Women's Suffrage

As a young 8-year-old girl, I never thought much about not having the same rights as my younger brother. Like my own daughter, I always thought of myself as equal to anyone and entitled to the same opportunities as anyone else. However, as my daughter discovered this week while doing a project on Susan B. Anthony, this has not always been the case for women in the United States.

Abigail Adams is an early example of women asking for equal rights when she wrote to her husband John Adams to remember the ladies while writing the laws of the new nation. In 1848, the first women’s rights convention occurred in Seneca Falls presided by Lucretia Mott and Elizabeth Cady Stanton resulting in the document “Declaration of Sentiments” which was modeled after the Declaration of Independence and began “We hold these truths to be self-evident, that all men and women are created equal.” Additionally, they outlined their grievances which were unanimously adopted except for the suffrage resolution which some attendees felt was too radical for the time. Soon members of the women’s rights movement rallied around the right to vote as the ultimate way to guarantee their rights and freedom.

In 1878 Susan B. Anthony wrote the Women’s Suffrage Amendment that read “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.” At first known as the Sargent Amendment for Senator Arlen A. Sargent of California who first proposed it to the Senate was introduced in each succeeding congress until 1919 when the Senate passed the Anthony amendment.

This topic easily lends itself to a time-line assignment, but to learn more about the Women’s Suffrage Movement visit some of these web resources
Timeline
Scholastic for Teachers
Suffrage history

Olympic Games

The history of modern Olympic Games is interval snapshots of world history. While students are inspired by watching the current Olympic stories unfold on TV, we can use the event in our courses to inspire them to learn about the past. The history of the Olympics itself is a study of sports, athletes, people, and the development of sports medicine, science, and technology. The opening and closing ceremonies inform the world about the hosting nation’s history and culture. The Olympic event illustrates the key social, political, and cultural history of the period. Here is a brief timeline of some key modern Summer Olympic history. Visit this website for video, timelines, and other key images of the Olympics.

1896 First Modern Olympics in Athens
1900 Women compete in the Olympics for first time
1908 Moved to London from Rome after a devastating eruption of Mt. Vesuvius
1916 Cancelled for WWI
1924 Winter Olympics begins in Chamonix, France
1936 Jesse Owens wins Gold in Germany where Hitler and the Nazis were gaining power
1940-1944 Cancelled for WWII
1952 Soviet Union participated for the first time
1956 Olympics boycotted for Soviet Union army entering Budapest
1964 Computers used to record times
1968 US medal winning track Athletes pictured on medal stand with Black Power fists raised
1972 Israeli athletes kidnapped and killed in Olympic Village
1980 Boycott of the Moscow Olympics by the United States and 60 other nations protesting the invasion of Afghanistan by the Soviet Union.

For more history on the Summer and Winter Olympics visit Olympic.Org for links to photos, video and an Olympic Museum.

Some extension activities for students are:

1. Students create a timeline for themselves
2. Students research the significance of one specific Olympic Games. Encourage students to see beyond the games and athletes to reflect and synthesize the sporting event with world social, political, technological, and cultural history.
3. Create your own History Olympic Games with events that challenge students to answer as many questions as they can correctly in 60 seconds, get the most correct, create the most well written essay on a topic, and get a historical fact the fastest from the internet or in a library. Can't think of more or don't like these, have the students create the events and judge them.

Timeline Assignment

Historians use timelines to create a graphical, sequential picture of history. Timelines are linear or comparative. The information in a timeline gives us perspective about the relationships between events and people. Textbooks and Hippocampus.org do this for students regularly to present information in a different and concise format. Below are a couple of timelines on the web you might use in your courses as resources for students.

http://www.historicaltimeline.com/ (This site includes 5 timelines that traces world history, leaders, religion, war, and inventions)

http://www.searchbeat.com/society/History/Timelines/ (This site has a long list of timelines for various topics)

http://www.si.edu/Encyclopedia_SI/nmah/timeline.htm (American History Timeline by the Smithsonian Institute)

http://www.mnh.si.edu/Africanvoices/ax/fs/primary_fs.html?history+intro (This is the Smithsonian timeline for African history)

http://www.lkwdpl.org/study/timeline/ (This is a student guide to creating timelines and it also provides links to many useful timelines)

Organizing content and creating a timeline requires students to break information into parts, understand the impact of time and space on perspective, and identify trends. First, create a list of topics related to the unit or course. I provide several topics that have evolved over time and have many key events. For example, students might trace medical advancements in the United States from the Civil War through WWII. Students pick a topic that most interests them, but I am careful to give students specific start and end parameters for the timeline. Students create a time line of at least 15 events using either a word processing program or this really nice web 2.0 tool at http://www.timerime.com/ (you’ll also find some timelines here that you might find useful in your courses.). Each item on the timeline should include a brief description that explains the significance of that date. Students summarize the topic the outline is about in one concise paragraph. Students are encouraged to post their work to an optional Timeline discussion for classmates to use. This student generated bank of timelines can be a useful resource for them as the course progresses.