Elementary Education Program
Department of Teacher Education & Learning Sciences
Lesson Plan
Name: Jina Suh
Grade: Grade 5
Topic/Concept: Women gaining the right to vote; women’s suffrage movement.
Materials/Resources: Red or green slips of paper, short biographies (from Rutgers), copies of
Hall of Fame award template
Teaching Behavior Focus:
I will focus on…
o Promoting collaboration
o Aligning tasks with learning goals
o Planning and reflecting
o Priming students for engagement
Learning Objectives (measurable):
Students will be able to discuss the impact and importance of the 19th Amendment.
Students will be able to compare and contrast the contributions of significant women of
the women’s suffrage movement.
Standards:
5.H.2.3 Compare the changing roles of women and minorities on American society from
the Pre-Colonial Era through Reconstruction.
Assessment Plan (How will you know that your students met the objective?):
For our assessment plan (of the lesson), we will use students’ Hall of Fame awards. We
will also use the class discussion – students comparing and contrasting the several
significant women of the women’s suffrage movement.
This will tell me that students have, or have not, met the objective…
o Students have met the objective if their Hall of Fame award consists of the most
important information from the article…and if they are able to accurately and
appropriately compare and contrast their woman to other students’ women.
New Vocabulary:
Amendment – the process of altering or amending a law or document (such as a
constitution) by parliamentary or constitutional procedure.
Civil Rights – the rights of citizens to political and social freedom and equality.
Suffrage – the right of voting.
Note: A detailed lesson plan is specific enough for another teacher to read and teach
effectively. There should not be any question regarding what to do or how to do it.
Lesson Development (hook/engage/launch, step by step in real time, include questions you will
ask in real time, closure/revisiting learning objectives):
Elementary Education Program
Department of Teacher Education & Learning Sciences
Launch (5 minutes)
Ask students general questions (about voting, voting history, etc.).
o What do you know about voting? Voting history?
o Were men and women always able to vote? (This question should lead to the
discussion about how women were not always able to vote.)
Watch YouTube video about the 19th Amendment (women’s suffrage).
o https://www.youtube.com/watch?v=FCVUHaxGpiI
Opening Activity (10 minutes)
Voting activity (5 minutes)
o Each and every student will draw a slip of paper – which will be marked red OR
green. (Each and every one of you will draw a slip of paper. Do not do anything
with it, until we say so.)
Red slip = cannot vote
Green slip = can vote
o Did everyone draw a slip of paper? (Yes.) Now, raise your hand if you have a red
slip…raise your hand if you have a green slip. If – and only if – you have a green
slip, you will participate in the next activity.
o Students with green slips will participate in a short, sweet voting activity…Where
should we go for our next field trip?
Record students’ answers to the activity.
REMEMBER: Students with red slips are not able to participate in the
activity.
Discussion (5 minutes)
o After the activity, we will “open up” discussion to students who were not able to
participate (in the activity)…students with red slips.
For those of you who were not able to participate (vote), what were you
feeling? Thinking?
Was it fair that the students with green slips were able to participate?
Did you have control over whether (or not) you were able to participate?
“Main” Activity (20 minutes)
Independent/Partner Reading (10 minutes)
o From a selected list of significant women of the women’s suffrage movement,
every partner pair will read an article about one of the women. (You and your
partner will read an article – a biography – about a significant woman of the
women’s suffrage movement.)
Susan B. Anthony
http://tag.rutgers.edu/wp-content/uploads/2014/05/Susan-B-
Anthony.pdf
Carrie Chapman Catt
http://tag.rutgers.edu/wp-content/uploads/2014/05/Carrie-
Chapman-Catt.pdf
Anna Julia Cooper
Elementary Education Program
Department of Teacher Education & Learning Sciences
http://tag.rutgers.edu/wp-content/uploads/2014/05/Anna-Julia-
Cooper.pdf
Alice Paul
http://tag.rutgers.edu/wp-content/uploads/2014/05/Alice-Paul.pdf
Elizabeth Cady Stanton
http://tag.rutgers.edu/wp-content/uploads/2014/05/Elizabeth-Cady-
Stanton.pdf
Mary Church Terrell
http://tag.rutgers.edu/wp-content/uploads/2014/05/Mary-Church-
Terill.pdf
Ida B. Wells-Barnett
http://tag.rutgers.edu/wp-content/uploads/2014/05/Ida-B-Wells.pdf
o During reading, students should circle, highlight, and/or underline the most
important information in the article…TAKE NOTES!
Remember to take notes as you are reading (the article)!
Hall of Fame Award (10 minutes)
o After reading, students will “add up” all of the most important information to
make a Hall of Fame award for their woman.
Hall of Fame awards should consist of a summary (of sorts) of their
woman’s accomplishments and/or contributions to women’s suffrage.
o As a class, students will share the Hall of Fame award they made for their woman.
Students will compare and contrast their woman to other students’ women,
when sharing.
Why does your woman “deserve” a Hall of Fame award?
How is your woman similar to ________’s woman? How is your
woman different from ________’s woman?
To conclude the lesson, does anyone have any last thoughts?
o What did you take away from the lesson?
What did you take away…
About voting? Voting history?
About (specific) significant women of the
women’s suffrage movement?
