ALEX Learning Activity

  

Women's Suffrage Gallery Walk

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Kristi Ware
System:Bessemer City
School:Bessemer City Middle School
  General Activity Information  
Activity ID: 2299
Title:
Women's Suffrage Gallery Walk
Digital Tool/Resource:
Photos for Women's Suffrage
Web Address – URL:
Overview:

This activity allows students to analyze photographs and political cartoons from the early 20th century during the Women's Suffrage Movement. Students will participate in a gallery walk around the classroom and put a modern twist on their comments about the photos by creating a #hashtag statement.

This activity was created as a result of the ALEX Resource Development Summit.
  Associated Standards and Objectives  
Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 6
United States Studies: The Industrial Revolution to the Present
2 ) Describe reform movements and changing social conditions during the Progressive Era in the United States.

•  Relating countries of origin and experiences of new immigrants to life in the United States
Example: Ellis Island and Angel Island experiences

•  Identifying workplace reforms, including the eight-hour workday, child labor laws, and workers' compensation laws
•  Identifying political reforms of Progressive movement leaders, including Theodore Roosevelt and the establishment of the national park system
•  Identifying social reforms of the Progressive movement, including efforts by Jane Adams, Clara Barton, and Julia Tutwiler (Alabama)
•  Recognizing goals of the early civil rights movement and the purpose of the National Association for the Advancement of Colored People (NAACP)
•  Explaining Progressive movement provisions of the Sixteenth, Seventeenth, Eighteenth, Nineteenth, and Twenty-first Amendments to the Constitution of the United States
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Describe reform movements and changes in social conditions during the Progressive Era in the U.S.
  • Relate experiences of new immigrants.
  • Identify working conditions before and after workplace reforms.
  • Identify leaders associated with specific political and social reforms.
  • Recognize goals of the early Civil Rights Movement.
  • Explain key details of the Progressive Movement in specific amendments to the Constitution.
Teacher Vocabulary:
  • immigrants
  • reforms
  • movements
  • 16th, 17th, 18th, 19th, and 21st amendments origin
  • Progressive Movement
  • Populists
  • temperance
  • trustbuster
  • muckraker
  • repeal
  • Homestead Act
  • child labor
  • corporation
  • civil rights
  • Ellis Island
  • Angel Island
  • workman's compensation
  • Civil Rights Movement
  • NAACP
Knowledge:
Students will know:
  • Immigrant experiences at Ellis Island and Angel Island. Workplace reforms that took place during the Progressive Era (i.e., 8 hour work day, child labor laws, and workman compensation laws).
  • Key leaders of the Progressive Era that contributed to reforms in the United States (Theodore Roosevelt-National Parks System, Jane Adams-Hull House, Clara Barton-American Red Cross, Julia Tutwiler-Education/Prison Reform).
  • Social reforms of the Progressive Movement.
  • The early goals of the Civil Rights Movement and the purpose of the NAACP and other early civil rights organizations.
  • Provisions of the Sixteenth, Seventeenth, Eighteenth, Nineteenth, and Twenty-first Amendments to the U.S. Constitution.
Skills:
Students are able to:
  • Identify impacts of historical events.
  • Describe historical movements by comparing and contrasting.
Understanding:
Students understand that:
  • There were causes and the effects, both immediate and lasting, of various reform movements pertaining to immigration, labor, political, social, and constitutional amendments during the Progressive Era in the United States.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.6.2- Identify the problems created by industrialization and urbanization of the late 1800s including poor working conditions and unhealthy living conditions; define the concept of reform and identify at least one major reform of the Progressive Movement including child labor laws, 8-hour workdays, and cleaner living conditions in cities; identify the expansion of conservation efforts by the national parks and national forests.
SS.AAS.6.2a - Identify goals of the early civil rights movement and th
Learning Objectives:

The student will be able to:

  • Explain the Progressive movement provisions of the 19th Amendment to the Constitution of the United States.

  • Describe reform movements and changing social conditions during the Progressive Era in the United States.
  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

  1. Divide students into small groups. Groups of three to four students work well.

  2. Each group will start at one of the photos.

  3. Give the class two to three minutes to study the photo and then create a #hashtag statement about the photo.

  4. After the timer has sounded the groups rotate to another photo and the process will start again.

  5. After each group has written on each photo the teacher or students can share some of their favorite #hashtag statements.

    Note: A hashtag statement is used on a social media site to enable users to search for topics by those keywords. Example: #classof2k19 this would refer to anyone that graduated in 2019. 
Assessment Strategies:

Students would be assessed on the hashtag statement written on each photo. The hash tag statement should clearly show students understanding of the struggle for Women's Suffrage, the importance of the 19th Amendment, the opposition to the 19th Amendment, and/or the influence of the Progressive Era on the United States. 
Advanced Preparation:

Prior Knowledge:

Introduction to the Constitution and Amendments. 

Know what the 19th Amendment says. 

Content vocabulary 

Materials -

  1. 5-8 pieces of butcher paper/giant post-it

  2. Photos from Women’s suffrage

  3. Markers (different colors)

  4. Timer 

Prepare Activity-

  1. Tape one photo on the butcher paper/giant post-it (make sure you leave enough room for each group to write underneath the photo).

  2. Tape the butcher paper on the wall. (Post-it will stick to the wall.)

  3. Give each group a different color marker.
Variation Tips (optional):

This lesson can easily be modified so that students can simply work in groups at their desks instead of moving around the room. The teacher can make several copies of the photos and place them in a folder and have the students analyze them as a group. 
Notes or Recommendations (optional):

This activity can be modified to work for other standards such as 7th-grade Civics and 12th grade Government as well.
  Keywords and Search Tags  
Keywords and Search Tags: 19th, Amendment, progressive, suffrage, women