. Guide the students to debate the issue of using controversial tactics versus peaceful tactics.

Frameworks CIV 4.1

Illustrate historical and contemporary means of changing society.

Why is voting important? Who should be eligible to vote? How does gender affect the way people vote?

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Applying Disciplinary Concepts and Tools Interdisciplinary Connections

in Genetics Today

Civics and Writing

Directions The poem, "Alice Paul" was written by Katharine Rolston Fisher to offer imagery about

the civic duty Alice felt during this time period. Break up the students into small groups. Have a volunteer in each group read the poem. Have students read the poem and write down the words/ phrases that stand out to them.

Music Directions Watch “We are Caught in a Bad Romance

Frameworks CIV 3.4 / CIV 5.3 - Identify core civic virtues and democratic principles that guide

‘Til We have Women’s Suffrage,” a five-minute music video by Soomo Publishing (http://www. soomopublishing.com/suffrage). This video tells the story of Alice Paul and the women’s suffrage movement by parodying Lady Gaga’s “Bad Romance” music video.

government, society, and communities.

Extension Activity | Essay Read about Alice Paul at https://www.cwhf.org/inductees/alice-paul and write a short response essay to the following questions:

Encourage students to observe elements in the video that correspond to the information about Alice Paul and the movement.

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Visual Art

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Directions Many artists depicted Alice Paul's fight for women's suffrage during this time period. Guide students to observe the poster "Alice Paul Author of the ERA" and record their findings. As an extension, have your students create their own women's suffrage movement poster.

Discuss what elements should be included on the student's poster to encourage women's suffrage

Extension Activity | Collage Work with a group to create a collage (digital or paper) to illustrate the poem. Research symbols, colors, images and quotes that were important to the suffrage movement and incorporate as many of them as possible. Be prepared to explain your selections.

Extension Activity | Make a Suffrage Sign

Additional Context

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Would you be willing to go to jail to stand up for a cause you believe in?

Under what circumstances?

How would you explain to your family?

Offer more context for students through: https://www.britannica.com/biography/Alice-Paul

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Evaluating Sources and Using Evidence Using Evidence

Evaluating Sources Gathering Sources Directions Have students read excerpts from three

important historical documents relating to concepts from Alice Paul. For each document, students must determine the author, date, place, audience and purpose. Then, they need to express the main idea of the document in their own words.

Directions: Engage your students in their own independent research

inspired by Alice Paul's story. You may decide to have students continue to focus on the class compelling question, or you may allow students to shift their focus depending on their interest.

Standard: Conduct short research projects that build knowledge through investigation of different aspects of a topic. CCSS.ELA-LITERACY.W.4.7 Organizing Ideas Directions: Young students sometimes struggle to synthesize what

they have learned. Instruct students to make a mind map that shows everything they are thinking about their topic based on their research.

Guide students to write an overarching claim. Then, students can look for three distinct ideas in their mind map that support their claim.

Standard: Gather relevant information from print and digital sources; take notes and categorize information. CCSS.ELA-LITERACY.W.4.8 Supporting Claims INQ 3-5.6

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Gather relevant information from multiple sources while using the origin, structure, and context to guide the selection.

INQ 3-5.7

Use distinctions between fact and opinion to determine the credibility of multiple sources.

INQ 3-5.8

Identify evidence that draws information from multiple sources in response to compelling questions.

INQ 3-5.8

Use evidence to develop claims in response to compelling questions.

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Directions: Now that students have categorized their research, they are

ready to use evidence to respond to a compelling question. A graphic organizer is available to scaffold the elements of a strong argument.

Students begin by writing a claim. Then, they cite at least two pieces of evidence. Finally, students explain their evidence, linking it to their claim.

Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-LITERACY.W.3-5.9

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Communicating Conclusions and Taking Informed Action Taking Informed Action

Communicating Conclusions Create an Action Plan Create an Illustrated Timeline or Infographic Begin by looking at examples of timelines and infographics. As a class, make an anchor chart that lists the key features of each of these tools. Then, provide time for students to organize their thinking using the graphic organizer. Finally, allow students to create timelines or infographics to synthesize their learning.

Writing to Communicate with Others Students may communicate their findings in a traditional, five-paragraph essay, though this need not be the case. Students may also use this graphic organizer to help them plan for other written and oral methods of communication, including letters, debates, speeches, posters, brochures, and websites.

INQ 3-5.10 Construct arguments using claims and evidence from multiple sources.

INQ 3-5.11 Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.

INQ 3-5.12 Present a summary of arguments and explanations to others outside the classroom using print and oral technologies and digital technologies.

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Support students as they plan their final project by providing this graphic organizer. Students might opt to inform others about what they have learned, to advocate for a specific change in policy or practice, or to create a concrete solution for a problem based on their research.

After students fill out the graphic organizer individually or in small groups, direct them to make a list of specific action steps. Remind students that they will be more successful if they assign a particular person to each task, as well as a deadline.

INQ 3-5.16 Explain different strategies and approaches students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions.

Extension Activity | Essay Option A: Visit www.myhero.com and browse some of inspiring stories people have submitted.

If you’ve identified someone you find inspiring, submit your own biography/video!

Option B: Write a letter to someone you think is actively making a difference thanking that person for her work and explaining its impact on you and your community.

Fun Fact! | 4th graders at Ellen Hubbard

school in Bristol, CT were confused why there was not a statue of Prudence Crandall in the Capitol Buiding in Hartford. The students advocated to have this statue created.

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References Images & Resources Image Credits reference: https://www.loc.gov/pictures/item/2016649232/ http://suffrageandthemedia.org/source/pamphlet-distributed-national-association opposed-woman-suffrage/ Jewish Women's Archive Photo by Ken Florey Suffrage Collection/Gado/Getty Images) https://history.utah.gov/wp-content/uploads/2019/09/MAP-BetterDays1919Map.jpg [Artwork by Lucy Picco Simpson, courtesy of Barry Simpson] [ Harvard Magazine / Courtesy of the Historic National Woman’s Party, Sewall-Belmont House and Museum, Washington, D.C. ]

Embedded Resources

References

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Connecticut Elementary and Secondary Social Studies Frameworks. Connecticut State Department of Education, 2015. https://www.k12reader.com/ https://www.cwhf.org/inductees/alice-paul "Votes for Women", DIY History. New Haven, CT: Connecticut Women's Hall of Fame. https://www.britannica.com/biography/Alice-Paul National Governors Association Center for Best Practices, Council of Chief State School.

Common Core State Standards: English Language Arts. 2010.

Poem courtesy of historic National Woman’s Party, Sewall-Belmont House and Museum, Washington, D.C libguides.ctstatelibrary.org/az.php?a=h.

https://www.alicepaul.org/53–57. MasterFILE (http://www.soomopublishing.com/suffrage)

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Washington DC.: National Governors Association Center for Best Practices, Council of Chief State School Officers. https://poets.org https://www.alicepaul.org/53–57. MasterFILE Premier [EBSCO (http://www. soomopublishing.com/suffrage).

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