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#603 Progressive Reform: Women’s Suffrage and its Opponents

1/24/2018

 
Picture
Women's suffrage activists picketing the White House, 1918.

Evaluating The Jungle discussion
  • Complete the Google Forms survey to respond to the following questions, providing careful reasoning and evidence (to the extent possible) to support your reasoning:
    • On a 6-point scale, how would you evaluate your individual contribution to our class discussion? Why?
    • On a 6-point scale, how would you evaluate the class discussion as a whole? Why?

“The Women’s Era” (1890-1920)
  • Based on our homework last night . . .
    • What were some of the new opportunities that emerged for women in the period?
    • What were some of the important social and political causes that women were involved with during this period?
  • How might you explain the relationship between the opportunities and the activism mentioned above?
  • How do you think non-activist Americans responded to the causes presented by women activists during this period? Why?

The Anti-Suffragists
  • Together, read this selection from Molly Elliot Seawell (Google Doc).
  • Together, discuss:
    • Sourcing:
      • Who wrote this?
      • When was it written?
      • What do you predict this person will say about suffrage?
    • Close reading:
      • What is her argument?
      • What evidence does she use to support her argument?
      • What words does she use to make her point stronger?
    • Contextualization:
      • What does this document suggest about the assumptions that people held about women in 1911?
  • Next, read the anti-suffrage newspaper from New York and the remarks of Rep. John A. Moon individually and begin prepare for our class discussion by reviewing the following questions with a partner:
    • According to these documents, why were people opposed to woman suffrage?
    • Try to see things from the anti-suffragist perspective (i.e. assume that the were not simply mean-spirited). Why might women’s suffrage have been scary to them?
    • Are you surprised that many anti-suffragists were women? Why or why not?
    • Do you think the reasons for opposing suffrage were political (men did not want to lose their political positions) or social reasons (ideas about women’s place in society)?
    • What additional documents would you want to see to get a better picture of how people thought at that time?
    • After reviewing these alternative perspectives, what advice might you give to pro-suffrage activists?

Homework: Assignment #604

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  • Courses
    • HS150 Global Thinking >
      • HS150 Course Information
      • HS150 In-Class
      • HS150 Assignments
    • Archived Courses >
      • Chinese History >
        • Ancient/Early Modern: Living China's History >
          • Living China's History (fall 2017) >
            • Course Information
            • Course Project
            • In-Class
            • Assignments
          • Living China's History (fall 2018) >
            • In-Class >
              • The Death of Woman Wang
            • Assignments
        • Modern: China's Fall and Rise >
          • China's Rise and Fall (spring 2019) >
            • Course Info
            • In Class
            • Assignments + Units
          • China's Fall and Rise (spring 2018) >
            • Course Information
            • In-Class
            • Assignments
        • Contemporary: Thinking about a Changing China >
          • Thinking about a Changing China (spring 2017) >
            • Course Information
            • In Class
            • Assignments
      • Japanese History >
        • Japan's Empire and its Legacies (fall 2016) >
          • Course Information
          • Daily Review
          • Schedule >
            • JE Unit 1
            • JE Unit 2
            • JE Unit 3
            • JE Unit 4
            • JE Unit 5
            • JE Unit 6
          • Research >
            • Issues of History
            • Research Schedule >
              • Checkpoint #2: Annotated Bibliography
              • Checkpoint #3: Outline
              • Checkpoint #4: Supplemental Pages
      • U.S. History >
        • Humanities History (2017-18) >
          • Course Information
          • In-Class
          • Assignments
        • Humanities History (2016-17) >
          • Course Information
          • In Class
          • Assignments >
            • U1: The American Revolution & the Constitution
            • U2: Defining the Nation
            • U3: 19th Century Social & Cultural Transformations >
              • Cemetery Project
            • U4: A House Divided
            • U5: Industry & Empire
            • U6: Progressive Promise & Disillusion
            • U7: Global Conflicts
            • U8: Civil Rights & Human Rights
      • More Course Descriptions
  • Skills
    • Reading >
      • Active Reading
      • Advanced Reading Strategies (Upper Mids and Seniors)
      • Outlining for Reading
      • Primary, Secondary, and Tertiary Sources
      • Analyzing Primary Sources with SOAPSTone
      • Analyzing Visual Primary Sources
      • Selecting & Evaluating Secondary Sources
    • Thinking >
      • What is History?
      • Historical Thinking Chart (PDF)
      • Breaking Down History with the SPICE Factors
    • Discussing >
      • Engaging in Class Discussion
      • Evaluating Discussion
    • Researching >
      • Identifying Research Topics & Questions
      • Note Cards
    • Writing >
      • Zero Draft
      • Thesis Statements
      • Forming Counterarguments
      • Formatting Chicago-Style Papers
      • Ford Library Guide to Chicago-style Citations (PDF)
    • Tech Tips
  • Reference
    • Chinese History Tools
    • Further Reading in Asian Studies >
      • Books
      • News
      • Podcasts
    • Current Events around the World
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