Lesson Plan

Rights and Privileges- High School Level

A large purple and gold mural with portraits of women on a brick wall — What are rights? Who has them? Who had them in 1848?

NPS Photo

Grade Level:: High School: Ninth Grade through Twelfth Grade
Subject:: Social Studies
Lesson Duration:: 90 Minutes
Thinking Skills:: Applying: Apply an abstract idea in a concrete situation to solve a problem or relate it to a prior experience. Analyzing: Break down a concept or idea into parts and show the relationships among the parts. Evaluating: Make informed judgements about the value of ideas or materials. Use standards and criteria to support opinions and views.

Essential Question

What is the difference between rights and privileges? How did people
involved in the first Women’s Rights Convention gain rights? Privileges? How did they use
their privilege?

Objective

As a result of this lesson plan, students will…
- Understand the conditions of women that led to the 1848 Women’s Rights Convention, and what the goals of the convention were, as well as the conditions of women in the context of the Declaration of Sentiments
- Be able to explain the difference between rights and privileges, and how they apply to the people involved in the 1848 Convention
- Understand how rights and privileges function in society today

Preparation

Introduction
Introduce Women’s Rights National Historical Park.
Women’s Rights National Historical Park tells the story of the first Women’s Rights Convention held in Seneca Falls, NY on July 19-20,1848. It is a story of struggles for civil rights, human rights, and equality. These things are still global struggles that continue today.
The efforts of women’s rights leaders, abolitionists, and other 19th century reformers remind us that all people must be accepted as equals

Resources:
https://www.nps.gov/wori/learn/index.htm
https://www.nps.gov/bepa/index.htm

Goals & Objectives:
- To briefly share the story of the first formal woman's rights convention.
- To explain women’s role and station in society and the content and context of the Declaration of Sentiments.
- Describe/define the differences between rights and privileges.

Independent/Individual Learning
Individual Learners to decide on their own what is a right and what is a privilege. Educators may choose to assign this exercise to learners as an independent/individual assignment.

- In this variation, students complete part two entirely on their own learning about each of the five participants, the privileges afforded them in 1848, and how they influenced others toward a cause.

- This method can also be accomplished collaboratively in groups of five. Each group will complete the Rights and Privileges portion collaboratively. Each member of the group will represent one person who participated in planning and hosting the 1848 Seneca Falls Convention.

- Conclusion Discussion may still occur as a full class.