Honoring the Early Struggle for Women’s Suffrage in Utah: Planning a Memorial
Lesson Overview
This lesson provides students with information about the main events and key players involved in Utah women’s suffrage over the course of several key periods: 1) enfranchisement (1870), 2) disfranchisement (1871-1887), 3) re-enfranchisement with statehood (1888-1896), and 4) the ratification of the 19th Amendment to the U.S. Constitution (1920). Students will read an informational text to learn about the early struggle for Utah women’s voting rights. They will then develop a plan for a memorial honoring women’s suffrage in Utah.
This lesson is also available on Canvas Commons.
Recommended Instructional Time: 30-90 minutes
Historical Background for Educators
Utah was at the forefront of the women’s suffrage movement. Though Wyoming Territory was first to extend voting rights to women citizens (in December 1869), Utah Territory passed a similar law several weeks later, in 1870. Since Utah held its next elections before Wyoming did, Utah women became the first in the U.S. to cast votes under an equal suffrage law.
In the nineteenth century, many leaders and members of the Utah-based Church of Jesus Christ of Latter-day Saints practiced polygamy, a form of marriage in which a husband could have more than one living wife. Mormons called it “plural marriage” and considered it a religious belief. People against polygamy considered it morally wrong and oppressive to women.
Though there were no federal laws against polygamy when the Latter-day Saints began practicing this marital system in the 1840s, polygamy was strongly opposed by the American mainstream, which valued monogamous marriage. Polygamy was so unpopular that in the mid-1850s, the newly emerged Republican Party adopted a platform of ending the “twin relics of barbarism”–slavery and polygamy.
Congress passed the Edmunds-Tucker Act, which took away the voting rights of all Utah women, regardless of their marital or religious status.
Anti-polygamists hoped that Utah women, if granted suffrage, would vote for candidates who wanted to end polygamy. When Mormon women instead voted to support polygamy, anti-polygamists lobbied Congress to pass anti-polygamy laws. In 1887, Congress passed the Edmunds-Tucker Act, which took away the voting rights of all Utah women, regardless of their marital or religious status.
After exercising the privilege of voting for seventeen years, many Utah women felt outraged when Congress took those rights away. They worked hard to win them back, working with national suffrage leaders and organizing suffrage associations throughout Utah.
In 1890, the LDS Church announced the end of plural marriage. With this official change in church policy, Congress invited Utah Territory to apply for statehood again. (Utah had applied to enter the Union as a state several times before over the previous four decades, but Congress denied each application, partly because of the widespread practice of polygamy in the territory.)
Utah women were given back the vote, or re-enfranchised, in 1896, after Congress accepted Utah’s constitution.
During Utah’s 1895 Constitutional Convention, delegates debated whether to include women’s suffrage in the constitution that Utah would propose to Congress. Suffragists from throughout the territory lobbied delegates to include women’s rights in the constitution. Despite minor opposition, the delegates voted to include a clause that guaranteed a woman’s right to vote and hold public office. Utahns then voted overwhelmingly to approve the proposed constitution. Utah women were given back the vote, or re-enfranchised, in 1896, after Congress accepted Utah’s constitution and application for statehood and President Grover Cleveland approved.

Article 4, Section 1 from the Utah State Constitution, Elections and Right of Suffrage.
It is important to note that not all women residing in Utah were granted the vote in 1870 or with statehood in 1896 or with the ratification of the 19th Amendment in 1920. Utah women who were granted voting rights in 1870 only included “every woman of the age of twenty-one years who has resided in this Territory six months next preceding any general or special election, born or naturalized in the United States, or who is the wife, widow or the daughter of a native-born or naturalized citizen of the United States.” And in 1895, the Utah State Constitution stated: “The rights of citizens of the State of Utah to vote and hold office shall not be denied on account of sex.” Thus, only those who were considered citizens were allowed to vote. So, for example, since Native Americans were not considered U.S. citizens during this time period, they were excluded from women’s voting rights in Utah in 1870 and 1896, and nationally in 1920. American Indians gained voting rights when Congress granted them U.S. citizenship through the Indian Citizenship Act in 1924. Many states, including Utah, nonetheless made laws and policies which prohibited American Indians from voting, claiming that American Indians living on reservations were residents of their own nations and thus non-residents of the states. On February 14, 1957, the Utah state legislature repealed its legislation that had prevented American Indians living on reservations from voting, becoming one of the last states to do so.
Key Utah Standards Addressed
Language Arts
- Reading Informational Text Standard 2: Determine the main idea of a text.
- Reading Informational Text Standard 3: Explain events in a historical text, including what happened and why, based on specific information in the text.
- Reading Informational Text Standard 4: Integrate information from two texts on the same topic in order to write or speak authoritatively about the subject knowledgeably.
- Writing Standard 1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Social Studies
- Standard 3: Students will understand the roles of civic life, politics, and government in the lives of Utah citizens.
Learning Objective
- Students will be able to explain the importance of the women’s suffrage movement in Utah by developing a plan for a memorial honoring these historical events and key individuals.
Guiding Questions
- Why was Utah a forerunner in granting voting rights to women?
- Why did Congress revoke Utah women’s voting rights?
- How were Utah women involved politically and civically at local and national levels?
- How and why are rights given, taken away, and/or withheld from various groups?
Vocabulary
(noun) The right to vote in a political election
During the women’s suffrage movement, women fought for and won the right to vote in political elections.

(n) the right to vote
The 19th Amendment granted the franchise to women.
(v) to give the right to vote
The 19th Amendment franchised women.

(noun) To take away someone’s right to vote
The Edmunds-Tucker Act caused the disfranchisement of Utah women.

(noun)
to give back someone’s right to vote
“Re” = to do again
The re-enfranchisement of Utah women occurred when Utah attained statehood.

(noun) A marriage system in which a person is married to more than one person at a time.
The Church of Jesus Christ of Latter-day Saints practiced polygamy, in which some husbands had more than one living wife.

(noun) To give someone the right to vote
Emmeline B. Wells was a Utah leader involved in the enfranchisement of women.

(noun) a ticket or piece of paper used to vote
Seraph Young was the first woman in the modern United States to cast a ballot in an election.

Materials Needed
Lesson
Activating and Building Background Knowledge
- Present the following scenario to students: You’re having a conversation with your family about what to eat for dinner tonight. Everyone has a different opinion. Eventually after lots of discussion, someone says, “Let’s vote!” You think this is a great idea. However, you learn that the adults have decided that anyone under the age of 12 is not allowed to vote.
- Have students respond to the following reflection questions in writing on the “Warm-up Worksheet.” Then, have them discuss their responses with a partner.
- Do you think this rule is fair?
- Why might the adults make this rule?
- How does this rule affect the voting results?
- How might you persuade the adults to allow you to vote? What reasons would you give?
- Tie this discussion into the following: For a long time, women were not allowed to vote in the United States. How would this rule affect election results? Utah was one of the first territories/states to grant women suffrage or the right to vote. Today we will read and learn about the story of how women in Utah were granted the right to vote, why they had that right taken away, and how they gained it back.
- Review vocabulary. You may want to use the “key vocabulary” sheet with your students.
Informational Text Reading
- Students will need a copy of the graphic organizer to complete while reading the text.
- Options for reading the text, “Receiving, Losing, and Winning Back the Vote”:
- This can be done as a teacher read-aloud with the entire class using the PowerPoint version of the text, pausing at the end of each section to ask questions and to allow students to add to their graphic organizers.
- Students can be partnered together using physical copies of the text, with one partner reading aloud while the other listens and takes notes on the graphic organizer. Students could switch roles after each page or for each chapter.
- Students can be split into groups of four. Each group could take a chapter of the informational text and read it together while taking notes on the graphic organizer. They could then report their findings to the entire class.
- Students can read the text individually while taking notes on the graphic organizer.
- Have students write a short summary on the “Summary Writing Sheet” about major Utah suffrage events using the graphic organizer for support. You may choose to end the lesson here and use this student-written summary as an assessment.
Assessment
- Currently there are few memorials depicting the individuals and events involved in the struggle for women’s voting rights in Utah (a bronze statue of Dr. Martha Hughes Cannon in the courtyard of the Utah State Capitol and on Provo’s Center Street, a bust of Emmeline B. Wells on the fourth floor of the Utah State Capitol, and a mural depicting Utah women voting in 1870 that hangs in the Utah House of Representatives). In 2020, a memorial will be unveiled in front of Council Hall in Salt Lake City commemorating the first vote by American women under equal suffrage laws.
- Show students images of existing memorials using the PowerPoint. You may also want to show the initiative and proposed plan for a suffrage memorial in Virginia and the Monumental Women Initiative in New York City’s Central Park to build a statue honoring America’s women suffragists. Discuss the components of and reasons why memorials are erected.
- Learn more about women who still did not have voting rights in 1870, 1896, or after the passage of the 19th Amendment in 1920. What might these individuals say to those who fought for women’s voting rights in Utah? And nationally? Consider ways to include a diverse spectrum of women’s stories and perspectives into this memorial.
- Have students use the “Memorial Planning Sheet” to develop a plan for a memorial honoring individuals involved in Utah’s suffrage movement, to submit to a mock committee. (*Note that the focus of this assessment is the thinking required to develop a plan for a memorial,rather than the aesthetics of the proposed memorial). This memorial plan can be done individually, in partners, or in groups.
Adaptations
- Instead of developing a plan for a memorial, students may develop a plan for a single statue.
- Students can use their sketch of the memorial to verbally share their plans rather than composing their plan in written text.
Extensions
- Using the Suffrage Squad Trading Cards (coming soon!), the key player biographies and historical timeline on the Better Days 2020 curriculum website, and/or Wikipedia, have students learn more about individuals involved in the fight for women’s suffrage in Utah. They can also use these tools to develop their memorial plan.
- Have students share why the story of Utah women’s suffrage has meaning and importance to them today. Does it matter to them that Utah was a leader in the suffrage movement? Why or why not?
- Learn more about groups who did not have voting rights with the passage of the Utah state constitution, the 19th Amendment and/or who were barred from voting due to voter suppression laws and practices. What might those who were involved in fighting for these rights say to those who fought for women’s voting rights in Utah during this time period? How might they have worked together to support each other?
- Women in Utah were civically-minded and engaged–voting in elections, running for political office, petitioning for causes, and leading various political organizations. How does this involvement in the past compare with involvement by Utah women today? For more info, read here.
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