Iron Jawed Angels Educational Materials

Synopsis

Iron Jawed Angels is a riveting docudrama about the suffrage movement that engulfed America in the latter part of the 19th century and early part of 20th century. Alice Paul and Lucy Burns brought a fire with them into the fight for equal rights for women. They worked relentlessly to be heard and the suffragists who supported them were never short of inspiration. The suffragists endured social isolation, imprisonment, and a hunger strike in their fight to secure voting rights for women. These struggles were effective in bringing the issue to national attention, and resulted in the proposal and eventual passage of the Susan B. Anthony amendment in 1919. This 19th amendment to the U.S. Constitution promised to give women the right to vote. Before that right was a legal reality, however, the amendment required ratification by the states, which was yet another struggle. Ultimately, after thirty-six states ratified the amendment, female citizens in the United States were formally enfranchised with the right to vote in 1920.

Message to Educators

Iron Jawed Angels is a captivating true story of the suffragist movement captured through the struggles of some its most prominent leaders. Despite serious and sometimes violent opposition to their cause, the suffragists continued to fight until the passage of the 19th amendment granted them the right to vote. The film deals with content ranging from human and prisoner rights to society’s view of the role of women. It explores the meaning of citizenship and U.S. constitutional rights. It is well suited for the social studies classroom as it encompasses themes of civics, history, and behavioral studies. Please bear in mind that some of the themes and content are for mature audiences.

Please select and modify this educational material as it applies to your classroom and the proper academic subjects. All activities and ideas are intended to inspire further curriculum development and instructional adaptation.

1 Before Viewing

I. Key terms, concepts and people Key Terms Suffragists Suffragettes National American Women’s Suffrage Association National Women’s Party Congressmen Lobbyists The Washington Post

Key People Alice Paul Woodrow Wilson Anna Howard Shaw Helen Keller Lucy Burns Mabel Vernon Emily Leighton Doris Stevens Ruza Wenclawska Inez Milholland Carrie Chapman Catt Ben Weissman Ida Wells-Barnett

II. Discussion Prompts: What are some of the gender roles traditionally assigned to men and women? - How does society perpetuate these roles? - How do you feel about them?

III. Introduction to the history of voting rights in the U.S.

1787-Only white, male property owners could vote 1850-Property ownership, taxes and religion are no longer requirements to vote. All white males eligible to vote. 1855-The nation’s first literacy tests are adopted by Connecticut and Massachusetts 1870-The 15th amendment is added to the U.S. Constitution. It gives any male adult the right to vote, regardless of race and previous servitude. 1889-Florida adopts a poll tax and 10 other Southern states follow suit. 1890-Mississippi adopts literacy tests intended to keep African Americans from voting. The literacy test also prevented many eligible white males from voting. The states add grandfather clauses that allow those who could vote before 1870, or their descendants, to vote regardless of literacy or tax qualifications.

2 1915-Supreme Court rules that grandfather clauses conflict with the 15th amendment and abolished them as a requirement for federal elections. 1920-The 19th amendment grants women the right to vote. 1924-Native Americans are granted U.S. Citizenship, which allows them to vote in federal elections 1944-The Supreme Court outlaws “white primaries”-- primaries directed by private associations that could exclude whomever they wanted. Primaries, according to the Court, were a public process bound by the 15th amendment. 1964-The 24th amendment bans the poll tax as a requirement to vote in federal elections 1965-The Voting Rights Act is enacted by Congress. It eliminates all voting barriers for eligible voters and protects minority voting rights. 1971-The 26th amendment reduces the minimum voting age from 21 to 18.

IV. Women in the Workforce

In the colonial era, most workingwomen held jobs as seamstresses or kept boardinghouses, though a small number of women worked as doctors and lawyers. By the turn of the 19th century, acceptable jobs for women were restricted to factory or domestic work, and the few professions where women thrived, such as teaching or writing, were understood as within the domestic sphere. Laws granting women the right to work for wages and own property only started to occur in the late 19th century, although these were often to preserve households in an emerging industrial society rather than improve the prospects for single woman laborers. During the Victorian period, women began to challenge the status quo as they looked for opportunities that were previously available only to men. During the early part of the 20th century, women increasingly held positions as teachers, nurses, scientists, and charity workers. World War II saw a tremendous rise in women workers, especially in blue-collar positions. The war gave women the opportunity to work while men were away fighting. Although women were working the same jobs as men, they did not receive the same wages. During that time, some women worked more than one job in order to maintain their families in addition to their traditional household duties. When the war ended, women were forced to leave their jobs because the men had come back to reclaim their old jobs. Women played a prominent role in strikes in the 1970s and 1980s that further advanced women’s role in the labor force. Today, many women hold high-ranking positions all across the labor force. While this represents considerable progress, issues such as wage disparities and gender discrimination persist.

Questions for Discussion

1. Why were women limited to non-professional jobs such as seamstresses during the colonial period? 2. Why do you think women were prevented from pursuing professional jobs such as doctors and lawyers? 3. What maybe some of the reasons why women challenged the status quo during the Victorian Age? 4. Why were women not allowed to keep their jobs after the men returned from the war? 5. In what ways can we improve gender equality in the workplace?

3 V. The NAWSA and the NWP

The National American Woman Suffrage Association and the National Women's Party are the two prominent women's organizations represented in the film. Have students research the origins of each group and answer the following questions: 1. In what year was the NAWSA established? The NWP? 2. What were some of the events preceding the establishment of both groups? 3. Who were the key people responsible in the creation of the groups? 4. What happened as a direct result of the establishment of the NAWSA? The NWP? 5. What was the philosophy underlying the NAWSA? The NWP?

4 During Viewing

Questions for Discussion: 1. Explain the logic of the statement "A vote means a fire escape." What else could women earn with the right to vote?

2. In what ways does Senator Leighton embody the concept of the "sovereignty" of the husband?

3. Would you prefer to be in Catt’s or Paul’s organization?

4. Why do you think the prison guards decided to help Alice Paul?

Follow-up Questions for Reflection or Writing: 1. Is there a legitimate conflict between motherhood and political activism? Why or why not?

2. The women in the movie are often told to be "patient," and indeed, it is often held that "patience is a virtue." When does "impatience" hinder a cause, and when does it become a necessity?

5 After Viewing I. Ratification

Background:

In order for an amendment to become part of the constitution, it must first be proposed and then ratified. Article 5 of the United States Constitution states that “amendments may be proposed by the United States Congress or by a national convention assembled at the request of the legislatures of at least two-thirds of the several states. To become valid, amendments must then be ratified by either the legislatures of or ratifying conventions held in three-fourths of the several states." Amendments may also be ratified by two-thirds of the state legislatures or by two-thirds of the national conventions assembled at the request of the states.

Activity 1. Exploring ratification within the film “Congress doesn’t make it a law; 36 states have to agree, then they put it in the Constitution. We need one more state.” - Chapter 17, 1:53:03

1. Ask students if they understand what is happening in the last chapter of the movie. Remind them that an amendment is different from a regular law, not only in the way that it is passed but also in the way it is practiced.

2. How was the amendment passed? What was the process by which it was passed?

3. The following quote may help students understand how the 19th amendment was ratified: "...On January 9, 1918, Wilson announced his support for suffrage. The next day, the House of Representatives narrowly passed the Susan B. Anthony Amendment, which would give suffrage to all women citizens. On June 4, 1919, the Senate passed the Amendment by one vote. And a little more than a year later, on August 26, 1920, Tennessee became the 36th state to ratify the amendment. That made it officially the Nineteenth Amendment to the Constitution." from http://pbskids.org/wayback/civilrights/features_suffrage.html

Activity 2:

1. In reference to Chapter 17, ask students what they think Mrs. Burn wrote in the famous telegram to her son, Tennessee state representative Harry Burn.

2. In 2002, the New York Times published an editorial entitled, "How Febb Burn and her son, Harry, saved the day." It recounts the fateful scene in which Harry Burns receives the telegram from his mother. What's more is that it explains the contents of the telegram. After students have finished guessing what they believe the telegram said, read the following excerpt from the editorial:

“The suffrage forces were still one vote short in the Tennessee House when a local paper

6 ran a cartoon of an old woman chasing the letters ''RAT'' with a broom, trying to drive them up in front of ''IFICATION.'' (Then as now, editorial pages sometimes had trouble making their point crystal clear.) Febb Ensminger Burn, a widow back in Mouse Creek, Tenn., saw the picture and wrote a letter to her son, Representative Harry Burn, a 26- year-old fledgling state legislator who was at the moment in the Capitol, walking around with a red rose -- symbol of the suffrage opponents -- stuck in his lapel.

''Dear Son,'' she wrote. ''Don't forget to be a good boy and help Mrs. Catt put the RAT in ratification.'' ''I know that a mother's advice is always safest for her boy to follow,'' said Burn, in what may have been the only truly useful political speech ever on the subject of motherhood.”

From The New York Times Editorial Observer; Women's Suffrage: How Febb Burn and Her Son, Harry, Saved the Day http://query.nytimes.com/gst/fullpage.html?res=990CE7DA163BF93BA15754C0A9649 C8B63&sec=&spon=&pagewanted=2

Activity 3. There were many political cartoons about suffrage during that time. Have students look at the following cartoons and ask them to interpret it. What is going on in the cartoon? Are they pro- or anti-suffrage?

from http://etc.usf.edu/clipart/5700/5721/suffrage_10.htm

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Original copyright by E.W. Gustin, courtesy of the Library of Congress

8 III. 2008- Year of the Woman?

The 2008 election was historic on many accounts. Because of the near-misses by both Hilary Clinton and Sarah Palin, some have dubbed it, “The Year of the Woman.” Palin has embraced the feminist label, much to liberal feminists’ chagrin. Some women reject the idea that only liberal women can be in favor of equality. She has challenged the traditional views of what feminism is but does that make her a feminist? There are people who feel as though this election served only to reinforce stereotypes; to perpetuate the “bitch” and the “ditz” (Clinton and Palin, respectively). • How do you view 2008? Was it a step forward or a step back for women? • What did the 2008 election teach us about gender politics? • What is a feminist? Can men be feminists? • Are you a feminist? Watch the following YouTube clip, “This is what a Feminist looks like”: http://www.youtube.com/watch?v=jO9p6e4SWLM&feature=related

IV. Famous Female “Firsts”

Around the globe, women play important roles in the political scene. This section provides resources about some of the early pioneers who braved sexism and resistance to take their place in history! Present and discuss these leaders as time allows.

Jeanette Rankin (1916): First female U.S. Congresswoman http://bioguide.congress.gov/scripts/biodisplay.pl?index=r000055

Lady Nancy Astor (1919): First female member of Parliament (Great Britian) http://www.bbc.co.uk/devon/discovering/famous/astors.shtml

Sirivamo Bandaranaike (1960): First female elected Premier Minister (Sri Lanka)

Isabel Perón (1974): First woman President (Argentina) http://www.mundoandino.com/Argentina/Isabel-Martinez-de-Peron

Geraldine Ferraro (1984): First woman nominated for U.S. Vice President by major party http://bioguide.congress.gov/scripts/biodisplay.pl?index=F000088

Still, it has been nearly a century since American women won the right to vote. Across the globe, more and more people are voting for women to sit in office, but in the USA, less than 40 women have been elected as senators. Clearly, the road to being an elected and successful female politician is full of obstacles. Many female politicians, for example, have faced criticisms about their appearance and/or their credentials rarely aimed at their male counterparts.

Review the following excerpt from the United Kingdom’s first female Parliament member, Lady Nancy Astor, who was born and raised in Virginia, USA, and later married to Lord Waldorf Astor in England. She was elected to the House of Commons almost immediately after the

9 United Kingdom granted women the right to vote and the right to sit in office in 1918. The excerpt is from her autobiography published in 1923:

"Different members received me in different ways. I shall never forget a Scottish Labour man coming up to me, after I had been in the House a little time, and telling me that I wasn't a bit the sort of woman he thought I was going to be; and on being pressed as to what kind of woman he thought I would be, said, "I'll not tell you that, but I know now that you are an ordinary, homely kind of woman"; and he has proved it since by often asking my advice on domestic questions."

Source: Astor, N. (1923). My Two Countries. New York: Doubleday

Discussion Questions:

1. What do you think were some of Lady Astor’s struggles in Parliament?

2. What did her colleague’s comment reveal about his expectations?

3. What kinds of stereotypes do you believe influenced his comment?

V. Contemporary Trend Setters / The 2008 U.S. Election

In 2008, of the 192 member nations of the United Nations, 22 had female leaders. Denmark, The Netherlands, and the United Kingdom had queens – and Antigua, Barbuda, Australia, Canada, and Saint Lucia had female Governor Generals (who function as de facto Heads of State). Similarly, Argentina, Chile, Finland, India, Ireland, Liberia, The Philippines, and San Marino all had female presidents. There were likewise 7 woman Prime Ministers: in Germany, Haiti, Moldova, Mozambique, The Netherlands Antilles, Ukraine, and the Aland Islands.

For more information: http://www.internationalnewsagency.org/most_powerful_women__of_the_worl.htm http://www.guide2womenleaders.com/ http://www.javno.com/en/world/clanak.php?id=155282

In the United States, the 2008 election marked an important step towards breaking the highest of all “glass ceilings.” Senator Hillary Clinton and Governor Sarah Palin, however, were not immune to the effects of sexism.

View the satirical Saturday Night Live clip, and review the following excerpts from the New York Times, NOW, and ABC News in order to discuss: (1) What kinds of stereotypes / double standards did they face? (2) Which of their attributes drew media and popular attention? (3) How do their challenges parallel the general expectations placed on women in society? (4) How were Clinton and Palin treated similarly? Differently? (5) In what ways are men treated similarly? Differently? (6) How do you think Alice Paul would have reacted to the candidates? To their

10 treatment? Who do you think she would support and why?

-SNL clip: http://www.huffingtonpost.com/2008/09/13/tina-fey-as-sarah-palin-o_n_126249.html

-New York Times article about the new book “Thirty Ways to Look at Hillary Clinton”

“In one of the more thoughtful essays in this volume, Jane Kramer writes: “I continue to subject Hillary Rodham Clinton to the kind of scrutiny I would never think to apply to men. I look at the men running for president and ask myself if their politics are mine, or close enough to mine to be appealing. My interest in Barack Obama runs mainly to: Can you do the job? Are you brave enough for it? Do you have the vision for it? Can you take the heat? My question for Hillary Rodham Clinton is: Why do you want the job? What kind of woman does that make you?”

Source: http://www.nytimes.com/2008/01/15/books/15kaku.html?scp=2&sq=clinton+female+candidate&st=nyt

-NOW article— “Hillary Clinton and the Media: From Intelligent and Fair to Appallingly Sexist and Pointless”

“Female politicians have long struggled with a double standard: while being criticized or perceived as "soft" or "weak" if they come across as too traditionally feminine, they are also accused of being too "hard" or "strident" if they come off as assertive and powerful — traditionally masculine attributes.

-Clinton is no stranger to this kind of treatment from the press. An opinion article in The Oklahoman referenced her "frequent wearing of dark pants suits to conceal her bottom- heavy figure."

-Video (links below): Palin on double standards

Palin: That they talked about my wardrobe but never talked about the male candidates’ wardrobe, or the questions posted to me about how will I be able to raise a family and serve in the office. I have never heard that asked of a male candidate. But I am not gonna complain about that, because if my skin is not thick enough to take that as a candidate, I should not be even thinking of serving this nation as vice president…

Interviewer: Hiliary Clinton did talk very candidly and … and other women who had been under this position and under this amount of scrutiny about what you called double standard, about how all those questions and issues that a woman faces that a man doesn’t. Just give me one example …

Palin: The simple question that I am asked often is how would you raise a family serving in office, especially with a couple of young children, the only double standard here is that, I have not heard that asked of male candidates.”

Source: http://abcnews.go.com/video/playerIndex?id=6145725

11 Same interview in print:

Source: http://abcnews.go.com/GMA/Politics/Story?id=6142799&page=1 VI. A Song in Their Hearts When the suffragists saw the return of Alice Paul to the mess hall of the prison, they broke out into song as a show of solidarity and consolation. The song is, “Will the circle be unbroken.” Teach your students the song. The lyrics and YouTube clip follow.

YouTube clip: http://www.youtube.com/watch?v=JBg_gNxiFWc&feature=related

Lyrics: I was standing by my window, On one cold and cloudy day When I saw that hearse come rolling For to carry my mother away

Will the circle be unbroken By and by, lord, by and by There’s a better home a-waiting In the sky, lord, in the sky

I said to that undertaker Undertaker please drive slow For the body you are holding Lord, I hate to see here go

Will the circle be unbroken By and by, lord, by and by There’s a better home a-waiting In the sky, lord, in the sky

I will follow close behind her Tried to hold up and be brave But I could not hide my sorrow When they laid her in the grave

Will the circle be unbroken By and by, lord, by and by There’s a better home a-waiting In the sky, lord, in the sky

12 Appendix 1: Resources

Alice Paul vs. Woodrow Wilson: http://www.youtube.com/watch?v=1Yn2D1ukQC4

Fortini, Am. (2008November 16). The “bitch” and the “ditz.” New York Magazine. Retrieved November 20, 2008, from http://nymag.com/news/politics/nationalinterest/52184/

International woman suffrage timeline: http://womenshistory.about.com/od/suffrage/a/intl_timeline.htm

Iron Jawed Angels website: http://iron-jawed-angels.com/

National American Woman Suffrage Association (NAWSA) collection: http://memory.loc.gov/ammem/naw/nawshome.html

Nineteenth Amendment: http://www.gpoaccess.gov/constitution/html/amdt19.html

Political culture and imagery of American woman suffrage: http://www.nwhm.org/exhibits/intro.html

Romano, L. (2008, October 24). Ideology aside, this has been the year of the woman. The Washington Post. Retrieved November 20, 2008, from http://www.washingtonpost.com/wp- dyn/content/article/2008/10/23/AR2008102303 827.html?hpid=topnews

Rudin, K. (2008, October 29). Is 2008 the year of the woman? NPR. Retrieved November 20, 2008, from http://www.npr.org/templates/story/story.php?storyId=96260710

Suffrage cartoons: http://etc.usf.edu/clipart/galleries/History/political_cartoons.php

This is what a feminist looks like: http://www.youtube.com/watch?v=jO9p6e4SWLM&feature=related

13 Appendix 2: More Woman Suffrage “Firsts” Below are a few questions instructors may wish to ask students before going over Table 1 (below):

In 1869, Wyoming was the first territory in the U.S. to grant suffrage to women. However, it wasn’t until 1890 that one of the Union states allowed women to vote. Why is that?

In the movie, President Wilson suggested women to fight for suffrage the old –fashioned way, meaning to strike for the cause state by state. Do students understand why Alice Paul hoped for an amendment? What is the difference between ratifying it as an amendment and a state law?

Why do you think the suffragists were not arrested until after the war?

In the movie, it was mentioned that the British suffrage movement was halted because of WWI. One of the suffragists expressed the concern that if they continued they might be regarded as traitors or committing “treason.” What do students think about continuing the movement during wartime? Do you think the suffragists’ fear of being misunderstood as “traitors” are reasonable? Do you think the same could happen today? Why and why not?

United States United Kingdom Women 1869 Wyoming territory 1918 gained right 1890 Wyoming enters the Union; (age 30 and above; men can vote as to vote in… hence first state in the Union soon as they turn 21) where women has the right to 1928 vote (Universal franchise: age 21 and 1893 Colorado above; same as men) 1896 Utah, Idaho Washington 1910 California 1911 Oregon, Arizona, Kansas, 1912 Michigan All states, by 19th 1920 Amendment

14 Appendix 3: McREL Standards Covered

Behavioral Studies Topic: 2, 5, 8, 16, 31 Standard 2. Understands various meanings of social group, general implications of group membership, and different ways that groups function Standard 3. Understands that interactions among learning, inheritance, and physical development affect human behavior Standard 4. Understands conflict, cooperation, and interdependence among individuals, groups, and institutions Standard 13. Understands the character of American political and social conflict and factors that tend to prevent or lower its intensity Standard 26. Understands issues regarding the proper scope and limits of rights and the relationships among personal, political, and economic rights

Civics Topic: 1, 3, 7, 13. 34, 53 Standard 8. Understands the central ideas of American constitutional government and how this form of government has shaped the character of American society Standard 24. Understands the meaning of citizenship in the United States, and knows the requirements for citizenship and naturalization Standard 25. Understands issues regarding personal, political, and economic rights

U.S. History Topic: 29, 66, 126, 149 Standard 20. Understands how Progressives and others addressed problems of industrial capitalism, urbanization, and political corruption Standard 22. Understands how the United States changed between the post-World War I years and the eve of the Great Depression Standard 29. Understands the struggle for racial and gender equality and for the extension of civil liberties

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