Iron Jawed Angels US History

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Iron Jawed Angels US History 1. What is suffrage? 2. Why did American society resist women's suffrage so strongly for so many decades? 3. The movie begins in 1912. What was the status of the suffrage movement at that time? 4. When and why did Alice Paul and Lucy Burns break away from NAWSA and form the NWP? 5. How was the death of Inez Mulholland a turning point in the crusade for universal suffrage? 6. What role did African American women play in the struggle? 7. What statement does Ida B. Wells make to Alice Paul? How does Alice Paul Respond? 8. How does the declaration of war in 1917 affect suffragists on the picket line? 9. Were the militant suffragists led by Alice Paul traitors to their country by continuing their protests after the nation went to war? Should they have put their efforts at suffrage on hold during the war emergency as a matter of patriotism? 10. Alice Paul is given a lot of credit for organizing a nonviolent campaign to change American politics and society. However, it could be argued that she had no choice. Miss Paul would have lost the support of American women if she had asked them to turn violent in support of suffrage. Does this argument take anything away from the importance of Miss Paul's commitment to nonviolence? Explain your reasons. 11. What was the importance of nonviolence in the NWP's campaign for a federal suffrage amendment? 12. Where did Alice Paul find the philosophical inspiration for her nonviolent philosophy? 13. People call politicians names all the time and politicians and their supporters just take it in stride. Why did equating President Wilson to the German Kaiser in the "Kaiser Wilson" poster enrage the President and the crowds that assaulted the suffragists? 15. After the suffragists were jailed, how did they protest? 14. A political prisoner is someone who is incarcerated not for criminal activity, but because of his or her political beliefs or activities. The concept was developed in Europe in the 1800s to protect opponents of despotic regimes in Europe. Political prisoners, being different from common criminals, were supposed to be housed in better conditions than existed in most jails. The Wilson administration carefully considered giving the suffragists political prisoner status but ultimately decided that to do so would cause a revolution in American law. Why can't American law tolerate the concept of political prisoners? .

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Woodrow Wilson's Conversion Experience: the President and the Federal Woman Suffrage Amendment Beth Behn University of Massachusetts Amherst, [email protected]
University of Massachusetts Amherst ScholarWorks@UMass Amherst Open Access Dissertations 2-2012 Woodrow Wilson's Conversion Experience: The President and the Federal Woman Suffrage Amendment Beth Behn University of Massachusetts Amherst, [email protected] Follow this and additional works at: https://scholarworks.umass.edu/open_access_dissertations Part of the History Commons Recommended Citation Behn, Beth, "Woodrow Wilson's Conversion Experience: The rP esident and the Federal Woman Suffrage Amendment" (2012). Open Access Dissertations. 511. https://doi.org/10.7275/e43w-h021 https://scholarworks.umass.edu/open_access_dissertations/511 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Open Access Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. WOODROW WILSON’S CONVERSION EXPERIENCE: THE PRESIDENT AND THE FEDERAL WOMAN SUFFRAGE AMENDMENT A Dissertation Presented by BETH A. BEHN Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY February 2012 Department of History © Copyright by Beth A. Behn 2012 All Rights Reserved WOODROW WILSON’S CONVERSION EXPERIENCE: THE PRESIDENT AND THE FEDERAL WOMAN SUFFRAGE AMENDMENT A Dissertation Presented by BETH A. BEHN Approved as to style and content by: _________________________________ Joyce Avrech Berkman, Chair _________________________________ Gerald Friedman, Member _________________________________ David Glassberg, Member _________________________________ Gerald McFarland, Member ________________________________________ Joye Bowman, Department Head Department of History ACKNOWLEDGMENTS I would never have completed this dissertation without the generous support of a number of people. It is a privilege to finally be able to express my gratitude to many of them.
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The National Woman's Party and the Occoquan Workhouse Lesson
The National Woman’s Party and the Occoquan Workhouse Lesson Written and arranged by Erica W. Benson M.A. North American History, M.A. Secondary Education: Teaching, B.A. History, B.S. Journalism Essential Historical Question - Was the justice system fair and Constitutional in its treatment of the National Woman’s Party picketers? - What role did the Occoquan Workhouse play in the women’s suffrage movement? Recommended Time Frame: - At least one 45/50-minute class period, if you plan it for a longer class period you have the opportunity to show clips of the HBO film Iron Jawed Angels. - Question 13 can be assigned for homework and submitted online or written by hand. Pre-requisites: It is helpful if students have studied WWI so they can understand the context of the final push for suffrage and the messaging and strategy used by the NWP to pressure President Wilson. Materials: ● Primary Source Document sets for pair groupings (upload online if students have computers or print) ● Phased guided questions/position questions – one copy for each student ● A projector to play film clips (you can typically find Iron Jawed Angels for free online, or you can purchase the DVD – you won’t regret it!) Procedures: Step-by-step plan of instruction: 1. Open the class with a 3-minute quick write: “What free speech rights do Americans have? Is it ever limited, if so, when? ” After a few minutes post/reveal the 1st Amendment: “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.” Students will have a variety of responses and examples to draw from; ask students to share what they wrote with a neighboring student.
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Iron Jawed Angels
Voting Rights Under Attack: An NCJW Toolkit to Protect the Vote Film Screening and Discussion: Iron Jawed Angels Films can offer a good basis for discussion and further understanding of important subjects. A film program that includes a screening, facilitated discussion, and perhaps even a speaker, can be an excellent way for NCJW members and supporters to learn more about and get involved in an issue. Iron Jawed Angels, film by Katja von Garnier: In the early twentieth century, the American women’s suffrage movement mobilized and fought to grant women the right to vote. Watch Alice Paul (Hilary Swank) and Lucy Burns (Frances O’Connor) as they fight for women’s suffrage and revolutionize the American feminist movement. Preparation for the Film Screening: Ñ Remind participants to be prepared to discuss how the film relates to NCJW’s mission. Ñ Encourage participants to bring statistics and information about voter rights in your community. Ñ Confirm location and decide who is bringing snacks and beverages. Ñ Ensure a facilitator is prepared to ask questions and guide discussion. Ñ Download and print copies of NCJW’s Promote the Vote. Protect the Vote Resource Guide. Discussion Questions to Consider: Ñ Alice Paul, Lucy Burns, and the National Women’s Party conducted marches, picketed the White House, and held rallies. What ways can you mobilize and influence your local, state, and federal elected officials? Ñ Lucy Burns discusses the “dos and don’ts” of lobbying, which include knowing the background of the member, being a good listener, and not losing your temper. Do you think these www.ncjw.org June 2016 4 Voting Rights Under Attack: An NCJW Toolkit to Protect the Vote rules have changed in the past 100 years? If so, how? What other “dos and don’ts” can you think of? Ñ How did the film portray racism within the women’s suffrage movement? How did racism linger in the feminist movement? Ñ In the film, the methods of the National Women’s Party and the National American Women’s Suffrage Association are contrasted.
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Women's Suffrage Lesson and Materials
Teaching American History Lesson USING PRIMARY SOURCES TO LEARN ABOUT WOMEN’S SUFFRAGE From Lorraine Dooley Image from Library of Congress(www.loc.gov) Grade 11 Length of class period: 65 minutes Objectives: Students will analyze the primary sources about women’s suffrage and demonstrate critical thinking skills as they complete the class activities. Materials: US History Textbook, handouts provided Activities: Start with a class discussion calling on prior knowledge about the role of women in American history before the 20th century. Arrange students in small groups and pass out all 5 documents to the students. Students should complete the organizational chart at the end of the sources. Each group should be called on to explain at least one of the documents in the whole class discussion at the end of class. Follow up with textbook readings from appropriate chapter. Students should complete the questions on the worksheet (individually or in groups, at the teacher’s discretion). It could also be completed for homework. Possible extension activities: 1. Show the movie “Iron Jawed Angels”. 2. Have students research people who played a role in the suffragist movement (complete a visual aid, research paper, hold a panel discussion in class). 3. Research other issues related to women’s rights in the United States (Equal rights amendment, Title Nineteen, economic disparities, etc.) Assessment: Group work in class, completion of handouts, material on test. Connecticut Grade Level Expectations: Standard 1.8 (Analyze laws that have been modified to meet society’s changing values and needs.) Standard 3.1 Use evidence to develop an interpretation of an event.
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FEMINISM of ALICE PAUL in IRON JAWED ANGELS MOVIE 1Firdha Rachman, 2Imam Safrudi Sastra Inggris STIBA NUSA MANDIRI Jl. Ir. H. Ju
FEMINISM OF ALICE PAUL IN IRON JAWED ANGELS MOVIE 1Firdha Rachman, 2Imam Safrudi Sastra Inggris STIBA NUSA MANDIRI Jl. Ir. H. Juanda No. 39 Ciputat. Tangerang Selatan [email protected] ABSTRACT Most of women in the world are lack support for fundamental functions of a human life. They are less well nourished than men, less healthy, more vulnerable to physical violence and sexual abuse. They are much less likely than men to be literate, and still less likely to have professional or technical education. The objectives of this analysis are: (1) to know the characterization of Alice Paul as the main Character in Iron Jawed Angels Movie. (2) to find out the type of feminism in the main character. The method used is descriptive qualitative method and library research to collect the data and theories. The result of this thesis indicated that Alice has some great characterization such as smart, independent, brave, a great motivator, and educated woman. The type of her feminism in the main character is Liberal Feminism. Keywords: Feminism, Characterization, IRON JAWED ANGELS Movie I. INTRODUCTION the laws were made by men, women were not Most of women in the world are lack allowed to vote. They were always seen as a support for fundamental functions of a human certain role and known as the property. It life. They are less well nourished than men, less means, men thought women had things to do healthy, more vulnerable to physical violence like taking care of their children. It was difficult and sexual abuse. They are much less likely for women to fit in the society.
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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
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Viewing Guide: Iron Jawed Angels
Name: ______________________ Period: ___ Viewing Guide: Iron Jawed Angels Overview: The film focuses on the American women's suffrage movement during the 1910s, and follows women's suffrage leaders Alice Paul and Lucy Burns as they use peaceful and effective nonviolent strategies, tactics, and dialogues to revolutionize the American feminist movement to grant women the right to vote. ===================================================================================== 1. Why do the leaders of the National American Woman’s Suffrage Assoc. dislike the English suffragettes? 2. In what year does the movie begin? 3. Which two women took over NAWSA’s Congressional committee? 4. Why do the women factory workers change their mind and decide to come to the parade? 5. Why does Ida Wells Barnett from the Chicago delegation have a problem with parade’s organization? 6. Why weren’t there any people to greet President Woodrow Wilson upon his arrival? 7. Why are Carrie Chapman Catt and Anna Shaw upset with Alice Paul’s tactics? 8. Why doesn’t Senator Leighton’s wife want to get too involved in the suffrage movement? 9. What does it mean when NAWSA suspends the Congressional Union to investigate unauthorized expenditures? 10. What is the purpose of the National Women’s Party? 11. How long had women been fighting for suffrage as they began to campaign state to state? 12. Wilson advocated for women to continue campaigning for suffrage state by state but refused to support a national amendment. Why do you think he made this distinction? 13. What happened to Inez Milholland? 14. Who won the presidential election of 1916? 15.
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National Women's Party Lesson Plan
The National Women’s Party: Jailed for Freedom Lesson Plan by Erica W. Benson; M.A. North American History, M.A. Secondary Education: Teaching, B.A. History, B.S. Journalism Objective: • Was the justice system fair and Constitutional in its treatment of the National Women’s Party picketers? • What role did the Occoquan Workhouse play in the women’s suffrage movement? Grade Level: 9th- 12th Time Frame: • At least one 45/50-minute class period, if you plan it for a longer class period you have the opportunity to show clips of the HBO film Iron Jawed Angels. • Question 13 can be assigned for homework and submitted online or written by hand. Pre-requisites: It is helpful if students have studied WWI so they can understand the context of the final push for suffrage and the messaging and strategy used by the NWP to pressure President Wilson. Materials: • Primary Source Document sets for pair groupings (upload online if students have computers or print) • Phased guided questions/position questions – one copy for each student • A projector to play film clips (you can typically find Iron Jawed Angels for free online, or you can purchase the DVD – you won’t regret it!) Procedures: Step-by-step plan of instruction: 1. Open the class with a 3-minute quick write: “What free speech rights do Americans have? Is it ever limited, if so, when?” After a few minutes post/reveal the 1st Amendment: “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.” a.
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Race & Women's Suffrage
RACE & WOMEN’S SUFFRAGE, IRON JAWED ANGELS & BEYOND Researching the history and dynamics of women’s suffrage has been a revelation and I’m indebted to the League of Women Voters for providing the impetus for additional learning. As a substantial portion of the films presented by Cincinnati World Cinema involve women directors and issues relevant to women and their families, I am accustomed to digging for information on the Internet as well as the process of assessing factual accuracy via multiple sources. Compared to the paucity of coverage provided in most school systems, I found the depth of information available via the Web to be impressive. Over the course of a month of research, I’ve only scratched the surface – the links offered on CWC’s Educator Resources page, while a salient starting point, are literally the tip of an iceberg. The myriad groups, and the individuals – and personalities – that framed the suffrage movement from the 1840s through the passage of the 19th Amendment, on to the work of the ERA, and up to the present day, could take many months to digest and fully catalog. And that’s not counting the overlap between suffrage groups and other issue-driven organizations. As diversity is an element of the CWC mission, this is something I naturally look for when programming films. There was little ethnic diversity to be found in Iron Jawed Angels. To the credit of the film’s writers and director, they did not gratuitously insert ethnic characters. Rather, they stuck to history and the facts relevant to Alice Paul’s participation in the suffrage movement.
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The Centennial of the Nineteenth Amendment
Sarah Jane Corson Downs, Ocean Grove Audiences listened with rapt attention when Sarah Downs, a social reformer with a booming voice and daunting appearance, condemned alcohol as “the enemy.” As previously mentioned, Downs became president of the New Jersey Woman’s Christian Temperance Union (WCTU) in 1881. Despite her tough demeanor, “Mother Downs” was The Monmouth County Clerk’s Office kind and loving. commemorates Sarah was born in 1822 to an old Philadelphia family, members of the Dutch Reformed Church. When she was five, her father died and, in The Centennial of the the 1830s, her widowed mother moved the family to New Jersey, initially in Pennington. Sarah experienced “a conversion” at seventeen and became an Evangelical Methodist. While teaching school in New Nineteenth Amendment Egypt, she met a widower, Methodist circuit minister Rev. Charles S. Downs. After they married in 1850, Sarah left teaching and cared for their children. When Rev. Downs retired for health reasons, the family relocated to Tuckerton. To make ends meet, Sarah resumed teaching and wrote newspaper articles. After Rev. Downs died in 1870, she raised funds for a new church and became increasingly interested in women’s welfare. In the mid-1870s, Downs moved to Ocean Grove, the dry Methodist seaside town that would become known for its women activists and entrepreneurs. In 1882, she purchased a house lease at 106 Mount Tabor Way for $490. During her Ocean Grove years, Downs significantly increased the WCTU membership. Loyal to Frances Willard, national WCTU president, Downs supported suffrage as “a means for women to better protect their homes and children” and to help achieve the prohibition of alcohol.
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Woman's Struggle for Equal Suffrage in American
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Tactics and Techniques of the National Woman's Party Suffrage
TACTICS AND TECHNIQUES OF THE NATIONAL WOMAN’S PARTY SUFFRAGE CAMPAIGN Introduction Founded in 1913 as the Congressional Union for Woman Suffrage (CU), the National Woman’s Party (NWP) was instrumental in raising public awareness of the women’s suffrage campaign. The party successfully pressured President Woodrow Wilson, members of Congress, and state legislators to support passage of a 19th Amendment to the U.S. Constitution (known popularly as the “Anthony” amendment) guaranteeing women nationwide the right to vote. The NWP also established a legacy defending the exercise of free speech, free assembly, and the right to dissent–especially during wartime. (See Historical Overview) The NWP had only 50,000 members compared to the 2 million members claimed by its parent organization, the National American Woman Suffrage Association (NAWSA). Nonetheless, the NWP effectively commanded the attention of politicians and the public through its aggressive agitation, relentless lobbying, creative publicity stunts, repeated acts of nonviolent confrontation, and examples of civil disobedience. The NWP forced the more moderate NAWSA toward greater activity. These two groups, as well as other suffrage organizations, rightly claimed victory on August 26, 1920, when the 19th Amendment was signed into law. The tactics used by the NWP to accomplish its goals were versatile and creative. Its leaders drew inspiration from a variety of sources–including the British suffrage campaign, American labor activism, and the temperance, antislavery, and early women’s rights campaigns in the United States. Traditional lobbying and petitioning were a mainstay of party members. From the beginning, however, conventional politicking was supplemented by other more public actions–including parades, pageants, street speaking, demonstrations, and mass meetings.
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