“Hooch Murder” Bill – New York Times

“Hooch Murder” Bill – New York Times

‘HOOCH MURDER’ BILL DRAFTED BY ANDERSON

“This bill is intended for whoever it may hit, but it is especially directed at the immoral foreigner, usually an alien, who had largely stopped killing with a knife from hate or with a gun for hire, and has gone into the preparation and thoughtless selling of poison for profit.”

Title of lesson: The Harlem Renaissance

Type of lesson: Lecture

Your Name: Amanda Macaro

Length of lesson: 50 minutes

• 
  Identify the social, cultural, and political events that lead to the Harlem Renaissance
  
• 
  Explain how the Harlem Renaissance was a “rebirth”
  

Arizona’s College and Career Ready Standards for Literacy in

Materials/Evidence/Sources:

• 
  PowerPoint
  
• 
  Pen and Paper
  

Procedure to Teach the Lesson:

• 
  Beginning (anticipatory set)
  

1. 
   Teacher will have students answer the questions that are on the Warm up – “What is a Renaissance?” “What are the characteristics of a Renaissance?” and “What do you already know about the Harlem Renaissance?” (5 min)
   
2. 
   Students will do a think-pair-share once they are finished with the warm-up (2 min)
   

• 
  Middle
  

1. 
   Teacher will present slideshow
   

Second Slide – Pause and Think this allows the students to use higher order thinking skills to interpret what they are about to learn

Third Slide – The Great Migration

Fourth Slide – Map of how the Migration was spread out

Fifth Slide – Social Impact

Sixth Slide – Cultural Impact

Seventh Slide – Political Impact

Eighth Slide – Pause and think this slide has questions for the students to answer while listening to the song “Take the A Train”

Ninth and Tenth Slide – Notable Musicians

Eleventh Slide – Lasting Impact (35 min)

• 
  End (closure)
  

1. 
   Teacher will have the students pause and Reflect, the questions are on the last slide. (1 min)
   
2. 
   They will be asked to write down their answers and any questions that they may have. (2 min)
   
3. 
   A minimum of 5 students will share any questions or thoughts they have on the lesson. (5 min)
   

Assessment:

Title of lesson: Women’s Rights

Type of lesson: Inquiry

Your Name: Amanda Macaro

Length of lesson: 50 minutes
Overview: The students will look at primary source documents to identify the process in which women gained the right to vote.
Objectives:
Students will be able to:

• 
  SWBAT identify the opposition women faced when trying to gain the right to vote.
  
• 
  SWBAT explain the significance of Women’s Suffrage
  

D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.

D2.His.2.9-12. Analyze change and continuity in historical eras

D2.His.12.9-12. Use questions generated about multiple historical sources to pursue further inquiry and investigate additional sources.

Materials/Evidence/Sources:

• 
  Primary Sources
  
• 
  Pen and Paper
  

Procedure to Teach the Lesson:

• 
  Beginning (anticipatory set)
  

1. 
   Focus Activity: Teacher will pass out a timeline of Women’s Suffrage as well as a graphic organizer and explain that by the end of the lesson they will be able to answer the question: “Why did women face opposition when trying to gain the right to vote before 1920?” (2 min)
   
2. 
   Students will work by themselves to highlight major events that stand out to them, they will also jot down information in their graphic organizer. (5 min)
   

• 
  Middle
  

1. 
   Begin Inquiry Round 1: Teacher will give out document B, students will complete corresponding graphic organizer. (5 min)
   

Share Hypothesis A. Discussion

• 
  What is the viewpoint of this particular person?
  
• 
  What argument did she use to support her stance?
  
• 
  Do you find anything ironic about her statements?
  
• 
  Who do you think the intended audience was? (7 min)
  

2. 
   Begin Inquiry Round 2: Teacher will pass out documents C and D, students will complete corresponding graphic organizer. (7 min)
   

Hypothesis B. Discussion

• 
  Has anyone’s hypothesis changed? Why or Why Not?
  
• 
  In Document D, why is the date important?
  
• 
  Are these reliable sources? Why or why not? (5 min)
  

3. 
   Begin Inquiry Round 3: Teacher will pass out document E, students will complete corresponding graphic organizer. (5 min)
   

Share final Hypothesis. Discussion

• 
  Which of these documents do you think explained the opposition of Women’s Suffrage the best? Why?
  
• 
  Why did women face opposition when trying to gain the right to vote? Use evidence from the documents! (5 min)
  

• 
  End (closure)
  

Worcester, Massachusetts is the site of the second National Women's Rights Convention. Participants included: Horace Mann, New York Tribune columnist Elizabeth Oaks Smith, and Reverend Harry Ward Beecher, one of the nation's most popular preachers. 

At a women's rights convention in Akron, Ohio, Sojourner Truth, a former slave, delivers her now memorable speech "Ain't I a woman?"

1852

The issue of women's property rights is presented to the Vermont Senate by Clara Howard Nichols. This is a major issue for the Suffragists. 

"Uncle Tom's Cabin" by Harriet Beecher Stowe, is published and quickly becomes a bestseller.

1853

Women delegates, Antoinette Brown and Susan B. Anthony, are not allowed to speak at The World's Temperance Convention held in New York City.


1857

The Married Woman’s Property Bill passes in the U.S. Congress.  Women can how sue, be sued, make contracts, inherit and bequeath property.


1861-1865

During the Civil War, efforts for the suffrage movement come to a halt. Women put their energies toward the war effort.


1866

Elizabeth Cady Stanton and Susan B. Anthony form the American Equal Rights Association, an organization dedicated to the goal of suffrage for all regardless of gender or race.


1868

Elizabeth Cady Stanton, Susan B. Anthony, and Parker Pillsbury publish the first edition of The Revolution.  This periodical carries the motto “Men, their rights and nothing more; women, their rights and nothing less!”

Caroline Seymour Severance establishes the New England Woman’s Club.  The “Mother of Clubs” sparked the club movement which became popular by the late nineteenth century. 

In Vineland, New Jersey, 172 women cast ballots in a separate box during the presidential election. 

Senator S.C. Pomeroy of Kansas introduces the federal woman’s suffrage amendment in Congress.  

Many early suffrage supporters, including Susan B. Anthony, remained single because in the mid-1800s, married women could not own property in their own rights and could not make legal contracts on their own behalf. 

The Fourteenth Amendment is ratified. "Citizens" and "voters" are defined exclusively as male.

1869

The American Equal Rights Association is wrecked by disagreements over the Fourteenth Amendment and the question of whether to support the proposed Fifteenth Amendment which would enfranchise Black American males while avoiding the question of woman suffrage entirely. 

Elizabeth Cady Stanton and Susan B. Anthony found the National Woman Suffrage Association (NWSA), a more radical institution, to achieve the vote through a Constitutional amendment as well as push for other woman’s rights issues.  NWSA was based in New York

Lucy Stone, Henry Blackwell, Julia Ward Howe and other more conservative activists form the American Woman Suffrage Association (AWSA) to work for woman suffrage through amending individual state constitutions.  AWSA was based in Boston. 

Wyoming territory is organized with a woman suffrage provision.

1870

The Fifteenth Amendment give black men the right to vote.  NWSA refused to work for its ratification and instead the members advocate for a Sixteenth Amendment that would dictate universal suffrage.  Frederick Douglass broke with Stanton and Anthony over the position of NWSA.  

The Woman’s Journal is founded and edited by Mary Livermore, Lucy Stone, and Henry Blackwell. 

1871

Victoria Woodhull addresses the House Judiciary Committee, arguing women’s rights to vote under the fourteenth amendment.  

The Anti-Suffrage Party is founded.

1872

Susan B. Anthony casts her ballot for Ulysses S. Grant in the presidential election and is arrested and brought to trial in Rochester, New York.  Fifteen other women are arrested for illegally voting.  Sojourner Truth appears at a polling booth in Battle Creek, Michigan, demanding a ballot to vote; she is turned away.

Abigail Scott Duniway convinces Oregon lawmakers to pass laws granting a married woman’s rights such as starting and operating her own business, controlling the money she earns, and the right to protect her property if her husband leaves.

1874

The Woman's Christian Temperance Union (WCTU) is founded by Annie Wittenmyer. With Frances Willard at its head (1876), the WCTU became important proponent in the fight for woman suffrage.  As a result, one of the most strong opponents to women's enfranchisement was the liquor lobby, which feared women might use their vote to prohibit the sale of liquor.


1876

Susan B. Anthony and Matilda Joslyn Gage disrupt the official Centennial program at Independence Hall in Philadelphia, presenting a “Declaration of Rights for Women” to the Vice President. 


1878

A Woman Suffrage Amendment is proposed in the U.S. Congress. When the 19th Amendment passes forty-one years later, it is worded exactly the same as this 1878 Amendment.  


1887

The first vote on woman suffrage is taken in the Senate and is defeated.


1888

The National Council of Women in the United States is established to promote the advancement of women in society.


1890

NWSA and AWSA merge and the National American Woman Suffrage Association is formed. Stanton is the first president. The Movement focuses efforts on securing suffrage at the state level. 

Wyoming is admitted to the Union with a state constitution granting woman suffrage.  

The American Federation of Labor declares support for woman suffrage. 

The South Dakota campaign for woman suffrage loses.

1890-1925

A progressive era results. Women from all classes and backgrounds enter public life. Women's roles expand and result in an increasing politicization of women. Consequently the issue of woman suffrage becomes mainstream politics.


1892

Olympia Brown founds the Federal Suffrage Association to campaign for woman’s suffrage. 


1893

Colorado adopts woman suffrage.


1894

600,000 signatures are presented to the New York State Constitutional Convention in a failed effort to bring a woman suffrage amendment to the voters.


1895

Elizabeth Cady Stanton publishes The Woman’s Bible.  After its publication, NAWSA moves to distance itself from Stanton because many conservative suffragists considered her to be too radical and, thus, potentially damaging to the suffrage campaign.


1896

Mary Church Terrell, Ida B. Wells-Barnett, and Frances E.W. Harper among others found the he National Association of Colored Women’s Clubs.

Utah joins the Union with full suffrage for women. 

Idaho adopts woman suffrage.  


1903

Mary Dreier, Rheta Childe Dorr, Leonora O'Reilly, and others form the Women's Trade Union League of New York, an organization of middle- and working-class women dedicated to unionization for working women and to woman suffrage.


1910

Washington State adopts woman suffrage. 

The Women’s Political Union organizes the first suffrage parade in New York City. 

1911

The National Association Opposed to Woman Suffrage (NAOWS) is organized. Led by Mrs. Arthur Dodge, its members included wealthy, influential women, some Catholic clergymen, distillers and brewers, urban political machines, Southern congressmen, and corporate capitalists.

The elaborate California suffrage campaign succeeds by a small margin.

1912

Woman Suffrage is supported for the first time at the national level by a major political party -- Theodore Roosevelt's Bull Moose Party. 

Twenty thousand suffrage supporters join a New York City suffrage parade. 

Oregon, Kansas, and Arizona adopt woman suffrage.

 

1913

Alice Paul and Lucy Burns organize the Congressional Union, later known at the National Women’s Party (1916).  They borrowed strategies from the radical Women’s Social and Political Union (WSPU) in England. 


1914

Nevada and Montana adopt woman suffrage. 

The National Federation of Women’s Clubs, which had over two million women members throughout the U.S., formally endorses the suffrage campaign.

1915

Mabel Vernon and Sara Bard Field are involved in a transcontinental tour which gathers over a half-million signatures on petitions to Congress. 

Forty thousand march in a NYC suffrage parade.  Many women are dressed in white and carry placards with the names of the states they represent. 

Pennsylvania, New Jersey , New York, and Massachusetts continue to reject woman suffrage.


1916

Jeanette Rankin of Montana is the first woman elected to the House of Representatives. Woodrow Wilson states that the Democratic Party platform will support suffrage.


1917

New York women gain suffrage. 

Arkansas women are allowed to vote in primary elections. 

National Woman’s Party picketers appear in front of the White House holding two banners, “Mr. President, What Will You Do For Woman Suffrage?” and “How Long Must Women Wait for Liberty?”  Picketers remain stationed there permanently. 

Jeannette Rankin of Montana, the first woman elected to Congress, is formally seated in the U.S. House of Representatives. 

Alice Paul, leader of the National Woman’s Party, was put in solitary confinement in the mental ward of the prison as a way to “break” her will and to undermine her credibility with the public. 

In June, arrests of the National Woman’s party picketers begin on charges of obstructing sidewalk traffic.  Subsequent picketers are sentenced to up to six months in jail.  In November, the government unconditionally releases the picketers in response to public outcry and an inability to stop National Woman’s Party picketers’ hunger strike.

1918

Representative Rankin opens debate on a suffrage amendment in the House. The amendment passes. The amendment fails to win the required two thirds majority in the Senate. 

Michigan, South Dakota, and Oklahoma adopt woman suffrage. 

President Woodrow Wilson states his support for a federal woman suffrage amendment. 

President Wilson addresses the Senate about adopting woman suffrage a the end of World War I.

1919

The Senate finally passes the Nineteenth Amendment and the ratification process begins.


August 26, 1920

Three quarters of the state legislatures ratify the Nineteenth Amendment. 
American Women win full voting rights.
Source: https://www.nwhm.org/education-resources/history/woman-suffrage-timeline

Document B: Molly Elliot Seawell (ORIGINAL)
It has often been pointed out that women could not, with justice, ask to legislate upon matters of war and peace, as no woman can do military duty; but this point may be extended much further. No woman can have any practical knowledge of shipping and navigation, of the work of trainmen on railways, of mining, or of many other subjects of the highest importance. Their legislation, therefore, would not probably be intelligent, and the laws they devised for the betterment of sailors, trainmen, miners, etc., might be highly objectionable to the very persons they sought to benefit. If obedience should be refused to these laws, who is to enforce them? The men? Is it likely they will? And if the effort should be made, what stupendous disorders would occur! The entire execution of the law would be in the hands of men, backed up by an irresponsible electorate which could not lift a finger to apprehend or punish a criminal. And if all the dangers and difficulties of executing the law lay upon men, what right have women to make the law? (pp. 31-32)
But that woman suffrage tends to divorce, is plain to all who know anything of men and women. Political differences in families, between brothers, for example, who vote on differing sides, do not promote harmony. How much more inharmonious must be political differences between a husband and wife, each of whom has a vote which may be used as a weapon against the other? What is likely to be the state of that family, when the husband votes one ticket, and the wife votes another? (p. 113)

Source: Excerpt from Molly Elliot Seawell, an anti-suffragist from Virginia who published the anti-suffrage book, The Ladies’ Battle, in 1911.

Document C: Anti-Suffrage Newspaper in New York (ORIGINAL)
It is the Suffragists whose ideal is the kitchenless house fed from a mechanical institutional centre. The main proportion of Suffragist writing and speaking is on this pots and pans pattern, simply a denunciation of housekeeping as degrading. It is the Suffragist theory that the woman's sphere in life should be the same as the man's that has condemned her to share with him what is so hideous a misfit in the miscalled education of our industrial classes, whose girls are all taught as if destined for literary rather than manual occupations, as if the National funds were collected to compel the training of a surplus of cheap short-hand typists for the office, and to compel a lack of expert housewives in the home. It is the Suffragists who are destroying the wholesome personal element in female life, by their doctrine of degradation in the washing of pots and pans for husband, father and son, while they demand the vote, and opportunity to serve the State, the husbands, fathers, and sons of other people, with what? What service? An abstract service of legislation and administration, they reply: in fact all that barren "social service" which can be performed without the sweating of the brow, the soiling of a finger! Is it not clear how this hideous feminism is sapping our vitality as a nation? Is it too much to say that it is at the root of half the unhealth and disease of which to-day's unrest is symptomatic?
There are many wealthy women who have espoused Suffragisim, and who, to promote it, do daily a very dangerous thing in preaching to working women that housework is degrading. And dangerous as is that direct denunciation of housework universal among Suffragists, of which the Woman's Labor League president's pots and pans speech is typical, there is another way inculcating contempt for it, which is even more dangerous because more insidious and less direct. An example of the insidious way in which the mischief is spread is shown in a letter to the Times of December 21 last, advocating the suffrage for women. It was written by a lady from the standpoint of the leisured and cultured classes, as she expressly said. "We more fortunate women," she wrote, plead for the franchise, not for our own sake, but for the sake of the working women (whose "round of toil" she stigmatized as "drudgery"), because "it shall bring them at once something at least of the respect and consideration which form the basis upon which we more fortunate women build our lives."

Source: Article from an anti-suffrage newspaper, The Woman’s Protest Against Woman’s Suffrage, published in New York by the National Association Opposed to Woman Suffrage, in October 1912.

Document D: Tennessee Representative John A. Moon (ORIGINAL)
It has been insisted that the real-purpose of this amendment is the basis for political legislation that will ultimately deprive the Southern States of representation in part in Congress and their force in national affairs ....

In those Southern States where the colored population outnumbers the white to double the number of ignorant voters by giving the colored woman the right to vote would produce a condition that would be absolutely intolerable. We owe something to the wishes and the sentiments of the people of our sister States struggling to maintain law and order and white supremacy....

We are engaged now in a great foreign war. It is not the proper time to change the whole electoral system... Patriotism, in my judgment, forbids the injection of this issue into national politics at this time.
Source: Representative John A. Moon of Tennessee, speech in House of Representatives, January 10, 1918, on the issue of the woman suffrage amendment.

Document E: Tulsa Daily World Newspaper

From the Oklahoma Association Opposed to Women Suffrage, published on November 3^rd, 1918.

Source: http://chroniclingamerica.loc.gov/lccn/sn85042344/1918-11-03/ed-1/seq-31/

Women’s Suffrage Name

Subject	Teacher	Hour
American History	Mrs. Macaro

Overview

Fill Out the Graphic Organizer with details and information after you evaluate each document. You will include the date and the author for each document as this information will help you develop a better understanding. You will write down your conclusion of the document, and how it relates to Woman Suffrage, you must include evidence to support your conclusion!

At the end of the assignment you will answer the discussion question on the back of this paper

	Date/Author	Conclusion/evidence
Document A
Document B
Document c
Document D
Document e

In your own words explain the significance of Women’s Suffrage and why it was so viciously opposed.

Name______________________ Date________ Hour _____
This is an in class essay, it is to be completed over one class period. You may use any notes that you have personally taken to help you complete this assignment. You must answer the question completely using efficient evidence to back up your explanation. You will answer the question with complete sentences and must include a thesis statement that is backed up with well-developed paragraph(s). Remember to look at all aspects of the Roaring 20s and tie them together! Good luck, and happy writing!
Essay Question: “How did American life change during the Roaring 20s?”

Model Response:

American life rapidly changed during the early 20^th century; it saw the creation of the automobile, the Wright brothers take their first flight, and even the creation of peanut butter, while those things changed American life, perhaps not as much as the 1920s. Life in the 1920s saw Prohibition, Gangsters, the Harlem Renaissance, and Women’s Suffrage because of these events life in America was forever changed.

Prior to 1920 Americans were free to have a drink after work, or even in their own house. However, in 1920 that changed with the passing of the 18^th Amendment which prohibited the distribution, sale, purchase, and consumption of alcohol. Prohibition was passed because women and families made claims that alcohol was destroying family life and causing reckless behavior. Making alcohol illegal would prove to cause more problems than it fixed. Since alcohol was prohibited many people began to make their own (moonshine), and even became more violent and angry when unable to “unwind” by having a drink. Prohibition directly led to the rise of crime and gangsters. Gangsters would prove a test for the American government and cause fear among the American people.

The Harlem Renaissance was directly related to the Great Migration. African Americans had moved north in order to find jobs and other new opportunities which subsequently changed American culture. The Harlem Renaissance was a rebirth of African American culture; out which sprang such writers as Langston Hughes, and Claude McKay. Yet authors were not the only thing to arise from the Harlem Renaissance, here is where America met Jazz music. The Harlem Renaissance served as a time for African Americans to redefine themselves as individuals that were no longer associated with the burden of slavery.

Yet, the biggest thing, to come out of the 1920s was Women’s Suffrage. Women earned the right to vote in August of 1920. Prior to this women did not have a national vote, but certain states did allow them to voice their opinion. While there were many opposed to women voting, they took what was theirs rightfully by the constitution and the 19^th Amendment was passed. Many women utilized not only their right to vote, but also began to express themselves outside the traditional role as a wife and mom. This is where Flappers began to make their appearance.

As one can see, the 1920s had many different events taking place that impacted America. Prohibition banned alcohol, but suffered major consequences that led to major crime; and was eventually repealed with the 21^st Amendment. The Harlem Renaissance allowed African Americans the chance to express themselves and created an entirely new genre of writing, music, and culture. Finally, women gaining the right to vote changed American politics forever.


Rubric:

The Roaring 20s Teacher Name: Mrs. Macaro  Student Name:     ________________________________________

CATEGORY	5	4	2	1
Organization	Information is very organized. Clear thesis statement, and well developed paragraphs. The question is answered completely and ties everything together.	Information is organized. Thesis Statement could use improvement and has a few developed paragraph(s). The question could have been answered more efficiently, and some things are tied loosely together.	Information is organized. There is no thesis statement. There are very little paragraphs or only one. The question is answered, but does not tie everything together.	The information appears to be disorganized. No thesis statement, and only one paragraph. The question is not answered.
Content	Information clearly relates to the main topic. It includes several supporting details and/or examples. All facts are accurate.	Information clearly relates to the main topic. It provides a few supporting details and/or examples. Some facts seem to be incorrect or unclear.	Information clearly relates to the main topic. No details and/or examples are given. A few facts are mentioned, but are incorrect or unclear.	Information has little or nothing to do with the main topic. No facts are mentioned or are completely inaccurate.
Spelling and Grammar	Writer makes no or very few errors in grammar or spelling.	Writer makes a few errors in grammar or spelling.	Writer makes errors in grammar or spelling that distract from the content.	Writer makes a significant amount of errors in grammar or spelling and distracts from the content.

Source: This Rubric was created and modified by using Rubristar.

http://rubistar.4teachers.org/index.php?screen=CustomizeTemplatePrint&

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