Suffrage Struggle Do Now
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Do Now Activity Standard RI.7.3: Interactions & Analysis
The Turning Tide of Justice
For decades, the American woman suffrage movement relied on the patient, state-by-state advocacy led by figures like Susan B. Anthony and Elizabeth Cady Stanton. However, by the early 20th century, a new generation of activists, spearheaded by Alice Paul, realized that the movement required a more confrontational approach to secure a federal amendment. This shift in strategy created a powerful interaction between political pressure and national identity.
In 1917, Paul’s "Silent Sentinels" began picketing the White House—the first time citizens had protested directly outside the President’s gates. When the U.S. entered World War I, the interaction between the suffragists and the public grew tense. Critics argued it was unpatriotic to protest during wartime, but Paul used the war to her advantage, pointing out the hypocrisy of fighting for democracy abroad while denying it at home.
The interaction between persistence and the changing social climate of the war era finally pushed the 19th Amendment through Congress in 1919. Ratified in 1920, the amendment was not just a legal change but the culmination of decades where individual bravery collided with global events to reshape the American democratic landscape.
1. Based on the passage, how did Alice Paul’s choice of strategy interact with President Wilson’s wartime message?
A. She supported his call for unity by pausing protests until the war ended.
B. She used his rhetoric about fighting for democracy abroad to highlight the lack of democracy at home.
C. She convinced him to change his wartime message to include women's suffrage as a military goal.
D. She focused solely on state-level voting rights to avoid interfering with federal wartime policies.
2. According to the text, what was the primary interaction between the "Silent Sentinels" and the public during World War I?
A. The public largely ignored the picketers because they were focused on the war effort.
B. The public praised the suffragists for their bravery in protesting directly at the White House.
C. Tensions rose as critics viewed the suffragists' continued protests as unpatriotic during a global conflict.
D. The suffragists and the public collaborated on humanitarian efforts to show their patriotism.
3. How did the shift from a "state-by-state" strategy to a "federal amendment" focus change the movement's interaction with the government?
A. It forced the movement to rely more on local politicians rather than the President.
B. It led to direct confrontations with federal authority, such as picketing the White House.
C. It decreased the amount of national attention the movement received from major newspapers.
D. It allowed suffragists to avoid the complications of national politics and global events.
Source: Adapted from National Archives Historical Records regarding the 19th Amendment.
Suffrage Struggle Answer Key
History Minute
Teacher Resource
Answer Key: Suffrage Struggle Standard RI.7.3
1 Question 1 Analysis
Correct Answer: B
"She used his rhetoric about fighting for democracy abroad to highlight the lack of democracy at home."
Instructional Note:
Measures RI.7.3 by requiring students to analyze how Alice Paul's actions interacted with President Wilson's rhetoric. It highlights the strategic use of political irony to force a federal-level interaction.
2 Question 2 Analysis
Correct Answer: C
"Tensions rose as critics viewed the suffragists' continued protests as unpatriotic during a global conflict."
Instructional Note:
Students analyze the relationship between the event (WWI entry) and the individuals (the suffragists). It demonstrates how historical context shifts the nature of interactions between activists and the public.
3 Question 3 Analysis
Correct Answer: B
"It led to direct confrontations with federal authority, such as picketing the White House."
Instructional Note:
Focuses on how ideas (strategy shift) influenced interactions (confrontations). Highlights the transition from state-level lobbying to centralized federal pressure.
Teaching Standard RI.7.3
When teaching this standard, encourage students to look beyond simple cause-and-effect. Ask: "How did the choices of one person (Alice Paul) force a change in the actions of another (Woodrow Wilson)?" This highlights the dynamic nature of historical interactions.
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