Women's History Month

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Women’s History Month Impor tant Women in Histor y fr om A to Z Corazon Aquino Nellie Bly (1933-2009) First woman (1864-1922) Reporter who circled president of the Philippines the globe in 72 days, beating the Around the World in 80 Days record A B Shirley Chisholm Emily Dickinson (1924-2005) New York (1830-1886) American Poet congresswoman, educator, and author C D Amelia Earhart Anne Frank (1897-1937) First woman to (1929-1945) Author of fly solo across the Atlantic Anne Frank’s Diary Ocean E F LeymahGbowee Zora Neal Hurston (born 1972) Led a women’s peace (1891-1960) Folklorist, movement that helped bring an end Anthropologist, and Author to the Second Liberian Civil War G H Jovita Idár Mae Jemison (1885-1946) Reporter who founded (born 1956) First African The League of Mexican Women American woman to travel which provided free schooling and other necessities to impoverished to Space children I J Helen Keller Juliette Gordon Low (1880-1968) Author, and (1860-1927) Founder of Girl advocate for individuals with Scouts USA physical disabilities K L Rigoberta Menchú Florence Nightingale (born 1959) Winner of the (1820-1910) British social Nobel Peace Prize; an advocate reformer and founder of for human rights modern nursing M N Nina Otero-Warren Val Plumwood (1881-1965) Suffragist, educator, (1939-2008) Australian and politician; improved eco-feminist intellectual and education for Native Americans activist O P Roxanne Quimby Ma Rainey (born 1950) Founder of Bur t’s (1886-1939) Earliest known Bees, Visionary, and black woman blues singer; Philanthropist known as the “Mother of Blues” Q R Tye Leung Schulze Sojourner Truth (1888-1972) Interpreter for (1797-1883) Famous detained Chinese immigrants; Abolitionist and Women’s first Chinese-American woman Suffragist to vote S T Yoshiko Uchida Wilma Vaught (1921-1992) Author, created the (born 1930) First female general genre of Japanese-American in the Air Force, member of the literature for children at age ten International Women’s Forum U V AliceWalker (born 1944) American Author and Activist, wrote the novel, The Color Purple W Alice Yu Mildred Zaharias (born1905) First Chinese- (1914-1965) Olympic gold American teacher in California; medalist; achieved success in aided students with golf, basketball, and track speech disabilities Y Z .

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The Impact of Matriarchal Traditions on the Advancement of Ashanti Women in Ghana Karen Mcgee
The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Listening to the Voices: Multi-ethnic Women in School of Education Education 2015 The mpI act of Matriarchal Traditions on the Advancement of Ashanti Women in Ghana Karen McGee Follow this and additional works at: http://repository.usfca.edu/listening_to_the_voices Part of the Education Commons Recommended Citation McGee, Karen (2015). The mpI act of Matriarchal Traditions on the Advancement of Ashanti Women in Ghana. In Betty Taylor (Eds.), Listening to the Voices: Multi-ethnic Women in Education (p. 1-10). San Francisco, CA: University of San Francisco. This Book is brought to you for free and open access by the School of Education at USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. It has been accepted for inclusion in Listening to the Voices: Multi-ethnic Women in Education by an authorized administrator of USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. For more information, please contact [email protected]. The Impact of Matriarchal Traditions on the Advancement of Ashanti Women in Ghana Karen McGee What is the impact of a matriarchal tradition and the tradition of an African queenmothership on the ability of African women to advance in political, educational, and economic spheres in their countries? The Ashanti tribe of the Man people is the largest tribe in Ghana; it is a matrilineal society. A description of the precolonial matriarchal tradition among the Ashanti people of Ghana, an analysis of how the matriarchal concept has evolved in more contemporary governments and political situations in Ghana, and an analysis of the status of women in modern Ghana may provide some insight into the impact of the queenmothership concept.
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Women by County
WOMEN BY COUNTY Albany County Maria Van Rensselaer, 1645-1688 (Colonial and Revolutionary Eras) “Mother” Ann Lee, 1736-1784 (Faith Leaders) Harriet Myers, 1807-1865 (Abolition and Suffrage) Columbia County Margaret Beekman Livingston, 1724-1800 (Entrepreneurs) “Mother” Ann Lee, 1736-1784 (Faith Leaders) Elizabeth Freeman, “Mumbet,” 1742-1829 (Abolition and Suffrage) Janet Livingston Montgomery, 1743-1828 (Colonial & Revolutionary War Eras) Flavia Marinda Bristol, 1824-1918 (Entrepreneurs) Ida Helen Ogilvie, 1874-1963 (STEM) Edna St. Vincent Millay, 1892-1950 (The Arts) Ella Fitzgerald, 1917-1996 (The Arts) Lillian “Pete” Campbell, 1929-2017 (Reformers, Activists, and Trailblazers) Dutchess County Cathryna Rombout Brett, 1687-1763 (Entrepreneurs) Janet Livingston Montgomery, 1743-1828 (Colonial & Revolutionary War Eras) Sybil Ludington, 1761-1839 (Colonial & Revolutionary War Eras) Lucretia Mott, 1793-1880 (Abolition and Suffrage) Maria Mitchell, 1818-1889 (STEM) Antonia Maury, 1866-1952 (STEM) Beatrix Farrand, 1872-1959 (STEM) Eleanor Roosevelt, 1884-1962 (Reformers, Activists, and Trailblazers) Inez Milholland, 1886-1916 (Abolition and Suffrage) Edna St. Vincent Millay, 1892-1950 (The Arts) Dorothy Day, 1897-1980 (Faith Leaders) Elizabeth “Lee” Miller, 1907-1977 (Reformers, Activists, and Trailblazers) Jane Bolin, 1908-2007 (Reformers, Activists, and Trailblazers) Katharine Graham, 1917-2001(Entrepreneurs) Frances “Franny” Reese, 1917-2003 (Reformers, Activists, and Trailblazers) Raquel Rabinovich, b. 1929 (The Arts) Greene County Sybil Ludington, 1761-1839 (Colonial and Revolutionary War Eras) Candace Wheeler, 1827-1923 (The Arts) Margaret Newton Van Cott, 1830-1914 (Faith Leaders) Elizabeth Cochrane Seaman “Nellie Bly,” 1864-1922 (Reformers, Activists…) Ruth Franckling Reynolds, 1918-2007 (Reformers, Activists, and Trailblazers) Orange County Jane Colden, 1724-1760 (STEM) Margaret “Capt.
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Pdf Study Guide
BRIGHT STAR TOURING THEATRE STUDY GUIDE We Can Do It! American Women in History Hellen Keller was the first deaf-blind person to earn a bachelor of arts degree! Wilma Rudolph overcame polio and became an Olympic champion! About the show: Hillary and Sarah are on a class field trip to the National Women’s Hall of Fame Museum in Seneca Falls, New York. They take a wrong turn and end up in an attic - an attic that’s filled with pictures, clothing, books, and more! When they start to Sacajawea investigate, they realize that they’re surrounded by important traveled thousands of miles as an interpreter objects from throughout history! The biggest surprise is yet to for the Lewis and come - the two girls actually get to meet many American women Clark Expedition, from from throughout history, and also hear stories about others! North Dakota to the ! Pacific Ocean! Classroom Activities Questions for Discussion: 1. In 1848, Elizabeth Cady Stanton wrote that “all men and women are created equal.” What do you think she meant by that? What are some of the things that women were not allowed to do at that time? 2. Women have been brave, smart, and creative to achieve their goals. What did Deborah Sampson do that was brave? Smart? Creative? What about Sacajawea? What about Nelly Bly? 3. Though the play talked about many American Women, who are others that the play didn’t cover who have been important in our history? 4. What new information did you learn from watching the play that you didn’t know before? Map it! Scene Study! This activity incorporates social This activity incorporates creative thinking, research, studies and geography!! writing, and performance! 1.
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Modern Womanhood
MODERNIZING AMERICA, 1889-1920 Modern Womanhood Resource: Life Story: Elizabeth Cochrane, aka Nellie Bly (1864-1922) Nellie Bly Nellie Bly, c. 1890. Library of Congress Prints & Photographs Division Washington, D.C. © Women and the American Story 2021 Page 1 of 8 MODERNIZING AMERICA, 1889-1920 Modern Womanhood Round the World with Nellie Bly McLoughlin Bros., Round the World with Nellie Bly, 1890. Collection of the New-York Historical Society. © Women and the American Story 2021 Page 2 of 8 MODERNIZING AMERICA, 1889-1920 Modern Womanhood Elizabeth Cochran was born on May 5, 1864 in Cochran’s Mills, Pennsylvania. The town was founded by her father, Judge Michael Cochran. Elizabeth had fourteen siblings. Her father had ten children from his first marriage and five children from his second marriage to Elizabeth’s mother, Mary Jane Kennedy. Michael Cochran’s rise from mill worker to mill owner to judge meant his family lived very comfortably. Unfortunately, he died when Elizabeth was only six years old and his fortune was divided among his many children, leaving Elizabeth’s mother and her children with a small fraction of the wealth they once enjoyed. Elizabeth’s mother soon remarried, but quickly divorced her second husband because of abuse, and relocated the family to Pittsburgh. Elizabeth knew that she would need to support herself financially. At the age of 15, she enrolled in the State Normal School in Indiana, Pennsylvania, and an added an “e” to her last name to sound more distinguished. Her plan was to graduate and find a position as a teacher. However, after only a year and a half, Elizabeth ran out of money and could no longer afford the tuition.
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Timeline of Contents
Timeline of Contents Roots of Feminist Movement 1970 p.1 1866 Convention in Albany 1866 42 Women’s 1868 Boston Meeting 1868 1970 Artist Georgia O’Keeffe 1869 1869 Equal Rights Association 2 43 Gain for Women’s Job Rights 1971 3 Elizabeth Cady Stanton at 80 1895 44 Harriet Beecher Stowe, Author 1896 1972 Signs of Change in Media 1906 Susan B. Anthony Tribute 4 45 Equal Rights Amendment OK’d 1972 5 Women at Odds Over Suffrage 1907 46 1972 Shift From People to Politics 1908 Hopes of the Suffragette 6 47 High Court Rules on Abortion 1973 7 400,000 Cheer Suffrage March 1912 48 1973 Billie Jean King vs. Bobby Riggs 1912 Clara Barton, Red Cross Founder 8 49 1913 Harriet Tubman, Abolitionist Schools’ Sex Bias Outlawed 1974 9 Women at the Suffrage Convention 1913 50 1975 First International Women’s Day 1914 Women Making Their Mark 10 51 Margaret Mead, Anthropologist 1978 11 The Woman Sufferage Parade 1915 52 1979 Artist Louise Nevelson 1916-1917 Margaret Sanger on Trial 12 54 Philanthropist Brooke Astor 1980 13 Obstacles to Nationwide Vote 1918 55 1981 Justice Sandra Day O’Connor 1919 Suffrage Wins in House, Senate 14 56 Cosmo’s Helen Gurley Brown 1982 15 Women Gain the Right to Vote 1920 57 1984 Sally Ride and Final Frontier 1921 Birth Control Clinic Opens 16 58 Geraldine Ferraro Runs for VP 1984 17 Nellie Bly, Journalist 1922 60 Annie Oakley, Sharpshooter 1926 NOW: 20 Years Later 1928 Amelia Earhart Over Atlantic 18 Victoria Woodhull’s Legacy 1927 1986 61 Helen Keller’s New York 1932 62 Job Rights in Pregnancy Case 1987 19 1987 Facing the Subtler
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The Concept of "Woman": Feminism After the Essentialism Critique
Georgia State University ScholarWorks @ Georgia State University Philosophy Theses Department of Philosophy 4-21-2008 The Concept of "Woman": Feminism after the Essentialism Critique Katherine Nicole Fulfer Follow this and additional works at: https://scholarworks.gsu.edu/philosophy_theses Recommended Citation Fulfer, Katherine Nicole, "The Concept of "Woman": Feminism after the Essentialism Critique." Thesis, Georgia State University, 2008. https://scholarworks.gsu.edu/philosophy_theses/36 This Thesis is brought to you for free and open access by the Department of Philosophy at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Philosophy Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. THE CONCEPT OF “WOMAN”: FEMINISM AFTER THE ESSENTIALISM CRITIQUE by KATHERINE N. FULFER Under the direction of Christie J. Hartley and Andrew I. Cohen ABSTRACT Although feminists resist accounts that define women as having certain features that are essential to their being women, feminists are also guilty of giving essentialist definitions. Because women are extremely diverse in their experiences, the essentialist critics question whether a universal (non-essentialist) account of women can be given. I argue that it is possible to formulate a valuable category of woman, despite potential essentialist challenges. Even with diversity among women, women are oppressed as women by patriarchal structures such as rape, pornography, and sexual harassment that regulate women’s sexuality and construct women as beings whose main role is to service men’s needs. INDEX WORDS: Feminism, Essentialism, Essentialist critique, Rape, Pornography, Sexual harassment, Oppression THE CONCEPT OF “WOMAN”: FEMINISM AFTER THE ESSENTIALISM CRITIQUE by KATHERINE N.
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Mother-Women and the Construction of the Maternal Body in Harriet Jacobs, Kate Chopin, and Evelyn Scott
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Masters Theses Graduate School 5-2013 “Taming the Maternal”: Mother-women and the Construction of the Maternal Body in Harriet Jacobs, Kate Chopin, and Evelyn Scott Kelly Ann Masterson [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_gradthes Part of the American Literature Commons Recommended Citation Masterson, Kelly Ann, "“Taming the Maternal”: Mother-women and the Construction of the Maternal Body in Harriet Jacobs, Kate Chopin, and Evelyn Scott. " Master's Thesis, University of Tennessee, 2013. https://trace.tennessee.edu/utk_gradthes/1647 This Thesis is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a thesis written by Kelly Ann Masterson entitled "“Taming the Maternal”: Mother-women and the Construction of the Maternal Body in Harriet Jacobs, Kate Chopin, and Evelyn Scott." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Master of Arts, with a major in English. Mary E. Papke, Major Professor We have read this thesis and recommend its acceptance: Katherine L. Chiles, William J. Hardwig Accepted
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Teacher's Guide
in partnership with TEACHER’S GUIDE pghhistory.org A GALLERY OF HEROES MUSICAL Book, Music and Lyrics written by JASON COLL Major support for the Gallery of Heroes is provided by Massey Charitable Trust, PNC Charitable Trust SCHOOL PROGRAMS AND TOURS Many exciting school programs are available at the History Self-Guided Tours are for teachers who facilitate their Center. Four types of student tours are described below. Please own museum experience. We encourage teachers to tour visit the History Center website at www.heinzhistorycenter.org our building in preparation for their visit. Worksheets or – click on “Education” – to learn more about each tour. For scavenger hunts designed by the teacher are highly each tour theme, you will find a tour overview sheet with a recommended. Self-guided tours are for a maximum of description, objectives, essential questions and a sample of 200 students, pre-kindergarten students through 12th what you might see on the tour. grade. They are one to two hours in length, plus a half hour for lunch, available Monday through Friday, July through February and on Mondays only during March through June. Guided Tours for pre-kindergarten students through 12th These tours feature a museum overview and an introduction grade are one to two hours in length, plus a half hour for by a museum educator and include a map of the History lunch, available Monday through Friday, year-round. Students Center and exhibit directory. will explore many aspects of life in Western Pennsylvania through docent-guided museum learning, investigative questioning, and hands-on discovery. Discussions of daily life Experience Classes provide an opportunity for a class and major events like the British, French, and Indian War, of up to 30 students, pre-kindergarten through 12th grade, Lewis and Clark Expedition, the Civil War, Gilded Age, and to study in-depth with museum experts.
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Women and Conflict in Afghanistan
Women and Conflict in Afghanistan Asia Report N°252 | 14 October 2013 International Crisis Group Headquarters Avenue Louise 149 1050 Brussels, Belgium Tel: +32 2 502 90 38 Fax: +32 2 502 50 38 [email protected] Table of Contents Executive Summary ................................................................................................................... i Recommendations..................................................................................................................... iii I. Introduction ..................................................................................................................... 1 II. Decades of Civil War ........................................................................................................ 2 A. The Anti-Soviet Jihad ................................................................................................ 2 B. The Taliban’s Gender Apartheid ................................................................................ 4 III. Post-2001 Gains ............................................................................................................... 7 A. Constitutional Guarantees and Electoral Rights ....................................................... 7 B. Institutional Equality, Protection and Development ................................................ 9 IV. Two Steps Forward, One Step Back ................................................................................. 13 A. Political Empowerment and Electoral Gains............................................................
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Learn More About Nellie Bly and Women's History with These Resources
Learn more about Nellie Bly and SCHOOL PROGRAMS AND TOURS in partnership with women’s history with these resources guided museum learning, investigative Self-Guided Tours are for teachers who and an activity. Each class is two to questioning, and hands-on discovery. facilitate their own museum experience. three hours in length, plus a one half Blos, Joan W. Nellie Bly’s Monkey: His Remarkable Story Ehrlich, Elizabeth. Nellie Bly. New York, Chelsea House Discussions of daily life and major We encourage teachers to tour our hour for lunch, and available Monday in his own Words. New York: Morrow Junior Books, 1996. Publishers, 1989. events like the British, French, and building in preparation for their visit. through Friday, July through February. A picture book that tells Nellie Bly’s journey through the A biography of Nellie Bly’s life with excellent images from the Indian War, Lewis and Clark Expedition, Worksheets or scavenger hunts designed Reserve your program at least two eyes of her monkey, McGinty. There is also a short biography different countries that she visited on her around-the-world Many exciting school programs are the Civil War, Gilded Age, and World by the teacher are highly recommended. months in advance in order to schedule at the end. Most suitable for elementary students. trip. Most suitable for middle school students. available at the History Center. Four Wars connect students to the everyday Self-guided tours are for a maximum of with a curator or archivist. pittsburghCLO.org pghhistory.org types of student tours are described and extraordinary lives of local people 200 students, pre-kindergarten students Davidson, Sue.
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Daily Comprehension MAY REM 1110
Daily Comprehension MAY REM 1110 WRITTEN BY: Anne Sattler A TEACHING RESOURCE FROM ©2019, 2015, 2009, 1996 Copyright by Remedia Publications, Inc. All Rights Reserved. Printed in the U.S.A. The purchase of this product entitles the individual teacher to reproduce copies for classroom use. The reproduction of any part for an entire school or school system is strictly prohibited. REMEDIA PUBLICATIONS, INC. SCOTTSDALE, AZ This product utilizes innovative strategies and proven methods to improve student learning. The product is based upon reliable research and effective practices that have been replicated in classrooms across the United States. Information regarding the Common Core State Standards this product meets is available at www.rempub.com/standards INTRODUCTION Daily Comprehension is a 12-book series with each volume covering a single month of the year. The format features an “on-this-day-in-history” approach. A short, factual story about a person, place, or event is presented for each day of the month and was chosen because of its particular significance on that certain date. Each story is accompanied by an activity page which tests the student’s comprehension of the article’s content. Activities include questions, crossword puzzles, fill-in-the-blanks, and more. A related research project for each story requires the use of a dictionary, an almanac, an encyclopedia, or an atlas. The books are designed for use in grades 5-12. Readability is on the 3rd-4th grade level. CONTENTS U-2 Incident ..........................................................................................................
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Women in Afghanistan Fact Sheet
WOMEN’S RIGHTS IN AFGHANISTAN BACKGROUND INFORMATION Since the fall of the Taliban in 2001 progress has been made to protect the rights of women in Afghanistan but, with the withdrawal of international troops planned for the end of 2014, insecurity could increase and Amnesty International is very concerned that women’s rights are at risk. KEY FACTS The Taliban ruled Afghanistan from 1996 – 2001 Afghan women right’s activists demonstrating Under the Taliban, women and girls were: • Banned from going to school or studying. • Banned from working. An Afghan woman wearing a burqa votes in Kabul 2004 • Banned from leaving the house without a male chaperone. • Banned from showing their skin in public. • Banned from accessing healthcare delivered by men (as women weren’t allowed to work this meant healthcare was not available to women). • Banned from being involved in politics or speaking publicly. If these laws were disobeyed, punishments were harsh. A woman could be flogged for showing an inch or two of skin under her full-body burqa, beaten for attempting to study, stoned to death if she was found guilty of adultery. After the fall of the Taliban in 2001 women and girls in Afghanistan gradually began to claim their basic human AMNESTY’S POSITION rights: many schools opened their doors to girls, women Our campaign on Afghan women’s rights is known as went back to work and voted in local and national ‘Protect the Progress’. elections. Some entered politics even though it was still very risky. We demand that the UK government: • Improves their support and protection for those It’s now been over ten years since the Taliban were women who work to defend human rights.
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