Lesson: Nineteenth Amendment: Fulfilling the Promise of Equality
Author: Ann Hewitt, Northland Pines School DIstrict
Grade Level: High School
Common Core Standards:
CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of
primary and secondary sources, connecting insights gained from specific details to an
understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary
or secondary source; provide an accurate summary that makes clear the relationships
among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they
are used in a text, including analyzing how an author uses and refines the meaning of a
key term over the course of a text (e.g., how Madison defines faction in Federalist No.
10).
CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is
structured, including how key sentences, paragraphs, and larger portions of the text
contribute to the whole.
CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same
historical event or issue by assessing the authors’ claims, reasoning, and evidence.
CCSS.ELA-Literacy.WHST.11-12.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.11-12.5 Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience.
CCSS.ELA-Literacy.WHST.11-12.6 Use technology, including the Internet, to produce,
publish, and update individual or shared writing products in response to ongoing
feedback, including new arguments or information.
CCSS.ELA-Literacy.WHST.11-12.7 Conduct short as well as more sustained research
projects to answer a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.WHST.11-12.8 Gather relevant information from multiple
authoritative print and digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the specific task, purpose, and
audience; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a standard format
for citation.
CCSS.ELA-Literacy.WHST.11-12.9 Draw evidence from informational texts to support
analysis, reflection, and research.
Wisconsin Academic Standards:
B.12.5 Gather various types of historical evidence, including visual and quantitative
data, to analyze issues of freedom and equality, liberty and order, region and nation,
individual and community, law and conscience, diversity and civic duty; form a reasoned
conclusion in the light of other possible conclusions; and develop a coherent argument
in the light of other possible arguments
B.12.8 Recall, select, and explain the significance of important people, their work, and
their ideas in the areas of political and intellectual leadership, inventions, discoveries,
and the arts, within each major era of Wisconsin, United States, and world history
B.12.18 Explain the history of slavery, racial and ethnic discrimination, and efforts to
eliminate discrimination in the United States and elsewhere in the world
C.12.1 Identify the sources, evaluate the justification, and analyze the implications of
certain rights and responsibilities of citizens
C.12.3 Trace how legal interpretations of liberty, equality, justice, and power, as
identified in the Constitution, the Bill of Rights, and other Constitutional Amendments,
have changed and evolved over time
C.12.7 Describe how past and present American political parties and interest groups
have gained or lost influence on political decision-making and voting behavior
C.12.9 Identify and evaluate the means through which advocates influence public policy
C.12.10 Identify ways people may participate effectively in community affairs and the
political process
C.12.11 Evaluate the ways in which public opinion can be used to influence and shape
public policy
C.12.14 Explain and analyze how different political and social movements have sought
to mobilize public opinion and obtain governmental support in order to achieve their
goals
C.12.16 Describe the evolution of movements to assert rights by people with disabilities,
ethnic and racial groups, minorities, and women
Essential Question: How have our Constitutional amendments affect diverse groups of
Americans today?
Learner Outcomes – Students Will Be Able To:
Explain the fundamental components in the creation of the
Nineteenth Amendment.
Use primary resources to communicate the story of a historical event.
Discuss and debate opposing views on a historical issue.
Create and present a PowerPoint presentation.
Procedure:
*This lesson will be presented within a unit on the U.S. Constitution.
1. Introduction: Place students in pairs and pose the following questions:
What are some rights that women now possess that they did not once
possess?
How long ago do you think they gained those rights?
Why women were denied those rights?
How did women gain these rights? What changed?
2. Call on pairs for their answers and list on the board.
3. Show students the attached PowerPoint and periodically stop to discuss key
points.
4. Review the processes of amending the U.S. Constitution. Why is this process
made to be a difficult one?
5. Direct students to the copy of the Bill of Rights in the textbook. Explain that the
Bill of Rights was added after ratification of the Constitution and that there was
intense debate over the inclusion of a bill of rights. Why would this be so
contentious an issue? Call on students for responses.
6. Students will create a PowerPoint Presentation containing the following
component and present it to the class.
a. Who: Major individuals involved in the debate over and passage of
this amendment
b. What: Major issue/problem that this amendment was supposed to
solve
c. Where: Location(s) of importance in this amendment
d. When: Historical period of amendment
e. Why: Explain the arguments for and against the amendment
f. How: Explain the steps that were taken to make the amendment a
reality including political fights if applicable
g. Impacts: How is this amendment impact life in the US today and and
modern day debates about this issue.
7. Each student will research a different amendment or part of an amendment as
assigned by the teacher.
8. All sources and graphics used need to be cited within the presentation on a
separate slide. Sources should include books, newspaper articles and internet
sources.
Closure: Students will share their presentations with the class.
Assessment:
Rubric Amendment Project
CATEGORY 10
7
4
1
Information is organized Information is organized, The information
Organization Information is very
organized with wellwith well-constructed
but paragraphs are not appears to be
constructed paragraphs paragraphs.
well-constructed.
disorganized.
and subheadings.
Amount of All topics are addressed
Information and all questions
answered with at least
2 bullets about each.
All topics are addressed
and most questions
answered with at least 2
bullets about each.
All topics are addressed, One or more
and most questions
topics were not
answered with 1 bullets addressed.
about each.
Quality of
Information clearly
Information relates to the main
topic. It includes several
supporting details
and/or examples.
Information clearly
relates to the main topic.
It provides 1-2
supporting details
and/or examples.
Information clearly
relates to the main
topic. No details and/or
examples are given.
Mechanics
No grammatical,
Almost no grammatical,
spelling or punctuation spelling or punctuation
errors.
errors
Information has
little or nothing
to do with the
main topic.
A few grammatical
Many
spelling, or punctuation grammatical,
spelling, or
errors.
punctuation
errors.
Diagrams & Diagrams and
Illustrations illustrations are neat,
accurate and add to the
reader's understanding
of the topic.
Total 50 points
Comments:
Diagrams and
illustrations are accurate
and add to the reader's
understanding of the
topic.
Diagrams and
illustrations are neat and
accurate and sometimes
add to the reader's
understanding of the
topic.
Diagrams and
illustrations are
not accurate OR
do not add to
the reader's
understanding
of the topic.