ENG 254 Syllabus
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Selected Highlights of Women's History
Selected Highlights of Women’s History United States & Connecticut 1773 to 2015 The Permanent Commission on the Status of Women omen have made many contributions, large and Wsmall, to the history of our state and our nation. Although their accomplishments are too often left un- recorded, women deserve to take their rightful place in the annals of achievement in politics, science and inven- Our tion, medicine, the armed forces, the arts, athletics, and h philanthropy. 40t While this is by no means a complete history, this book attempts to remedy the obscurity to which too many Year women have been relegated. It presents highlights of Connecticut women’s achievements since 1773, and in- cludes entries from notable moments in women’s history nationally. With this edition, as the PCSW celebrates the 40th anniversary of its founding in 1973, we invite you to explore the many ways women have shaped, and continue to shape, our state. Edited and designed by Christine Palm, Communications Director This project was originally created under the direction of Barbara Potopowitz with assistance from Christa Allard. It was updated on the following dates by PCSW’s interns: January, 2003 by Melissa Griswold, Salem College February, 2004 by Nicole Graf, University of Connecticut February, 2005 by Sarah Hoyle, Trinity College November, 2005 by Elizabeth Silverio, St. Joseph’s College July, 2006 by Allison Bloom, Vassar College August, 2007 by Michelle Hodge, Smith College January, 2013 by Andrea Sanders, University of Connecticut Information contained in this book was culled from many sources, including (but not limited to): The Connecticut Women’s Hall of Fame, the U.S. -
Reframing National Women's History Month: Practicalities and Consequences
Western Michigan University ScholarWorks at WMU Dissertations Graduate College 5-2021 Reframing National Women's History Month: Practicalities and Consequences Skylar Bre’z Western Michigan University, [email protected] Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Part of the Women's History Commons, and the Women's Studies Commons Recommended Citation Bre’z, Skylar, "Reframing National Women's History Month: Practicalities and Consequences" (2021). Dissertations. 3715. https://scholarworks.wmich.edu/dissertations/3715 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. Reframing National Women's History Month: Practicalities and Consequences by Skylar Bre’z A dissertation submitted to the Graduate College in partial fulfillment of the requirements for the degree of Doctor of Philosophy History Western Michigan University May 2021 Doctoral Committee: Edwin A. Martini, Ph.D., Chair Mitch Kachun, Ph.D. Susan Freeman, Ph.D. Reframing Women's History Month: Practicalities and Consequences Skylar Bre’z, Ph.D. Western Michigan University, 2021 This study evaluates the practicalities and consequences of designating one month (March) out of the calendar year for the commemoration of women’s history. In the 1970s and 1980s, national women’s organizations such as the Women’s Action Alliance (WAA) collaborated with the Smithsonian Institute and the Women’s History Program at Sarah Lawrence College to build programs to increase awareness of women’s history. -
From the Gilded Age to the Jazz Age: the Formation of Modern American Culture, 1877-1929"
Syllabus HIS 373H "From the Gilded Age to the Jazz Age: The Formation of Modern American Culture, 1877-1929" University of Toronto at Mississauga, Fall 2002 Mondays, 3 - 5 p.m., NB room 144 Prof. Elspeth Brown Office Hours: office: North Building, rm. 249 office hours: M, 12:00 - 3:00 and by appt. phone: 905-828-3749 email: mailto:[email protected] This course examines the major social, political, and cultural developments of American society from the end of Reconstruction to the stock market crash of 1929. Specific topics to be covered include: the rise of mass culture; the growth of the corporation; labor politics; the rise of Jim Crow; Progressive Era reforms; WWI; woman suffrage; the Harlem Renaissance; and the "roaring" 1920s. We will explore the relationship between society and culture, with a view towards understanding how language and representation both mediate and construct social and political transformations. Along the way, we will see how specific groups of Americans, such as black middle class reformers, the white middle class, African- American workers, Mexican and Lithuanian immigrants, and feminists worked with available social and political tools to transform American society and culture. Course Format: The course is a combination of lecture and discussion. In the first hour, I will lecture on a topic related to the reading. In the second hour, we will have a discussion of the assigned readings, which may sometimes result in me delivering small mini-lectures. On the whole, though, during this second hour I will be asking you for your analysis and interpretation of the material; your intellect and hard work will carry the class. -
Architecture As Social Reform In
FEMINIST APPLEPIEVILLE: ARCHITECTURE AS SOCIAL REFORM IN CHARLOTTE PERKINS GILMAN’S FICTION _______________________________________________________________ A thesis presented to the Faculty of the Graduate School at the University of Missouri-Columbia __________________________________________________ In Partial Fulfillment Of the Requirements for the Degree Master of Arts __________________________________ by MARY McPHERSON DAVIS Dr. Nancy West, Thesis Advisor MAY 2007 The undersigned, appointed by the dean of the Graduate School, have examined the thesis entitled FEMINIST APPLEPIEVILLE: ARCHITECTURE AS SOCIAL REFORM IN CHARLOTTE PERKINS GILMANS FICTION Presented by Mary Davis, A candidate for the degree of Master of English Literature, And hereby certify that, in their opinion, it is worthy of acceptance. ______________________________ Nancy West ______________________________ Patricia Okker ______________________________ Keith Eggner Thanks to Mum, Deanna, Jessie, Stu and Bill for all your encouragement and kindness. ACKNOWLEDGMENTS A great thanks to my advisor, Nancy West, who was ever so helpful, inspiring, patient, and stern, when necessary. Also, I am very grateful to my other committee members, Pat Okker and Keith Eggener. I am beholden to my mother, Polly Aird, and to Bill Kerwin who read and reread for me. - ii - TABLE OF CONTENTS ACKNOWLEDGEMENTS……………………………………………………………….ii LIST OF ILLUSTRATIONS……………………………………………………………..iv INTRODUCTION………………………………………………………………………...1 Section 1 1. GILMAN’S BIOGRAPHY AND MOTIVATIONS FOR WORLD IMPROVEMENT……………………………………………………………3 -
Parades, Pickets, and Prison: Alice Paul and the Virtues of Unruly Constitutional Citizenship
PARADES, PICKETS, AND PRISON: ALICE PAUL AND THE VIRTUES OF UNRULY CONSTITUTIONAL CITIZENSHIP Lynda G. Dodd* INTRODUCTION: MODELS OF CONSTITUTIONAL CITIZENSHIP For all the recent interest in “popular constitutionalism,” constitutional theorists have devoted surprisingly little attention to the habits and virtues of citizenship that constitutional democracies must cultivate, if they are to flourish.1 In my previous work, I have urged scholars of constitutional politics to look beyond judicial review and other more traditional checks and balances intended to prevent governmental misconduct, in order to examine the role of “citizen plaintiffs”2 – individuals who, typically at great personal cost in a legal culture where the odds are stacked against them, attempt to enforce their rights in * 1 For some exceptions, see Walter F. Murphy, CONSTITUTIONAL DEMOCRACY: CREATING AND MAINTAINING A JUST POLITICAL ORDER (2007); JAMES E. FLEMING, SECURING CONSTITUTIONAL DEMOCRACY: THE CASE FOR AUTONOMY (2006); Wayne D. Moore, Constitutional Citizenship in CONSTITUTIONAL POLITICS: ESSAYS ON CONSTITUTIONAL MAKING, MAINTENANCE, AND CHANGE (Sotirios A. Barber and Robert P. George, eds. 2001); Paul Brest, Constitutional Citizenship, 34 CLEV. ST. L. REV. 175 (1986). 2 Under this model of citizenship, the citizen plaintiff is participating in the process of constitutional checks and balances. That participation can be described in terms of “enforcing” constitutional norms or “protesting” the government’s departure from them. The phrase “private attorneys general” is the traditional term used to describe citizen plaintiffs. See, e.g., David Luban, Taking Out the Adversary: The Assault on Progressive Public Interest Lawyers, 91 CAL. L. REV. 209 (2003); Pamela Karlan, Disarming the Private Attorney General, 2003 U. -
Women-American Theatre
Women in American Theatre – Schedule Spring 2012 Dr. Beth Osborne *As always, this schedule is subject to change as needed during the semester.* Readings, Assignments and Facilitation Topics should be prepared For class on the day they are listed. Key to Abbreviations: BB = Blackboard (see the site for link, article, or more information) NAWD = North American Women’s Drama database (through the Strozier database portal) WAT = Women in American Theatre, edited by Helen Krich Chinoy & Linda Walsh Jenkins Plays…[years] = one of the Plays by American Women anthologies – specified by the year Note: When reading from the various Plays anthologies, please read the play introductions too. Recommended Readings: Everyone is always welcome to read more. To do so, move on to start the “Recommended Readings” as available (and hang on to the list of recommendations for the future – I certainly don’t expect anyone to get through all of these this semester!). I’ve put the * next to those recommended readings that would be particularly interesting to read. 1/4: Introductions to the Course Readings: Poof (1993), Lynn Nottage (emailed pdf, NAWD); Feminism is for Everybody, bell hooks (emailed pdf, p1-18); "Art vs. Business," Helen Krich Chinoy (in Women in American Theatre or emailed pdf) Recommended: A Room of One's Own, Virginia Woolf (etext- http://ebooks.adelaide.edu.au/w/woolf/virginia/w91r/); "Report on the Status of Women: A Limited Engagement" (http://www.womenarts.org/advocacy/WomenCountNYSCAReport.htm); "Discrimination and the Female Playwright," -
Great Divides: the Cultural, Cognitive, and Social Bases of the Global Subordination of Women
2006 PRESIDENTIAL ADDRESS Great Divides: The Cultural, Cognitive, and Social Bases of the Global Subordination of Women Cynthia Fuchs Epstein Graduate Center, City University of New York Categorization based on sex is the most basic social divide. It is the organizational basis of most major institutions, including the division of labor in the home, the workforce, politics, and religion. Globally, women’s gendered roles are regarded as subordinate to men’s. The gender divide enforces women’s roles in reproduction and support activities and limits their autonomy, it limits their participation in decision making and highly-rewarded roles, and it puts women at risk. Social, cultural, and psychological mechanisms support the process. Differentiation varies with the stability of groups and the success of social movements. Gender analyses tend to be ghettoized; so it is recommended that all sociologists consider gender issues in their studies to better understand the major institutions and social relation- ships in society. he world is made up of great divides— social boundaries as well (Gerson and Peiss Tdivides of nations, wealth, race, religion, 1985; Lamont and Molnar 2002). Today, as in education, class, gender, and sexuality—all con- the past, these constructs not only order social structs created by human agency. The concep- existence, but they also hold the capacity to create serious inequalities, generate conflicts, tual boundaries that define these categories are and promote human suffering. In this address, always symbolic and may create physical and I argue that the boundary based on sex creates the most fundamental social divide—a divide Direct correspondence to Cynthia Fuchs Epstein, Department of Sociology, Graduate Center, City rial help over many incarnations of this paper and to University of New York, 365 Fifth Avenue, New Kathleen Gerson, Jerry Jacobs, Brigid O’Farrell, York, NY 10016 ([email protected]). -
Charlotte Perkins Gilman Biography
Charlotte Perkins Gilman Biography Synopsis Charlotte Perkins Gilman was born on July 3, 1860, in Hartford, Connecticut. She published her best- known short story "The Yellow Wall-Paper" in 1892. One of her greatest works of non-fiction, Women and Economics, was published in 1898. Along with writing books, she established a magazine, The Forerunner, which was published from 1909 to 1916. Gilman took her life on August 17, 1935, in Pasadena, California. Early Life Writer and social reformer Charlotte Perkins Gilman was born on July 3, 1860, in Hartford, Connecticut. Gilman was a writer and social activist during the late 1800s and early 1900s. She had a difficult childhood. Her father, Frederick Beecher Perkins was a relative of well-known and influential Beecher family, including the writer Harriet Beecher Stowe. But he abandoned the family, leaving Charlotte's mother to raise two children on her own. Gilman moved around a lot as a result and her education suffered greatly for it. Marriage and Inspiration Gilman married artist Charles Stetson in 1884. The couple had a daughter named Katherine. Sometime during her decade-long marriage to Stetson, Gilman experienced a severe depression and underwent a series of unusual treatments for it. This experience is believed to have inspired her best-known short story "The Yellow Wall-Paper" (1892). The Rest Cure: In 1887 after the birth of her daughter, Gilman became severely depressed and sought treatment for nervous exhaustion by psychiatrist Silas Weir Mitchell. Mitchell’s rest cure consisted of bed rest, isolation, overfeeding, and massage/electricity on her muscles. -
Women in the Legal Profession an Honors Thesis
Women in the Legal Profession An Honors Thesis (HONRS 499) by stacey A. Ka1uzynski Thesis Advisor Ball state University Muncie, Indiana April 1991 Expected Date of graduation May 1991 , , " . " ".- 1 INTRODUCTION When u.s. Supreme Court Justice Sandra Day O'Conner graduated with honors from Stanford Law School, only one large California firm would offer her a job and that was as a stenographer. When Democratic Vice Presidential candidate Geraldine Ferraro graduated with honors from Fordham Law School, she survived four grueling interviews with a Wall Street firm only to be told on the fifth and final interview: "We're sorry but we're not hiring any women this year." When U. S. Secratary of Transportation Elizabeth Dole attended Harvard Law School, a favorite joke among her classmates was: "Question: What's the difference between a female law student and garbage? Answer: At least the garbage gets taken out. (Morello, 94) These superwomen faced discrimination that is common against women in the legal profession. What separates them from the rest is that they beat the odds and achieved the level of success enjoyed by their male counterparts. In this thesis I will examine the problems women face in this male dominated profession, the reasons behind them and what, if anything is being done to amend the situation. I have a personal interest in this topic because I am planning on going to law school and entering the legal profession. I would like to gain a deeper understanding of my place in the profession and what obstacles I might face. 2 PROBLEMS AND CAUSES Few wonlen lawyers found a warm greeting in their chosen profession when they sought their first jobs in the years before the 1970's. -
Nsanders, 8Everlv Educational Equity Act Program. 74P.: For,Relatea Documenti, See SO 012 593-594 and (Groups): *Reconstruction
r DOCUMENT DESIIME ED 186 342 ,S0 012595'. AUTHOR NSanders, 8everlv , TITLE Women in American History: A Series. Book Three,- Womenk'during and after the Civil War 1860.r1890. INSTITUTION AmeriCan Federaticin of TeaChers, Washington, D.C. SPONS AGSNCY 'Office of -Pducaticn (DHEW),.WashAngton, D.C. Womemusr Educational Equity Act Program. PUB DATE 79 NOTE 74p.: For,relatea documenti, see SO 012 593-594 and ,ISID 012 596. I AVAILABLE FROM Education Devillopment. Center, 5S,Chapel Street, Newtonc MA 02`160 ($1.50 plus $1-.30 shippimg Set charge) . EDRS PR/CE MF01 Plus Postage. PC Not Available'frpm EDRS. DESCRIPTORS *Civil WaT (United°States) :*Females; Teminism; .4Learaing Activities: Occupations; Organizations (Groups): *Reconstruction Era: Secondary Educatio; Sex Discrimination: *Sex Role; Slavery; Sccial Action: Social Studies; Teachers; United States History; Womens Educatipn: *Womens Studies ABSTRACT The document, one in a series og four on women in American history, discusses the role of women during and after the Civil War' (1860-1890). Designed to supplement high school U.S. ,historYitextboks, the book is comprised of five.charters. glapter a describes the work of Union and Confederate wcmen ln the Civil W. Topics include the army nursing service, women in the militarYi'and - women who assumed the responsibilities of their absent husbahds. Chapter.II focuses on black and wfiite women educators for the freed slaves duritg the Reconstruction Era. Excerpts from diaries reveal the experiences of these teachers. Chapter III describes woien on.the western frontier. Again, excerpts from letters and diaries depict the °fewis and tlark guide, Sacalawea: pioneer missionaries adjusting to frontier life: and the experiences of women on the Western trail. -
Alice Hamilton: the Making of a Feminist-Pragmatist Rhetor
Georgia State University ScholarWorks @ Georgia State University Communication Theses Department of Communication 1-12-2006 Alice Hamilton: The Making of a Feminist-Pragmatist Rhetor Vicki J. McCoy Follow this and additional works at: https://scholarworks.gsu.edu/communication_theses Part of the Communication Commons Recommended Citation McCoy, Vicki J., "Alice Hamilton: The Making of a Feminist-Pragmatist Rhetor." Thesis, Georgia State University, 2006. https://scholarworks.gsu.edu/communication_theses/5 This Thesis is brought to you for free and open access by the Department of Communication at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Communication Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. DR. ALICE HAMILTON: THE MAKING OF A FEMINIST-PRAGMATIST RHETOR by VICKI J. MCCOY Under the Direction of James F. Darsey ABSTRACT Dr. Alice Hamilton (1869-1970), the leading American figure in industrial medicine during the early to mid-1900s, left behind a body of rhetoric that is important in the history of American feminist discourse and American public address. Her discourse is the exemplary of feminist-pragmatist rhetoric, a genre of cross-gender communication developed by New Women associated with Hull House and the University of Chicago between 1892 and 1918. Hamilton’s rhetoric illuminates a key event in the history of the American rhetorical tradition—the emergence of the modern woman from her late- Victorian beginnings through her Progressive self-transformation. This study is approached as a rhetorical biography. It tracks Hamilton’s evolution from “reticent scientist” to outspoken feminist-pragmatist by examining family, educational, peer and social influences on her development; and through critical analysis of her speeches, technical writing, books, and popular and specialty magazine articles over a 36-year period, from 1907 to 1943. -
In Women's Empires: Gynaecocracy, Savagery, and the Evolution Of
In Women’s Empires 61 In Women’s Empires: Gynaecocracy, Savagery, and the Evolution of Industry Daniel E. Bender Far off, in a hidden plateau of the Andes, three explorers uncovered a verdant and peaceful land populated and ruled by a lost race of white women. The year before, two inventors drilled into the Earth’s crust and discovered a primeval world in its hollow core. This was a brutal land baked by a permanent noon-day sun and populated by savage humans and wrathful prehistoric beasts and ruled by an advanced race of female reptiles. The white women of Herland, the utopia described by Charlotte Perkins Gilman in her 1915 novel of the same name, and the reptiles of Pellucidar, the dystopia of Edgar Rice Burroughs’ 1914 At the Earth’s Core, had evolved to breed without men. Herland’s children were born through parthenogenesis. Pellucidar’s reptiles had discovered a secret formula to fertilize their own eggs. Through accidents of evolution, they had come to rule over women’s lands.1 Gilman, by the time she wrote Herland, had already forged a reputation as a lecturer and short-story author. She was sympathetic to socialism and feminism, though she remained aloof from their organizations. Even as she became one of the nation’s best-known feminist voices, her activism was primarily independent. Her novel fictionalizes (in didactic prose) the theories of economics and evolu- tion of her non-fiction writing.Herland appeared in serial form in Gilman’s self written, published, and distributed magazine Forerunner, which reached, by her own estimate, a few thousand readers each month.