11.5.4: Students analyze the major political, social, economic, technological, and cultural developments of the 1920s. Analyze the passage of the Nineteenth Amendment and the changing role of women in society.

Historical Interpretation (New History Education Skill)
1. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.

Materials:
·      Computer lab or access to a computer and the internet.
·      The 6 Cs document analysis worksheet
·      Image from SVHO
·      Template for Postcards from the Past.
 
 
Procedure:
1.    Pass out a copy (or provide online access to) of the Votes for Women (State Suffrage League).
2.    Review the section in the textbook dealing with the passage of the 19th Amendment and growing activism from women in the late 19th century
3.    Distribute copies of the 6Cs-students will use this worksheet to help understand the document.
4.    Explain the directions for Postcards from the Past. (Separate document)
5.    Download the template for Postcards from the Past to every computer.  For this lesson, each student will use the Votes for Women (State Suffrage League)
6.    A completed Postcard is the student’s ticket out the door.
 
Resources:
·      The 6Cs Document Analysis Worksheet
 
Directions for using the 6C’s:
The six C’s are a way of looking at historical resources.  The six Cs are: content, citation, context, connections, communication, and conclusions.  The six Cs are from the California History Social Science Project.
 Content
What is the main idea? Documents:  List important points, phrases, words, or sentences Images:  Describe what you see
Citation
Who created this?  When was it created?  What type of source is this?
Context
What is going on in the world, country, region, or locality when this was created?
What other sources might help provide answers to this question?  What else do we need to know to better understand the evidence in this source?
Connections
How does this connect to what you already know?  Keep in mind: nothing happens out of its own time.
Communication
What is the author’s bias or point of view?  Who is the intended audience?  Why was the source created?  What is the tone of the document or image?
Conclusions
What contribution does this make to our understanding of history?  How did you come to these conclusions?  How does this document or image help answer our essential     or research question?
Putting it all together
Remember most primary sources were never intended for our school audience. This tool is designed to help students explicitly dissect a source.  The overall goal is to get     the sense of its meaning.  Our purpose is to understand how a resource  contributes to understanding an issue in its own time.