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Do We Need an Equal Rights Amendment?

Grade Level: Middle 

Overview:

In this lesson, students will learn about the history and current relevance of the Equal Rights Amendment. They will have a mini debate on whether or not the amendment should be ratified, and discuss the implications of such an amendment.

Time Needed: 1 class period 

Objectives

During your session, students will:

  • Learn about the history of the Equal Rights Amendment 
  • Discuss the ERA’s current relevancy 
  • Participate in a mini debate 

Materials Needed: 

Brief ERA History Handout 

Procedure

  1. Introduction Have students take a stand. Ask students to decide if they agree or disagree with the following statement. Tell students to agree to go to one corner of the room, those who disagree can go to the opposite corner, and those who are not absolutely decided can go in the middle. 

Statement: Women and men have equal rights under the law in this country. 

Have students in each group share reasons why they agreed, disagreed, or were undecided. Note reasons on the board for referral later. After the discussion, students can return to their seats. Introduce the brief history of the Equal Rights Amendment (ERA) to students and pass out Brief History Handout. 

  1. Class Debate Should the ERA be added to the United States Constitution? 

This is an exercise to help students think about the issue, articulate their ideas, and consider different view-points. It is not a mock trial. 

Debate Prep: Divide the class into three groups—Group A, Group B, and Group C. Have students review the arguments for and against the ERA. Groups may also want to refer to the following websites:

Pro ERA: www.equalrightsamendment.org

Anti- ERA: www.eagleforum.org/era/ 

Group A: Advocating equal rights to women on the basis of the Equal Rights Amendment (ERA) to a group of delegates at a Constitution Convention. 

Group B: Advocating against an ERA to the delegates. 

Instruct both groups to review and discuss the arguments for their position carefully. Have groups write down the most important points that they want to present to the delegates. Assist them in their discussion. Remind students to refer to the arguments they brainstormed in taking a stand. They will need to support arguments with facts. 

Group C: Delegates to the Constitution Convention

The delegates will need to listen carefully to all arguments presented. They will be making their decision based on the information presented and not their personal opinions. After both sides have presented the delegates will discuss which side they are in favor of and why.

Instruct Group A and Group B to choose two people as their spokespersons. Group C should choose two presiding delegates. The presiding delegates will deliver their final decision to the entire class.

The Debate 

  1. Ask the spokesperson from Group A to present their views before the delegates.
  2. Ask the spokesperson from Group B to present their views before the delegates.
  3. Give the groups time for preparing and presenting two rounds of rebuttal.

    The Verdict 

  1. Ask the delegates to discuss aloud the debates and to draw a conclusion.
  2. Instruct Groups A and B to observe the delegates’ decision-making process, without intervening.
  3. Invite the presiding delegates to pronounce the delegates’ decision.

3. Discussion and Debrief

Encourage students to share their own thoughts on the issue outside of the assigned group roles. Ask students to repeat Take a Stand. 

  • Has anyone changed their view since the beginning of the class? Why or why not?
  • Do you think we still need the ERA if the 14th Amendment guarantees all citizens equal protection of the laws? 
  • Do you think it would significantly impact women’s current or future role in the military?
  • What would be the two most significant reasons to pass the ERA? What would be the two most significant reasons not to pass the ERA?