The 19th Amendment to the
Constitution: Should Women Vote?
This role-playing scenario teaches the basics of the U.S. Constitution.
4
Curriculum/State Standards
Government- role of government, rules
and laws
Citizenship Rights and Responsibilitiesparticipation, rights and responsibilitie
Social Studies Skills and
Methods- obtaining information,
thinking and organizing,
communicating information, problem
solving
Overview
Students re-enact the people involved in
the woman suffrage debates of the 19th
and early 20th centuries. Students dress
in period style costumes and deliver their
speeches in a hearing room of the State
House. They also become familiar with
the Constitution and the wording of the
19th amendment, the three branches of
government and their functions, and the
legislative process.
Objectives
The student will become familiar with
the purpose, preamble, articles, and
amendments to the Constitution.
The student will understand the purpose
of the 19th amendment and its effects on
the citizenry.
The student will be able to describe the
legislative processes of the state and
federal governments.
The student will demonstrate
comprehension of an historic fiction book
about the 19th Century by completing a
basic book report form.
The student will demonstrate comparative
writing skills.
The student will demonstrate appropriate
speaking skills.
The student will apply basic research
methods to obtain and communicate
information.
The student will apply correct spelling,
grammar, and paragraph organization.
The student will demonstrate
understanding of voting and participation
as basic citizenship rights and
responsibilities.
The student will apply problem solving
skills to suggest ways to enact changes
in government.
Materials
thrift store clothing, hats, gloves
suggesting 19th Century attire
reference guide to 19th Century clothing
storage boxes
portable wardrobe
basic sewing and craft materials for
altering clothing
classroom collection of library books
about woman suffrage, the U.S.
Constitution, the 19th Amendment,
biographies of suffrage and anti-suffrage
individuals.
letter requesting a hearing room at the
State House
copy of the film “Iron-jawed Angels”
student packet to include the following:
-book report form for fiction selection
about life in 19th Century
-question sheet about the 3 branches of
government and their functions
-question sheet about the U.S.
Constitution preamble, articles, and
amendments
-summary sheet of the 19th Amendment
with student reflection
-biographical research page for the
person to be re-enacted at the State
House
THIS WINNING PROJECT IDEA SUBMITTED BY:
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Sylvia Linda Cotter
St. Mary School
Columbus, OH
GRADE LEVEL
6
WEEKS
$635
TOTAL BUDGET
The 19th Amendment to the
Constitution: Should Women Vote?
....continued....
-question sheet about 19th
Century etiquette
-question sheet about the roles
of men and women in the 19th
Century
-evaluation rubrics for each of the
above and the speech
-question and reflection page for
the movie “Iron-jawed Angels”
-personal reflection about the
overall project
Readiness Activity
Students discuss the purpose
of voting, examples of when
voting is used to decide issues,
etc. The teacher should explain
that there was a time in the past
when only men could vote in
national elections. Ask students
to talk about how they feel about
this situation, and how could the
situation be changed.
Strategies/Activities
1) Familiarize students with
everyday life in the 19th Century.
This might be done with age
appropriate fiction such as the
Samantha books in the American
Girl series, or Civil War Sunday
(the Magic Tree House Books,
etc. Students may go to the
McCord Museum site online
to participate in a simulation
game on etiquette, dress, and
comportment in Victorian times.
2) Explain that they will learn
about and role play the political
views of an actual person
involved in the woman suffrage
movement. Assign each student
a person to research, and
provide a packet to complete
which includes space to record
information, answer specific
questions, etc. (see attached
copy of student packet).
3) Help students find sources for
the assigned peoples’ political
views, particularly speeches,
editorials, or other written
material from which a speeches
can be written . Allow time to
practice assigned speeches and to
work on the pages in the packet
each day. Assign speech practice
for homework, too. Work on
appropriate pace, inflection, and
volume when speeches are given
in front of the class. Begin
trying on thrift store clothing to
be worn during the State House
presentation of speeches.
4) Review the three branches of
government and their functions
and relate this to the passage of
the 19th Amendment.
5) When students are familiar
with the legislative process to
amend the Constitution and the
basic roles of men and women
in the 19th Century, show the
film Iron-Jawed Angels. Pause
and discuss parts of the film as
needed to clarify historic context,
etc
6) Arrange a dress rehearsal for
students to wear their costumes
and deliver their speeches.
7) Arrange a date for the trip to
the State House to present the
speeches before an audience.
Invite students’ families and
legislators.
Culminating Activity
Students dress in costumes,
travel to the State House, and
deliver their speeches in an
assigned hearing room before
families, legislators, and peers.
Evaluation Method
The student packet is evaluated
based on the rubrics included.
Speeches are evaluated during
the dress rehearsal or at
the State House as they are
presented using a 4 point rubric
for pace, volume, inflection, and
dramatic effect.