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.

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 Students will use these sources to interpret why most Utah women’s voting rights were granted, rescinded, and returned between 1870 and the achievement of statehood in 1896.

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.

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.

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.

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.