This lesson examines the beginnings of the women’s suffrage movement as an outgrowth of the abolitionist movement. Students will learn about key figures who were involved in both movements and analyze primary source documents to compare abolitionist and women’s suffrage arguments. Utah history connections are provided by students examining the rights of Utah women in the 19th century in comparison to women in the East. Students will learn about how social movements spark new movements and how arguments made for and against the expansion of rights are similar regardless of time period.

Through a whole-class read-aloud of the historical fiction picture book (text provided), Friends for Freedom: The Story of Susan B. Anthony and Frederick Douglass, and two historical articles, students will compare activists Susan B. Anthony, Frederick Douglass, and Utahn Emmeline B. Wells. Students will examine the statue that depicts the friendship of Anthony and Douglass and complete one of the following: a) a compare/contrast essay, b) a sketch of a statue to represent the friendship between Anthony and Wells, or c) a dialogue between Anthony, Douglass, and Wells. The purpose of this lesson is to not only learn about these advocates for change, but to develop the skills of civil and respectful dialogue, particularly with those with whom we may disagree.

In this lesson, students will analyze primary source excerpts from various viewpoints. Students will use these sources to interpret why most Utah women’s voting rights were granted, rescinded, and returned between 1870 and the achievement of statehood in 1896. Proceeding this document analysis, students will participate in a voting simulation activity to consider the effects of franchisement, disfranchisement, and re-enfranchisement, and the role suffrage played in Utah’s quest for statehood.

Students will engage with primary source documents to explore the reasons behind memorializing people in public art. Students will craft written or oral statements to support an argument in favor of installing a statue of Dr. Martha Hughes Cannon, Philo T. Farnsworth, or Brigham Young in National Statuary Hall. Students will learn about the historical significance of Dr. Cannon, and will create an invitation and write a speech for a mock installation ceremony for the Dr. Martha Hughes Cannon statue.

This lesson begins with an overview of the national women’s suffrage movement through a picture book read-aloud: Miss Paul and the President: The Creative Campaign for Women’s Right to Vote (or through an alternative voting simulation. Then, students will analyze primary source documents and suffrage memorabilia to identify arguments made by the anti-suffrage and pro-suffrage sides. Students will create their own pro- or anti-suffrage items.Students will consider how they can personally affect change and improve their communities. Teachers may choose to extend the lesson by staging a women’s suffrage debate or rally.

This lesson utilizes political cartoons to showcase the national public’s changing attitudes about most Utah women’s rights, from the late 1860s to 1920. Students will examine political cartoons across four time periods: 1) enfranchisement (1860s-70), 2) disfranchisement (1870s-1887), 3) post-polygamy, statehood and re-enfranchisement (1890-96), and 4) Utah’s place in the national suffrage movement (1897-1920). Students will use these cartoons to analyze how local and national events and attitudes influenced views on Utah women and suffrage.

This lesson provides students with information about the main events and key players involved in Utah women’s suffrage over the course of several key periods: 1) enfranchisement (1870), 2) disfranchisement (1871-1887), 3) re-enfranchisement with statehood (1888-1896), and 4) the ratification of the 19th Amendment to the U.S. Constitution (1920). Students will read an informational text to learn about the early struggle for Utah women’s voting rights. They will then develop a plan for a memorial honoring women’s suffrage in Utah.

In this lesson, students will examine, compare and synthesize information from primary sources to determine when, how and why the sego lily became Utah’s state flower.

Students will analyze primary source documents from the women’s suffrage movement–both nationally and in Utah–to examine the tactics, strategies, and imagery used in this social movement. They will also evaluate the effectiveness of these tactics and strategies in affecting social and civic change. As an optional step, students will use this information as the means to creating their own campaigns to encourage Utahns to register to vote and cast votes.

This lesson is intended to stretch across two 20-30 minute lessons. Students will understand the historical significance of Dr. Martha Hughes Cannon, whose statue will be placed in the Statuary Hall Collection in 2022. Students will choose an event from Dr. Cannon’s life and create a storyboard with illustrations for a children’s book.

This lesson is intended to stretch across two 20-30 minute lessons. Students will learn about the history of National Statuary Hall and the statues that are housed in the U.S. Capitol complex as part of that collection. Students will also examine how men and women are represented numerically in the National Statuary Hall Collection and create a visual representation of the data. Lastly, students will understand the historical significance of Dr. Martha Hughes Cannon, whose statue will be placed in the Statuary Hall Collection in 2022.

2019 marked the 150th anniversary of the Transcontinental Railroad. Completed with a ceremonial golden spike driven at Promontory Summit, Utah on May 10, 1869, the railroad brought technological, economic, and cultural changes to Utah Territory. Despite the fact that women do not appear in photographs of railroad workers and businessmen celebrating the project’s completion, they are part of the story, too. Learn more about how they were involved and how the railroad impacted them through the use of primary documents and short activities.

This lesson provides students with information about the main events and key players involved in Utah women’s suffrage over the course of several key periods: 1) enfranchisement (1860s-1870), 2) disfranchisement (1871-1887), 3) re-enfranchisement with statehood (1888-1896), and 4) the ratification of the 19th Amendment (1920). Students will participate in a reader’s theater and a voting simulation requiring them to view and write about these historical events through various perspectives.