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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. -
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. -
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. -
Protecting More Than the Front Page: Codifying a Reporter╎s Privilege for Digital and Citizen Journalists
Notre Dame Law Review Volume 89 | Issue 3 Article 10 2-2014 Protecting More than the Front Page: Codifying a Reporter’s Privilege for Digital and Citizen Journalists Kathryn A. Rosenbaum Follow this and additional works at: http://scholarship.law.nd.edu/ndlr Part of the Criminal Law Commons, Criminal Procedure Commons, and the First Amendment Commons Recommended Citation 89 Notre Dame L. Rev. 1427 This Article is brought to you for free and open access by NDLScholarship. It has been accepted for inclusion in Notre Dame Law Review by an authorized administrator of NDLScholarship. For more information, please contact [email protected]. \\jciprod01\productn\N\NDL\89-3\NDL310.txt unknown Seq: 1 11-FEB-14 9:04 PROTECTING MORE THAN THE FRONT PAGE: CODIFYING A REPORTER’S PRIVILEGE FOR DIGITAL AND CITIZEN JOURNALISTS Kathryn A. Rosenbaum* “‘The reporters who work for the Times in Washington have told me many of their sources are petrified even to return calls,’ Jill Abramson, the executive editor of The New York Times, said . on CBS’s Face The Nation broadcast. ‘It has a real practical effect that is important.’”1 INTRODUCTION The stifling of investigative journalism stems in part from a torrent of stories in 2013 regarding the government’s intrusive tracking of journalists’ and individuals’ cell phone records and e-mails without their knowledge.2 The federal government also tracked two months of call records of more than twenty Associated Press phone lines.3 In a leak probe regarding a news story about North Korea, the government surreptitiously obtained informa- tion about Fox News Chief Washington Correspondent James Rosen.4 Offi- cials monitored his “security badge access records to track the reporter’s comings and goings at the State Department[,] . -
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 -
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. -
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. -
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 .......................................................................................................... -
Brave Girls Capaldi, Gina
920.2 Z69c Brave Girls Capaldi, Gina. Red Bird sings: The Story of Zitkala- & Resourceful Females Sa, Native American Author, Musician and Pre-K to Grade 3 Activist Zitkala-Sa finds that she can sing through her mu- sic, but also by writing stories and giving speeches and being an activist for Native American rights. 940.531 Se55r Goldman, Susan Rubin. Irena Sendler and the Children of the Warsaw Ghetto PICTURE BOOKS Recounts the actions of the Polish social worker who, during World War II, defied the Nazis and Funke, Cornelia. Princess Knight risked her life by saving and hiding Jewish children. Violetta, a little princess, secretly teaches herself to be- come the bravest and cleverest knight in the land until she 956.704 W734L must face the king's best knights in a jousting tournament. Winter, Jeanette.The Librarian of Basra: A True Story From Iraq Beaumont, Karen. I Like Myself This true story about a librarian's struggle to save In rhyming text, a little girl expresses confidence and joy in her community's priceless collection of books her uniqueness, no matter her outward appearance or reminds us all how the love of literature and what other people think or say about her. respect for knowledge know no boundaries. Hopkinson, Deborah. Stagecoach Sal PICTURE BOOKS FOR OLDER READERS (in Fiction) When Sal drives a stagecoach alone for the first time to pick up and deliver mail, her mother is afraid she will meet Barry, David. Rajah's Rice: A Mathematical Folktale local outlaw Poetic Pete, but Sal has a trick to keep Pete in from India line. -
The New York Times 2014 Innovation Report
Innovation March 24, 2014 Executive Summary Innovation March 24, 2014 2 Executive Summary Introduction and Flipboard often get more traffic from Times journalism than we do. The New York Times is winning at journalism. Of all In contrast, over the last year The Times has the challenges facing a media company in the digi- watched readership fall significantly. Not only is the tal age, producing great journalism is the hardest. audience on our website shrinking but our audience Our daily report is deep, broad, smart and engaging on our smartphone apps has dipped, an extremely — and we’ve got a huge lead over the competition. worrying sign on a growing platform. At the same time, we are falling behind in a sec- Our core mission remains producing the world’s ond critical area: the art and science of getting our best journalism. But with the endless upheaval journalism to readers. We have always cared about in technology, reader habits and the entire busi- the reach and impact of our work, but we haven’t ness model, The Times needs to pursue smart new done enough to crack that code in the digital era. strategies for growing our audience. The urgency is This is where our competitors are pushing ahead only growing because digital media is getting more of us. The Washington Post and The Wall Street crowded, better funded and far more innovative. Journal have announced aggressive moves in re- The first section of this report explores in detail cent months to remake themselves for this age. First the need for the newsroom to take the lead in get- Look Media and Vox Media are creating newsrooms ting more readers to spend more time reading more custom-built for digital. -
Creating a Primary Source Lesson Plan
Women’s Fight for Equality Katy Mullen and Scott Gudgel Stoughton High School London arrest of suffragette. Bain News Service. Library of Congress, Prints & Photographs Division, reproduction number LC-DIG-ggbain-10397, http://www.loc.gov/pictures/resource/ggbain.10397/ This unit on women in US History examines gender roles, gender stereotypes, and interpretations of significant events in women’s history. This leads students to discover gender roles in contemporary society. Overview Objectives: Students will: Knowledge • Analyze women’s history and liberation • Analyze the different interpretations of significant historical events Objectives: Students will: Skills • Demonstrate critical thinking skills • Develop writing skills • Collaborative Group work skills Essential “Has the role of women changed in the United States?” Question Recommended 13 50-minute class periods time frame Grade level 10th –12th grade Materials Copies of handouts Personal Laptops for students to work on Missing! PowerPoint. Library time Wisconsin State Standards B.12.2 Analyze primary and secondary sources related to a historical question to evaluate their relevance, make comparisons, integrate new information with prior knowledge, and come to a reasoned conclusion B.12.3 Recall, select, and analyze significant historical periods and the relationships among them B.12.4 Assess the validity of different interpretations of significant historical events B.12.5 Gather various types of historical evidence, including visual and quantitative data, to analyze issues of -
Brock's Word Against Hers
Review Essay: Brock's Word Against Hers The Real Anita Hill: The Untold Story. By David Brock. New York: The Free Press, 1993. Pp. ix, 424. Jesselyn Alicia Brownt [Editors' Note: This October marks the second anniversary of the Clarence Thomas-Anita Hill hearings before the Senate Judiciary Committee. In the wake of those hearings, the war of words has intensifiedfollowing the publication of The Real Anita Hill. First, in early April, the Wall Street Journalpublished an excerpt of the book on its editorial page.' Days later Newsweek published a laudatory piece by George Will ("assembles an avalanche of evidence that Hill lied").' Fellow conservative Mona Charen also touted the book in her syndicated column ("if this book is buried or ignored, Justice Thomas will have been raped twice ).3 The counterattack has been just as aggressive. The May 24 issue of The New Yorker weighed in with a rejoinder to the Brock book entitled "The Surreal Anita Hill." Its authors, Jill Abramson and Jane Mayer of the Wall Street Journal, are in the process of writing their own book about the Hill/Thomas hearings.4 As the Washington Post reported, "Brock demanded equal time, sending the magazine an eight- page rebuttal. The New Yorker almost never prints replies, but Editor Tina Brown called in the magazine's famedfact-checking department, which produced a 48-point memo rebutting Brock's rebuttal." In "Sleaze With Footnotes," New York Times columnist Anthony Lewis t Jesselyn Brown is a member of the Class of 1995, Yale Law School. In 1990, she was one of the recipients of the Feminists of the Year Awards from the Feminist Majority Foundation.