Amend The Constitution to Enfranchise
Civics, U.S. Government, U.S. History
Teachers may begin a study of enfranchisement with the question: Who was enfranchised when the United States began? What do students know about the right to vote and its expansion over the decades?
After discussing the constitutional provision, teachers could discuss the process of amending the U.S. Constitution and why this process is important to citizens. After the Bill of Rights, use these two examples:
The right of citizens of the United States to vote shall not be denied or abridged by the United States of by any State on account of race, color, or previous condition of servitude —.
The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex.
You may include “Rightfully Hers: American Women and the Vote” and Crusade for the Vote for additional historical perspective.
Provide a more personal look at the ratification process — and the vote in Tennessee — read KidsPost's "Mother knows best: Here's how women got the right to vote."
Face Opposition, Push Forward
Civics, U.S. Government, U.S. History, Women’s Studies
Most men did not think women should be allowed to vote. Not every woman thought women should have the right to vote. Teachers might introduce this idea with a KidsPost gallery, “The Road to the 19th Amendment, giving women the right to vote,” especially for visual learners to enforce activities and approaches used by both sides of the issue.
Even though used in the KidsPost gallery title, there are many who say that nothing was “given” to women in their struggle to get their right to vote. Their efforts began before the Civil War and into the 1920s. Read and discuss KidsPost's "Who helped women get the vote? Meet three important suffragists." For another perspective on the movement, older students may be asked to read and discuss "Ida B. Wells gets her due as a Black suffrgist who rejected movement's racism."
Teachers may ask students to read a selection from The Post’s special supplement, BATTLE FOR THE BALLOT. These articles include:
• “More than a century before the 19th Amendment, women were voting in New Jersey”
• “Women openly embraced a presidential campaign in 1840. Some men were scandalized.”
• “The Black sorority that faced racism in the suffrage movement but refused to walk away”
• “Thousands of women fought against the right to vote. Their reasons still resonate today.”
Meet the Women Through Research
English, Journalism, U.S. Government, U.S. History
Ann Telnaes provides visual commentary in her editorial cartoon, "Suffragists were the original 'nasty' women." Questions are included to aid discussion while reading the images.
The research activity Women Who Sought Their Rights and Vote is provided. It offers many possible choices of suffragists to research and share with classmates.
“Five You Should Know: African American Suffragists,” a National Museum of African American History and Culture online resource may be used to introduce five of the women. Depending on the kind of report teachers want younger students to prepare after their research, this may serve as a model.
Smithsonian Magazine article “The Original Women’s March on Washington and the Suffragists Who Paved the Way,” introduces women who advanced the fight for the vote and other causes. Another angle are the women who took to the air, a National Air and Space Museum article.
Find Music in the Women’s Suffrage Movement
Art, Music, U.S. Government, U.S. History, Women’s Studies
Teachers might begin an inclusion of music in the study of the 19th Amendment with Lady Gaga’s “Bad Romance Women’s Suffrage.” Students could discuss the lyrics and the visual components of the video. There are many allusions to iconic photographs and to Harry Burn’s vote.
Read the Library of Congress’s quick overview “Music in the Women’s Suffrage Movement.” After this introduction, challenge students to use the LOC resources in the Highlighted Sheet Music Selections page and their research skills to locate music to be sung.
Students might organize to sing and share some of the songs.
• Which is the oldest song found?
• Which refer to leaders of the movement?
• Which are against women’s enfranchisement?
• What current music might they parody to express an idea about suffrage?
Celebrate the 19th Amendment’s 100th Anniversary
Character Education, Civics, U.S. Government, U.S. History, Women’s Studies
It’s never too late to commemorate the 100th anniversary of the 19th Amendment and women’s constitutional right to vote. What do students think would be a proper and fun way to celebrate women gaining this right?
Buildings and landmarks across the country lit up in purple and gold on August 26, 2020, as part of the nationwide Forward Into Light Campaign, named in honor of the historic suffrage slogan: “Forward through the Darkness, Forward into Light.”
The Williamsburg (Va.) Area League of Women Voters created Civics 101 series of four webinars. They share them with teachers whom they encourage to review to see which might be useful for classroom use.
Who Didn’t Get Full Enfranchisement?
Civics, U.S. Government, U.S. History
The Snyder Act (Indian Citizenship Act) passed four years after the ratification of the 19th Amendment. Native Americans were legally made U.S. citizens. However, until 1962 when Utah became the last state to extend full voting rights to Native Americans Native Americans were effectively barred from voting.
Read the Outlook guest commentary, “The 19th Amendment didn’t grant Puerto Rican women suffrage” for another perspective on voting rights. Students may also read about the rights granted in all U.S. territories.
What voting rights do the men and women who reside in D.C. have? Interview someone who counts D.C. as home.
