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Lesson Plan: They’re Fighting for Women’s Equality
A step-by-step guide to teaching this article in your classroom
LEARNING OBJECTIVE
Students will analyze primary sources related to an article.
KEY STANDARDS
RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.9, RI.6-8.7, SL.6-8.1
CURRICULUM CONNECTIONS
• Incorporate this article into a unit on the U.S. Constitution and amendments.
• Use this article to spark a discussion about social activism, civic responsibility, and/or women’s rights.
Before Reading
1. PREVIEW VOCABULARY(5 MINUTES)
Share with students the definitions of some of the challenging vocabulary words in the article, including suffragist, ratified, activists, and framework.
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Read & Analyze
2. INDEPENDENT READING(15 MINUTES)
Have students read the article on their own, writing down any comments or questions.
3. FULL-CLASS DISCUSSION(15 MINUTES)
Use these questions to guide a discussion.
• What are some arguments for and against the ERA?(Supporters of the ERA say it’s necessary to prevent discrimination against women and guarantee equal opportunities. Opponents say laws already protect women’s rights.)
• How are constitutional amendments ratified? (Two-thirds of both chambers of Congress must agree on a proposed amendment, then three-quarters of the states must ratify it.)
Extend & Assess
4. ANALYZE A PRIMARY SOURCEHave students complete the primary source skills sheet that accompanies this article: “All Men and Women Are Created Equal.” Then discuss as a class how the ERA fits into the larger context of women’s fight for equality throughout history.
5. CIVIC RESPONSIBILITYAsk students to think of an issue they feel strongly about, and how they could get involved. Invite students who support the ERA to sign the Yellow Roses’ petition: change.org/o/the_yellow_roses_era.
DIFFERENTIATING
Lower Level Before reading the article, discuss the history of women’s rights in the U.S.
Higher Level Have students find another primary source related to women’s rights.
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