Last updated: April 8, 2022
Lesson Plan
Sentiments and Resolutions
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- Grade Level:
- High School: Ninth Grade through Twelfth Grade
- Subject:
- Social Studies
- Lesson Duration:
- 90 Minutes
- Common Core Standards:
- 6-8.RH.2, 9-10.RH.2, 9-10.RH.5, 11-12.RH.2
- Thinking Skills:
- Applying: Apply an abstract idea in a concrete situation to solve a problem or relate it to a prior experience. Analyzing: Break down a concept or idea into parts and show the relationships among the parts. Evaluating: Make informed judgements about the value of ideas or materials. Use standards and criteria to support opinions and views.
Essential Question
What can be inferred about the status of women in the 1840’s from the Sentiments included in the Declaration of Sentiments?
Objective
• Students will understand the differences between the Declaration of Independence and the Declaration of Sentiments
• Students will be able to explain the grievances and resolutions in the Declaration of Sentiments
• Student will demonstrate ability to defend a position informed by historical material
Preparation
Download Lesson Plan, Declaration of Sentiment, Declaration of Independence, and Group Work Sheets.
Materials
Download Declaration of Sentiments
Download Declaration of Independence
Download Comparing Declarations- Group Work Sheets
Procedure
1. Teacher introduces the Seneca Falls 1848 Convention. The Park’s Revolutionary Roots video (8 minutes) can be used for this: https://youtu.be/VupJgrixMmY
2. Students are grouped in threes.
3. Teacher hands out copies of the Declaration of Independence, Declaration of Sentiments and Resolutions, and the group recording sheet to each group.
4. Teacher asks students to work together, examine each document and complete the group recording sheet to be prepared for class discussion.
5. Teacher moves group to group helping students with wording as each group discusses and responds to questions.
6. Class discussion asking students to explain and react to the sentiments and resolutions in the document.
7. Teacher asks students to take a position (vote with feet- stand on one side of room or other) would they have attended the 1848 Women’s Rights Convention – why or why not? Would they sign the Declaration of Sentiments?
8. (Option for deeper conversations) Of the 300 people who attended the Convention, only 100 people signed the Declaration of Sentiments, but that didn’t mean there wasn’t more support for the ideas discussed. Of students who said they would attend or sign, direct anyone born in or before June to return to their seat- they are not allowed to support the cause, even though they want to. Inform female students that their Father or Husbands says no, they are not allowed to attend/sign. Inform male students that their boss says they cannot support women’s rights, or they are business owners whose customers would abandon them and ruin their livelihood if they sign. How does that feel? Is that oppression a motivator to support change?
Assessment Materials
Each student is asked to use a piece of paper to respond to the following: “Select one Sentiment and one Resolution from the Declaration of Sentiments. Adopt a position on whether or not that resolution would supply a solution to the problem indicated in that Sentiment. Defend your position using examples from modern society.”
Evaluation:
• Students participation during the groupwork
Students participation during class discussion
• Students responses to assessment writing question