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The Public Eye, Summer 2010
Right-Wing Co-Opts Civil Rights Movement History, p. 3 TheA PUBLICATION OF POLITICAL R PublicEyeESEARCH ASSOCIATES Summer 2010 • Volume XXV, No.2 Basta Dobbs! Last year, a coalition of Latino/a groups suc - cessfully fought to remove anti-immigrant pundit Lou Dobbs from CNN. Political Research Associates Executive DirectorTarso Luís Ramos spoke to Presente.org co-founder Roberto Lovato to find out how they did it. Tarso Luís Ramos: Tell me about your organization, Presente.org. Roberto Lovato: Presente.org, founded in MaY 2009, is the preeminent online Latino adVocacY organiZation. It’s kind of like a MoVeOn.org for Latinos: its goal is to build Latino poWer through online and offline organiZing. Presente started With a campaign to persuade GoVernor EdWard Rendell of PennsYlVania to take a stand against the Verdict in the case of Luis RamíreZ, an undocumented immigrant t t e Who Was killed in Shenandoah, PennsYl - k n u l Vania, and Whose assailants Were acquitted P k c a J bY an all-White jurY. We also ran a campaign / o t o to support the nomination of Sonia h P P SotomaYor to the Supreme Court—We A Students rally at a State Board of Education meeting, Austin, Texas, March 10, 2010 produced an “I Stand With SotomaYor” logo and poster that people could displaY at Work or in their neighborhoods and post on their Facebook pages—and a feW addi - From Schoolhouse to Statehouse tional, smaller campaigns, but reallY the Curriculum from a Christian Nationalist Worldview Basta Dobbs! continues on page 12 By Rachel Tabachnick TheTexas Curriculum IN THIS ISSUE Controversy objectiVe is present—a Christian land goV - 1 Editorial . -
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. -
Educator's Guide
LIT TLE, BROWN AND COMPANY BOOKS FOR YOUNG READERS Educator’s Guide | Ages: 6 & Up LittleBrownLibrary.com LBSchool LittleBrownSchool Helen’s Big World PRE-READING ACTIVITIES Anticipation Guide Step 1: Display the table below and ask students to decide as a group or individually whether the answer is true or false. If time permits, also ask students why they selected a particular answer. Step 2: After the completion of the story, refer back to the chart and ask students to answer the questions again. BEFORE STATEMENT AFTER Helen Keller was a famous woman who could not hear. Individuals who cannot see will never be able to write or read. Helen Keller traveled the world fighting for all people to have equal rights. Helen Keller had a teacher who worked with her while she was a child and an adult. Only elderly people can lose their ability to hear or see. Vocabulary Step 1: Introduce the key terms, definitions, and questions in the table below to help students better understand individuals with specific types of disabilities. Step 2: After introducing the vocabulary, make a connection to the text by presenting students with the following quote and question. Helen Keller said, “We do not think with eyes and ears, and our capacity for thought is not measured by five senses.” How do you think this quote from the text relates to the key terms in the table? continued on next page . Helen’s Big World QUESTIONS: Activating KEY TERMS DEFINITION Background Knowledge What is the difference between a People who can either see very person who wears glasses and a little or who have no vision at all. -
A Woman Rebel in Hastings: the Life of Margaret Sanger (1879-1966) by Riley Wentzler & Felicia Barber
A Woman Rebel In Hastings: The Life of Margaret Sanger (1879-1966) By Riley Wentzler & Felicia Barber Margaret Sanger was born in Corning, New York, on September 14, 1879 (MICROSOFT ENCARTA, 1993-2003 Microsoft Corporation) After graduating from Claverack College (https://www.britannica.com/biography/Margaret-Sanger), she trained as a nurse at White Plains Hospital (MICROSOFT ENCARTA 1993- 2003 Microsoft Corporation). From 1900-1912 she was a practicing nurse (https://www.britannica.com/biography/Margaret-Sanger). She lived in Greenburgh’s Village of Hastings from 1902-1910 (https://www.womenshistory.org/education-resources/biographies/margaret- sanger). From 1910 until her death she lived in New York City. Her work as a nurse in low income communities in New York convinced her of the need for women to have information about, and easy access to, birth control. In 1912 she began her life- long career as a reproductive rights educator and birth control activist. She first began providing written information about birth control in her 1914 magazine, The Woman Rebel. This was a highly risky decision because ever since 1873, a federal law known as The Comstock Act had existed which prohibited distribution of “obscene, lewd or lascivious,” “immoral,” or “indecent” publications through the mail (https://www.mtsu.edu/first- amendment/article/1038/comstock-act-of-1873). Part of what the act defined as obscene material was “any device, medicine, or information designed to prevent conception or induce abortion.” She was charged under this law, but, the charges were dropped two years later (MICROSOFT ENCARTA, 1993-2003 Microsoft Corporation). Shortly after these charges were dropped, she opened the first birth control clinic in the United States; this first clinic was located in Brooklyn. -
CONGRESSIONAL RECORD—HOUSE, Vol. 155, Pt. 7 March 31
9250 CONGRESSIONAL RECORD—HOUSE, Vol. 155, Pt. 7 March 31, 2009 connection between a couple of the something we haven’t touched on yet want to point out that the Populist middle class values that we’ve been tonight but is a very important part of Caucus is not anti-trade. We are not talking about all night, and that is, the populist values, as articulated by protectionist, but we want American corporate accountability and how it af- you earlier, and that’s with respect to companies and American employees fects fair trade. And one of the things consumer protection. and American consumers to be on a that we know is that there are still You and I took a trip down to the level playing field with their competi- some lingering so-called free trade Port of Nogales last year to work with tors. And when you have trade agree- agreements that have been negotiated and get a firsthand view of some of the ments that don’t have the same level of by the Bush administration that are things we’re seeing with respect to the commitment to enforceability, then still on the table and are going to be border patrol. But one of the things we you don’t have a level playing field, considered in some way, shape or form did see is the fact that the Port of and that’s why fair trade agreements in the future. Nogales is one of the largest ports for are important to protect all interests And one of the trade agreements bringing fruits and vegetables into this in the United States. -
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 -
Multiple Choice-‐ Please Circle the Correct Answer. Fill in the Blank-‐
Name ___________________________________________________________ Directions: The second graders spent sometime during Social Studies learning about six famous Americans. Each student made a book about these six famous Americans and then the class made a test together. See how well you know these famous Americans. Try your best! Multiple Choice- Please circle the correct answer. 1. Who helped free African American slaves? A. Martin Luther King Jr. B. Abraham Lincoln C. George Washington D. Jackie Robinson 2. Who helped Helen Keller? A. Bob Sullivan B. Grace Sullivan C. Annie Sullivan D. Lucy Sullivan 3. Who joined the army when they were young? A. Helen Keller B. Jackie Robinson C. Martin Luther King Jr. D. Bob Washington 4. Who did Martin Luther King Jr. marry? A. Annie Sullivan B. Harriet Tubman C. Helen Keller D. Coretta Scott King Fill in the Blank- Please fill in the blank with the correct answer. 5. George Washington was a ______________________________ when he was young. 6. Abraham Lincoln was the ______________________________ president of the United States of America. 7. George Washington was nicknamed ___________________________________________________________________. 8. Helen Keller was ______________________________ and __________________________________. 9. Jackie Robinson played baseball for the _________________________________ Dodgers. True or False- Please circle True or False for each statement. 10. True or False Susan B. Anthony is on a one-dollar bill. 11. True or False Abraham Lincoln gave a famous speck called “I have a Dream.” 12. True or False Susan B. Anthony fought for women’s right to vote. 13. True or False Abraham Lincoln is nicknamed “Father of Our Country.” Short Answer- Please answer the questions in complete sentences. -
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. -
Biographies of Women Scientists for Young Readers. PUB DATE [94] NOTE 33P
DOCUMENT RESUME ED 368 548 SE 054 054 AUTHOR Bettis, Catherine; Smith, Walter S. TITLE Biographies of Women Scientists for Young Readers. PUB DATE [94] NOTE 33p. PUB TYPE Reference Materials - Bibliographies (131) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Annotated Bibliographies; *Biographies; Elementary Secondary Education; Engineering Education; *Females; Role Models; Science Careers; Science Education; *Scientists ABSTRACT The participation of women in the physical sciences and engineering woefully lags behind that of men. One significant vehicle by which students learn to identify with various adult roles is through the literature they read. This annotated bibliography lists and describes biographies on women scientists primarily focusing on publications after 1980. The sections include: (1) anthropology, (2) astronomy,(3) aviation/aerospace engineering, (4) biology, (5) chemistry/physics, (6) computer science,(7) ecology, (8) ethology, (9) geology, and (10) medicine. (PR) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** 00 BIOGRAPHIES OF WOMEN SCIENTISTS FOR YOUNG READERS 00 "PERMISSION TO REPRODUCE THIS U.S. DEPARTMENT OF EDUCATION MATERIAL HAS BEEN GRANTED BY Once of Educational Research and Improvement Catherine Bettis 14 EDUCATIONAL RESOURCES INFORMATION Walter S. Smith CENTER (ERIC) Olathe, Kansas, USD 233 M The; document has been reproduced aS received from the person or organization originating it 0 Minor changes have been made to improve Walter S. Smith reproduction quality University of Kansas TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this docu. INFORMATION CENTER (ERIC)." ment do not necessarily rpresent official OE RI position or policy Since Title IX was legislated in 1972, enormous strides have been made in the participation of women in several science-related careers. -
Margaret Sanger: the Uelf of Her Revolution Shannon Rohn College of Dupage
ESSAI Volume 8 Article 37 4-1-2011 Margaret Sanger: The uelF of Her Revolution Shannon Rohn College of DuPage Follow this and additional works at: http://dc.cod.edu/essai Recommended Citation Rohn, Shannon (2010) "Margaret Sanger: The ueF l of Her Revolution," ESSAI: Vol. 8, Article 37. Available at: http://dc.cod.edu/essai/vol8/iss1/37 This Selection is brought to you for free and open access by the College Publications at [email protected].. It has been accepted for inclusion in ESSAI by an authorized administrator of [email protected].. For more information, please contact [email protected]. Rohn: Margaret Sanger: The Fuel of Her Revolution Margaret Sanger: The Fuel of Her Revolution by Shannon Rohn (History 1140) fter spending years witnessing the horrors of motherhood on the Lower East side of Manhattan while she was a nurse, Margaret Sanger bitterly resolved that nursing would not Ahelp solve the vast tribulations of the floundering society. She wrote about the tragedies that prompted her to become an advocate for the free use of contraceptives in her 1931 autobiography, My Fight for Birth Control. After treating a mother who died at age twenty-eight, Sanger exclaimed, “I would never go back again to nurse women’s ailing bodies while their miseries were as vast as the stars” (Awakening and Revolt 3). Sanger alluded to the fact that working women’s problems due to excessive reproduction were so great that they were comparable to the cosmos. Thus, Sanger spent the rest of her life seeking to reduce this hardship. -
Writing: Mrs. Zodo
Communication with Mrs. Zodo Website logins ● Ms. Zodo: [email protected] or ClassDojo ● Google Classroom-Class code: nfdwiw6 ● Ms. Hagan: [email protected] ● BrainPop- https://www.brainpop.com/ Ms. Hagan’s group, please email her directly. Username: Peterson2. Password: school ● Epic- .https://www.getepic.com/ class code: ujq1860 Monday Tuesday Wednesday Thursday Friday 5/04 5/05 5/06 5/07 5/08 Must Do Cursive: Must Do Cursive: Must Do Cursive: Must Do Cursive: Must Do Cursive: Writing: Write the positive Write the positive message Write the positive Write the positive Write the positive message of the day in of the day in cursive. message of the day in message of the day in message of the day in Mrs. Zodo cursive. Positive message of the cursive. cursive. cursive. (total time is 30 minutes) Positive message of day: Positive message of the Positive message of the Positive message of the day: day: day: the day: "Men and women are like "The world has never right and left hands; it "We ask justice, we ask “ Each time a woman “There never will be Office hours: yet seen a truly great doesn't make sense not equality, we ask that all stands up for herself, complete equality 9am-11am and virtuous nation, to use both." - Jeannette the civil and political without knowing it until women because in the Rankin rights that belong to possibly, without themselves help to Engagement degradation of citizens of the United claiming it, she stands make laws and elect Hours: women, the very Objective: Today I will States, be guaranteed to up for all women.” - lawmakers.” 1pm-3pm fountains of life are list 3 facts about us and our daughters Maya Angelou. -
Helen Keller
Helen Keller 1880-1968 Early Life ● Helen Keller was born in June of 1880 in Tuscumbia, Alabama ○ Although she had been born hearing, when she was 19 months old a high fever left Helen Blind and Deaf ● While she was growing up, Keller’s parents indulged her, leading to her being a disobedient child. This was added to by her lack of the ability to communicate, causing her to become frustrated and have many outbursts. ● In 1887, Anne Sullivan entered Keller’s life as her teacher. ○ Anne was able to break through Helen’s barriers by teaching her fingerspelling in American Sign Language. It is said that Helen was feeling water through her fingers in one hand while Anne was fingerspelling the word W-A-T-E-R in the other and things clicked. Expanding Knowledge ● After Helen soaked in information to communicate full sentences using the hand alphabet, she tackled the task of learning Braille, a language consisting of raised dots that one can read by feeling. ● Keller also successfully learned speech, along with becoming an accomplished typist. ● Through all of her studies, including Helen attending the Ivy League school Radcliff, Anne Sullivan was there. ○ Helen became the first Deaf-Blind person to earn a Bachelor of Arts degree Leaving an Impact ● After graduating in 1904, Keller became a world traveler, lecturing, writing, fundraising and raising awareness about issues concerning the disabled, poor and oppressed. ○ She also visited wounded soldiers from World War II, encouraging those who lost their sight in battle to recognize that they could still live a full life.