![Washington, D.C. The Judiciary Committee of the House of Representatives receiving a deputation of female suffragists, January 11th - a lady delegate reading her argument in favor of woman's voting, on the basis of the Fourteenth and Fifteenth Constitutional Amendments](/sites/default/files/styles/standard_hero_article_460_361_1x/public/2022-11/master-pnp-ppmsca-58100-58145u.jpg?h=05d49764&itok=_H0bh-Bz)
Supporting Question 3: Using Founding Ideals to Assert Rights
Duration
Two 50-min class periodsSubject
- History
- Social Studies
Grade
6–12Language
English — USPublished
Overview
About This Activity
Students explore Supporting Question 3 through a series of activities that help them consider the perspectives of those denied rights during the founding era. They analyze primary sources written by a group of Black abolitionists from Massachusetts and Judith Sargent Murray, and advocate for white women’s rights. They conclude with a Formative Task that asks them to create a Found Poem using primary sources.
Procedure
Day 1 Activities
Day 2 Activities
Formative Task
Materials and Downloads
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Supporting Question 3: Using Founding Ideals to Assert Rights
Supporting Question 2: Founding Ideals Versus Realities
Supporting Question 4: Memory of the Founding
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