We can describe the contributions of key individuals to the Seneca Falls Convention and explain their role in the women’s rights movement.
Why was it important that some men attended the Seneca Falls Convention?
It was important that some men attended the Seneca Falls Convention because...
By studying this visual, students might:
- The Seneca Falls Convention happened in 1848 in Seneca Falls, New York
- The event included key leaders like Elizabeth Cady Stanton, Lucretia Mott, Susan B. Anthony, and Sojourner Truth
- A document called the Declaration of Rights and Sentiments was created
- The quote “all men and women are created equal” was emphasized
- The event was connected to the women’s rights movement and promoted suffrage and no discrimination
- Why were women denied rights before the Seneca Falls Convention?
- What did the Declaration of Rights and Sentiments actually say?
- Did the Seneca Falls Convention change any laws right away?
- How did men support the women’s rights movement?
- Why was this event connected to the Declaration of Independence?
Extending the Discussion
- After randomly calling on students, if there is anything from this list that was not mentioned, then ask the class, "Did anyone notice...?"
- After students have shared what they notice, ask the class, "Did anyone wonder...?" using the suggestions above or anything else you might think is interesting or relevant to the lesson.
Structured Conversation Prompts
What occurred at the Seneca Falls Convention?
At the Seneca Falls Convention, ...
How is the Seneca Falls Convention related to the Declaration of Independence?
The Seneca Falls Convention is related to the Declaration of Independence because...
Why was it important that some men attended the Seneca Falls Convention?
It was important that some men attended the Seneca Falls Convention because...
Example Student Responses to the Observational Question
At the Seneca Falls Convention, people talked about women’s rights.
At the Seneca Falls Convention, women and some men gathered to demand equal rights, including suffrage, and created the Declaration of Rights and Sentiments to share their goals.
Responding to Responses
Emphasize and celebrate each student's use of the key vocabulary to support a culture of "no wrong answers."
Structuring Student Conversations
Have students list observations from the visual as a warm-up, then use the Q-SSS-A process to guide small-group conversations. In the slide decks, brackets can be moved to prepare the structured conversation. In the example to the right, students will be instructed: Q-SSS-A.
- To put a thumb up, then lower their hand when they are ready to answer the question
- To share with their elbow/shoulder partner, and that the student with the darkest shoe will share first
- That they will be randomly called on after the conversation
Here is an example of structuring a conversation with Q-SSS-A.
Note: the inferential question is the same as the language objective. It is recommended that students answer the inferential question in a small-group discussion before answering it individually as the closure or exit ticket of the lesson.
Structured Reading
The purpose for reading is to learn how the Seneca Falls Convention and its supporters helped begin the fight for equality in the women’s rights movement.
- Who helped organize the Seneca Falls Convention
- What the Declaration of Rights and Sentiments was based on
- What demands were made at the convention
- How suffrage was addressed
- Who supported the movement and why their support mattered
How did the participation of men at the Seneca Falls Convention affect the message of the event?
The participation of men at the Seneca Falls Convention affected the message because...
Structuring the Reading
Communicate the purpose of reading to the students and instruct them to make a note every time they see something on the PAT ("Pay Attention To") list. How you have students note items on the PAT list is up to you. This could include:
- Putting an asterisk in the margin
- Underlining text that supports the PAT list
- Putting a comment in the margin
Follow the reading with the post-reading discussion. Structure this discussion using the Q-SSS-A process just like the structured conversations in this lesson.
Note: you might find the relational question is better discussed before or after the reading. This depends on whether the relational question is directly related to the reading or might make connections across units.
Differentiating the Reading
You will notice that three different reading passages are provided with this lesson. Look at the shapes in the top-left of each passage to determine the grade level.
In a class with students at diverse reading level proficiencies, you can give the appropriate reading passage to different students, while having all students follow the same PAT list and post-reading discussion.