Warm-up: (1 minute)

• What words come to mind when you think of Alice Paul’s work?
  1. Can generate as a word cloud (i.e., Poll Everywhere) or via sticky notes on Padlet (if in a space with computer access).
  2. Can also write on small slips of paper and toss to others to read and share.
  3. Can also do so quietly – simulate the type of silent protests Alice Paul engaged in on sidewalks and in public spaces, many of which landed her in jail.

Opening Discussion: (1 minute)

• Engage students in a discussion of the work of Alice Paul. Students can pull up assigned background readings.
• Prompts for Reflection/Discussion:
  1. How did Alice Paul create social change?
  2. What do you think motivated her?
  3. What do you think kept her going?
  4. How might her found friendships – other women, including those she met at police station (Lucy Burns, for example) and in jail, have sustained their collective work?
• Can write responses on board or shared computer screen
   

See Think Wonder (5 minutes)

• Present Lesson Slides.

• Work through series of images and “See, Think, Wonder” prompts

Brief Overview of Alice Paul (3 minutes)

• Present Lesson Slides.

Introduce the concept of finding new messages in primary source materials through annotation, summary, and found poetry (3 minutes)

• On board, can write --- Annotate, Summarize, Change
• Continue with Lesson Slides
• Ask students what these words mean in connection with a review of a primary source

Reflection (1-2 minutes)

• Think about an issue you care about
• How might you befriend like-minded people
• How might doing do help your own strength and activism
• Where do you find strength when needed
• Think about how change is made
• Can write the following words on the board - Vote, Suffrage, Suffer, Change, Activism, Resistance

Found Poetry (5 minutes)

• Introduce found poetry
• Background on found poetry.
• Continue with Lesson Slides 
• Review found poems on change

Introduce Alice Paul Primary Source Materials for Homework Activity (5 minutes)

 Primary Sources for Found Poems:

• “Alice Paul Describes Forced Feedings” Questions – 
  1. What do you notice first? What words do you see?
  2. Why do you think this was created?
  3. What information could help us understand this more?
• “Alice Paul Talks” Questions – 
  1. What words and phrases catch your attention?
  2. What is on this page around the article?
  3. Why do you think the author wrote this?
• “Western Union Telegram” Questions—
  1. What do you feel after reading this?
  2. What would you do to protect your right to vote
• Continue to work through Lesson Slides

 Activity (Introduce, Will be Completed as Homework): (4 minutes)

• Drawing upon the work of Alice Paul, create a found poem that inspires change/activism/change statement.
• Select a resource and create a found poem that inspires or conveys a message of change.
• Describe Steps
• Re-read and skim the selected resources (see Lesson Slides, distribute hand-outs).
• Think about Alice Paul’s commitment to change and the strategies she employed
• Can circle words, cross out phrases/sentences, keep those that resonate.
• Identify words and phrases of interest. Think about ways Paul found unexpected opportunity to make positive change.
• Goal – a reflection or personal change statement on activism, found friendships and meaning and missions, and the vote.
• Using a selected words and phrases, reconfigure the text to find your own statement or conception of change.

Exit Ticket (1 minute)

• One word, what does the right to vote mean to you?
• One word, what social issues might you wish to address?