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Chronological Reasoning and Causation

Women's Rights: How did women advocate for change?

Student View

About this Activity

  1. Load Letter from Mary A. Young to NYS War Council, Committee on Discrimination in Employment, 1942 in Main Image Viewer
  2. Load Petition of Sarah Robins, "a free-born Indian woman," to Governor Robert Hunter, ca. 1711 in Main Image Viewer
  3. Load In Support of Child Labor: Telegram from Mrs. Oliver S. Chatfield to Gov. Lehman in Main Image Viewer
  4. Load The $6.50 a Week Girl in Main Image Viewer
  5. Load The $6.50 a Week Girl in Main Image Viewer
  6. Load N.Y.S.F.I.C. Form 12: Supplement to Form 9, Establishment 516, Rose Hoffman Interview in Main Image Viewer
  7. Load N.Y.S.F.I.C. Form 12: Supplement to Form 9, Establishment 516, Rose Hoffman Interview in Main Image Viewer
  8. Load N.Y.S.F.I.C. Form 12: Supplement to Form 9, Establishment 516, Rose Hoffman Interview in Main Image Viewer
  9. Load Sarah Bytherski Interview in Main Image Viewer
  10. Load Sarah Bytherski Interview in Main Image Viewer

Suggested Teaching Instructions

Learning Standards and Practices
7.7 REFORM MOVEMENTS: Social, political, and economic inequalities sparked various reform movements and resistance efforts. Influenced by the Second Great Awakening, New York State played a key role in major reform efforts.
(Standards: 1, 5; Themes: SOC, CIV, GOV)
7.7c Women joined the movements for abolition and temperance and organized to advocate for women’s property rights, fair wages, education, and political equality.
A. Gathering, Interpreting and Using Evidence
3. Analyze evidence in terms of historical context, content, authorship, point of view, purpose, and format; identify bias; explain the role of bias and audience in presenting arguments or evidence.
F. Civic Participation
4. Identify, describe, and compare the role of the individual in social and political participation in, and as an agent of, historical change at various times and in various locations in colonial North America and in the early history of the United States.
6. Identify situations in which social actions are required and determine an appropriate course of action. 

 

Setting the Stage 
​Students discuss the following question: How does voting give citizens power to influence society and government? Is voting the only way for citizens to exercise their power to change society?

RETURN TO RESULTS