A statewide project equipping K-12 educators to teach Iowa history using primary sources

Teaching Iowa History Logo

Home » Lesson Plans » All Voices Matter Womens Suffrage

All Voices Matter: Women's Suffrage

Authoring Context: 
Teaching Methods, University of Northern Iowa, Fall 2018

Lesson Plan Item

General Information
Grade 8th Grade Class American History Length of Lesson
Unit Title
Unit Compelling Question
Historical Context

Students will discover the hisotyr behind women's suffrage, and develop vocabulary related civics and citizenship. 

Lesson Title All Voices Matter: Women's Suffrage
Lesson Supporting Question
Lesson Overview

In 1870, a bill that would have removed the word "male" from Iowa's voting qualifications passed the Iowa legislature; however, a controversial speech given by a British women's suffrage supporter named Victoria Woodhull derailed women's suffrage in Iowa and other states. On June 5, 1916, Iowa men voted on another effort to grant voting rights to Iowa women. This sign encouraged men to vote yes on the referendum. The 1916 referendum was voted down, and women did not receive the right to vote at that time. Women finally received the right to vote when Iowa became the 10th state to ratify the 19th Amendment was ratified on July 2, 1919. Women weren’t always allowed to vote. In this lesson we will look at the process of specifically women’s suffrage. We will see some key figures in the movement, and we will look at an artifact from the time period.

Primary Sources Used
Resources Needed


Lesson Target
Lesson Themes Lawmaking, Women's Experience
Lesson Procedure
Step Procedure Time Differentiation plan / Additional Information
1 Open with the schoolhouse rock video    

Have a discussion about the right to vote:

-Should everyone get to vote on things?

-Were voting rights always equal?

-When did different groups get to vote;

     -African Americans? (15th Amendment, 1870)

     -Native Americans? (Indian Citizenship Act, 1924)

     -Women? (19th Amendment, 1919)



Hand out two documents, then read aloud together

-History of Women's Suffrage

-The 19th Amendment


Explain HIPPO'S letter by letter, give time for them to write answers in between. When they're done talk about possible answers to each letter. (Document to be analyzed is the sign) They will get it in email form or a hand out.


5 Short quiz (linked)    
6 End of class - one minute paper style tweet. They get one minute to write a tweet (125 characters) about the most important thing talked about today.     
Formative Assessment
(How will you use the formative assessments to monitor and inform instruction?)
  • H.I.P.P.O.S using the sign artifact. (worksheet attached) Historical context, Intended audience, Purpose, Point of view, Outside information/examples, Synthesis. Students go through worksheet and apply each letter of the acronym to the object(the sign). They will have to use their own observations along with outside knowledge that they get throughout the unit.
Summative Assessment
(How does the lesson connect to planned summative assessment(s)?)
  • Quiz
  • One minute paper - tweet style. 125 characters.
Author Information
Author Connor McKibben Reviewer Lisa Millsaps Created 04/17/2019 Last Edited 04/17/2019

Objects Large for Lesson Plans

No objects were found.