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#304 Public Women

11/5/2016

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Picture
Elizabeth Cady Stanton and Susan B. Anthony. Photo credit: Library of Congress.
Preparation:
  • Watch “Crash Course U.S. History #16: Women in the 19th Century” (13:10) (embedded video to right).
  • Read Foner, 356-59 (The Rise of the Public Woman, Women and Free Speech, Women’s Rights, Feminism and Freedom, Women and Work, and The Slavery of Sex)
  • Please bring Foner to class.

Opener:
  • Why do we study the history of women’s rights? Is it about an attempt to expand coverage to her-story? Or is it something broader?

Key terms: Women’s Rights

For each term identified in Foner provide a definition that explains how the term relates to the early women’s movement and – if you’d like – your own comment:
  • Cult of Domesticity (p. 275)
  • Temperance (p. 345)
  • Suffrage (p. 357)

Similarly, we will examine three terms that are often used when discussing the women’s movement. For these, please provide a definition, an example (from any context or time period), and – if you’d like – your own comment.
  • Patriarchy
  • Misogyny
  • Feminism

Discussion:
  • We will use the key terms exercise as a launching point to a discussion. Some additional questions to consider might be:
    • Why might have women entered the public sphere as social reformers as opposed to businesswomen or some other role?
    • Why do you think the idea of women’s rights was so controversial in the middle of the nineteenth century? In what ways does it remain so today?
    • Identify common expressions of misogyny today.
    • Is the fundamental task of feminism complete?

Applying key terms: Declaration of Sentiments
  • Once you have these items complete, see which of these terms you can find reflected in The Declaration of Sentiments and Rights (external link) from the Women’s Rights Convention at Seneca Falls, 19-20 July 1848.

Homework:
  • Sections HH250-09 and HH250-10 should review the Cemetery Project page and meet next class at the Cemetery.
  • Sections HH250-01 and HH250-15 have already completed the Cemetery Project and should proceed to homework #305.
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  • Courses
    • 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
      • Global Thinking (grade 9 seminar) >
        • HS150 Course Information
        • HS150 In-Class
        • HS150 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 >
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