understanding women’s suffrage: tennessee’s perfect 36 suffrage final.pdf · tennessee’s tr...

Lesson Plan 5 – 8

Understanding Women’s Suffrage:

f o r g r a d e st e a c h e r ’ s

An Educational Outreach Program of the

Tennessee State Museum

t e n n e s s e e ’ s t r a v e L i n g t r e a s u r e s

Tennessee’s Perfect 36

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G o a l

to understand the significance of the fight for women’s suffrage and recognize the key

role tennessee played in the ratification of the 19th amendment.

C o N T E N T

the lessons in this trunk provide a detailed examination of the long fight to give women

the right to vote. students learn that there were two sides—the pro-suffrage and the

anti-suffrage. using primary source materials, students will uncover and explore argu-

ments from each side, finally re-enacting the final vote that took place in tennessee and

gave women across the country the right to vote.

o B J E C T I V E S

•students will define key terms in the movement for women’s right to vote.

•students will analyze primary source materials pertaining to the suffrage movement in

tennessee.

•students will identify the two opposing sides of this issue and consider the arguments

for each side.

•students will recognize key tennesseans who played a significant role in the women’s suffrage movement.

•students will role play a suffrage rally and re-enact the final vote of the tennessee general assembly granting women the right to vote.

I N T r o d u C T I o N

Your students will go on a journey back in time to the hot summer of 1920. the city is nashville, and the places are the hermitage

hotel and the tennessee state capitol. they will experience the emotion and excitement that happened in nashville when tennessee

became the 36th and final state to ratify the 19th amendment allowing all women the right to vote in america.

using the items in this trunk, students will interact and learn from primary sources. these materials are exact replicas of materials

used during the fight for women’s suffrage. students will use these primary source materials to learn about this critical movement in

our nation’s history and re-enact the events leading up to the critical vote on august 18, 1920. they will learn how harry Burn, a young

representative from niota, tennessee, changed his vote from “no” to “yes” which won women across america the right to vote. on

that date, tennessee delivered women’s suffrage and forever became known as the “perfect 36.” Your students will hold suffrage and

anti-suffrage rallies and recreate that critical vote.

[note: We use the term suffragist because suffragist was the term used by americans when referring to members of the movement.

suffragette was a British term originally meant as derogatory although later claimed by suffragists as a title. in 1919 the popular term

was woman’s suffrage. in the lesson plan, we use “women’s suffrage” so students will understand it was a universal term.]

T E N N E S S E E ’ S T r a V E l I N G T r E a S u r E S

IntroductionUnderstanding Women’s Suffrage: Tennessee’s Perfect 36

P ro - Suff r a GE a dV Er T ISEmEN T

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P a G E 4

The long fight for Women’s Suffragein this lesson students will learn that women have not always had the same rights as men in this country. they will learn what the term suffrage means and why the 19th amendment was so important for women and our nation. they will come to understand that the fight for women’s voting rights was a very long fight and that there were two sides that opposed each other in this fight, the pro-suffrage and the anti-suffrage. they will also gain an appreciation for tennessee’s unique role in passing the 19th amendment.

P a G E 7

Taking Sides: Pros and antis Collide at the Hermitage Hotelthrough primary source analysis and teacher-led discussions, students will look deeper into what the two sides believed. Based upon the primary source images they receive in lesson 1, they will take a side on the issue of women’s suffrage. they will analyze primary source images and form reasons for either supporting or opposing women’s suffrage. next, they will imagine themselves as a pro-suffragist or an anti-suffragist depending on the materials received and then create materials (banners, sashes, pamphlets, cartoons, and signs) to be used in a class rally.

P a G E 1 0

Becoming the “Perfect 36”: The Vote for the Vote, august 18, 1920, Tennessee House Chamberthis is the culminating activity for this trunk. in this lesson, students will hold their own suffrage and anti-suffrage rallies and take the final vote on women’s suffrage. in this rally stu-dents will present the materials they made and give speeches for their cause. students will wear either red or yellow roses to demonstrate their support. students will use songs, speeches, cartoons, flyers, signs, and sashes to try and convince each other to vote for their cause. the lesson will climax with a final class vote on women’s suffrage. (optional: as a final twist draw similarities between the all male tennessee general assembly and your class by only allowing the boys to vote on the issue.)

1. historical summary, part 1- article by carol Bucy2. timetable transparencies (2)3. primary analysis Worksheets (4)4. mounted primary source images: teacher reference (1)5. primary source images (14)

1. cd “songs of the suffragettes”2. “steps to organizing a demonstration”

(helpful hints for teacher) (1)3. historical summary, part 3- article by carol Bucy4. primary source image (febb Burn poster) (1)5. Representative Harry Burn Addresses the

House of Representatives (1)6. timetable transparencies (2)

1. primary source images (14)2. red roses (20)3. Yellow roses (20)4. pro-suffrage Buttons (15)5. anti-suffrage Buttons (15)6. pro-suffrage sash (1)7. pro-suffrage Banner (1)8. historical summary, part 2- article by carol Bucy9. tennessee equal suffrage association, inc.

Banner fact sheet (1)10. “reasons for suffrage and reasons against

suffrage” chart (1)11. participant Biographies (7)12. “design Your own Button” worksheet (1)

T H r E E H I S T o r y l E S S o N S T r E a S u r E T r u N k I N V E N T o r y

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ContentsTreasure Trunk




in this lesson, students will discover the long and difficult ordeal

that women endured to gain the right to vote in this country.

they will learn the significance of the 19th amendment to

the u.s. constitution and realize the critical role tennessee

played in granting women all over the united states the right

to vote. they will understand that there were two opposing

sides to this issue and learn their names: the anti-suffragists

and the pro-suffragists.

G o a l S

to demonstrate, through the fight for women’s suffrage, how people

can affect change in their local, state, and national government. also,

students will learn about the opposing sides in the fight for suffrage and why

they fought for or against women’s suffrage

o B J E C T I V E S

•students will define key terms in the movement for women’s suffrage

•students will identify key players in the national and state movements for women’s

suffrage

•students will examine and analyze primary source materials to make conclusions

about how and why people either supported or resisted the women’s suffrage

movement.

a S S E S S m E N T

student participation in group work and the completion of the primary source analysis

sheets.

G E T T I N G r E a d y T o l E a r N

Begin class by taking a vote: raise your hand if you want to end suffrage for women! most students will not know what suffrage

means and will think it has something to do with suffering. use this as an opportunity to define the word suffrage to your students.

Continued next page

l E S S o N d u r a T I o N

1 to 2 SESSIoNSf o r G r a d E S

5 – 8

The Long Fight For Women’s SuffrageLesson 1

?Guiding QuestionWhat is women’s suffrage

and why was it important?

CurrICulum S Ta Nda rdS

see page 10 for the state and national

curriculum standards for this lesson.

l E S SoN 1 rE SourCE S

the handouts and worksheets are

located as a pdf on the cd and as a hard

copy in the back of the book under the

lesson 1 tab.



lesson 1 continued

P r o C E d u r E S

1. hold a class vote. think of something quick and easy like should boys get a treat or should boys line up first for lunch. this time,

allow only the boys to vote.

2. hold a class discussion. Was this fair? What do you think suffrage means? define suffrage.

3. define key terms for this lesson

Suffrage – the right to vote

amendment – a change made to the u. s. constitution

19th amendment – gave women the right to vote in political elections in the u.s.

ratify – to approve and give formal sanction to

Ballot – a slip of paper (now electronic) on which a voter marks his or her vote

Enfranchise – to give the rights of citizenship to a person, particularly the right of voting

disenfranchise – to deprive a person of a right of citizenship

Perfect 36 – three-fourths of the states must ratify a proposed amendment for it to be added to the u.s. constitution. in 1920,

(when there were 48 states three-fourths of the states was 36), tennessee became the 36th state to ratify the 19th amendment

therefore tennessee is known as the “perfect 36.”

4. set the stage. using the historical summary provided in the lesson 1 attachments, briefly discuss the long history of women fight-

ing for equal rights. next, write the 19th amendment where the class can see it and have someone read it aloud.

19th amendment States:

The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of

sex. Congress shall have power to enforce this article by appropriate legislation.

provide overview of why tennessee was the “perfect 36.” have students read from carole Bucy’s article, Tennessee Women and the

Vote: Tennessee’s Pivotal Role in the Passage of the Nineteenth Amendment. (behind lesson 1 tab)

5. show students the ratification timetable provided. Briefly discuss the ratification process. emphasize tennessee’s importance as the

possible 36th state to ratify.

6. divide into four or five groups. explain to students that they are going to take a trip back in time to the hot, humid summer of 1920.

the place they are going is nashville, tennessee, to the state capitol Building. they are either going to be for or against women’s suf-

frage. explain that everyone in the city had to choose a side, especially the legislators who came to nashville for the special session to

decide whether or not to ratify the 19th amendment.

7. distribute primary source images to each group. depending on which images they receive, the groups will be told to take that stance

on women’s suffrage. let the students determine if it supports women’s suffrage or is anti- suffrage.

The Long Fight For Women’s Suffrage



8. have groups examine their primary source images. allow students time to analyze each of their primary sources and answer the

primary source analysis worksheets.

9. each primary source analysis worksheet will correspond with a primary source.

10. monitor student interaction with materials. assist as needed.

11. reconvene the class and hold a class discussion about each group and some of the materials the students have analyzed. What

questions do they raise? discuss with the class what the reasons were for both pro and anti-suffrage groups. Write them on the board.

12. once the group determines whether the primary source image is pro or anti, the teacher will assign them that role for the remainder

of the lessons. over the next few days, they will reenact a pro and anti-suffrage rally. make banners, cartoons, write songs, wear roses

or buttons, and write speeches to try and convince the classroom to vote for or against the 19th amendment.

13. hold a class discussion. students should ask questions about their primary sources; then, talk about what they think their

sources mean and how they were used. Write the following questions on the board: What were some arguments against women

voting? What were some arguments for women voting? Who wanted women to have the right to vote? Who did not want women to

have the right to vote?

C o N C l u S I o N

discuss how difficult it was for women to get the right to vote. explain the fight on both sides. if time permits, have the students brain-

storm slogans and ideas for the rally.

1. historical summary, part 1- carole

Bucy article, Tennessee Women and

the Vote: Tennessee’s Pivotal Role

in the Passage of the Nineteenth

Amendment.

2. ratification timetable and rejected

ratification timetable

3. primary source analysis Worksheets

4. mounted primary source images:

teacher reference

5. primary source images (14)

l E S S o N 1 T r u N k m a T E r I a l S




during the week prior to the vote in the tennessee house of

representatives, the two opposing sides set up headquarters

in the hermitage hotel which was located one block from

the capitol. Both sides held rallies, parties, and luncheons

to convince legislators to vote the way they wanted. all of

nashville was buzzing with excitement about the upcoming

vote. one observer said that the Battle of nashville during

the civil War was like a “five o’clock tea party” compared to

the suffrage fight that summer.

in this lesson, students will assume the identities of key players in

the suffrage fight. they will learn about the opposing sides and why

they felt so strongly for or against women’s suffrage. the students will

express these reasons by creating banners, ribbons, buttons, cartoons, and/or pam-

phlets that will be used in pro-suffrage and anti-suffrage rallies. the scenes at the hermitage hotel during the summer of 1920 will be

recreated in your classroom. lastly, students will create a persuasive essay in a writing activity that will force them to think of ways to

convince the opposing side to vote their way.

G o a l

to learn the reasons why the opposing sides fought against each other. they will take

sides and debate the issue

o B J E C T I V E S

•Studentswillanalyzeprimarysourcematerialstodeterminedifferentpointsofview

on the suffrage fight.

•Studentswilldiscussreasonsbothforandagainstwomen’ssuffrage.

•Studentswillcreatetheirownsuffragematerialsanddevelopapersuasiveessay.

a S S E S S m E N T

assess based on student participation in group work, design and development of rally

materials, and the persuasive writing activity.

Taking Sides: Pros And Antis Collide At The Hermitage Hotel

f o r G r a d E S

5 – 8l E S S o N d u r a T I o N

1 to 2 SESSIoNS

Lesson 2

?Guiding QuestionsWhat were some reasons both for

and against women’s suffrage?








lesson 2 tab.



P r o C E d u r E S

1. Begin with a review of yesterday’s key terms and a general overview of the timeline in the fight for suffrage.

2. read the historical summary for lesson 2. read and summarize it for your students.

3. discuss the atmosphere in nashville before the special session got underway.

4. talk about the symbolism of colored roses (use tape to attach roses to students’ shirts)

•Yellowrosesrepresentedpro-suffragistsstance

•Redrosesrepresentedanti-suffragestance

5. redistribute primary source images from the trunk to each group. display suffrage banner and sash. read to the class the

tennessee equal suffrage association, inc. banner fact sheet.

6. ask each group if they should get a red rose or yellow rose. Based on the primary sources they have been given, are they

pro-suffrage or anti-suffrage?

7. on the board, create two columns. one column should list “reasons for suffrage” and “reasons against suffrage.” discuss the

reasons for both the pros and anti suffrage arguments. Who were some of the major leaders for and against the vote? Why did

they take the side they took?

8. Based on their primary sources, students should decide for themselves reasons why they are for or against women’s right to vote.

assign each group a biography of an influential tennessean involved in the movement. students should create their own items

to use during their rally. for a suffrage parade or anti-suffrage rally include signs, ribbons, political cartoons, flyers to hand out,

etc. allow students to decide which items they want to create. the group with the best rally materials might win a prize. use the

“design Your own Button” worksheet to aid them in creating their parade materials.

9. next, have students use historical items from the trunk to write a persuasive speech. students should try to convince their

classmates to vote “no” or “yes” on the 19th amendment.

10. Writing a persuasive speech: allow students the opportunity to write a persuasive speech about why their group feels like women

should be given or denied the right to vote. students should take on the perspective of the participant biography they have been

given. these speeches will be used in the rally on the following day.

C o N C l u S I o N

discuss the assignment for the following day. the class will hold a pro and anti suffrage rally, and then they will take a vote on whether

or not women should be allowed to vote. encourage students to actively and enthusiastically participate in the rally. they might even

want to dress for the occasion. pros should wear white, and antis should wear red. speeches will be read in class, and banners will be

displayed.

1. primary source images (14)2. red and Yellow roses3. pro-suffrage and anti-suffrage Buttons4. pro-suffrage sash and Banner5. historical summary, part 2- carole Bucy article, tennessee

Women and the Vote: tennessee’s pivotal role in the passage of the nineteenth amendment

6. tennessee equal suffrage association Banner, inc. fact sheet7. “reasons for suffrage and reasons against suffrage” chart8. participant Biographies (7)9. “design Your own Button” Worksheet





in the summer of 1920, governor a.h. roberts called a special

session of the tennessee general assembly. the reason for the

special session was the 19th amendment to the constitution,

which the senate passed easily. the final hurdle was the

house of representatives, which proved to be much more

difficult.

on august 18, 1920, members of the house of representa-

tives filed into the house chamber and took their seats. the

galleries to the left and right were filled to capacity with women

and men anxiously waiting on the vote. the fate of women every-

where was held in the hands of 96 men from all parts of tennessee.

today’s lesson is the culminating activity in the three part lesson. in this

lesson the students will reinforce what they have learned in the past two lessons. today they will reenact the critical vote on women’s

suffrage that took place in the house chamber in 1920. they will take on the personas of the suffragists and anti-suffragists involved

in tennessee’s suffrage fight.

G o a l S

to reinforce learning that has taken place during the prior lessons by acting out the suf-

frage debate in a role play activity. at the end of this lesson students should understand

the significance tennessee played in the ratification of the 19th amendment, and be

familiar with some of the noteworthy participants. lastly, students should make a con-

nection between this historical event broad changes a group of motivated individuals

can accomplish.

o B J E C T I V E S

•Studentswillusehistoricalargumentstodebatethesuffrageissue.

•Studentswillre-enactasuffrageandanti-suffragerally.

•Studentswillidentifysomeofthekeypeopleinthesuffragefight.

•StudentswillrecognizetheroleofHarryBurninthesuffragevote.

•Studentswilldefinewhatismeantbythe“Perfect36.”

a S S E S S m E N T

student participation in class rally, persuasive speech writing, and the creation of rally

materials.

August 18, 1920, House Chamber Of The Tennessee State Capitol: Becoming The “Perfect 36”

f o r G r a d E S

5 – 8l E S S o N d u r a T I o N

1 SESSIoN

Lesson 3

?Guiding QuestionsWhat impact did tennessee have on suffrage? Why was tennessee

called “the perfect 36”?








lesson 3 tab.



P r o C E d u r E S

1. start the class off by playing music from Songs of the Suffragettes. this will set the tone for the rally.

2. allow students time to work on their banners and speeches. optional: read to class Steps to Organizing a Demonstration.

3. hold a debate on the 19th amendment; select a student or students from each group to read their persuasive essay. have group

members display or present banners, cartoons, signs, etc. during the speeches. have the supporters of each group cheer their

speakers on during the rally.

4. option 1: invite another class to come in and be the tennessee general assembly. the pro-suffragist and anti-suffragist will try to

persuade them with their rallies and speeches. then have the class hold a vote to see if women’s suffrage passes in tennessee.

5. option 2: hold a pro-suffrage and anti-suffrage rally. allow students to use the materials they have made to display in their rally.

play music from Songs of the Suffragettes. have a few of the significant historical figures read some of their persuasive speeches.

6. take a vote on the 19th amendment to the united states constitution.

7. Wrap up. read about the events on the day of the vote and representative harry Burn’s influence on its outcome in the final

excerpt from lesson 3 historical summary taken from carole Bucy’s Tennessee Women and the Vote. (attachment 3.B) allow the

students time to look over the copy of sections of the actual letter sent to representative Burn from his mother, febb Burn, which

inspired him to change his vote. (primary source image)

8. read representative harry Burn address to the house of representatives.

9. hold a class discussion on why tennessee is called the “perfect 36.” use the ratification timetable and rejected ratification

timetable to explain to the students that a three-fourths majority of states were needed for ratification, and tennessee became the

last state to ratify the amendment which made it the law of the land for all 48 states.

C o N C l u S I o N

talk about the way these women and men came together to fight for a change in their society. how have other groups of people made

similar changes? (civil rights movement, native american movement, environmental movement.)

1. cd “Songs of the Suffragettes”2. Steps to Organizing a Demonstration

(“helpful hints for teacher”)3. historical summary, part 3- carole Bucy article, tennessee

Women and the Vote: Tennessee’s Pivotal Role in the Passage of the Nineteenth Amendment.

4. febb Burn’s letter (primary source image)5. Representative Harry Burn Addresses the House of

Representatives6. ratification timetable and rejected ratification timetable

(transparencies 3.d-3.e)




Tennessee Grade 5Social Studies5.1.02 discuss cultures and human patterns of places and regions of the world.

b. give examples and describe the importance of cultural unity and diversity within and across groups.

5.1.03 recognize the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to the development of civilizations.

a. identify significant examples of art, music, and literature from various periods in united states history.b. describe how language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture.c. summarize the contributions of people of selected racial, ethnic, and religious groups to our national liberty.

5.1.04 understand the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to ten-nessee.5.4.01 discuss the structure and purposes of governance.

a. describe important individual rights including freedom of religion, speech, and press and the rights to assemble and petition the government.c. identify and compare leadership qualities of national leaders, past and present.d. recognize that a variety of formal and informal actors influence and shape public policy.

5.4.02 describe the constitution of the united states and the tennes-see state constitution in principle and practice.

d. summarize selected amendments to the constitution such as those extending voting rights of united states citizens.e. analyze the post- civil War amendments to the united states constitution.

5.4.03 understand the rights, responsibilities, and privileges of citizens living in a democratic republic.

a. identify examples of rights and responsibilities of citizens.b. examine the influence of public opinion on personal decision-making and government policy on public issues.d. explain how to contact elected and appointed leaders in state and local governments.e. identify key ideals of the united states’ democratic republican form of government such as individual human dignity, liberty, justice, equality, and the rule of law, and discuss their application in specific situations.

5.4.04 recognize how americans incorporate the principles of the constitution into their lives.

c. explain selected patriotic symbols and landmarks such as the statue of liberty, the White house, and political symbols such as the donkey and the elephant.

5.4.05 understand the relationship between local, state, and national government.

a. describe how public policies are used to address issues of public concern.b. distinguish between national and state governments and com-pare their responsibilities in the united states federal system.c. explain how individuals can participate in civic affairs and politi-cal parties at the national level.

5.4.spi.3 recognize the rights established by the 13th, 14th, 15th and 19h amendments.5.4.tpi.7 explain the role of voting in the democratic process and how this has changed the post civil War era.5.4.tpi.10 organize a letter writing campaign to elected officials to champion a needed cause;5.4.tpi.11 explain the rights of minorities in the democratic process and the right to dissent.5.5.05 discuss how various groups addressed the problems of industrial capitalism, urbanization, and political corruption. identify various progressive reform efforts and their leaders.5.5.07 understand the changing role of the united states between World War i and the great depression.

b. describe american life in the 1920’s including the impact of constitutional amendments.d. explain tennessee’s role in the women’s suffrage movement

5.5.spi.5 interpret a visual contrasting life before and after World War ii (i.e., education, family size, transportation, urbanization, and the role of women).5.5.spi.7 interpret a primary reading sample.5.5.spi.8 recognize examples of how the united states confronted civil rights issues, (i.e., Brown v. Board of education, montgomery Bus Boycott, Birmingham civil rights march, american indian move-ment (aim), civil rights act of 1964.5.5.tpi.6 distinguish fact from fiction by examining documentary sources.5.5.tpi.7 analyze primary sources not limited to but including artifacts, diaries, letters, photographs, art, documents, newspapers, contemporary media, and computer information systems to make generalizations about events and life in united states history since 1865.5.5.tpi.10 draw conclusions about past and present life in tennessee and the united states based on relevant data derived from a variety of sources. 5.5.tpi.11 evaluate the role of media and technology in the life of the informed citizen.

State and National Curriculum Standards



5.6.01 recognize the impact of individual and group decisions on citizens and communities in a democratic republic.

a. identify and describe examples of tension between an individu-al’s beliefs, government policies, and laws.b. identify the accomplishments of notables who have made con-tributions to society in the areas of civil rights, women’s rights, military actions, and politics.c. identify and describe factors that either contribute to coopera-tion or cause disputes within and among groups and actions.

5.6.02 understand how groups can create change at the local, state, and national level.

a. give examples of the role of institutions in furthering both continuity and change.b. identify examples of institutions and describe the interactions of people with institutions.c. analyze the role of individuals and groups in elections.

5.6.spi.1 recognize people who contributed to reform in tennessee and american society (i.e., samuel gompers, Jane addams, martin luther King Jr., gov. austin peay, anne dallas dudley).5.6.spi.2 use tools of social science inquiry such as surveys, statis-tics, maps, and documents.5.6.spi.3 recognize situations requiring conflict resolution.5.6.tpi.1 recognize the interdependence of all america’s people by researching an issue that involves several american communities.5.6.tpi.2 explain the development of the united states as a nation to include the struggles and the accomplishments of individuals and groups.5.6.tpi.4 explain how individuals, groups, and nations interact through conflict, cooperation, and interdependence.5.6.tpi.6 analyze the role that institutions have upon american soci-ety (e.g, universities, philanthropic organizations, religious institu-tions).5.6.tpi.9 assess the role and status of individuals and groups in ten-nessee and the united states. 5.6.tpi.10 identify the similarities and differences within and among selected racial, ethnic, and religious groups in the united states.5.6.tpi.11 research the women’s rights movement, social reform, and science to demonstrate the impact of these movements on today’s society.

reading 5.1.01 continue to develop oral language and listening skills.

b. use established rules for conversation (e.g., do not interrupt, ask questions, provide appropriate feedback).c. understand, follow, and give oral multi-step directions that may include illustrations.d. formulate and respond to questions from teachers and other

group members.g. create and deliver an oral presentation that includes an intro-duction and conclusion.

5.1.04 use decoding strategies to read unfamiliar words.a. continue to use knowledge of letter-sound correspondence knowledge and structural analysis to decode words.b. expand understanding and use of root words, prefixes, and suf-fixes to decode words.e. decode unknown grade level words utilizing learned strategies and verify word meanings within the context.

5.1.06 expand reading vocabulary.a. Build vocabulary by listening to literature, participating in dis-cussions, and reading self-selected texts.b. Build vocabulary through frequent read alouds.c. infer word meanings using roots, prefixes, and suffixes.d. determine the meaning of unfamiliar words using context clues, dictionaries, glossaries, and other resources.e. use appropriate synonyms, antonyms, and homonyms.

5.1.07 employ pre-reading strategies to facilitate comprehension.a. set a purpose for reading (e.g., to understand, to interpret, to enjoy, to solve problems, to locate specific information/facts, to discover models for writing).c. organize prior knowledge using a variety of strategies (e.g., webbing, mapping, brainstorming, listing, outlining).

5.1.08 use active comprehension strategies to derive meaning while reading and check for understanding after reading.

a. derive meaning while reading by1. formulating clarifying questions. 4. creating mental images.8. drawing conclusions based on evidence gained.b. check for understanding after reading by9. distinguishing between fact/opinion and reality/fiction.

5.1.09 develop appropriate informational skills and study skills to facilitate learning.

d. understand a variety of informational texts which include primary sources(e.g., autobiographical sketches, letters, and diaries, directions, and internet sites).j. identify the techniques of propaganda (i.e., bandwagon, loaded words, testimonials).

5.1.10 develop skills to facilitate reading to learn in a variety of content areas.

a. develop and maintain vocabulary specific to content and to current events.

language arts0501.1.1 demonstrate knowledge of standard english usage, me-



chanics, and spelling.0501.1.2 demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.0501.1.3 demonstrate knowledge of standard english sentence structure.0501.2.1 continue to develop critical listening skills necessary for comprehension and task completion.0501.2.2 continue to develop strategies for expressing thoughts and ideas clearly and effectively.0501.2.3 explore the organizational structures of speeches.0501.2.4 participate in teams for work and discussion.0501.3.1 Write for a variety of purposes and to different audiences.0501.3.3 Know and apply the steps of the writing process: prewrit-ing, drafting, revising, editing, evaluating, and publishing.0501.4.2 collect, organize, determine reliability, and use information researched.0501.5.1 refine logic skills to facilitate learning and to enhance thoughtful reasoning.0501.5.2 use logic to make inferences and to draw conclusions in a variety of oral and written contexts.0501.5.3 explore the concept of persuasive devices.0501.6.2 recognize the different text features of informational texts (e.g., separate text boxes, diagrams, captions, charts, graphs).0501.6.3 explore the organizational structures of informational texts.0501.7.3 understand that the choice of medium influences the mes-sage in a presentation.0501.7.4 Be aware of how message or meaning changes when a writ-ten work is translated into a visual presentation.

Grade 6Social Studies6.1.04 recognize how cultural and individual’s perceptions affect places and regions.

a. explain how information and experiences may be interpreted differently from people of diverse cultural perspectives and frames of reference.b. describe instances in which language, art, music, belief sys-tems, and other cultural elements can facilitate understanding or cause misunderstanding.

6.4.03 identify how cooperation and conflict among people influence the division and control resources, rights, and privileges.

b. differentiate between rights and privileges of the individual.c. consider how cooperation and conflict affects the dissemination of resources, rights and privileges.

6.4.tpi.4 Write a set of laws for the classroom. compare these laws to various historical codes. (e.g. hammurabi’s code, ten command-

ments).6.6.01 understand the impact of individual and group decisions on citizens and communities.

a. recognize that individuals can belong to groups but still have their own identity.d. describe ways regional, ethnic, and national cultures influence individuals’ daily lives.

reading6.1.01 continue to develop oral language and listening skills.

a. model active listening in both formal and informal settings.b. Know and use rules for conversations.c. continue to formulate and respond to questions from teachers and classmates.d. organize and share information, stories, experiences, ideas, and feelings with others in both formal and informal situations.e. participate in creative responses to text (e.g., dramatizations, speeches).f. deliver an oral presentation or recitation that conveys a clear point, using information from any content area and utilizing visual aids for contextual support.

6.1.02 develop an understanding of the concepts of print.b. continue to demonstrate knowledge of the structure and organi-zation of various text features to locate information (e.g., head-ings, key words, graphics, pictures, captions, sidebars)

6.1.04 use decoding strategies to read unfamiliar words.a. use knowledge of root words, prefixes, suffixes, and syllabica-tion to decode unfamiliar words.b. use context clues to determine unknown words and to discrimi-nate between multiple meaning words.

6.1.06 expand reading vocabulary.a. Build vocabulary by listening to literature, participating in class discussions, and reading self-selected and/or assigned texts.e. replace unknown words with appropriate synonyms and/or antonyms to determine word meaning.

6.1.07 employ pre-reading strategies to facilitate comprehension.a. continue to establish a purpose for reading (e.g., to understand, to interpret, to enjoy, to solve problems, to answer specific ques-tions, to identify information/facts, to discover models of writing).b. utilize personal experiences to build background knowledge for reading.

6.1.08 use active comprehension strategies to derive meaning while reading and to check for understanding after reading

derive meaning while reading by5. continuing to create mental pictures from abstract information.6. continuing to relate text to prior personal experiences or opin-ions as well as previously read print and non-print texts.




9. exploring ways to interact with text (e.g., mark the text, use post-it notes, ask questions and make comments within the text).b. derive meaning after reading by1. indicating the sequence of events.4. discussing similarities and differences in events and characters using evidence cited from the text or various texts.6. determining cause and effect relationships.6.1.09 refine study skills and develop methods of research to enhance learning.b. recognize media (e.g., on-line catalog, non-fiction books, ency-clopedias, cdrom, references, internet) as resources for viewing, reading, and representing information.h. retrieve, organize, and represent information to demonstrate effectivelyknowledge acquired.

6.1.10 develop skills to facilitate reading in the content areas.a. develop and maintain vocabulary specific to content areas and to current events.

language arts0601.1.1 demonstrate control of standard english through the use of grammar and mechanics (punctuation, capitalization, and spelling).0601.1.2 employ a variety of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.0601.1.3 understand and use a variety of sentence structures.0601.2.1 demonstrate critical listening skills essential for compre-hension, evaluation, problem solving, and task completion.0601.2.3 Begin to distinguish between a summary and a critique.0601.2.4 identify the thesis and main points of a speech.0601.2.5 identify the organizational structure of a speech.0601.2.6 understand strategies for expressing ideas clearly and ef-fectively in a variety of oral contexts.0601.2.7 deliver effective oral presentations.0601.2.8 participate in work teams and group discussions.0601.3.3 organize ideas into an essay with an introduction, develop-ing paragraphs, conclusion, and appropriate transitions.0601.3.4 refine strategies for editing and revising written work.0601.4.1 define and narrow a problem or research topic.0601.4.3 make distinctions about the credibility, reliability, consis-tency, strengths, and limitations of resources, including information gathered from websites.0601.5.1 use logic to make inferences and draw conclusions in a variety of oral and written contexts.0601.5.2 analyze text for fact-opinion, cause-effect, inferences, evidence, and conclusions.0601.5.4 analyze written and oral communication for persuasive devices.

0601.6.2 identify the organizational structures of informational texts.0601.6.3 read, interpret, and analyze text features that support informational texts.0601.7.1 analyze media for their ability to inform, persuade, and entertain.0601.7.2 examine the relationship between the visual (e.g., media images, painting, film, graphic arts) and the verbal in media.

Grade 7Social Studies7.4.02 understand how cooperation and conflict among people influ-ence the division and control of resources, rights, and privileges.

c. describe conditions and motivations that contribute to conflict, cooperation, and interdependence among groups, societies, and nations.

7.6.02 understand how groups can effect change at local, regional, and global levels.

b. demonstrate an understanding of concepts such as role, status, and social class when describing the interactions of individuals and social groups in various regions of the world.

7.6.spi.2 differentiate between the rights, roles and state of the individual in relation to the general welfare in various regions of the world.7.6.tpi.9 compare women’s rights in the united states, europe, asia, africa, and the middle east.7.6.tpi.10 debate how role, status, and social class affect interactions of individuals and social groups.


a. continue to model active listening in both formal and informal settings.b. adhere to rules for public conversation.c. continue to formulate and respond to questions from teachers and classmates.d. continue to organize and share information, stories, experi-ences, ideas, and feelings with others in both formal and informal situations.e. participate in creative responses to text (e.g. dramatizations, speeches).f. deliver an oral presentation, using multiple sources of informa-tion from any content area, utilizing visual aids for contextual support.

7.1.02 develop an understanding of the concepts of print and non-print materials.

c. identify the differences among various print and non-print formats (i.e. prose, poetry, newspaper/magazine, letters, dramas,



technical manuals, screenplays, photographs, works of art, and textbooks).

7.1.04 use decoding strategies to read unfamiliar words.a. expand knowledge of root words, prefixes, and suffixes to facilitate the decoding of unknown words.

7.1.05 read to develop fluency, expression, and accuracy.b. continue to participate in guided reading.e. continue to read independently on a daily basis.

7.1.06 expand reading vocabulary.a. continue to build vocabulary by listening to literature, par-ticipating in class discussions, and reading self-selected and assigned texts.c. determine word meanings using expanded knowledge of roots, prefixes, and suffixes.g. continue to foster word consciousness (e.g., word play, word walls, graphic organizers, nuances of words, new and unusual words to share).i. continue to determine the correct meaning/usage of multiple meaning words.

7.1.07 employ pre-reading strategies to facilitate comprehension.a. continue to establish a purpose for reading (e.g., to under-stand, to interpret, to enjoy, to solve problems, to answer specific questions, to discover information/facts, to discover models of writing).c. continue to use previously learned strategies to front load text (e.g., skimming and scanning).f. define significant words to be encountered in the text.

7.1.09 refine study skills and develop methods of research to en-hance learning.

h. retrieve, organize, represent, and analyze information to dem-onstrate effectively knowledge acquired.i. develop and use notes that include important concepts, sum-maries, and identification of reference sources.

7.1.10 develop skills to facilitate reading in a variety of content areas.e. continue to interact with the text.f. assess the reliability of sources.

language arts0701.1.1 demonstrate control of standard english through grammar usage, and mechanics (punctuation, capitalization, and spelling).0701.1.2 employ a variety of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.0701.1.3 understand and use correctly a variety of sentence struc-tures.0701.2.1 demonstrate critical listening skills essential for compre-hension, evaluation, problem solving, and task completion.0701.2.3 identify the thesis and main points of a speech.

0701.2.4 analyze the organizational structure of a speech.0701.2.5 understand strategies for expressing ideas clearly and ef-fectively in a variety of oral contexts.0701.2.6 deliver effective oral presentations.0701.2.7 participate in work teams and group discussions.0701.3.3 organize ideas into an essay with an introduction, develop-ing paragraphs, conclusion, and appropriate transitions.0701.3.4 refine strategies for editing and revising written work.0701.4.1 define and narrow a problem or research topic.0701.4.3 make distinctions about the credibility, reliability, consis-tency, strengths, and limitations of resources, including information gathered from websites.0701.5.1 use logic to make inferences and draw conclusions in a variety of oral and written contexts.0701.5.2 analyze text for fact-opinion, cause-effect, inferences, evidence, and conclusions.0701.5.4 analyze written and oral communication for persuasive devices.0701.5.5 explore the concept of premises, including false premises.0701.5.6 explore the concept of logical fallacies.0701.6.3 read, interpret, and analyze text features that support informational texts.0701.7.2 examine the relationship between the visual (e.g., media images, painting, film, graphic arts) and the verbal in media.0701.7.4 apply and adapt the principles of written composition to create coherent media productions.

Grade 8Social Studies8.4.01 appreciate the development of people’s need to organize themselves into a system of governance.

c. explain and apply concepts such as power, role, status, justice, and influence to the examination of persistent issues and social problems.

8.4.02 recognize the purposes and structure of governments.c. identify and explain the roles of formal and informal political ac-tors in influencing and shaping public policy and decision-making.d. analyze the influence of diverse forms of public opinion on the development of public policy and decision-making.

8.4.05 understand the rights, responsibilities, and privileges of citizens living in a democratic society.

a. define the differences between the individual and the state.b. identify and interpret sources and examples of the rights and responsibilities of citizens.c. describe the importance of individual rights, such as free speech and press, in a democratic society.d. evaluate the role of government in balancing the rights of indi-




viduals versus the common good.8.4.06 understand the role the constitution of the united states plays in the lives of americans.

a. recognize how the constitution defines citizen rights.b. explain how the constitution is applied in everyday life.

8.4.07 understand the role that tennessee’s government plays in tennesseeans’ lives.

c. identify civic responsibilities of tennessee and united states citizens.d. describe the structure and functions of government at munici-pal, county, and state levels.e. identify how the different points of view of political parties and interest groups have affected important tennessee and national issues.g. analyze the contributions of tennessee political leaders within the national scene.

8.4.spi.4 recognize the rights and responsibilities of individuals throughout the development of the united states.8.4.spi.5 identify how conditions, actions, and motivations contrib-uted to conflict and cooperation between states, regions and nations.8.4.spi.9 analyze the contributions of tennessee political leaders on the national scene (e.g. andrew Jackson, andrew Johnson, James K polk, sequoyah, sam houston).8.4.tpi.3 use primary and secondary sources to list the rights, responsibilities, and privileges of a citizen living in a democratic society.8.4.tpi.12 evaluate the role of government in balancing the rights of individuals versus the common good.8.4.tpi.16 organize sources and examples of the rights and responsi-bilities of individuals.8.4.tpi.17 research conditions, actions, and motivations that con-tributed to conflict and cooperation between states, regions, and nations.8.6.01 recognize the impact of individual and group decisions on citizens and communities.

a. examine persistent issues involving the rights, roles, and status of the individual in relation to the general welfare.

8.6.02 understand how groups can impact change at the local, state national and world levels.

a. identify and analyze examples of tension between expression of individuality and group or institutional efforts to promote social conformity.b. describe the role of institutions in furthering both continuity and change.c. apply knowledge of how groups and institutions work to meet individual needs and promote the common good.

8.6.spi.1 identify the impact of individual and group decisions on

historical events.8.6.spi.2 recognize the impact groups have on change at the local, state, national, and world levels.8.6.spi.3 recognize examples of stereotyping, prejudice, conformity, and altruism in early american history.8.6.spi.4 identify the role of institutions in furthering both continuity and change (i.e., governments, churches, families, schools, com-munities).8.6.spi.5 recognize how groups and institutions work together to meet common needs.


d. continue to organize and share information, stories, experi-ences, ideas, and feelings with others in both formal and informal situations.e. participate in creative responses to text (e.g., debates, dramati-zations, speeches).f. deliver a focused, well-organized oral presentation, using mul-tiple sources of information from any content area utilizing visual aids for contextual support.

8.1.02 develop an understanding of the concepts of print.a. recognize the defining characteristics of a variety of texts (e.g., identify differences between poetry and narration, between plays and essays, between biography and historical fiction).b. approach texts according to their type using appropriate skills and prior knowledge (e.g., read poetry aloud, bring knowledge of history to a reading of biography, provide “between the lines” information in drama, determine how the form/genre informs meaning).c. recognize the structure and organization of various text fea-tures to locate information (e.g., sidebars, questions at the end of chapter/unit, footnotes, endnotes).

8.1.04 use decoding strategies.a. recognize and identify the base/root word from words having affixes.c. use context clues to determine multiple meaning words.

8.1.06 expand reading vocabulary.a. Build vocabulary by listening to literature, viewing films and documentaries, participating in class discussions, and reading self-selected and assigned texts.c. analyze word meanings using roots, prefixes, and suffixes.d. continue to determine the meaning of unfamiliar words using context clues, dictionaries, electronic sources, glossaries, and other resources.f. continue to foster word consciousness (e.g., word play, word walls, graphic organizers, nuances of words, power words).


u n d e r s t a n d i n g W o m e n ’ s s u f f r a g e : t e n n e s s e e ’ s p e r f e c t 3 6p a g e 1 6

l. use connotation and denotation for vocabulary studies.m. recognize that word choices create a mood to set a tone.o. identify words and phrases that serve as clues to reveal time periods, cultures and regions represented (e.g., use of vocabulary associated with a particular time period, region, or country).

8.1.07 develop independent pre-reading strategies to facilitate com-prehension.

a. continue to establish a purpose for reading and viewing (e.g., to understand, to interpret, to enjoy, to solve problems, to answer specific questions, to discover information/facts, to discover models of writing).b. continue to utilize reference sources to build background knowledge for reading.d. preview text, using supports such as illustrations/pictures, cap-tions, graphs, diagrams, headings, subheadings, and footnotes.e. relate the importance and the significance of the reading, listening, and viewing selections to learning and life.

8.1.08 use active comprehension strategies to derive meaning while reading and check for understanding after reading.

a. derive meaning while reading by1. continuing to formulate clarifying questions.6. continuing to create mental pictures from abstract information.7. continuing to relate text to prior personal experiences or opin-ions as wellas previously read print and non-print texts.10. exploring ways to interact with text (e.g., mark the text, use post-it notes, ask questions and make comments within the text).b. derive meaning after reading by1. indicating, analyzing, and evaluating the sequence of events.4. discussing similarities and differences in events and characters using evidence cited from the text or various texts.7. evaluating cause and effect relationships.8. evaluating statements as fact or opinion.12. making connections among various print and non-print texts.

8.1.09 refine study skills and develop methods of research to en-hance learning.

a. determine appropriate reference sources in various formats (e.g., encyclopedias, card/electronic catalogs, almanacs, periodi-cals, internet).b. use media (e.g., films, video, the visual and performing arts, on-line catalogs, non-fiction books, encyclopedias, cd-roms, references, internet) to view, read, and represent information.e. distinguish between and use primary and secondary source documents.

8.1.12 experience and explore the elements of various literary and media genres.

m. summarize, paraphrase, and evaluate selected passages for

discussion and/or written assignments or presentations.n. make inferences about print and non-print text.o. use deductive reasoning to facilitate and to extend understand-ing of texts.

language arts0801.1.1 demonstrate control of standard english through grammar usage and mechanics (punctuation, capitalization, and spelling).0801.1.2 employ a variety of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.0801.1.3 understand and use a variety of sentence structures.0801.2.1 demonstrate critical listening skills essential for compre-hension, evaluation, problem solving, and task completion.0801.2.2 distinguish among summaries, paraphrases, and critiques.0801.2.3 identify the thesis and main points of a speech.0801.2.6 deliver effective oral presentations.0801.2.7 participate in work teams and group discussions.0801.3.1 Write in a variety of modes for different audiences and purposes.0801.3.3 organize ideas into an essay with an introduction, develop-ing paragraphs, conclusion, and appropriate transitions.0801.3.4 refine strategies for editing and revising written work.0801.4.1 define and narrow a problem or research topic.0801.4.3 make distinctions about the credibility, reliability, consis-tency, strengths, and limitations of resources, including information gathered from websites.0801.5.1 use logic to make inferences and draw conclusions in a variety of oral and written contexts.0801.5.2 analyze text for fact-opinion, cause-effect, inferences, evidence, and conclusions.0801.5.4 analyze written and oral communication for persuasive devices.0801.5.6 continue to explore logical fallacies.0801.6.2 analyze the organizational structures of informational texts.0801.6.3 read, interpret, and analyze text features that support informational texts.0801.7.2 examine the relationship between the visual (e.g., media images, painting, film, graphic arts) and the verbal in media.0801.7.4 apply and adapt the principles of written composition to create coherent media productions.

Grades 9-12u.S Historyera 7: emergence of modern america (1890-1930)standard number 1.0: cultureunderstand the cultural changes in the early 20th century.




standard number 4.0: governance and civicsunderstand the reforms and changes in american politics and gov-ernment as a result of the progressive movement.standard number 6.0: individuals groups and interactionsunderstand the moral, social, and cultural changes that occurred in the 1920s.7.3 recognize the progress of political and social reform in america during this era (i.e., Women’s suffrage, regulation of food and drug, initiative, referendum, and recall, protection of workers’ rights, antitrust supreme court decisions, muckrakers,).7.6 recognize the role of tennessee in the women’s suffrage movement. (i.e., “the perfect 36”, anne dallas dudley, harry Burn, governor albert roberts).

u.S. Government5.4 understand the united states constitution as a “living docu-ment” in both principle and practice.5.6 understand the balance between the protection of individual rights and the general welfare of all citizens.6.6 understand the role of individual leaders who have affected poli-cies, case laws, and legislation.6.7 understand the role of political action committees, non-profit or-ganizations, and other groups that influenced policy and institutions.

National, 5-12e4.4c the student understands changing gender roles and the ideas and activities of women reformers.e6.2c the student understands how new cultural movements at dif-ferent social levels affected american life.e6.3c the student understands how americans grappled with social, economic, and political issues.e7.1a the student understands the origin of the progressives and the coalitions they formed to deal with issues at the local and state levels.e7.1B the student understands progressivism at the national level.

lesson 1: The long fight for Women’s Suffrage

Tennessee Grade 55.4.02 describe the constitution of the united states and the tennes-see state constitution in principle and practice.

d. summarize selected amendments to the constitution such as those extending voting rights of united states citizens.e. analyze the post- civil War amendments to the united states constitution.5.4.03 understand the rights, responsibilities, and privileges of

citizens living in a democratic republic.a. identify examples of rights and responsibilities of citizens.b. examine the influence of public opinion on personal decision-making and government policy on public issues.

5.4.04 recognize how americans incorporate the principles of the constitution into their lives.5.4.05 understand the relationship between local, state, and national government.

a. describe how public policies are used to address issues of public concern.b. distinguish between national and state governments and com-pare theirresponsibilities in the united states federal system.c. explain how individuals can participate in civic affairs and politi-cal parties at the national level.

5.4.spi.3 recognize the rights established by the 13th, 14th, 15th and 19th amendments.5.5.spi.7 interpret a primary reading sample.5.5.tpi.7 analyze primary sources not limited to but including artifacts, diaries, letters, photographs, art, documents, newspapers, contemporary media, and computer information systems to make generalizations about events and life in united states history since 1865.5.6.01 recognize the impact of individual and group decisions on citizens and communities in a democratic republic.




5.6.spi.2 use tools of social science inquiry such as surveys, statis-tics, maps, and documents.5.6.spi.3 recognize situations requiring conflict resolution.5.6.tpi.1 recognize the interdependence of all america’s people by researching an issue that involves several american communities.5.6.tpi.4 explain how individuals, groups, and nations interact through conflict, cooperation, and interdependence.



Grade 88.4.06 understand the role the constitution of the united states plays in the lives of americans.


High School, 9-124.0 understand the reforms and changes in american politics and government as a result of the progressive movement.

a. recognize the progress of political and social reform in america during this era (i.e. women’s suffrage, regulation of food and drugs, initiative, referendum, and recall, protection of workers’ rights, antitrust supreme court decisions, muckrakers).b. recognize the role of tennessee in the women’s suffrage move-ment (i.e. “the perfect 36,” anne dallas dudley, harry Burn, and governor albert roberts).

National, 5-12e4.4c the student understands changing gender roles and the ideas and activities of women reformers.e6.2c the student understands how new cultural movements at dif-ferent social levels affected american life.e6.3c the student understands how americans grappled with social, economic, and political issues.e7.1a the student understands the origin of the progressives and the coalitions they formed to deal with issues at the local and state levels.e7.1B the student understands progressivism at the national level. lesson 2: Taking Sides: Pros and antis Collide at the Hermitage Hotel

TennesseeGrade 55.4.03 understand the rights, responsibilities, and privileges of citizens living in a democratic republic.

a. identify examples of rights and responsibilities of citizens.b. examine the influence of public opinion on personal decision-making and government policy on public issues.5.4.05 understand the relationship between local, state, and national government.a. describe how public policies are used to address issues of public concern.b. distinguish between national and state governments and com-pare their responsibilities in the united states federal system.c. explain how individuals can participate in civic affairs and politi-cal parties at the national level.

5.5.spi.7 interpret a primary reading sample.5.5.tpi.7 analyze primary sources not limited to but including artifacts, diaries, letters, photographs, art, documents, newspapers, contemporary media, and computer information systems to make generalizations about events and life in united states history since 1865.5.6.01 recognize the impact of individual and group decisions on citizens and communities in a democratic republic.




5.6.spi.1 recognize people who contributed to reform in tennessee and american society (i.e., samuel gompers, Jane addams, martin luther King Jr., gov. austin peay, anne dallas dudley).5.6.spi.2 use tools of social science inquiry such as surveys, statis-tics, maps, and documents.5.6.tpi.1 recognize the interdependence of all america’s people by researching an issue that involves several american communities.5.6.tpi.4 explain how individuals, groups, and nations interact through conflict, cooperation, and interdependence.5.6.tpi.6 analyze the role that institutions have upon american soci-ety (e.g, universities, philanthropic organizations, religious institu-tions).

Grade 88.4.spi.9 analyze the contributions of tennessee political leaders on the national scene (e.g. andrew Jackson, andrew Johnson, James K polk, sequoyah, sam houston).

High School, 9-124.0 understand the reforms and changes in american politics and government as a result of the progressive movement.

a. recognize the progress of political and social reform in america during this era (i.e. women’s suffrage, regulation of food and drugs, initiative, referendum, and recall, protection of workers’




rights, antitrust supreme court decisions, muckrakers).b. recognize the role of tennessee in the women’s suffrage move-ment (i.e. “the perfect 36,” anne dallas dudley, harry Burn, and governor albert roberts).

National, 5-12e4.4c the student understands changing gender roles and the ideas and activities of women reformers.e6.2c the student understands how new cultural movements at dif-ferent social levels affected american life.e6.3c the student understands how americans grappled with social, economic, and political issues.e7.1B the student understands progressivism at the national level.

lesson 3: august 18, 1920, House Chamber of the Tennessee State Capitol: Becoming the “Perfect 36”

Tennessee Grade 55.4.03 understand the rights, responsibilities, and privileges of citizens living in a democratic republic.

a. identify examples of rights and responsibilities of citizens.b. examine the influence of public opinion on personal decision-making and government policy on public issues.5.4.05 understand the relationship between local, state, and national government.a. describe how public policies are used to address issues of public concern.b. distinguish between national and state governments and com-pare their responsibilities in the united states federal system.c. explain how individuals can participate in civic affairs and politi-cal parties at the national level.

5.4.tpi.7 explain the role of voting in the democratic process and how this has changed the post civil War era.5.5.spi.8 recognize examples of how the united states confronted civil rights issues, (i.e., Brown v. Board of education, montgomery Bus Boycott, Birmingham civil rights march, american indian move-ment (aim), civil rights act of 1964.5.5.tpi.10 draw conclusions about past and present life in tennessee and the united states based on relevant data derived from a variety of sources. 5.6.01 recognize the impact of individual and group decisions on citizens and communities in a democratic republic.

a. identify and describe examples of tension between an individu-al’s beliefs, government policies, and laws.b. identify the accomplishments of notables who have made con-tributions to society in the areas of civil rights, women’s rights,

military actions, and politics.c. identify and describe factors that either contribute to coopera-tion or cause disputes within and among groups and actions.

5.6.tpi.1 recognize the interdependence of all america’s people by researching an issue that involves several american communities.5.6.tpi.2 explain the development of the united states as a nation to include the struggles and the accomplishments of individuals and groups.5.6.tpi.4 explain how individuals, groups, and nations interact through conflict, cooperation, and interdependence.

Grade 88.4.06 understand the role the constitution of the united states plays in the lives of americans.


8.4.spi.9 analyze the contributions of tennessee political leaders on the national scene (e.g. andrew Jackson, andrew Johnson, James K polk, sequoyah, sam houston).

High School4.0 understand the reforms and changes in american politics and government as a result of the progressive movement.

a. recognize the progress of political and social reform in america during this era (i.e. women’s suffrage, regulation of food and drugs, initiative, referendum, and recall, protection of workers’ rights, antitrust supreme court decisions, muckrakers).b. recognize the role of tennessee in the women’s suffrage move-ment (i.e. “the perfect 36,” anne dallas dudley, harry Burn, and governor albert roberts).

National, 5-12e6.2c the student understands how new cultural movements at dif-ferent social levels affected american life.e6.3c the student understands how americans grappled with social, economic, and political issues.e7.1B the student understands progressivism at the national level.


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RESOURCES

The Long Fight for Women’s Suffrage

L E S S O N p L a N R E S O U R C E S

1. Historical Summary, Part 1 - Carol Bucy Article

2. Ratification Timetable and Rejected Ratification Timetable

3. Primary Source Analysis Worksheets

4. Primary Source Analysis Teacher Answer Keys

5. Mounted Primary Source Images: Teacher Reference

Lesson 1

tsm suffrage tabs.indd 1 12/8/10 9:37 AM

Tennessee’s Perfect 36U N d e r S T A N d i N g W O m e N ’ S S U F F r A g e : T e N N e S S e e ’ S T r A v e L i N g T r e A S U r e S

A n E du c At i o n A l o u t R E A cH P RogR Am o f t H E t E nn E S S E E S tAt E muS Eum • © 2 0 10

lesson 1: Historical Summary, Part 1 page 1 of 2

Bucy, Carole. Tennessee Women and the Vote: Tennessee’s Pivotal Role in the Passage of the Nineteenth Amendment. (revised version)

Women would work together for 70 years to win the right to vote. the revolution that would eventually take place was largely fought with words and not arms. the origin of the woman’s rights movement is commonly dated from 1848, when Elizabeth Cady Stanton, lucretia mott and about 300 others - women and men - met in seneca falls, new York and drew up the first public protest in america against women’s political, economic and social inferiority.

mott, a Quaker minister, spoke forcefully both for woman suffrage and the abolition of slavery. the people attending this conven-tion adopted a Declaration of Sentiments that called for women to have equal rights with men. the declaration stated that “all men and women are created equal…”

the delegates at seneca falls based their program directly on the declaration of independence. among their declared principles was “that all men and women are created equal; that they are endowed by their creator with certain inalienable rights: that among these are life, liberty and the pursuit of happiness.” they added, however, a denunciation of the “absolute tyranny of men over women” and presented resolutions demanding equal rights for women in marriage, education, religion, employment and political life.

throughout the 1850s, national women’s rights conventions were held annually, as were numerous local and regional meetings. at these conventions, women promoted a diverse reform program including: establishing the right of married women to control their own property and earnings; guaranteeing custody of children in the event of divorce; ensuring women’s rights to sue or testify in court; and above all else, winning the vote for women. the right of suffrage was acknowledged to be “the corner-stone of this enterprise” because they did not seek to protect woman, but rather to place her in a position to protect herself.

The Setting in Tennessee History

By 1900, women made up one-fifth of the work force of tennessee. many worked as domestics in private homes or worked in the textile mills that were built in small towns across the state after the civil War. the jobs in the mills were “sex segregated” with women hired only for the most unskilled jobs. Women and children worked as spoolers, feeding yarn into a high-powered, quick-whirling machine, and retrieving it once it had been wound. some mills hired entire families - mothers, fathers, and children - who together could earn just enough to keep them working.

married women who worked in the mills had a second full-time job. in addition to working in the mill, they cooked, cared for children, and maintained their individual households. often these women worked 10 to 12 hour days in the mills where working conditions were dirty and dangerous. studies of working women at the turn of the century show that women received one-half to one-third the wages of working men. a seamstress in a mill might earn $6.00 per week compared to a male cutter’s $16.00 even when men and women performed the same job, women were paid considerably less since employers justified unequal pay claiming that the salaries of women was a second or supplementary income…

*(the fight for the vote)… from the start, the suffragists fought the widespread fear that women voting would destroy family life. newspaper editors portrayed “suffs” as spinsters and “she-males” with hen-pecked husbands. cartoons with unflattering carica-tures of the suffragists appeared in newspapers across the country…

What was known about the suffragists was that they were committed to issues such as health, education, and the protection of mothers and children. they would not have the same party loyalty that males did. Women were interested in reform.

Continued next page

•tSmaddition





•tSmaddition

When the war *(World War i) ended, mrs. catt *(carrie chapman catt) seized the moment to petition president Wilson to support women’s suffrage on the reasonable argument that women deserved a reward for their service in the recent war. president Wood-row Wilson urged congress to pass a woman suffrage amendment with that same rationale, that women had been vital to winning the war. it was a winning argument. By June, 1919, the amendment had passed both houses of congress and was ready to go to the state legislatures for ratification. in order for the amendment to be approved, 36 of the 48 state legislatures had to ratify the amendment.

fortunately, many of these states had groups of highly organized women poised for the battle. they began sending out telegrams urging governors to call special sessions to ratify the 19th amendment. By this time, it was summer and most had adjourned. the suffragists thought it was imperative to secure passage as quickly as possible. By susan B. anthony’s birthday, february, 1920, 32 states had ratified. then oklahoma, West Virginia and the state of Washington ratified. Where was number 36?

the tennessee suffragists had worked valiantly to raise public awareness across the state after the war throughout 1919 and 1920 even though few believed that the tennessee general assembly would vote on the amendment. strong leadership came from the major cities: in nashville, anne dallas dudley, catherine Kenny, Kate Burch Warner; in memphis, lulu reese, mrs. c. B. allen, mrs. samuel J. ellis, charl ormond Williams; in chattanooga, abby crawford milton, margaret erwin ford; and in Knoxville, lizzie crozier french and mrs. t. p. miller.

few, if any, women’s causes or associations of that period had as broad an appeal or included as many constituencies as suffrage. Jewish and catholic women joined women from most protestant denominations. Women of color, organized in their own church societies and social clubs, added their profound concern for the power of the vote.

these women, and many others spoke in public at meetings in town squares and labor halls, marched in parades, wrote newspaper columns, convinced more and more women, and above all lobbied the men in the legislature. they made women suffrage the ques-tion of the hour, one that had to be addressed…




1. Wisconsin June 10, 19192. michigan June 10, 19193. Kansas June 13, 19194. ohio June 14, 19195. new York June 16, 19196. illinois June 17, 19197. pennsylvania June 24, 19198. massachusetts June 25, 19199. texas June 28, 191910. iowa July 2, 191911. missouri July 3, 191912. arkansas July 20, 191913. montana July 30, 191914. nebraska august 2, 191915. minnesota september 8, 191916. new hampshire september 10, 191917. utah september 30, 191918. california november 1, 191919. maine november 5, 191920. north dakota december 1, 191921. south dakota december 4, 191922. colorado december 12, 191923. rhode island January 6, 192024. Kentucky January 6, 192025. oregon January 12, 192026. indiana January 16, 192027. Wyoming January 27, 192028. nevada february 7, 192029. new Jersey february 10, 192030. idaho february 11, 192031. arizona february 12, 192032. new mexico february 19, 192033. oklahoma february 27, 192034. West Virginia march 10, 192035. Washington march 22, 1920

Who is going to be the 36th?

1. georgia July 24, 19192. alabama september 2, 19193. mississippi January 21, 19204. south carolina January 21, 19205. Virginia february 12, 19206. maryland february 17, 19207. delaware June 2, 19208. louisiana June 15, 19209. north carolina august 17, 1920

By the summer of 1920, these states had not decided:

TennesseeconnecticutVermontflorida

ratification Timetable page 1 of 1

States that ratified the 19th amendment

36 states needed to ratify this amendment in order to make it the law of the land.

rejected ratification Timetable

states that had already voted to reject the 19th amendment

source: the perfect 36: tennessee delivers Woman suffrage




advertisement analysis Worksheet page 1 of 1

1. list the objects or people you see in the advertisement.

2. find the ad caption and/or title. Write it down below.

3. locate three words or phrases used by the artist to identify objects or people within the ad.

4. describe the action taking place in the ad.

5. What do you think the objects or people in the ad symbolize?

6. What is the message of the ad?

7. is this a pro or anti-suffrage ad? Why?

name: date:




Cartoon analysis Worksheet page 1 of 1

1. list the objects or people you see in the cartoon.

2. find the cartoon caption and/or title. Write it below.

3. locate three words or phrases used by the cartoonist to identify objects or people within the cartoon.

4. describe the action taking place in the cartoon.

5. What do you think the objects or people in the cartoon symbolize?

6. What is the message of the cartoon?

7. is this cartoon pro or anti suffrage? Why?

name: date:




document analysis Worksheet page 1 of 1

1. What kind of document do you have? letter pamphlet report leaflet

2. Was this document created to support woman suffrage or oppose?

3. Why do you think this document was written?

4. list two things the document tells you about life in tennessee/ the united states at the time it was written.

5. Write a question that you have about this document.

name: date:




Photo analysis Worksheet page 1 of 1

1. study the photograph for two minutes. form an overall impression of the photograph and then, examine individual items.

next, divide the photo into four equal parts and study each section to see what new details become visible. Write some of the

things you see in the space below.

2. use the chart below to list people, objects, and activities in the photograph.

3. Based on what you have observed above, list three conclusions you have drawn from this photo.

1.

2.

3.

4. What questions do you have about this photo?

people oBJects actiVities

name: date:




advertisement analysis Worksheet key page 1 of 2

advertisement analysis: No Suffragettes

1. list the objects or people you see in the advertisement. Man, Clothesline, Clothes, Washtub, Washboard, Soap box

2. find the ad caption and/or title. Write it down below. No Suffragettes for mine.

3. locate three words or phrases used by the artist to identify objects or people within the ad. Soap

4. describe the action taking place in the ad. Man is washing his clothes.

5. What do you think the objects or people in the ad symbolize? The clothesline, washboard, tub, and soap box symbolizes household chores. The man symbolizes the “new” man after women get the vote.

6. What is the message of the ad? Men will have to do housework because women will be too busy voting to do it themselves.

7. is this a pro or anti-suffrage ad? Why? It supports the antis because it is showing how voting will destroy the traditional role of women.

advertisement analysis: Island

1. list the objects or people you see in the advertisement. Woman in black, Woman in stripes, Sign, Stick/cane, Man in suit

2. find the ad caption and/or title. Write it down below. Put me upon an island (where the girls are few)

3. locate three words or phrases used by the artist to identify objects or people within the ad. Votes for women

4. describe the action taking place in the ad. The woman in black is hitting the man on the head with her stick while a second woman in stripes holds a sign and watches.

5. What do you think the objects or people in the ad symbolize? Question does not apply.

6. What is the message of the ad? The ad is suggesting that women will become intolerable and dominating since become suffrag-ists, and now the man would rather be on an island where women are few.

7. is this a pro or anti-suffrage ad? Why? It is an anti-suffrage supporter because it is focusing on the negativity of women voting.




advertisement analysis Worksheet key page 2 of 2

advertisement analysis: margarette

1. list the objects or people you see in the advertisement. Man, Woman

2. find the ad caption and/or title. Write it down below. Since my Margarette become a da suffragette

3. locate three words or phrases used by the artist to identify objects or people within the ad. Question does not apply.

4. describe the action taking place in the ad. The man is on his knees begging the woman, who is responding by looking down on him and pointing her finger.

5. What do you think the objects or people in the ad symbolize? Question does not apply.

6. What is the message of the ad? The ad is suggesting once a woman becomes a suffragist men’s lives will be worse.

7. is this a pro or anti-suffrage ad? Why? It is an anti-suffrage supporter because it focusing on the concept of a woman’s role being changed by voting rights.

advertisement analysis: Good Enough

1. list the objects or people you see in the advertisement. Woman, Toddler, Pillow, Potted plant, Curtains, Shutters

2. find the ad caption and/or title. Write it down below. She’s good enough to be your baby’s mother and she’s good enough to vote with you.

3. locate three words or phrases used by the artist to identify objects or people within the ad. Question does not apply.

4. describe the action taking place in the ad. The woman is standing in the window while her small child rests on a pillow leaning out the window and waving.

5. What do you think the objects or people in the ad symbolize? The mother and child symbolize traditional image of women and motherhood.

6. What is the message of the ad? The ad is pointing out the women are good enough to be the mother’s of man’s children but are not able to vote alongside him and how ridiculous that concept sounds.

7. is this a pro or anti-suffrage ad? Why? It is a pro-suffrage supporter because it pointing it out in the title that she is good enough to vote.




Cartoon analysis Worksheet key page 1 of 3

Cartoon analysis: Car

1. list the objects or people you see in the cartoon. Man, Bucket of tacks, Car, Four women.

2. find the cartoon caption and/or title. Write it below. Question is will they get through in time for the Presidential election?

3. locate three words or phrases used by the cartoonist to identify objects or people within the cartoon. Suffrage Ratification, Tennessee Suffrage Opponents, Legal Technicality

4. describe the action taking place in the cartoon. A man is throwing tacks on the road in front of a car heading in his direction.

5. What do you think the objects or people in the cartoon symbolize? The car symbolizes suffrage ratification; The man symbolizes Tennessee suffrage opponents; The bucket of tacks symbolizes legal technicalities.

6. What is the message of the cartoon? It is saying that the opponents of suffrage in Tennessee will use legal technicalities to stop suffrage ratification from happening.

7. is this cartoon pro or anti suffrage? Why? The cartoon is not meant to show support for either side of the issue. It is being used as com-mentary, suggesting what is happening in Tennessee concerning the fate of suffrage ratification.

Cartoon analysis: Basketball

1. list the objects or people you see in the cartoon. Basketball ball, Basketball goal, Female players (2), Male referee, Dog.

2. find the cartoon caption and/or title. Write it below. Goal

3. locate three words or phrases used by the cartoonist to identify objects or people within the cartoon. 19th Constitutional Amendment, Ratification, Suffragists, Antis

4. describe the action taking place in the cartoon. One player is shooting the ball while the second is trying to block the goal.

5. What do you think the objects or people in the cartoon symbolize? The game symbolizes the process of ratification; The goal symbolizes the amendment being added to the Constitution; The basketball symbolizes the 19th Amendment; Player 1 symbolizes the suffragists (pro); Player 2 symbolizes the anti-suffragists.

6. What is the message of the cartoon? The message of the cartoon is that the suffragists are about to reach their “goal” of the amendment being ratified and added to the Constitution, just like the ball is about to make it in the basketball goal.

7. is this cartoon pro or anti suffrage? Why? It supports pro because the cartoonist has the suffragist player shooting the ball into the goal.





Cartoon analysis: Chair

1. list the objects or people you see in the cartoon. Man, Chair, Woman

2. find the cartoon caption and/or title. Write it below. Southern chivalry isn’t what it used to be

3. locate three words or phrases used by the cartoonist to identify objects or people within the cartoon. Woman Suffrage, Tennessee, Suffrage Ratification

4. describe the action taking place in the cartoon. A man is offering the woman a chair then pulls it away as she tries to sit down.

5. What do you think the objects or people in the cartoon symbolize? The man symbolizes Tennessee; The chair symbolizes ratification; The woman symbolizes suffrage.

6. What is the message of the cartoon? Tennessee could be chivalrous and give women the vote or they could take it away.

7. is this cartoon pro or anti suffrage? Why? The cartoon does not specify a particular side. It is commenting on the possible outcome in Tennessee.

Cartoon analysis: Election day

1. list the objects or people you see in the cartoon. Woman/wife, Man/husband, Children(2), Cat, Chair, Table, Window, Clock, Dishes, Rug, Clothesline with Clothes, Building, Wall picture

2. find the cartoon caption and/or title. Write it below. Election Day.

3. locate three words or phrases used by the cartoonist to identify objects or people within the cartoon. Votes for Women

4. describe the action taking place in the cartoon. The woman/wife is going to vote. She is leaving her husband/man at home with the kids.

5. What do you think the objects or people in the cartoon symbolize? All the objects and people in the cartoon are meant to symbolize a typical home and family.

6. What is the message of the cartoon? The cartoon is suggesting how home life for the American family will be changed once women get the vote. They will be too concerned with voting to take care of their husband and children

7. is this cartoon pro or anti suffrage? Why? It is anti-suffrage because it is reflects negatively on women voting





Cartoon analysis: ladder

1. list the objects or people you see in the cartoon. Ladder, Woman, Yoke, Buckets (2)

2. find the cartoon caption and/or title. Write it below. Enfranchisement now means the sky’s the limit, in woman’s sphere.

3. locate three words or phrases used by the cartoonist to identify objects or people within the cartoon. The words listed on the ladder do not apply to this question since they are not identifying any particular object or person.

4. describe the action taking place in the cartoon. The woman is standing at the bottom of the ladder and looking up where she can see all the things women have done and overcome and still seeing all the things women have yet to do.

5. What do you think the objects or people in the cartoon symbolize? The woman symbolizes all women who have ever or will ever live; The ladder symbolizes women’s journey to their ultimate goal; Each step on the ladder symbolizes the achievements and goals of women.

6. What is the message of the cartoon? This cartoon depicts that suffrage is just one of many goals to obtain for women’s rights. The ultimate goal is at the top of the ladder which is the presidency. You may want to point out to your students that a woman running for president is not an unusual occurrence today.

7. is this cartoon pro or anti suffrage? Why? It is pro because the cartoon is depicting the accomplishments of women and how by achieving suffrage they can go on to achieves more.

Cartoon analysis: Hill

1. list the objects or people you see in the cartoon. Cliff, Woman, Tree seedlings, Rocks, Grass

2. find the cartoon caption and/or title. Write it below. Hope at last!

3. locate three words or phrases used by the cartoonist to identify objects or people within the cartoon. Ratification Cliff, National Suffrage, Oklahoma, West Virginia, Washington, Tennessee

4. describe the action taking place in the cartoon. The woman is climbing the up the cliff face.

5. What do you think the objects or people in the cartoon symbolize? The woman symbolizes national suffrage; The cliff symbolizes the ratification process; The tree seedlings symbolize the individual states.

6. What is the message of the cartoon? The message of the cartoon is that national suffrage will gain victory with Tennessee just like it has already done in the previous three states.

7. is this cartoon pro or anti suffrage? Why? It is pro because the cartoon depicts national suffrage reaching the top of the cliff of ratification




document analysis Worksheet key page 1 of 1

document analysis: Hen

1. What kind of document do you have? Pamphlet

2. Was this document created to support woman suffrage or oppose? Oppose

3. Why do you think this document was written? It was written to influence other people to not support suffrage.

4. list two things the document tells you about life in tennessee / the united states at the time it was written. 1. Men were viewed as superior to women. 2. People discouraged decadence.

5. Write a question that you have about this document. Various answers by students.

document analysis: anti answers

1. What kind of document do you have? Pamphlet

2. Was this document created to support woman suffrage or oppose? Oppose

3. Why do you think this document was written? It was written to tell people what the antis think of the reasons the pros give for supporting women suffrage.

4. list two things the document tells you about life in tennessee / the united states at the time it was written. 1. A woman’s place was in the home. 2. Government work was man’s work because they are better prepared for it by nature.

5. Write a question that you have about this document. Various answers by students.




Photo analysis Worksheet key page 1 of 1

Photo analysis: anti HQ

1. study the photograph for two minutes. form an overall impression of the photograph and

then, examine individual items. next, divide the photo into four equal parts and study each sec-

tion to see what new details become visible. Write some of the things you see in the space below. Paintings, flowers, flags, people, sign, hats, door


Photo analysis: rally

1. study the photograph for two minutes. form an overall impression of the photograph and

then, examine individual items. next, divide the photo into four equal parts and study each sec-

tion to see what new details become visible. Write some of the things you see in the space below. Women, hats, sashes, signs, road, trees


3. Based on what you have observed above, list three conclusions you have drawn from this photo? Various answers by students

4. What questions do you have about this photo? Various answers by students

3. Based on what you have observed above, list three conclusions you have drawn from this photo? Various answers by students

4. What questions do you have about this photo? Various answers by students


Woman in white Painting of Andrew Jackson Woman in white holding Confederate flag out proudly.

Woman in black Painting of Rachel Jackson Old man is sitting in a chair.

Old man Confederate flag Woman in black is holding a small American flag.

American flags

Anti-Ratification Headquarters sign

Flowers


Women in white Hats Women marching as a group.

Sashes Women holding protest signs.

Signs




mounted Primary Source Images: Teacher reference

page 1 of 2

1. anti–suffrage

(music advertisement)

2. pro-suffrage


3. anti-suffrage


8. pro-suffrage

(newspaper political cartoon)

4. pro-suffrage

(photograph)

9. anti-suffrage

(political cartoon)

5. anti-suffrage

(document))

10. pro-suffrage


6. anti-suffrage

(photograph)

7. pro-suffrage





mounted Primary Source Images: Teacher reference

page 2 of 2

11. pro-suffrage


12. pro-suffrage


13. pro-suffrage


14. anti-suffrage

(document)


LE

SS

ON

2

RESOURCES

Taking Sides: Pros and Antis Collide at the Hermitage HotelLesson 2L E S S O N p L a N R E S O U R C E S


2. Tennessee Equal Suffrage Association Banner, Inc. Fact Sheet

3. “Reasons for Suffrage and Reasons against Suffrage” chart

4. Participant Biographies

5. Businessmen Involved with Liquor Manufacturing, Railroad Companies and Textile Mills

6. “Design Your Own Button” worksheet





When the tennessee suffragists began to call for ratification in may 1920, the general assembly had already completed its busi-ness for the year and was not in session. the tennessee suffragists called for the governor to call a special session. governor a.h. roberts was a nervous politician who was facing a difficult and uncertain re-election in his own party’s august primary. after receiving a telegram from president Woodrow Wilson saying, “it would be a real service to the party and to the nation if it is pos-sible for you... to call the special session of the legislature of tennessee to consider the suffrage amendment.” governor roberts announced that he would call the special session right after his primary.

august 1920 - Nashville, Tennessee

the suffragists went to work - making personal calls on every man (legislator) who would be coming to nashville on august 9th for the special session. carrie chapman catt, the national leader of the suffrage association, arrived in nashville in mid-July to provide additional leadership and moral support. she came for a week and stayed six. she described it this way: “the southern summer heat was merciless, and many legislators lived in remote villages or on farms, miles from any town. Yet the women trailed these legislators by train, by motor, by wagons and on foot, often in great discomfort. they went without meals, were drenched by unex-pected rains, and met with tire troubles, yet no woman faltered. i’ve been here a month. it is hot, muggy, nasty, and this last battle is desperate. even if we win, we who have been here will never remember it with anything but a shudder.” 1

there was significant opposition to suffrage in tennessee. if women voted, the balance of power in tennessee would be disrupted and, after all, many of the suffragists had been temperance workers *(opposed to legalized alcohol). the antis, as the opponents were called, were led by miss Josephine Pearson, a former girls’ school head from monteagle who was said to have promised her mother on her deathbed that “should the dreaded susan B. anthony amendment ever come to tennessee” she would do whatever she could to stop it. miss pearson arrived in nashville wearing a cluster of three red roses symbolizing her rank. Writer louise da-vis said that “no three-star general ever wore his stars more proudly.” davis described pearson as a “melodramatic woman swathed in Victorian sentimentality.” “emerging from a plump little pincushion of a world - all tufted and velvet and soft - she rose to new heights or oratorical power when she spoke to the tennessee senate and ‘seemed to hear my voice touch the capitol dome!’”

tennessee’s traditional factionalism seemed to forebode trouble for the suffrage vote. first, there was the east-west division going back to the civil War - western tennessee had favored secession while east tennessee had not wanted to secede and indeed, ten-nessee had been the first to vote to re-enter the union. then there was the rural-urban split between the large cities of memphis, nashville, Knoxville and chattanooga, and what were then called the “red handkerchief boys” from the hills and hollows. there was also the wet-dry split *(the debate to make alcohol illegal) which seemed to cut across the grain of all the other divisions. the drys favored suffrage because they believed women would vote for prohibition. many of the suffragists had been temperance workers. the liquor interests funded the antis…

the suffragists adopted the yellow rose as their symbol - and passed them out to mark their supporters. With miss pearson and the antis wearing red roses, the debate quickly became known as the War of the roses. When the members of the general assembly arrived in nashville, the stage was set for what would be one of the greatest dramas in tennessee history.


* tsm addition

1 tsm note: the pro-suffragists also had members posted as “lookouts” at union station, nashville’s local train depot, to stop any of the “yes” votes from

leaving town before the ratification vote could be held.




Tennessee Equal Suffrage association, Inc. Banner fact Sheet

page 1 of 1

this is a reproduction of an original banner used by the members of the tennessee equal suffrage association during the august, 1920, special session of the tennessee general assembly. it is currently on display at the tennessee state museum.

Symbolism:

•Evergreen Tree: the evergreen tree represents liberty. the “liberty tree” was a commonly used symbol of the american revolution. it was adopted by the movement, because they too were fighting for the same freedoms sought during the revo-lution.

•Sun: the sun and its rays represent enlightenment, specifically educating the public regarding women’s issues.

•Balanced Scales: the balanced scales represent justice. the scales demonstrate women’s desire to obtain equal justice under the law.

•Gold or yellow: this color was selected to represent the movement due to its bright hue and association with light. it also identified the participants as a unified group.




reasons for and against Women’s Suffrage page 1 of 1

1. Women are citizens too.

2. taxation without representation is tyranny.

3. Women obey the law, so they too should have a voice in

the creation of those laws.

4. Women are good enough to be your mothers;

why should they not vote?

1. a woman’s place is in the home.

2. a vote for women means women telling men what to do.

3. Women are weaker than men so women voting will make

government weak as well.

4. a woman voting will mean social and political changes.

for against




a N N E d a l l a S d u d l E y

Nashville (1876-1955)

my name is anne dallas dudley. i was the daughter of a wealthy nashville family. as an

adult, i became a leader in tennessee and the nation in the cause for women’s right to

vote. i had a husband and two children when i became involved in the fight for suffrage.

i joined a local suffrage association and was soon elected president of the tennessee

equal suffrage association. many of the women who worked for the right to vote were

stereotyped as mannish and childless radicals who were trying to destroy the ameri-

can family. several of my friends and acquaintances frowned upon the idea of women

voting, but i became devoted to the cause and campaigned throughout the state,

organizing leagues and speaking across the united states.

as i said, i was a family woman. many antis believed that the suffragists were against the family. my family helped to stop

this myth. i often brought my children with me to suffrage parades across nashville, and i frequently had my picture taken

with my children (like the one you see above). under my leadership, suffrage became more acceptable and many women

joined the movement. abby milton of chattanooga and catherine Kenney of nashville were my friends, and we worked to-

gether to organize the statewide effort to give women the right to vote.

Participant Biographies page 1 of 6

anne dallas dudley




E l I z a B E T H a V E r y m E r I W E T H E r

memphis (1824-1917)

my name is elizabeth avery meriwether. i was born in memphis, tennessee. during

the civil War, my family and i were forced to flee the city. We spent the remainder of

the war in alabama as refugees. after the war, i spoke out for women’s rights. my goal

was to see women achieve equality to the men. in 1872, i even voted in the presidential

election even though it was against the law for women to vote. after that, i published a

newspaper, the tablet, which supported women’s rights.

i believed that women should have equal economic opportunities as well. i even went

before the memphis school Board and demanded that females receive pay that was

equal to male teachers. at that time, male school teachers received a higher salary

than female teachers in the same position.

i also organized a mass meeting in a memphis theater on women’s rights in which 500 women attended. my husband and i

represented tennessee at a national suffragist convention. one of my good friends was susan B. anthony. she was another

outspoken supporter of women’s rights. she and i traveled across the country giving speeches about suffrage and women’s

rights. i worked for women’s suffrage and equality all my life.


elizabeth avery meriwether




f r a N k I E J . P I E r C E

Nashville (1862?-1954)

my name is frankie J. pierce. i was born around the time of the civil War. my mother

was a house slave for a legislator from smith county. i received an education from a

private school for african americans. after i married, my husband and i moved away

from nashville, but i returned after he died.

after i came home, i worked to establish a school for delinquent african american

girls. these were girls who frequently got into trouble with the law. White girls would

be taken to vocational schools that helped them learn a trade. african american girls

were not permitted to go to the schools so they were sent to jail.

during the suffrage movement, i was invited to speak to an assembly of the state

suffrage convention in the state capitol building at nashville. in my speech i said, “What will the negro women do with the

vote? We will stand by the white women. We are asking for only one thing – a square deal. We want recognition in all forms

of this government. We want a state vocational school and more room in state schools.” after this speech, the vocational

schools for african american girls became a part of the suffragists’s goals.

in 1921, the state legislature passed a bill creating the school, and i worked there until i retired.


frankie J. pierce




S u E S H E lT o N W H I T E

Jackson (1887-1943)

my name is sue shelton White, and i was born in Jackson, tennessee. i was the

daughter of a local lawyer and minister. as a young woman, i was a member of many

women’s clubs. i joined the state suffrage association, but left it in 1917 to join a more

radical organization called the national Woman’s party. We believed that president

Woodrow Wilson should do more to help the cause of women’s suffrage.

in 1919, one year before tennessee’s suffrage debate, i was arrested in Washington

d.c. for protesting outside the White house. While we were in jail, my friends and i

went on a hunger strike. this meant we would not eat anything out of protest. in an

effort to get us to eat, the jailer had two stoves installed in the jail and hired six cooks

to continuously fry ham in an effort to make us hungry.

my group of women’s suffrage supporters did not get along with anne dallas dudley and her group of suffragists. they

believed we were too radical. We believed they were not active enough. While the suffrage debate was going on in nashville, i

set up our headquarters at a different hotel than carrie chapman catt at the hermitage hotel. When the suffrage amendment

was ratified in nashville, we did not even celebrate with anne dallas dudley and carrie chapman catt.

after we gained the right to vote, i served in various government positions and even helped in the new deal programs during

the depression. i continued to fight for women’s rights.


sue shelton White




H a r r y B u r N

Niota (1895-1977)

my name is harry Burn, and i was born in niota, tennessee on november 12, 1895. i

became the youngest member of the state legislature when i was elected to the house

of representatives for mcminn county at the age of twenty-two. i am best remem-

bered for a decision i made during my first term in office.

during the special session of 1920, i voted with the anti-suffragists on tabling the bill

addressing the ratification of the 19th amendment. not long after, i realized the result-

ing tie vote of 48 to 48 to table the bill would result in the end of further debate on the

amendment. it was then that i changed my mind about the vote. With the support i

received in a letter from my mother, febb Burn, who encouraged me to “…be a good

boy and help mrs. catt put the ‘rat’ in ratification,” i voted to approve the 19th amendment. By doing this, tennessee became

the 36th state to ratify the 19th amendment. this granted american women the right to vote.

the remainder of my life was spent in public service. i became a member of the tennessee senate in 1949 and the state plan-

ning commission. later, i became president of the rockwood national Bank and trust in rockwood, tennessee.


harry Burn




J o S E P H I N E a N d E r S o N P E a r S o N

monteagle (1868-1944)

my name is Josephine anderson pearson, and i was born in gallatin, tennessee. When

i grew up, i attended irving college in mcminnville where i graduated in 1890. i later

received my master’s degree from cumberland college. it was then that i became a

teacher and school administrator in various institutions across the state. i also worked

on the Woman’s Board of the tennessee centennial exposition in 1895 and the dixie

highway council.

i am best known for my involvement with the anti-suffrage movement. i was the

president and speaker for the tennessee state association opposed to Woman suf-

frage (tsaoWs) and the southern Woman’s league for the rejection of the susan

B. anthony amendment. i established the headquarters of the tsaoWs in the hermitage hotel in nashville where i lobbied

legislators to vote against the 19th amendment.

after the amendment was passed, i took a job at the southern seminary of Virginia where i taught history and philosophy. i

also continued my work for public welfare by giving lectures throughout the south, as well as writing books and articles.


Josephine anderson pearson




Businessmen Involved with liquor manufacturing, railroad Companies and Textile mills

page 1 of 1

as businessmen of tennessee who are involved in manufacturing alcohol, textile mills, and railroad operations, we do not

support women voting. We know many women do not agree with the way we run our businesses. for example, they do not

like that we use children in textile mills to make clothing. also, they do not like how drinking alcohol can affect the men in

their lives. furthermore, women believe that railroads are too dangerous. if women get the vote, they might pass laws that

force railroads to become safer. for these reasons, we fear their vote. Women’s votes could lead to laws ending child labor,

making alcohol illegal, and causing railroads to spend more money improving safety.




design your own Button page 1 of 1

circle the side your button supports.

name: date:

Pro anti


LE

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RESOURCES

Becoming the “Perfect 36”: The Vote for the Vote, August 18, 1920, Tennessee House ChamberLesson 3L E S S O N p L a N R E S O U R C E S


2. Ratification Timetable and Rejected Ratification Timetable

3. “Reasons for Suffrage and Reasons against Suffrage” chart

4. “Steps to Organizing a Demonstration” (Helpful Hints for Teacher)

5. Representative Harry Burn Addresses the House of Representatives



A n E du c At i o n A l o u t R E A cH P RogR Am o f t H E t E nn E S S E E S tAt E muS Eum • © 2 0 10A n E du c At i o n A l o u t R E A cH P RogR Am o f t H E t E nn E S S E E S tAt E muS Eum • © 2 0 10


the senate passed the amendment by a comfortable margin on august 13th. mrs. catt wrote back to Washington, “We are now one half of one state away from the final victory.” in the tennessee house, numerous delays occurred to stall the amendment. finally, on august 18th, when the house prepared to vote, it appeared to the suffragists that there was a very uncertain tie. as the suffrag-ists counted their votes, they believed that the house was evenly split between those supporting suffrage and those opposing the amendment.

*after a vote to table the amendment failed, speaker of the house seth Walker of lebanon began to call the roll for the amendment. the sixth name was that of harry Burn, the youngest member of the house at 24, a republican from niota, tennessee. harry Burn wore the red rose of the anti-suffragists on his lapel as he stood and quickly cast his vote. When harry Burn’s “aye” was heard in the house chamber, the suffragists realized that they could win.

harry Burn’s one vote made the difference. the vote was 49 to 47. it seems that his mother back home had been reading the news-papers about the debate. so she wrote her son a note:

“dear son: hurrah and vote for suffrage! i notice some of the speeches against. i have been watching to see how you stood but have not noticed anything. don’t forget to be a good boy and help mrs. catt put the ‘rat’ in ratification. Your mother.”

Young harry Burn, whose decision had won voting rights for some 17 million women, was called upon to explain himself when the assembly reconvened the next day. he rose in the house chamber and said, “i know that a mother’s advice is always safest for her boy to follow, and my mother wanted me to vote for ratification.”

Burn had made up his mind that if the measure required only one extra vote, he would give it. after several unsuccessful at¬tempts were made to stall the vote, the vote was taken. that letter was in harry Burn’s pocket and on his mind when he cast the decisive “aye” vote for ratification. Women had won by two votes, 49 to 47.

seth Walker, the speaker of the house, later changed his vote to “aye” in a constitutional maneuver to attempt to have the amend-ment reconsidered, but the amendment had passed and the vote stood. tennessee had become the 36th and deciding state.

the amendment was signed by governor (a.h.) roberts on august 24th and then sent to Washington for the final signature, that of the secretary of state. he signed the amendment as soon as it arrived, before breakfast on august 26th and after over 72 years of effort, women in every state could now vote.

the 19th amendment became a reality. tennessee took its place in history as the “perfect 36,” the last state needed to make woman suffrage the law of the land. Women could now vote in tennessee as well as across the united states.

after the passage of the amendment, the fragile coalition of women supporting suffrage again splintered. Women did not agree on what should be done after suffrage. many wanted complete equality for women while others wanted to see special legislation passed that would protect women and children.

many of the suffragists became frustrated and disillusioned after the elections of 1920. carrie chapman catt had believed that if suffrage could be passed, within ten years, half of the u. s. senate would be women. this did not happen. Women did not flock to the polls to vote and did not run for office. anne dallas dudley became involved in governor roberts’s campaign for re-election as governor and he lost. he blamed the women and his support of the suffrage amendment for his defeat. the struggle for women’s rights in tennessee and across the nation continued.


* tsm note: Before voting on the 19th amendment, anti-suffragists in the house made an attempt to stop the vote from taking place on august 18th. they

did this by calling for a vote on “tabling the bill,” which means simply to postpone the ratification vote to a later date yet to be determined. they voted on

tabling twice, but each vote ended in a tie.




1. Wisconsin June 10, 19192. michigan June 10, 19193. Kansas June 13, 19194. ohio June 14, 19195. new York June 16, 19196. illinois June 17, 19197. pennsylvania June 24, 19198. massachusetts June 25, 19199. texas June 28, 191910. iowa July 2, 191911. missouri July 3, 191912. arkansas July 20, 191913. montana July 30, 191914. nebraska august 2, 191915. minnesota september 8, 191916. new hampshire september 10, 191917. utah september 30, 191918. california november 1, 191919. maine november 5, 191920. north dakota december 1, 191921. south dakota december 4, 191922. colorado december 12, 191923. rhode island January 6, 192024. Kentucky January 6, 192025. oregon January 12, 192026. indiana January 16, 192027. Wyoming January 27, 192028. nevada february 7, 192029. new Jersey february 10, 192030. idaho february 11, 192031. arizona february 12, 192032. new mexico february 19, 192033. oklahoma february 27, 192034. West Virginia march 10, 192035. Washington march 22, 1920

Who is going to be the 36th?

1. georgia July 24, 19192. alabama september 2, 19193. mississippi January 21, 19204. south carolina January 21, 19205. Virginia february 12, 19206. maryland february 17, 19207. delaware June 2, 19208. louisiana June 15, 19209. north carolina august 17, 1920

By the summer of 1920, these states had not decided:

TennesseeconnecticutVermontflorida

ratification Timetable page 1 of 1

States that ratified the 19th amendment

36 states needed to ratify this amendment in order to make it the law of the land.

rejected ratification Timetable

states that had already voted to reject the 19th amendment

source: the perfect 36: tennessee delivers Woman suffrage




reasons for and against Women’s Suffrage page 1 of 1

1. Women are citizens too.

2. taxation without representation is tyranny.

3. Women obey the law, so they too should have a voice in

the creation of those laws.

4. Women are good enough to be your mothers;

why should they not vote?

1. a woman’s place is in the home.

2. a vote for women means women telling men what to do.

3. Women are weaker than men so women voting will make

government weak as well.

4. a woman voting will mean social and political changes.

for against




Helpful Hints for Teacher page 1 of 1

Steps for organizing a demonstration • Identify and reach out to supporters/create a coalition: as with organizing any event, whether a house party, teach-in, or protest, it is essential to bring together a key group of people who are committed to the project. it is also useful to reach out to other groups to see if they would want to contribute to the demonstration.

• Assign tasks and determine roles: it is useful to make sure everyone knows their assigned tasks. When organizing a demonstration, you probably want one person responsible for emceeing the protest itself, and one person in charge of the required permits. also, you need an individual in contact with policy makers, someone responsible for working with the media, and one person responsible for signs, art, and chants. every-one should be responsible for spreading the word to the general public.

• Location-location-location: You will want to hold your demonstration where there is traffic: auto, pedestrian, or both. You want to connect with as many people as possible; visibility is important. a poor location can undermine even the most well organized demonstration. also, it is important that you know your rights regarding the use of space.

• Get the word out: turnout is crucial. develop a specific strategy for outreach and publicity and set a goal for the number of people you want at the demonstration. then, create a plan for reaching out to ten to a hundred times the amount of people as you hope will be there. as-sume that only a fraction of the people you contact will actually show up. Key to a successful outreach strategy is the production of materials, like event fliers, direct mail invitations, email invitations, and public service announcements. distribute the fliers among friends and colleagues to be disseminated publicly.

• Slogans and Chanting:Brainstorm catchy slogans that can be learned quickly by a crowd. make copies of the chants to pass out to fellow demonstrators. have someone in charge of leading people in the chants.

• Signs and other materials: colorful signs are essential in order to capture a group’s attention. make signs that have bold letters and clear messages, the fewer words, the better. make sure your signs are legible from far away and make for good photo-ops. as with chants, the use of sarcasm or play on words can be an effective way of communicating.

• Literature and handouts: a bright, colorful sign may catch attention, but then what? it is important to bring educational materials to hand out, possibly some sort of postcard, fact sheet, or flier that discusses your issue.

• Puppets or other props: life-size puppets offer a fantastic way to dramatize your issue, and they make a great visual for the crowds. other kinds of props, like giant banners, will also enliven your demonstration. making art a central part of your protest will help you attract more atten-tion. art will also make your demonstration more fun for those involved.

• Creative actions, skits and songs:it’s always a good idea to think of new ways to express your point of view. maybe you don’t want to have another protest with people chanting and shouting. perhaps, do something more original. skits and other types of performance provide an excellent way to heighten the public’s interest. Write and perform a short play that explores your issue. a song and/or dance performance is another fun way to attract attention and get your point across.

source: global exchange, www.globalexchange.org




The representative Harry Burn addresses the Tennessee House of representatives

(explaining the reason for his vote the day before)

the house met at 10:30 a.m. and was called to order by mr. speaker Walker. the proceedings were opened with prayer by the chap-lain, rev. r. V. cawthorn.

on a call of the roll 96 members were found to be present. the absent members were: messrs. Brooks, harris (of Wilson), and rowan, who were excused.

on motion the reading of the Journal was dispensed with, mr. Burn, on a point of personal privilege sent a statement to the clerk’s desk, which he asked to be read and which on motion, was spread upon the Journal and is as follows:

Nashville, Tenn., August 19, 1920

Mr. Speaker and Members of the General Assembly:

i desire to resent in the name of honesty and justice the veiled intimation and accusation regarding my vote on the suffrage amend-ment as indicated by certain statements, and it is my sincere belief that those responsible for their existence know there is not a scintilla of truth in them.

i know they are false, and i feel that my association amongst you has enabled you to know me well enough that you unanimously join me in resenting same.

i want to take this opportunity to state that i changed my vote in favor of ratification because:

(1) i believe in full suffrage as a right;

(2) i believe we had a moral and legal right to ratify;

(3) i know that a mother’s advice is always safest for her boy to follow, and my mother wanted me to vote for ratification.

(4) i appreciated the fact that an opportunity such as seldom comes to mortal man—to free 17,000,000 women from political slavery—was mine.

(5) i desired that my party in both state and nation, might say that it was a republican from the mountains of east tennessee, the purest anglo-saxon section in the world, who made national Woman’s suffrage possible at this date; not for any personal glory, but for the glory of his party.

h. t. Burn.


taken from the house Journal p. 94


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