Part 1: List some legal limitations that Part 1: Write a paragraph representing Part 1: Make a claim supported by women faced in the 19th century that the views of a woman in the 1830s on evidence from the Declaration of were not faced by men at the same civil and social rights. Sentiments for how the Seneca Falls time. Convention raised consciousness Part 2: Research gender-equality issues about the needs of women in the Part 2: Select a topic related to and seek additional information from 1840s. present-day gender equality and community leaders their efforts to conduct initial research on that topic address the rights of women Part 2: Conduct a forum inside or with teacher support. outside of school addressing gender equality in society today. Featured Sources Featured Sources Featured Sources Source A: Excerpt from Blackstone’s Source A: Excerpt from letter from Source A: Announcement of Seneca Law M. Grimké to Mary S. Parker Falls Convention Sources B: Excerpt from Democracy in Source B: Excerpt from Loom and Source B: Address by Elizabeth Cady America Spindle or Life Among the Early Mill Stanton on women's rights Girls of Sentiments” Source C: “Declaration ARGUMENT What does it mean to be equal? Construct an argument (e.g., detailed outline, poster, essay) that discusses the issues women faced in the 19th century and those they continue to face today using specific Summative claims and relevant evidence from historical sources while acknowledging competing views. Performance Task EXTENSION Rewrite the lyrics to a popular present-day song from the perspective of a 19th-century women’s rights activist.
Part 1: List some legal limitations that women faced in the 19th century that were not faced by men at the same time. Part 2: Select a topic related to present-day gender equality and conduct initial research on that topic with teacher support. Part 1: Write a paragraph representing the views of a woman in the 1830s on civil and social rights. Part 2: Research gender-equality issues and seek additional information from community leaders their efforts to address the rights of women Part 1: Make a claim supported by evidence from the Declaration of Sentiments for how the Seneca Falls Convention raised consciousness about the needs of women in the 1840s. Part 2: Conduct a forum inside or outside of school addressing gender equality in society today. Featured Sources Featured Sources Featured Sources Source A: Excerpt from Blackstone’s Law Sources B: Excerpt from Democracy in America Source A: Excerpt from letter from M. Grimké to Mary S. Parker Source B: Excerpt from Loom and Spindle or Life Among the Early Mill Girls Source A: Announcement of Seneca Falls Convention Source B: Address by Elizabeth Cady Stanton on women's rights Source C: “Declaration of Sentiments” Summative Performance Task ARGUMENT What does it mean to be equal? Construct an argument (e.g., detailed outline, poster, essay) that discusses the issues women faced in the 19th century and those they continue to face today using specific claims and relevant evidence from historical sources while acknowledging competing views. EXTENSION Rewrite the lyrics to a popular present-day song from the perspective of a 19th-century women’s rights activist.
NewYork_7_Womens_Rights.docx