Paired Texts > African American Suffragists
We've identified these texts as great options for text pairings based on similar themes, literary devices, topic, or writing style. Supplement your lesson with one or more of these options and challenge students to compare and contrast the texts. To assign a paired text, click on the text to go to its page and click the "Assign Text" button there.
In "Marian's Revolution," Sudipta Bardhan Quallen describes the life of Marian Anderson, an African American singer, who helped combat racial discrimination in the early 1900s.Pair “Marian’s Revolution” with “African American Suffragists” and ask students to discuss how the African American women in the two texts contributed to civil rights. How did Marian Anderson and the African American women in “African American Suffragists” challenge discrimination?
In the informational text "Justice for All," Lynn Rymarz discusses Ida B. Wells' fight for justice against the Chesapeake and Ohio Railroad.Pair “Justice for All” with “African American Suffragists” to provide students with additional information about Ida B. Wells. Ask students to discuss how both texts explore the discrimination that Wells faced. How did Wells confront the unfair treatment she received for her race and gender and work to change it?
In the informational text "Women who Spoke Up," Andrew Matthews discusses inspiring women who have contributed to change throughout history.Pair “African American Suffragists” with “Women who Spoke Up” to provide students with information about notable African American suffragists. Ask students to discuss what it was like to be a woman in the late 19th and early 20th century. What obstacles did they face? How did Black women face additional challenges during this time? Ask students to compare the information provided in both texts about Ida B. Wells. In what ways was Wells an inspiring and influential woman?
In "Meet the New Woman," Gwen Hoerr Jordan describes how life for many American women changed after the 19th Amendment gave them the right to vote.Pair “African American Suffragists” with “Meet the New Woman” to have students learn more about the role that African American women played in womens’ struggle for equal voting rights. According to “African American Suffragists,” what discrimination did African American women face while trying to get the right to vote? How does learning about their struggle to be recognized within the suffragist movement change your perspective of the information shared in “Meet the New Woman”?
In "The Girl Who Changed the Universe," Cecilia Payne faces challenges as a woman on her journey to become a groundbreaking astronomer.Pair “African American Suffragists” with “The Girl Who Changed the Universe” to give students another point of view about women’s rights. How were the African American women in “African American Suffragists” treated because of their race and gender? What did they do to fight for change? How was Dr. Cecilia Payne treated differently because she was a woman in “The Girl Who Changed the Universe”? How did the women in both texts “widen the horizon” for the women who came after them?
In "Ida B. Wells," the author explains how Wells, an activist and journalist, helped change laws and fight for equality.Pair “African American Suffragists” with “Ida B. Wells” and ask students to discuss how Wells-Barnett can be compared to other Black suffragists such as Sojourner Truth, Mary Church Terrell, and Harriet Tubman. How did these women work both together and separately to fight for the Nineteenth Amendment?
In "Voting," Britannica Kids describes why people vote, how voting happens, and who votes.Pair “African American Suffragists” with “Voting” and ask students to compare the experiences of Sojourner Truth, Ida B. Wells, and Mary Church Terrell in “African American Suffragists.” How were these women’s experiences similar? How were they different? How did these women help women gain the right to vote?
In "Voting Day around the World," Marcia Amidon Lusted explains why different countries vote on certain days.Pair “African American Suffragists” with “Voting Day around the World” and ask students to discuss the idea of fair elections. Why were African American suffragists fighting to change voting rules according to “African American Suffragists”? Why are some people trying to change voting day in the United States according to “Voting Day around the World”? What do the two texts teach readers about efforts to make elections fairer in the United States?