Fernando M. Reimers et al.

An alternative to this is for each student to take on the persona of the change
maker he or she chose to study. There should be one change maker from
each suffrage movement in a new group. This group will have a round—table
discussion, and each will present the story of his or her life. Other group
members should ask him or her questions (meaning that this shouldn’t be a
roundvrobin presentation but a conversation).

Resources

‘1. A multimedia— and story-based introduction to the works of
Elizabeth Cady Stanton and Susan B. Anthony that explains their
roles in the suffrage movement
(http://www.pbs.org/stantonanthony/)

2. The last two books in this list (http://www.the—best—childrens—books.
org/suffragette—movement.html)

Part Two
The Expansion of the Right to Vote in Other Countries and the use of
the United Nations’ Universal Declaration of Human Rights to ad—
vance human rights

Activity 7.2.4

Universal Adult Suffrage in the World

In this activity, students are divided into various groups in which they ex-
amine the differences in universal adult suffrage across the world at different
points in time. Students may be divided by time periods or by regions of
the world, and they will create a brief profile explaining who was excluded
in their time period or country prior to adult suffrage and then present the
profile to the class.

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