“Yes We Can!” The Road to
Women’s Liberation
Author
Linsay Riddle
Cascade High School
Target Audience
Grades 9-12
U.S. History
Instructional Time
2-3 days
Big Ideas
Explore and give
examples of important
citizen actions that
monitor and influence
local, state, and national
government as individuals
and members of interest
groups
Overview
In the ―’Yes We Can!’ The Road to Women’s Liberation‖ unit,
students will explore the women’s civil rights movement through
Concepts &
Key Terms
primary source analysis, open discussion and journal entries. Students
will study the history of the 19th Amendment and the Equal Rights

Equality
Amendment. As a final assessment piece, students will respond to a

Suffrage
reflective writing prompt to demonstrate an understanding of the

Social Movements

19th Amendment

The ERA
women’s suffrage movement.
© 2014 Center on Congress
1
Lesson Key:
Bold and Underlined Text
Material links and location
can be found in the margin.
Big Ideas



Use information from a
variety of resources to
describe and discuss
American political
issues such as women's
rights
Identify the problems
confronting women
during this period of
economic and social
change and describe the
solutions to these
problems
Write routinely over
extended time frames
and shorter time frames
Unit Overview
Rationale
Women have been speaking out and arguing for suffrage as early as
the 1840s. Over the period of 75 years, women have used nonviolent
tactics at the state and federal level to demand equal voting rights.
Until 1920, most states limited the right to vote to men. The
persistence of the women’s rights movements eventually led to the
creation of the 19th Amendment.
While women have made great strides in their pursuit to equality,
gender inequality still exist on a national and global level. Through the
―’Yes We Can!’ The Road to Women’s Liberation‖ unit, students will
study the history of the women’s rights movements in order to make
connections to current events and issues.
Student Objectives
 Students will be able to formulate examples of equality and
inequality in the United States

Students will use primary sources to understand women’s suffrage
and equality

Students will be able to identify change and continuity in the
context of the women’s liberation movements
Activities
 Free Write
 Class Discussions
 Read the 19th




Amendment
Explore the ERA
Photograph Analysis
Document Analysis
Writing Prompt
Materials
 The 19th Amendment
 Photographs
 Equal Rights
Amendment
 Optional: Computer
Access
 Optional: Projector
© 2014 Center on Congress
Assessments
Students will be assessed on their written responses to primary
sources, class participation, and class presentations.
As a final product, students will create a written analysis to
demonstrate their comprehension of the women’s rights struggle
throughout history. The written analysis will be based off the
following questions:
1. Why did women feel the need for another movement?
2. What didn’t they gain in the first movement?
3. Was the second movement successful?
4. Are women equal today?
2
Big Ideas
Day 1: What is Equality

Describe the Progressive
movement and its impact
on political, economic and
social reform

II. Equality Throughout History
In small groups or pairs, have students come up with examples of
equality or inequality in the United States – today or throughout
history. Discuss the responses as a class while highlighting instances
of women’s equality or inequality.
Cite specific textual
evidence to support
analysis of primary and
secondary sources

Determine the central
ideas or information of a
primary or secondary
source
III. The 19th Amendment
Ask students whether gaining the right to vote provided women with
equality in the United States. As a class, review the text of the 19th
Amendment and discuss what equalities it does or does not address.
 19th Amendment
I. Free Write-What is Equality?
Have students begin class with a free write on their definition of
equality. Discuss the students’ responses and the dictionary definition
of equality. As a class, create a definition of equality and write it on
the board
IV. Photograph Analysis
As a class, use ―Elections Day!‖ to model appropriate engagement
with the images using the Library of Congress Primary Source
Analysis Tool. Separate the class into four groups to investigate an
image using the analysis tool making sure to note observations,
questions, and how the image relates to women’s equality.
Whole
Class
Election
Day!
Group 1
Group 2
Group3
Group 4
Materials
http://tinyurl.com/TPSWRR1
Included pg. 10
 Library of Congress
Primary Source Analysis
Tool
http://tinyurl.com/TPSWRR
Included pg. 12
 Election Day!
http://tinyurl.com/TPSWRR2
Included pg. 13
 Pennsylvania on the Picket
Line-- 1917
Pennsylvani
a on the
Picket Line-1917
Youngest
Parader in
New York
City
Suffragist
Parade
Suffrage
Envoys from
San
Francisco
Mary
Winsor
http://tinyurl.com/TPSWRR3
Included pg. 14
 Youngest Parader in New
York City suffragist parade
http://tinyurl.com/TPSWRR4
Included pg. 15
 Suffrage Envoys from San
V. Conclusion
Have groups present their findings to the class. Discuss the ways in
which the 19th amendment provided equality to women.
Francisco
http://tinyurl.com/TPSWRR5
Included pg. 16
 Mary Winsor
http://tinyurl.com/TPSWRR6
Included pg. 17
© 2014 Center on Congress
3
Day 2: Exploring the Equal
Rights Amendment
Big Ideas
Explain the civil rights
movement of the 1960’s
and 1970’s. Describe the
ideas and actions of federal
and state leaders, grassroots
movements, and central
organizations who were
active in the movement
Materials
 Equal Rights Amendment
http://tinyurl.com/TPSWRR7
 Library of Congress
I. Review
Begin class with a recap of the discussion from the previous day,
include the text from the 19th Amendment, the class definition of
equality, and conclusions students drew from the image analysis.
II. The Equal Rights Amendment
Introduce students to the Equal Rights Amendment (ERA). The
amendment was originally written in 1923 and proposed in Congress
over a period of years until it finally passed in 1972 and was sent to
the states for ratification.
Primary Source Analysis
Tool
Discussion Topics:
http://tinyurl.com/TPSWRR
Included pg. 12

 Women's Liberation
March
http://tinyurl.com/TPSWRR8
Included pg. 18
 Women Who Make
America
http://tinyurl.com/TPSWRR9
Included pg. 19
 Women’s Equality Day
http://tinyurl.com/TPSWRR10
Included pg. 20
 The ERA Rides Again
http://tinyurl.com/TPSWRR11
Included pg. 21
 First Lady Betty Ford
http://tinyurl.com/TPSWRR12
Included pg. 22
 Feminism’s Amazing
Achievement
http://tinyurl.com/TPSWRR13
Included pg. 23
 Demonstrators Opposed
http://tinyurl.com/TPSWRR14
Included pg. 24
© 2014 Center on Congress


Timespan
Rights of women and equal rights
What was lacking in the 19th Amendment?
III. Photograph Analysis
Separate students into six groups, analyze one of the images below
using the Library of Congress Student Analysis Tool.
Photographs:
Women's Liberation March
The ERA Rides Again
Women Who Make America
First Lady Betty Ford (1st image)
Women’s Equality Day
Feminism’s Amazing Achievement
IV. Conclusion
Have students share their analysis. Finally, show ―Demonstrators
Opposed‖ image of anti-ERA protests and discuss why not everyone,
and especially why some women, did not support the ERA.
Writing Prompt
Using the photographs, discussion notes, and analysis tools from the
previous days, have students respond to the following questions:
1.
2.
3.
4.
Why did women feel the need for another movement?
What didn’t they gain in the first movement?
Was the second movement successful?
Are women equal today?
4
Standards
Day 1: What is Equality
The Library of Congress
The mission of the Library of Congress Teaching
with Primary Sources (TPS) program is to: build
awareness of the Library’s educational initiatives;
provide content that promotes the effective
educational use of the Library’s resources; and
offer access to and promote sustained use of the
Library’s educational resources. The Library
achieves this mission through collaborations
between the Library and the K-12 educational
community across the United States. The program
contributes to the quality of education by helping
teachers use the Library’s digitized primary
sources to engage students, develop their critical
thinking skills and construct knowledge. Learn
more about the Library’s TPS program and other
resources available to teachers at:
www.loc.gov/teachers
Teaching with Primary Sources
Vivian Awumey, Program Manager
The Library of Congress
Indiana Standards
SS.USH.3.8 2007
SS.USH.9.2 2007
EL.9.2.3 2006
EL.10.2.2 2006
EL.11.2.2 2006
Common Core
WHST.11-12.10
RH.9-10.1
RH.9-10.2
RH.11-12.1
RH.11-12.2
RH.11-12.3
C3 Framework:
D1.1.9-12
D1.5.9-12
Day2: Exploring the Equal Rights
Amendment
Indiana Standards
SS.USH.7.1 2007
SS.USH.9.2 2007
EL.9.2.3 2006
EL.10.2.2 2006
EL.11.2.2 2006
101 Independence Ave., S.E.
Common Core
WHST.11-12.10
RH.9-10.1
RH.9-10.2
RH.11-12.1
RH.11-12.2
RH.11-12.3
C3 Framework:
D1.4.9-12
D1.5.9-12
D2.Civ.1.9-12
Washington, DC 20540-1320
http://www.loc.gov/teachers/tps/
202.707.8740; [email protected]
Writing Prompt
Teaching with Primary Sources
Charlene Volk, Teaching with Primary
Sources Implementation Manager
Indiana Standards
SS.USH.7.4 2007
SS.USH.9.4 2007
EL.9.5.3 2006
EL.10.5.3 2006
EL.11.5.4 2006
Common Core
WHST.11-12.10
WHST.11-12.4
RH.9-10.2
C3 Framework:
D2.Civ.5.9-12
D2.Civ.12.9-12
Indiana University
1315 E. Tenth Street, Suite 320
Bloomington, IN 47405-1701
812.856.4706; [email protected]
© 2014 Center on Congress
5
Bibliography
The Library of Congress
The mission of the Library of Congress Teaching
with Primary Sources (TPS) program is to: build
awareness of the Library’s educational initiatives;
provide content that promotes the effective
educational use of the Library’s resources; and
offer access to and promote sustained use of the
Library’s educational resources. The Library
achieves this mission through collaborations
between the Library and the K-12 educational
community across the United States. The program
contributes to the quality of education by helping
teachers use the Library’s digitized primary
sources to engage students, develop their critical
thinking skills and construct knowledge. Learn
more about the Library’s TPS program and other
resources available to teachers at:
www.loc.gov/teachers
Teaching with Primary Sources
Vivian Awumey, Program Manager
The Library of Congress
101 Independence Ave., S.E.
Washington, DC 20540-1320
http://www.loc.gov/teachers/tps/
202.707.8740; [email protected]
Teaching with Primary Sources
Charlene Volk, Teaching with Primary
Sources Implementation Manager
Indiana University
1315 E. Tenth Street, Suite 320
Bloomington, IN 47405-1701
―An estimated 10,000 marchers descend
on the Capitol building in Springfield, Ill
to demonstrate for the passage of the
Equal Rights Amendment, May 16,
1976.‖ Photograph. Springfield, Illinois.
Associated Press. May 16, 1975. From
Salon. http://www.salon.com/2013/08/25/
how_feminism_redefined_rape/ (accessed
September 26, 2013)
―Election Day!.‖ Print. 1909. From the
Library of Congress American Memory:
By Popular Demand: "Votes for Women"
Suffrage Pictures, 1850-1920. http://
memory.loc.gov/cgi-bin/query/r?ammem/
suffrg:@field(NUMBER+@band
(cph+3a51845)):displayType=1:m856sd=
cph:m856sf=3a51845 (accessed September 26, 2013)
Harris & Ewing, photographer. ‖Mary
Winsor (Penn.) '17 [holding Suffrage
Prisoners banner]‖ Photograph. Washington, D.C. October-November 1917. From
the Library of Congress American
Memory: Records of the National Woman's Party. http://www.loc.gov/resource/
mnwp.160035/ (accessed September 26,
2013)
Harris & Ewing, photographers ‖ Penn
[sylvania] on the picket line—1917‖.
Photograph. Washington, D.C. 1917.
From the Library of Congress American
Memory: Photographs from the Records
of the National Woman's Party. http://
memory.loc.gov/cgi-bin/query/r?ammem/
mnwp:@field(DOCID+@lit
(mnwp000212)) (accessed September 26,
2013)
812.856.4706; [email protected]
© 2014 Center on Congress
6
Bibliography
―ILGWU Western PA District Council
The Library of Congress
The mission of the Library of Congress Teaching
with Primary Sources (TPS) program is to: build
awareness of the Library’s educational initiatives;
provide content that promotes the effective
educational use of the Library’s resources; and
offer access to and promote sustained use of the
Library’s educational resources. The Library
achieves this mission through collaborations
between the Library and the K-12 educational
community across the United States. The program
contributes to the quality of education by helping
teachers use the Library’s digitized primary
sources to engage students, develop their critical
thinking skills and construct knowledge. Learn
more about the Library’s TPS program and other
resources available to teachers at:
www.loc.gov/teachers
Equal Rights Amendment demonstration,
1978‖ Pennsylvania. 1978. From The
Kheel Center for Labor-Management
Documentation and Archives at Cornell
University ILR School: International Ladies Garment Workers Union Photographs (1885-1985). http://
www.flickr.com/photos/
kheelcenter/5277986545/ (accessed September 26, 2013)
KBPS. ―Makers: Women who Make
America‖ Photograph collection. http://
www.kpbs.org/photos/galleries/makerswomen-who-make-america/ (accessed
September 26, 2013)
Teaching with Primary Sources
Vivian Awumey, Program Manager
The Library of Congress
101 Independence Ave., S.E.
Washington, DC 20540-1320
http://www.loc.gov/teachers/tps/
202.707.8740; [email protected]
Teaching with Primary Sources
Charlene Volk, Teaching with Primary
Sources Implementation Manager
Indiana University
1315 E. Tenth Street, Suite 320
Bloomington, IN 47405-1701
812.856.4706; [email protected]
© 2014 Center on Congress
Kennerly, David Hume, photographer.
―First Lady Betty Ford works at her desk,
where a ―Don’t Tread on Me‖ Equal
Rights Amendment doormat hangs.‖ Photograph. Washington D.C., White House.
June 30, 1975. From the Gerald R. Ford
Library. http://
www.fordlibrarymuseum.gov/images/
avproj/pop-ups/A5314-22.html (accessed
September 26, 2013)
Leffler, Warren K., photographer.
―Demonstrators opposed to the ERA in
front of the White House‖ Photograph.
Washington D.C. White House. February
4, 1977. From the Library of Congress
Prints and Photographs Online Catalog.
http://www.loc.gov/pictures/resource/
ppmsca.01952/ (accessed September 26,
2013)
7
Bibliography
The Library of Congress
The mission of the Library of Congress Teaching
with Primary Sources (TPS) program is to: build
awareness of the Library’s educational initiatives;
provide content that promotes the effective
educational use of the Library’s resources; and
offer access to and promote sustained use of the
Library’s educational resources. The Library
achieves this mission through collaborations
between the Library and the K-12 educational
community across the United States. The program
contributes to the quality of education by helping
teachers use the Library’s digitized primary
sources to engage students, develop their critical
thinking skills and construct knowledge. Learn
more about the Library’s TPS program and other
resources available to teachers at:
www.loc.gov/teachers
Teaching with Primary Sources
Vivian Awumey, Program Manager
The Library of Congress
101 Independence Ave., S.E.
Washington, DC 20540-1320
http://www.loc.gov/teachers/tps/
202.707.8740; [email protected]
Teaching with Primary Sources
Charlene Volk, Teaching with Primary
Sources Implementation Manager
Indiana University
1315 E. Tenth Street, Suite 320
Bloomington, IN 47405-1701
Leffler, Warren K., photographer.
―Women's lib[eration] march from Farrugut Sq[uare] to Layfette [i.e., Lafayette] P
[ar]k‖ Photograph. Washington D.C. August 26, 1970. From the Library of Congress Prints and Photographs Online Catalog. http://www.loc.gov/pictures/resource/
ppmsca.03425/ (accessed September 26,
2013)
National Organization for Women.
“Equal Rights Amendment‖ http://
www.now.org/issues/economic/
eratext.html (accessed September 26,
2013)
―Suffrage envoys from San Francisco
greeted in New Jersey on their way to
Washington to present a petition to Congress Suffrage envoys from San Francisco
greeted containing more than 500,000
signatures‖ Photograph. New Jersey. November-December 1915. From the Library of Congress American Memory:
Records of the National Woman's Party.
http://www.loc.gov/resource/
mnwp.159032 (accessed September 26,
2013)
―Suffrage parade, New York City, May 6,
1912‖ Photograph. New York City. May
6, 1912. From the Library of Congress
American Memory: By Popular Demand:
"Votes for Women"Suffrage Pictures, 18501920 http://lcweb2.loc.gov/cgi-bin/query/
r?ammem/suffrg:@field
(NUMBER+@band
(cph+3g05585)):displayType=1:m856sd=
cph:m856sf=3g05585 (accessed September 26, 2013)
812.856.4706; [email protected]
© 2014 Center on Congress
8
Bibliography
The Library of Congress
The mission of the Library of Congress Teaching
with Primary Sources (TPS) program is to: build
awareness of the Library’s educational initiatives;
provide content that promotes the effective
educational use of the Library’s resources; and
offer access to and promote sustained use of the
Library’s educational resources. The Library
achieves this mission through collaborations
between the Library and the K-12 educational
community across the United States. The program
contributes to the quality of education by helping
teachers use the Library’s digitized primary
sources to engage students, develop their critical
thinking skills and construct knowledge. Learn
more about the Library’s TPS program and other
resources available to teachers at:
www.loc.gov/teachers
The Charters of Freedom. ―The Bill of
Rights‖ http://www.archives.gov/exhibits/
charters/bill_of_rights_transcript.html
(accessed September 26, 2013)
Teaching with Primary Sources
Vivian Awumey, Program Manager
The Library of Congress
101 Independence Ave., S.E.
Washington, DC 20540-1320
http://www.loc.gov/teachers/tps/
202.707.8740; [email protected]
Veteran Feminists of America ―Women’s
Equality Day‖ http://www.vfa.us/
Suffrage.html (accessed September 26,
2013)
Teaching with Primary Sources
Charlene Volk, Teaching with Primary
Sources Implementation Manager
Indiana University
1315 E. Tenth Street, Suite 320
Bloomington, IN 47405-1701
812.856.4706; [email protected]
© 2014 Center on Congress
9
The 19th Amendment
© 2014 Center on Congress
10
© 2014 Center on Congress
11
© 2014 Center on Congress
12
Election Day!
© 2014 Center on Congress
13
© 2014 Center on Congress
14
Pennsylvania on the picket line-- 1917
© 2014 Center on Congress
15
Youngest Parader in New York City Suffragist Parade
© 2014 Center on Congress
16
Suffrage Envoys from San Francisco
Mary Winsor
© 2014 Center on Congress
17
Women’s Liberation March
© 2014 Center on Congress
18
Women Who Make America
© 2014 Center on Congress
19
Women’s Equality Day
© 2014 Center on Congress
20
The ERA Rides Again
© 2014 Center on Congress
21
First Lady Betty Ford
© 2014 Center on Congress
22
© 2014 Center on Congress
23
Feminism’s Amazing Achievement
Demonstrators Opposed
© 2014 Center on Congress
24