August 2024
The new Student Anonymize function in Imagine IM, Imagine Learning Illustrative Mathematics, and Imagine Learning EL Education allows educators to share student work anonymously, encouraging greater participation and creating a more inclusive classroom environment.
August 2024
High-quality, pre-built formative assessments
Quickly and confidently measure student proficiency on skills and standards to guide instruction using nearly 1,000 high-quality, pre-built formative assessments for K–8 math and reading.
August 2024
Engage students with new math content
To help keep your youngest students engaged, new gamified K–2 lesson content has also been added to Assignment Builder.
August 2024
Teachers can now manage and present lessons from a second device, offering greater flexibility in the classroom.
The new timer feature in Live Learn helps manage lesson pacing and facilitates student break-out groups, ensuring smooth transitions and keeping lessons on track.
August 2024
We’re enhancing the IL Classroom Dashboard for a more user-friendly and consistent experience across all reports in Imagine IM, Imagine Learning Illustrative Mathematics, and Imagine Learning EL Education.
Here’s what’s new:
August 2024
Create more connection between school and home with 10 new language translations for Family & Caregiver Letters and Module Overview videos.
August 2024
Curated activities for daily practice
Imagine Sonday System uses methods supported by the science of reading in every lesson, building phonics, phonological awareness, and fluency skills. Now, curated warm-up and cool-down activities also provide daily opportunities to incorporate vocabulary, comprehension, grammar, pragmatics, and more into your reading block using decodable words, sentences, and connected text aligned with each Imagine Sonday System level.
August 2024
Winsor Learning has joined the Imagine Learning family, which is reflected in our new branding and name: Imagine Sonday System. While our branding has changed, one thing remains the same: the commitment to quality, innovation, and empowering educators and students alike.
August 2024
We have streamlined the process of getting diagnostic data through mastery checks. This improved functionality allows teachers to save time and stay organized when making instructional decisions. It is also available at the administrator level.
Examine this flipbook to learn about the women’s suffrage movement’s leaders.
GERTRUDE SIMMONS BONNIN (ZITKALA-ŠA): ADVOCATE FOR THE “INDIAN VOTE”
Genre: Article | Creator: Cathleen Cahill | Date: 2020
Background
Gertrude Simmons Bonnin (1876–1938), also known by her Lakota name, Zitkala-Ša, was an Indigenous suffragist and civil rights activist. She advocated for voting rights for Indigenous people and for the right to be acknowledged and respected as both a Yankton Sioux and an American. This article explores Zitkala-Ša’s life and activism.
In 1924, advocacy by Native people like Zitkala-Ša and members of the Society of American Indians, along with complex political currents such as gratitude for Native veterans and increasing nativism, convinced Congress to pass the Snyder Act or the Indian Citizenship Act that endowed full US citizenship rights on all Native people born in the country. However, the law upheld US government oversight of Native lands.
Zitkala-Ša was thrilled by the possibility of the vote. For many years she had been developing her ideas of capacious citizenship for Native people that could encompass membership in a Native nation as well as US citizenship. She also believed that by voting together, Native people could form a powerful bloc in certain states, especially those with large Native populations, that could help change federal policies. She urged Native people to take advantage of their new citizenship status to vote. In 1926, she and her husband formed the National Council of American Indians to coordinate the political actions of Native people across the nation. For three summers they traveled to Native communities learning of their concerns, discussing recent legislation, and registering voters. Initially, this seemed like a promising strategy. Many Native people began to vote and some Native men ran for and were elected to office, including Senator Charles Curtis a citizen of the Kaw Nation who served as Herbert Hoover’s vice president (1928–1932).
However, many non-Natives, especially in states that had significant populations of Indigenous people like Arizona, Montana, and New Mexico, used a variety of strategies to disenfranchise Native people. Some of those strategies mirrored Southern Jim Crow laws, such as literacy tests, at-large elections, or poll taxes. Arizona and New Mexico argued that despite the Citizenship Act, anyone living on land that remained under government trust oversight in a wardship status could not vote. In this way, states used the relationship between Native people and the federal government to suppress voting. Zitkala-Ša was outraged. She continued her advocacy for Native rights and especially for self-governance of her nation, the Yankton Sioux, until her death in 1938.
Excerpted from“Gertrude Simmons Bonnin (Zitkala-Ša): Advocate for the ‘Indian Vote.’”
Pose the following question to students.
What are additional benefits that come with the right to vote?
Use this additional sourcing information to further contextualize the source in order to deepen students’ analysis and evaluation.
This article describes the activist work of Gertrude Simmons Bonnin, or Zitkala-Ša. Zitkala-Ša urged women to use their new political power to advocate for Indigenous people’s rights and U.S. citizenship, which is something Zitkala-Ša did her entire life.
The purpose of this source was to describe the life and advocacy work of Zitkala-Ša.
This article was intended for a general contemporary audience.
This source shows that Indigenous American women were not granted the right to vote with passage of the 19th Amendment. Instead, they were still unable to vote until 1924 and, along with Indigenous American men, had to fight to exercise their rights because of discriminatory laws.
Use the following information to provide reading comprehension support.
Explain that this article was originally published on July 30, 2020, on the Women’s Suffrage Centennial Commission’s blog. The digital version has images and hyperlinks that are not replicated in this excerpt.
Cahill uses long, complex sentences that students may find challenging. Encourage them to summarize Cahill’s main points.
To extend discussions, consider asking the following questions.