Integrity - Stanton Style
  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark MS.4 Give examples of how individuals have helped others.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark MS.3 Give political and historic reasons why civil society groups have formed in the nation and world.
      2. Benchmark MS.4 Describe the characteristics of someone who helps others.
      3. Benchmark MS.5 Identify historic examples of citizens using civil society organizations to petition the government.
    2. Standard PCS 02. Diverse Cultures
      1. Benchmark MS.5 Discuss examples of groups denied their rights in history.
      2. Benchmark MS.7 Identify women and minorities who are or have been leaders in the civil society sector.
  3. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark MS.10 Identify reasons why historic figures acted for the common good.

Through reading and discussion, students learn that Elizabeth Cady Stanton is a model of integrity, being true to herself and others through actions and statements.

Duration: 
PrintOne 20-minute lesson
Objectives: 

The learner will:

  • read the text about Elizabeth Cady Stanton.
  • review vocabulary: suffrage, abolitionist.
  • analyze the text and answer questions.
  • explain ways that Elizabeth Cady Stanton demonstrated integrity.
Materials: 

Student copies of Handout One: Elizabeth Cady Stanton

Instructions: 
Print
  1. Anticipatory Set:

    Ask the students to guess the year that women were legally given the right to vote in the United States. They may be surprised to hear that it wasn't until 1920 that the Nineteenth Amendment to the Constitution prohibited gender-based restrictions on voting. Tell them that today they are going to read about a woman who started the suffagist movement in 1848.

  2. Students will be reading a text on Elizabeth Cady Stanton and answering questions. Due to the vocabulary and amount of direct quotes in the text, you may want to read the text aloud with students following along. You may choose to hold a whole-class discussion of the questions or ask the learners to discuss the questions in groups.

  3. Give each student a copy of Handout One: Elizabeth Cady Stanton. Read the article and discuss the questions together or in small groups.

  4. Discuss the reading by asking students how Elizabeth Cady Staton was true to herself and others. Ask, "In what ways might her style have caused you to question whether she was true to others?