DOCSLIB.ORG

Activists for Social Change

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Activists for Social Change sion that people do great things all by themselves. "DUJWJTUTGPS4PDJBM$IBOHF Rather than inspiring the students, this can leave them feeling powerless. “I could never accomplish that by myself,” students say to themselves. Well, neither did the famous person. There is barely an accomplishment in science, sports, social change movements or other fields which does not reflect group effort and/or the strong influences of family or religion. In Rethinking Schools, Herbert Kohl describes how Rosa Parks has been traditionally and erroneously portrayed as an old lady who one day was just too tired to go to the back of the bus. Although she was indeed always tired at the end of a long day’s work, her decision was influenced also use his/her imagination to write about how the tudents can learn a lot by studying the lives of by her associations with others active in the Civil activist felt about certain experiences. people who have worked for social justice. Their Rights movement, including discussions at the T lives can teach how to face challenges, where to 3. Encourage the use of varied and primary sources. Highlander Center with other activists about strate- gather strength to face adversity, how to relate to other Reward students with extra points for all non-ency- gies for confronting Jim Crow. If we want students people, and how to deal with defeat. Researching the clopedia type references. Suggest to students that to learn from the lives of famous people, then one life of a famous person is an assignment frequently they look for autobiographies and biographies, writ- of the lessons to be learned is how one works with given to youth during the heritage months. Whatever ings by the person they have selected, information others—through organizations, family or other the occasion, following are some recommendations for from any organizations they were affiliated with, groups—for change. helping students to get the most from this assignment. newspaper articles, interviews with people who Another option would be to ask students to study On the next pages are some suggestions of people and knew the person, etc. In the case of primary sources, the life of an organization. They could then make organizations for student research. challenge students to use ones that are less com- reference to various key individuals, but the focus monly known. For example, in the case of Martin 4VHHFTUFE(VJEFMJOFT would be on the organization itself—why and how Luther King Jr., everyone is already familiar with it got started, goals, methods, successes and failures, his speech “I Have A Dream.” Powerful as it is, it is 3JHPCFSUB.FODIV /PCFM1SJ[FXJOOFS%FGFOEFSPGUIFMBOEBOEDVMUVSBMSJHIUTPG 1. Enlarge and diversify the list of people you UIFJOEJHFOPVTQFPQMFPG(VBUFNBMB alliances, conflicts, etc. There is not room to list all only one of hundreds of moving and powerful essays suggest for student research. Too often students of the individual organizations here. But within each he authored on domestic and international topics. are asked to research the same names year after of the categories listed below, there is a history of The student will learn a lot more from Dr. King if If they addressed the rights of a racial group, did year—Frederick Douglass, Martin Luther King, Jr. the movement and many organizations still working he or she broadens their reading. Another example they address class and gender discrimination within and Harriet Tubman during Black History Month, on the issues today. Cesar Chavez and Roberto Clemente for Hispanic is Helen Keller. Everyone knows her accomplish- that group? Heritage and the suffragists during Women’s His- ments with regards to sight and hearing, but more 6. Highlight community activists. Encourage students • Women’s rights tory Month. Rather than challenging stereotypes, thorough investigation will reveal her extensive to research and present the lives of people who might • Civil rights this repetition can lead students to believe that there work as a political activist. not be well-known, but who are active in their com- • Anti-war were only a few great Blacks, Hispanics and women munity or region. Local individuals may be receptive 4. Examine how the person changes over time. • Gay rights in U.S. history. Accompanying this lesson is a list This will help students to realize that learning and to a request for an interview from a student. Students • Native American rights and sovereignty of many more activists for social change. Encour- growing are lifelong processes. Most people they can get ideas about who would be a good candidate age students to refer to this list for any project you would choose to study developed their analysis and for such a request from reading newspaper articles • Immigrant rights assign on people who have made a difference. We methods over time. Ask students to document some or newsletters from local chapters of activist groups, • Labor unions have tried to limit the list to people about whom of those changes. focusing on issues such as housing, women’s rights, we know students could find at least one book. Add education, labor, etc. The same sources can be good • Liberation movements names of people who may not be nationally known 5. How could the person’s work have been strength- background reading for students to use to prepare • Environmental protection ened? Ask students what they would recommend to but who are familiar as local leaders. their interview questions. • Health issues (AIDS, infant mortality, health of the person they are studying that would (or could people of color) 2. Personalize the assignment. Ask students to write have) increased the effectiveness of their work. 7. Highlight the organizations and institutions in- the report in first person, as if they were the person Ask them to pay particular attention to the “matrix volved in social change. Ask the students to include • Prison reform/prisoner’s rights under study writing an autobiography. This can of oppression.” Point out to students that in many in their report/essay information about the organiza- • Rights of the physically disabled help the students get into the other person’s shoes tions with which the person worked and the forces cases the person they are studying may have been • Housing rights and can motivate them to learn more. The quality very strong in one aspect of their work, but ignored which influenced them. Many mainstream books of the student’s writing is also likely to improve. other forms of oppression. For example, if the and poster series give students the false impres- • Anti-police abuse/criminal justice reform * Their essay will be an engaging story rather than the person worked on labor issues—did they address all-too-frequent lifeless reports. The student could racial and/or gender discrimination in the union? #&:0/%)&30&4"/%)0-*%":4])0-*%":4"/%)&3*5"(& #&:0/%)&30&4"/%)0-*%":4]"$5*7*454'0340$*"-$)"/(& )BOEPVU]"DUJWJTUTGPS4PDJBM$IBOHF )"/%065 "--1)0504-*#3"3:0'$0/(3&44 4JNPO#PMJWBS +BNFT&BSM$IBOFZ "DUJWJTUTGPS4PDJBM$IBOHF Fought for the liberation of Latin Civil rights activist America from Spain $FTBS$IBWF[ hese are just a few suggestions of people and current organizations that students could research. It Labor leader, founder is an alternative to the traditional lists of sports stars, musicians, actors and mainstream politicians, of the United Farm U but it is by no means complete. Workers Each name is followed by a few descriptive words, noting the area in which she or he were active. We tried 4IJSMFZ$IJTIPMN to limit our selection to people about whom students would be able to find some published information. Politician, first Black woman elected to U.S. Congress .VNJB"CV+BNBM 4VTBO#"OUIPOZ .BSZ.D-FPE 4FQUJNB$MBSL Journalist, Black Panther, political Abolitionist, suffragist #FUIVOF Adult educator, civil prisoner Founder, "OOF#SBEFO +FBO rights activist National Southern labor organizer 3VEZ"DVOB #FSUSBOE Council %BWJE#SPXFS $IBSMFT Chicano rights activist, professor "SJTUJEF #FSU$PSPOB of Negro Ecologist, environmentalist, writer $MFNFOUT .% Haitian Women, American doctor, volunteered Activist for rights of leader in educator +PIO#SPXO his services during the war in El undocumented and Mexican- movement Militant abolitionist Salvador Americans for justice, $IJFG 6/-&44/05&%05)&38*4& "--1)0504-*#3"3:0'$0/(3&44 $IJFG$SB[Z)PSTF former #MBDL)BXL $BSMPT#VMPTBO Native American rights activist, President Sauk chief, led Migrant farmworker, documenter Sioux people against of Filipino-American experience +PBO#BF[ White settlers #FOFEJUB%B4JMWB Folk singer, 0NBS$BCF[BT in Illinois Brazilian senator, activist for the activist Nicaraguan Sandinista rights of the poor 8JMM$BNQCFMM &MMB#BLFS "OHFMB%BWJT Civil rights Southern Baptist leader Professor, activist for Black and activist 4UPLFMZ$BSNJDIBFM women’s rights ,XBNF5PVSF Civil rights activist, SNCC founder %PSPUIZ%BZ Pacifist, founder of the Catholic 3BDIFM$BSTPO Worker movement Founder, the environmental movement 'JEFM$BTUSP +BNFT#BMEXJO Leader of nationalist, anti- Novelist, essayist, +BOF"EEBNT imperialist Cuban revolution, lecturer, civil and Developed community social president of Cuba services and training for people in gay rights advocate poverty %FOOJT#BOLT (3"$&-&&#0((4 1FESP"MCJ[V$BNQPT Founded American Puerto Rican independence Indian Movement (AIM) advocate $IJFG$PDIJTF Chiricahua Apache leader 4BVM"MJOTLZ #FOKBNJO Community organizer #BOOFLFS (SBDF-FF 3PCFSU$PMFT Mathematician #PHHT Psychologist, children’s activist .BZB"OHFMPV Chinese Author, activist %BOJFMBOE1IJMMJQ#FSSJHBO Anti-war activists American active in &VHFOF7%FCT Civil Rights Movement Socialist politician, labor activist #&:0/%)&30&4"/%)0-*%":4])0-*%":4"/%)&3*5"(& #&:0/%)&30&4"/%)0-*%":4]"$5*7*454'0340$*"-$)"/(& )BOEPVU]"DUJWJTUTGPS4PDJBM$IBOHF )BOEPVU]"DUJWJTUTGPS4PDJBM$IBOHF "--1)0504-*#3"3:0'$0/(3&44 "--1)0504-*#3"3:0'$0/(3&44 .PSSJT%FFT &MJ[BCFUI(VSMFZ'MZOO %BOJFM*OPVZF Lawyer, anti-Klan activist Labor organizer, feminist First Japanese American to serve in the U.S.
Load more

Recommended publications
  • Women in the United States Congress: 1917-2012
    Women in the United States Congress: 1917-2012 Jennifer E. Manning Information Research Specialist Colleen J. Shogan Deputy Director and Senior Specialist November 26, 2012 Congressional Research Service 7-5700 www.crs.gov RL30261 CRS Report for Congress Prepared for Members and Committees of Congress Women in the United States Congress: 1917-2012 Summary Ninety-four women currently serve in the 112th Congress: 77 in the House (53 Democrats and 24 Republicans) and 17 in the Senate (12 Democrats and 5 Republicans). Ninety-two women were initially sworn in to the 112th Congress, two women Democratic House Members have since resigned, and four others have been elected. This number (94) is lower than the record number of 95 women who were initially elected to the 111th Congress. The first woman elected to Congress was Representative Jeannette Rankin (R-MT, 1917-1919, 1941-1943). The first woman to serve in the Senate was Rebecca Latimer Felton (D-GA). She was appointed in 1922 and served for only one day. A total of 278 women have served in Congress, 178 Democrats and 100 Republicans. Of these women, 239 (153 Democrats, 86 Republicans) have served only in the House of Representatives; 31 (19 Democrats, 12 Republicans) have served only in the Senate; and 8 (6 Democrats, 2 Republicans) have served in both houses. These figures include one non-voting Delegate each from Guam, Hawaii, the District of Columbia, and the U.S. Virgin Islands. Currently serving Senator Barbara Mikulski (D-MD) holds the record for length of service by a woman in Congress with 35 years (10 of which were spent in the House).
    [Show full text]
  • Ahimsa Center- K-12 Teacher Institute Title of Lesson: “The Soul of Music” – Music's Role on Gandhi and King's Movemen
    Ahimsa Center- K-12 Teacher Institute Title of Lesson: “The Soul of Music” – music’s role on Gandhi and King’s movements Lesson By: Wing Man (Mandy) Kwan Grade Level/ Subject Areas: Class Size: Time/Duration of Lesson: Grade 1 to 3, Social Studies 20 to 25 3 to 4 days, 45 minutes each lesson Guiding Questions: • How did music and song affect Gandhi and King’s movements? Lesson Abstract: Students will learn about the impact of music and song on the Civil Rights Movement in the U.S. and in Gandhi’s life & his nonviolent civil disobedience. Lesson Content: Music and rhythm exists in the world around us. From our own heartbeats to the ebb & flow of ocean waves, it seems that there is an innate melody in all of us and in nature. Bernice Johnson Reagon once said that “music is in the air like currents; and in order to hear, they need the air moving through instruments …bringing song into hearing spaces” (http://www.bernicejohnsonreagon.com/music.shtml ) Music has the profound ability to touch & move the deepest yearnings of every human heart. In the same way, music was instrumental in shaping Gandhi and the Civil Rights movements. It often represented the heartbeat and the core of Gandhi and Dr. King’s beliefs. Gandhi was a political and spiritual leader for India in the early 20 th century. He employed satyagraha , or “soul force”, and civil disobedience to bring equality and justice to the poor in South African and India. His efforts were inspirational to other liberation movements around the world.
    [Show full text]
  • Women and the Presidency
    Women and the Presidency By Cynthia Richie Terrell* I. Introduction As six women entered the field of Democratic presidential candidates in 2019, the political media rushed to declare 2020 a new “year of the woman.” In the Washington Post, one political commentator proclaimed that “2020 may be historic for women in more ways than one”1 given that four of these woman presidential candidates were already holding a U.S. Senate seat. A writer for Vox similarly hailed the “unprecedented range of solid women” seeking the nomination and urged Democrats to nominate one of them.2 Politico ran a piece definitively declaring that “2020 will be the year of the woman” and went on to suggest that the “Democratic primary landscape looks to be tilted to another woman presidential nominee.”3 The excited tone projected by the media carried an air of inevitability: after Hillary Clinton lost in 2016, despite receiving 2.8 million more popular votes than her opponent, ever more women were running for the presidency. There is a reason, however, why historical inevitably has not yet been realized. Although Americans have selected a president 58 times, a man has won every one of these contests. Before 2019, a major party’s presidential debates had never featured more than one woman. Progress toward gender balance in politics has moved at a glacial pace. In 1937, seventeen years after passage of the Nineteenth Amendment, Gallup conducted a poll in which Americans were asked whether they would support a woman for president “if she were qualified in every other respect?”4 * Cynthia Richie Terrell is the founder and executive director of RepresentWomen, an organization dedicated to advancing women’s representation and leadership in the United States.
    [Show full text]
  • Patsy Mink by D
    LESSON 4 TEACHER’S GUIDE Patsy Mink by D. Jeanne Glaser Fountas-Pinnell Level W Narrative Nonfiction Selection Summary Pasty Mink experienced discrimination as a young woman, but she was determined to achieve her goals. She worked tirelessly to make sure that women in future generations had equal opportunities. Number of Words: 2,494 Characteristics of the Text Genre • Narrative nonfi ction, biography Text Structure • Third-person narrative in twelve short chapters • Chapter headings signal key periods in Patsy’s life and Title IX Content • Discrimination against women and immigrants • Passage of a bill in the United States Congress Themes and Ideas • Belief in oneself and determination can help overcome discrimination. • Everyone deserves equal opportunities. • People can initiate and make change. Language and • Conversational language Literary Features • Little fi gurative language—sprang into action Sentence Complexity • A mix of short and complex sentences • Complex sentences—phrases, clauses, compounds Vocabulary • New vocabulary words: instrumental, discrimination, emigrated • Words related to government and law: Title IX, debate, legislator, bill, repealed, lobby Words • Many multisyllable words: qualifying, intimidated, controversial Illustrations • Black-and-white/color photographs, some with captions Book and Print Features • Sixteen pages of text with chapter headings and photographs • Table of contents lists chapters headings • Text boxes highlight content • Timeline and diagram summarize content © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Copyright © by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law.
    [Show full text]
  • “We Shall Overcome and the Southern Black Freedom Struggle”
    “We Shall Overcome and the Southern Black Freedom Struggle” David J. Garrow On October 22, 1945, 1,000 members of Local 15 of the Food, Tobacco, Agricultural, and Allied Workers Union (FTA) went on strike at an American Tobacco Company cigar factory in Charleston, SC, seeking to increase their pay to 30 cents-per-hour. The biracial group of strikers began picketing outside the brick factory building, and in later years surviving participants would recall two African American women, Delphine Brown and Lucille Simmons, as important song leaders who led the strikers in singing. Simmons was a choir member at Jerusalem Baptist Church, and fellow union members would remember her singing a well-known hymn, “I’ll Be All Right,” and altering it to give voice to the striking workers’ own aspirations: “We Will Overcome.”1 1. Robert Shelton, “Rights Song Has Own History of Integration,” New York Times, 23 July 1963, at 21; Robert Sherman, “Sing a Song of Freedom,” Saturday Review, 28 September 1963, at 65-67, 81; “Moment of History,” The New Yorker, 27 March 1965, at 37-39; Josh Dunson, Freedom In the Air: Song Movements of the Sixties (International Publishers, 1965), at 29; Lillie Mae Marsh in Guy and Candie Carawan, Freedom Is A Constant Struggle—Songs of the Freedom Movement (Oak Publications, 1968), at 138; Bernice Johnson Reagon, “Songs of the Civil Rights Movement 1955-1965: A Study in Cultural History,” Ph.D. dissertation, Howard 2 The strike ended without success in April 1946, but one month later, two participants, Anna Lee Bonneau and Evelyn Risher, traveled to the Highlander University, 1975, at 65, 68-75; Caryle Murphy, “The Rise of a Rights Anthem,” Washington Post, 17 January 1988, at G1, G11; Noah Adams, “Tracing the History of the Song ‘We Shall Overcome,’” All Things Considered, National Public Radio, 15 January 1999; Robert R.
    [Show full text]
  • Female Historical Figures and Historical Topics
    Female Historical Figures and Historical Topics The Georgia Historical Society offers educational materials for teachers to use as resources in the classroom. Explore this document to find highlighted materials related to Georgia and women’s history on the GHS website. In this document, explore the Georgia Historical Society’s educational materials in two sections: Female Historical Figures and Historical Topics. Both sections highlight some of the same materials that can be used for more than one classroom standard or topic. Female Historical Figures There are many women in Georgia history that the Georgia Historical Society features that can be incorporated in the classroom. Explore the readily-available resources below about female figures in Georgia history and discover how to incorporate them into lessons through the standards. Abigail Minis SS8H2 Analyze the colonial period of Georgia’s history. a. Explain the importance of the Charter of 1732, including the reasons for settlement (philanthropy, economics, and defense). c. Evaluate the role of diverse groups (Jews, Salzburgers, Highland Scots, and Malcontents) in settling Georgia during the Trustee Period. e. Give examples of the kinds of goods and services produced and traded in colonial Georgia. • What group of settlers did the Minis family belong to, and how did this contribute to the settling of Georgia in the Trustee Period? • How did Abigail Minis and her family contribute to the colony of Georgia economically? What services and goods did they supply to the market? SS8H3 Analyze the role of Georgia in the American Revolutionary Era. c. Analyze the significance of the Loyalists and Patriots as a part of Georgia’s role in the Revolutionary War; include the Battle of Kettle Creek and Siege of Savannah.
    [Show full text]
  • Congressional Record—Senate S6471
    October 25, 2020 CONGRESSIONAL RECORD — SENATE S6471 Unfortunately, we are now at a point I yield back my time. ances, they did not envision a sham where this program has been tapped The PRESIDING OFFICER. The Sen- confirmation process for judicial nomi- out. Why? Because the $44 billion that ator from Delaware. nees. But as much as I hate to say it, was set aside in the Disaster Relief NOMINATION OF AMY CONEY BARRETT that is what this one has been, pure Fund is gone, leaving $25 billion to deal Mr. CARPER. Mr. President, I rise and simple. This entire process has be- with natural disasters, which is what this afternoon to share with you and come an exercise in raw political the Disaster Relief Fund is intended to our colleagues some of my thoughts power, not the deliberative, non- do. And they need that money. We concerning the nomination of Judge partisan process that our Founders en- shouldn’t use any more of that. So we Amy Coney Barrett to serve as an As- visioned. are back to square one. sociate Justice of the Supreme Court of Frankly, it has been a process that I People who have had unemployment these United States. could never have imagined 20 years ago insurance since the disaster began be- I believe it was Winston Churchill when I was first elected to serve with cause they might work in hospitality, who once said these words: ‘‘The fur- my colleagues here. Over those 20 entertainment, travel, some businesses ther back we look, the further forward years, I have risen on six previous oc- where they can’t go back—a lot of we see.’’ So let me begin today by look- casions to offer remarks regarding those folks now are seeing just a State ing back in time—way back in time.
    [Show full text]
  • MSSU Results
    NHDMO AWARDS CEREMONY RESULTS- MSSU *Junior Paper 3rd Place None Entry #1003 TITLE OF PROJECT Joy Adamson: Taking a Stand for Animal Rights STUDENT: SCHOOL Neosho Jr. High Olivia Simmons Teacher: Daniel Williams 2nd Place Entry #1008 [TITLE OF PROJECT] The Women’s Orchestra of Auschwitz-Birkenau: Standing Against Fania Fenelon’s False Accounts STUDENT: [SCHOOL] Joplin South Middle School Seven Borup Teacher: Ivan Obert 1st Place [Entry # 1002] [TITLE OF PROJECT] Gino Bartali: The Cycling Champion Whose Stand Couldn't Be Stopped By The Nazis STUDENT: [SCHOOL] Joplin South Middle School Massimo Lolley Teacher: Ivan Obert NHDMO AWARDS CEREMONY RESULTS- MSSU *Junior Individual Exhibit 3rd Place [Entry #] 1111 [TITLE OF PROJECT] Mary Wollstonecraft: The First Feminist to Fight For Women’s Education STUDENT: [SCHOOL] Joplin South Middle School [Student Name] Austyn Hughes Teacher: [Teacher Name] Ivan Obert 2nd Place [Entry #] 1123 [TITLE OF PROJECT] William Wilberforce: Taking a Stand Against British Slave Trade and Slavery STUDENT: [SCHOOL] Joplin South Middle School [Student Name] Jeana Compton Teacher: [Teacher Name] Ivan Obert 1st Place [Entry #] 1106 [TITLE OF PROJECT] Elizabeth Kenny: Taking A Stand On The Polio Epidemic STUDENT: [SCHOOL] Joplin South Middle School [Student Name] Ryan Zimmerman Teacher: [Teacher Name] Ivan Obert NHDMO AWARDS CEREMONY RESULTS- MSSU *Junior Group Exhibit 3rd Place [Entry #] 1215 [TITLE OF PROJECT] The White Rose Group; A Hazard to Hitler STUDENT: [SCHOOL] Nevada Middle School [Student Name 1] Ezinne Mba Teacher: [Teacher Name] Kim Greer [Student Name 2] Tylin Page Heathman [Student Name 3] [Student Name 4] 2nd Place [Entry #] 1212 [TITLE OF PROJECT] Riots for the Rights: East German Uprising of 1953 STUDENT: [SCHOOL] Mt.
    [Show full text]
  • Gwendolyn Mink Oral History Interview Final Edited Transcript
    Gwendolyn Mink Daughter of the Honorable Patsy Takemoto Mink of Hawaii Oral History Interview Final Edited Transcript March 14, 2016 Office of the Historian U.S. House of Representatives Washington, D.C. “Well, I think that every little thing—or maybe not so little thing—that the women in Congress dared to speak about, whether it was, you know, not having gym access in the 1960s, or insisting that Anita Hill be heard in 1991, to insisting that certain kinds of women’s issues get a full hearing—I think all of those things have been part of the story of women in Congress, and part of my mother’s story of being a woman in Congress. I think that what she took from her service was a constant reminder to herself of how important it is that women serve in Congress. Because one woman can’t accomplish what 218 women could, right? And so her goal was parity for women, for the whole full range of women’s voices. I think she hoped that the legacy of being the first woman of color, and being a woman who was willing to talk about women, you know, that that would be part of what she would leave to the future.” Gwendolyn Mink March 14, 2016 Table of Contents Interview Abstract i Interviewee Biography i Editing Practices ii Citation Information ii Interviewer Biography iii Interview 1 Notes 40 Abstract In this interview, Gwendolyn Mink reflects on the life and career of her mother, the late Congresswoman Patsy Takemoto Mink of Hawaii, the first woman of color and the first Asian- American woman to serve in the U.S.
    [Show full text]
  • Congressional Record—Senate S3113
    May 23, 2019 CONGRESSIONAL RECORD — SENATE S3113 student loans in exchange for a two- SUBMITTED RESOLUTIONS Whereas, in 1977, President Jimmy Carter year commitment at an NHSC-ap- nominated Patsy Takemoto Mink to serve as proved site, within two years of com- Assistant Secretary of State for Oceans and pleting their residency. Accepted par- SENATE RESOLUTION 219—HON- International Environmental and Scientific ORING THE LIFE AND LEGACY Affairs; ticipants may serve as primary care Whereas, in 2003, Patsy Takemoto Mink medical, dental, or mental/behavioral OF PATSY TAKEMOTO MINK, THE FIRST WOMAN OF COLOR TO was inducted into the National Women’s Hall health clinicians. of Fame; SERVE IN CONGRESS NHSCLRP provides critical relief to Whereas, on November 24, 2014, Patsy physicians who have completed pediat- Ms. HIRONO (for herself, Mr. SCHATZ, Takemoto Mink was posthumously awarded the Presidential Medal of Freedom, the high- rics or psychiatry residency training Ms. BALDWIN, Mr. BOOKER, Ms. CANT- WELL, Ms. CORTEZ MASTO, Ms. est civilian honor of the United States; programs; however, pediatric sub- Whereas November 3, 2019, marks the 55th DUCKWORTH, Mrs. FEINSTEIN, Mrs. specialists, such as child and adoles- anniversary of the election of Representative cent psychiatrists, are effectively GILLIBRAND, Ms. HARRIS, Ms. HASSAN, Mink to the House of Representatives; and barred from participating due to the Ms. KLOBUCHAR, Mrs. MURRAY, Ms. Whereas Patsy Takemoto Mink was a extra training these physicians are re- ROSEN, Mrs. SHAHEEN, Ms. SMITH, Ms. trailblazer who not only pioneered the way quired to take after completing their STABENOW, Mr. VAN HOLLEN, Ms. WAR- for women and minorities, but also embodied residency.
    [Show full text]
  • ED 078-451 AUTHOR TITLE DOCUMENT RESUME Weisman
    DOCUMENT RESUME ED 078-451 AUTHOR Weisman, Martha TITLE Bow Women in Politics View the Role TheirSexPlays in the Impact of Their Speeches ,ontAudienees.. PUB DATE Mar 73 - - NOTE 15p.; Paper presented at the Annual Meeting of the Eastern Communication Assn. (New York, March 1973) - _ - EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Communication (Thought Transfer; Females;_ Persuasive Discourse; *Political Attitudes;.Public Opinion; *Public Speaking; *Rhetorical Criticisn; *Sex Discrimination; Social Attitudes; *Speeches ABSTRACT While investigatingmaterialsfor a new course at City College of New York dealing with the rhetoric of women activists, women who were previously actively Involved in, the political scene* were asked to respoftd to the question, Does the fact that youare =awoolen affect the content, delivery, or reception of your ideas by theAudiences you haye addressed? If so, how? Women of diverse political and ethnic backgrounds replied.._Although the responses were highly subjective, many significant issues were recognized thatcallfor further investigation._While a number of women'denied that sex plays any role intheimpact of their ideas on audiences, others recognized the prejudices they face when delivering Speeches. At the same time* some women who identified the obstacles conceded that these prejudices can often be used to enhancetheir ethos. One of the-most-significant points emphasized was that we may have reached a new national. consciousness toward women politicians. _ FILMED FROM BEST AVAILABLECOPY . HOW WOMEN IN POLITICS
    [Show full text]
  • Artifacts Highlighting Women in History at the National Constitution Center
    FOR IMMEDIATE RELEASE CONTACTS: Denise Venuti Free Ashley Berke Director of Public Relations Public Relations Coordinator 215.409.6636 215.409.6693 [email protected] [email protected] ARTIFACTS HIGHLIGHTING WOMEN IN HISTORY AT THE NATIONAL CONSTITUTION CENTER PHILADELPHIA, PA (February 10, 2006) – Visitors to the National Constitution Center during the month of March will have the opportunity to discover the tremendous contributions and accomplishments of women pioneers throughout history. In celebration of Women’s History Month, the National Constitution Center has highlighted several artifacts throughout its main exhibition that connect visitors to great events and time periods in women’s history. Representing two of the most significant eras in the history of women in our nation, women’s suffrage and the women’s rights movement of the 1970’s, are an “Ask Santa to Bring a Vote for Mother” stocking and a button from the campaign to ratify an Equal Rights Amendment. Other artifacts include an autograph book from 1876 with the signatures of Elizabeth Cady Stanton and other leaders of the women’s suffrage movement and the robe worn by retired Supreme Court Justice Sandra Day O’Connor. Visitors can also learn more about several important women pioneers throughout history by reading about the impact they had on shaping the Constitution at the American National Tree exhibit in the permanent exhibition. Included on the tree are Bella Abzug, a flamboyant feminist member of House of Representatives; Myra Bradwell, a feminist
    [Show full text]