PASCC Fall Newsletter 9-09V3
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The 19Th Amendment
National Park Service U.S. Department of the Interior Women Making History: The 19th Amendment Women The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex. Congress shall have power to enforce this article by appropriate legislation. —19th Amendment to the United States Constitution In 1920, after decades of tireless activism by countless determined suffragists, American women were finally guaranteed the right to vote. The year 2020 marks the 100th anniversary of the 19th Amendment. It was ratified by the states on August 18, 1920 and certified as an amendment to the US Constitution on August 26, 1920. Developed in partnership with the National Park Service, this publication weaves together multiple stories about the quest for women’s suffrage across the country, including those who opposed it, the role of allies and other civil rights movements, who was left behind, and how the battle differed in communities across the United States. Explore the complex history and pivotal moments that led to ratification of the 19th Amendment as well as the places where that history happened and its continued impact today. 0-31857-0 Cover Barcode-Arial.pdf 1 2/17/20 1:58 PM $14.95 ISBN 978-1-68184-267-7 51495 9 781681 842677 The National Park Service is a bureau within the Department Front cover: League of Women Voters poster, 1920. of the Interior. It preserves unimpaired the natural and Back cover: Mary B. Talbert, ca. 1901. cultural resources and values of the National Park System for the enjoyment, education, and inspiration of this and All rights reserved, including the right to reproduce this work future generations. -
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. -
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. -
Contents Part A. Part B. B 1. Oppression, 1776
CO NTENTS PART A . PART B . O RESSION 1 7 6 - 1 6 1 . 7 8 5 B PP , RE ONSTR TI N RE RES I 1 - 1 B2 . O S ON 865 900 C UC P , B3 REKINDLIN CIVIL RI TS 1 900 -1 94 1 . G GH , B4 IRT OF THE IVIL RI TS MOVEMENT 1 4 - . 9 1 1 954 B H C GH , B MODERN IVIL RI TS MOVEMENT 1 955 - 1 5 . 964 C GH , B THE SE OND REV L I N 1 - 1 6 . O T O 965 976 C U , PART C . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ART D DETERMINATIONS OF SITE SI NIFI AN E P . G C C EVALUATING THE SIGNIFICANCE OF SITES T E I LIO RAP Y PAR . B B G H SOURCES CONSULTED RECOMMENDED READIN G ONS LTIN I STORIANS PART F . C U G H LIST OF TABLES NATIONAL ARK SERVI E IV IL RI TS RELATED INTER RETATION TA BLE 1 . -
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. -
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. -
NJWV-Public-Programs-Toolkit.Pdf
a. Vision b. Goals c. NJ Women Vote Partners a. Big Ideas to Consider b. Building Partnerships c. How to Use the Toolkit a. Make b. Perform c. Watch d. Read e. Exhibit f. Speak g. Remember h. March i. Vote j. Commemorate This multi-faceted programming initiative, launching in 2020, will mark 100 years of women’s suffrage in the United States. To prepare for NJ Women Vote, the New Jersey Historical Commission, in collaboration with the Alice Paul Institute, has gathered over 70 partners across New Jersey, representing history and cultural organizations, women’s groups, government agencies, libraries, and higher education institutions. Together, partners are planning a yearlong series of events, programs, and projects across the state to mark the centennial. Vision To mark the centennial of women’s suffrage while acknowledging its inequities and the challenges New Jersey women of all backgrounds have faced and continue to confront from 1920 to the present day. Goals ● Tell the true story of suffrage ● Engage the widest possible audience ● Encourage civic participation through voting ● Develop programs that result in change NJ Women Vote Partners Visit the NJ Women Vote website for a full list of partner organizations. Would you like to become a partner? NJ Women Vote partners are organizations or individuals interested in planning projects and programs to mark the suffrage centennial. There is no financial or time commitment to become a partner. We encourage partners to attend the initiative’s quarterly meetings and participate on committees and subcommittees. Please contact [email protected] to learn more about the partnership. -
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. -
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 -
Madonna... Who Cares ?
THE PROGRESSIVE WOMAN'S Q 1 ON THE Vol. XXVI SPRING 1993 $3.95 RUSSIAN OMEN: MADONNA... EX AFTER WHO CARES ? THE FALL BEYOND "CHOICE"- CONTROYERSIES IN WOMEN'S HEALTH ELAYNE RAPPING ON WOODY ALLEN; MIA FARROW " pt. Women rs History is Worth Saving Help Preserve Paulsdale In 1923, Alice Paul authored the Equal We know the importance of public Rights Amendment and crusaded for its pas- memoriakThey serve as symbols of our sage for the rest of her life. She also wrote the «>lle«ive past and inspirations for our equalrightsstatementsintheUnitedNations futurc- ^ there are few national monu- Charter Because of Alice Paul's work, the ments wluch KCO&™ the contributions of 1964CivilRightsActoutlawedsexdiscrimi- Amencan women. Although women sparked " B . the historic preservation movement in this nation m the workplace. m Qn[y A% of al, Natbnal Historic Today, the Alice Paul Centennial Foun- i^fa^ honor the accomplishments of dation, a volunteer, not-for-profit organiza- women> tion, is struggling to preserve Paulsdale, her Women pionecred major reforms in edu- birthplace and home. cation, health care, labor and many other Paulsdale, recently named a National His- areas of our society. Paulsdale will become a Alice Stokes Paul toric Landmark, is acirca 1840 farmhouse on national leadership center where new (1885 - 1977) 6.5 acres in Mount Laurel, New Jersey, near generations of women and girls will come Philadelphia. This is the place where Alice together to create solutions to the problems voices throughout the land, re- peating oaths of office for the Cabinet, the To honor the vision and courage of Alice Paul, the Foundation plans to create at seizing this opportunity to preserve Paulsdale Senate, the House and for state and local as a place to help create a positive future for offices. -
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. -
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.