Women's Suffrage Photographs cpreperato Fri, 06/08/2012 - 15:05
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Video 2:

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Video Overview

How did the women's suffrage movement use the rise of journalism to its advantage? TJ Boisseau introduces photographs that show how suffragists staged protests with the press in mind. The photographs also reveal suffragists' debt to techniques used by striking women workers, the influence of new young leaders, and the racism that plagued the suffrage movement (and society at large).

Video Clip Name
Boisseau2a.mov
Boisseau2b.mov
Boisseau2c.mov
Video Clip Title
Women Workers and Suffrage
Using the Press
A Change in Tone
Video Clip Duration
3:47
2:50
2:59
Transcript Text

What we have here are many photos of women publicly demonstrating. There are probably 200 articles about women demonstrating in public between 1900, 1910 and 1915. That's a good chunk, and a lot for historians to draw on. What you can do is you can juxtapose these photographs, one next to the other. Some of the photographs of women publicly protesting, marching in the streets holding signs, are going to be about women who are protesting work conditions for women—striking workers, for instance—others are specific to suffrage. What I would do with students is to talk to them about the differences in the photos and the continuities, so that you can see that the suffrage movement is taking lessons from the movement to protect women workers. Which is not always the same as the socialist movement, or the general workers campaigns, partly because major organizations are run by men and do not embrace women workers and do not attempt to protect them, nor do they see them as anything really but flies in the ointment. A spare population of workers who will work for less and will dilute the ability of men to demand better conditions and wages.

If we look at the striking women workers, and you can see where the techniques that the leaders of the suffrage movement, votes for women, took their cues. And one of the things they did—which is similar to the political cartoon that we just looked at—is they made sure that all the women looked fabulous. So they are wearing big hats and they were wearing as expensive clothes as they can afford, even when they are striking women workers. This did cause comment in the newspaper because it seemed in some ways to be a contradiction of terms. You're talking about how you can't really live on the salary that you make while at the same time you're trying to look like a leisured individual.

But for the most part it worked in this important way: it got their picture taken. And it made people attracted to and amenable to their message because they looked young and fresh and fashionable and they just seemed more appealing. This is at a moment when the public sphere was becoming inundated with images and the images in large part are of women. This is the emergence of cinema; it’s the emergence of advertising. So being able to look like those images that are held up as ideals for young women gave them an edge in the public consciousness; even if it created a kind of logical conundrum. It also made them sort of stand up straighter, feel proud, feel unified by their sex. It seemed to have a real centrifugal impact on their organizing.

I would point out that about the striking workers, and if you move from looking at the striking workers to looking at suffrage parades—which became a powerful way to get the public attention by about 1910 and certainly we're at the height of this in 1913—this becomes the talk of the nation.

What you see are dramatic displays where women are coordinated in their dress. White became a symbol of the suffrage movement, so they're borrowing from the traditional iconography of womanhood, they're borrowing the notion of purity, they're also borrowing from notions of white supremacy. It sort of works on a lot of different levels.

So in, for instance, 1913 you see at the head of that suffrage parade a very well-known, young, beautiful lawyer—female lawyer—who is dressed in white in a long, white, dramatic cape and is sitting astride a pure white horse. That suffrage parade is heading past the Capitol. The first public protest to ever petition the White House, to stand outside and demand attention in front of the White House—which is a familiar image now for early 21st-century Americans [because] this is what you do when you want attention and you want to call the powers that be on the carpet and you want to demand something from them—but the first one was a suffrage parade. And it was talked about as very controversial. Women were being bold. This was lead by two leaders—young leaders; a new generation of what's often referred to as militant suffrage women, because instead of working behind the scenes and working through contacts with powerful men, they went directly to the public. They also got arrested for what they were doing and also staged hunger strikes in prison, which also got them an enormous amount of attention.

They—Lucy Burns and Alice Paul—organized this particular one on the eve of the inauguration of Woodrow Wilson, the day before the inauguration. So they were very savvy. They knew the press was in town, they knew people were gathered there for the next day. And there was almost no one to greet the newly elected president when he stepped off the train because everyone was downtown watching the women marchers.

So they were very coordinated, they were all about using the press, and that's new. The press is relatively new, so it's not a surprise that 19th-century suffragists were not as able to take advantage of them—it simply didn't exist really until the end of the 1890s. It is the first time you really see the suffrage movement using that to its full advantage.

So this is probably the most famous photograph of women protesting outside of the White House. The text of their banners reads: "Mr. President, how long must women wait for liberty?" and "Mr. President, what will you do for women suffrage?" This is 1918, so it's at the end of Wilson's term as president and they had been waiting for Wilson to make a commitment in one direction or the other. And this is on the eve, of course, of the passage at the end of the year in 1920. You can see that they are boldly demanding, rather than politely asking. That too is a change in, not only the tactics of the suffrage movement itself, but kind of the tenor of public debate in the country. That there was an opportunity with urbanization and with increasing mass media—which became more and more, I'm sure some contemporaries thought vulgar, and other contemporaries thought frank and direct. There also is a frankness and a directness that's new to the suffrage campaign.

The parade that I was talking about was with women all dressed in white. Not all the women were dressed in white; some were dressed in academic regalia or their professional insignia to signify that these are a wide range of women from different backgrounds. That same parade allowed black women to march—at the back. And that was a, I'm sure, a very difficult moment for many of the people in the parade—for black women and for white women who had been committed to the principle of racial equality, which included many of the leaders of the suffrage movement who had made, I'm sure, some very painful compromises with that philosophy, hoping to bring Southern states, where the principle of Jim Crow and segregation was front and center throughout this time period. This is often talked about as the nadir of race relations in the United States and lynching is an issue that has been brought to the fore by black women such as Ida B. Wells-Barnett, who is at that parade—and refuses, in fact, to walk at the back and at the last minute just emerges out of the crowd and joins somewhere towards the middle to the front. That was also an exciting moment for Ida B. Wells-Barnett and for the history of the women's suffrage movement. Her defiance of the racism within the movement signaled an unwillingness of black women to take that backseat.

The Short-Handled Hoe

Teaser

History is imbedded in the smallest objects. In this lesson, students examine how a simple farming tool connects to the work done by United Farm Workers.

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Description

Students view a variety of documents and artifacts related to the short-handled hoe, migrant labor, and the United Farm Workers. They then draw on these sources to develop an online museum exhibit for the hoe.

Article Body

This lesson uses a simple farming tool, the short-handled hoe, to introduce students to migrant labor in California and the farm worker labor movement.

After a brief introduction to the hoe and the bracero program that brought workers to California from Mexico, students explore a variety of artifacts to understand the context of the hoe’s use, as well as the United Farm Workers’ role in the 20th-century labor and civil rights movement. Students then draw from these varied sources to create an online museum exhibit centered on the hoe.

One of the great strengths of this lesson is that it starts with what seems a simple artifact, the short-handled hoe, but leads students towards more complex thinking, including grappling with the artifact’s larger symbolic and political meanings and its historical significance. The lesson also provides an excellent opportunity for teaching about historical context because placing the short-handled hoe in the context of the other artifacts and documents clarifies the meaning of this particular artifact (labeled a “barbaric instrument” by one doctor).

While the lesson provides only minimal structure, teachers will appreciate the wealth of companion resources, including historians’ commentary, images of other farming tools, and primary sources related to California farm labor, and the work of César Chavez and the United Farm Workers.

Topic
20th Century Labor
Time Estimate
1-2 Class Sessions
flexibility_scale
2
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Yes
In addition to a brief introduction, teachers can find additional resources listed here.

Rubric_Content_Read_Write

Yes
While many of the primary sources are artifacts, others are written documents. In addition, in the final activity, students must give a written justification for items included in their exhibit.

Rubric_Analytical_Construct_Interpretations

Yes
Students create a thesis statement for their exhibit and have to explain why they chose each of the items in their exhibit. Ideally, this explanation should connect to the thesis.

Rubric_Analytical_Close_Reading_Sourcing

Yes

Rubric_Scaffolding_Appropriate

Yes

Rubric_Scaffolding_Supports_Historical_Thinking

No
Teachers may want to provide additional support for struggling readers and English Language Learners in understanding some of the historical documents.

Rubric_Structure_Assessment

No
While no specific assessment is provided, teachers may use the culminating activity as an assessment. Criteria for assessment would need to be established.

Rubric_Structure_Realistic

Yes

Rubric_Structure_Learning_Goals

Yes

Establishing Connections: Teaching the Progressive Era

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Question

What teaching strategy would you suggest for covering the Progressive era? I would like something to engage both my students and myself.

Answer
Essential Questions Are Key

I always start my planning with what I want students to know and be able to do at the end of the unit. Once I have identified my objectives, then I create an essential question that is worded to get students excited about the unit based on what they already know about themselves and the world and how this new information might enrich those understandings. A few books to help understand why and how to write essential questions are Teaching History with Big Ideas (1) and What’s the Big Idea? (2).

Essential Question Ideas:

Essential questions should have multiple answers and provide some connection to students’ lives right away without any background knowledge. They should promote passionate debate that grows richer as more information is learned. In other words, these questions help engage students while simultaneously challenging them. Some examples include:

    • Is the history of America one of progress or regress?
    • What role, if any, does the federal government have in ensuring the safety and well being of its citizens? (from Twitter user teacherromeyn)
    • How do societies respond to economic change? (from Twitter user 7askretting7)

Once you've developed your essential questions, build your lesson plans around them. My students have found both of the following example activities engaging, and they can lead to a more in-depth investigation of the Progressive movement.

Idea #1: Progressive Awards

Description:

Your class has been chosen to serve as the awards committee for the “Progressive Awards.” The final product is an awards show and live Twitter reflection to highlight the people—past and present—who have best championed the ideas of the Progressive movement. Knowledge objectives: Students will . . .

  • Describe the main people, events, and ideas of the Progressive Era; and
  • Identify the living legacy of the Progressive movement today.

Skill objectives: Students will . . .

  • Evaluate the various people based on the awards criteria identified by teacher or by class;
  • Defend a position using evidence and historical context; and
  • Reflect on learning process.

Background information (context): You will . . .

  • Present an in-class lecture or flipped class video; and
  • Guide students through text or supplemental reading about the time period.

Preparation for awards show (research and writing):

You will . . .

  • Define the award criteria beforehand or as a class (see handout for examples).
  • Have each student research four people (two past and two present) for a specific category and serve as their advocate at the selection committee meeting. Research can be assigned as homework or spend one class day in the computer lab. Students can consult books and websites. Pre-selecting useful resources may be necessary depending on your students’ experiences and abilities with research).
  • Conduct a selection committee meeting where students present their three-minute speeches to small groups based on specific award (i.e., Social Justice Award, Government Transparency Award, Muckraker Award, etc.). Another idea is to have students record their three-minute arguments and the teacher can post them for viewing as a homework assignment.
  • Select four finalists.

Awards show (product and reflection):

This will be . . . A final review of the information along with a way to summarize the basic categories of each award.

Roles for students:

    • Master of Ceremonies (“emcee”);
    • Finalists (two past and two present), who reread their three minute presentations (or replay the videos they made);
    • Voters, who vote via Poll Everywhere or another voting tool; and
    • Live tweeters using backchannel hashtag.

Follow-up:

You can . . . Present the complexities within each movement in the Progressive era. For example, you could discuss the racism within the women’s movement or the anti-immigrant position within the prohibition movement. I like to get students to think one way for a whole day and then confront them with information that challenges what they’ve previously learned. Spending one follow-up day on the contradictions within a particular movement creates the constructive discomfort that leads to real learning for students.

Idea #2: Progressive University

Description:

Your class must create a “Progressive University.” Students use their knowledge of the Progressive era to choose the departments at the university, the classes within these departments (along with the outline of a syllabus with readings), and the professors who will teach each class. One example might be the Department of Social Justice with classes on Labor Rights, Women’s Rights, and Racial Equality taught by Samuel Gompers, Carrie Chapman Catt, and W.E.B. DuBois respectively (see handout). Knowledge objectives: Students will . . . Describe the main people, events, and ideas of the Progressive era. Skill objectives: Students will . . . Organize information into categories and assess importance of people and ideas. Background information (context): You will . . .

  • Provide in-class lecture or flipped-class video; and
  • Offer text or supplemental reading about the time period.

Classwork:

Students will . . .

  • Decide on departments by assessing which causes were considered most important at the time;
  • Decide on the courses by breaking down the larger causes into smaller pieces;
  • Decide on the professors by selecting the most important actors for a cause; and
  • Select which course to highlight for the course outline and readings, and seek out contemporary readings (readings from the time) that would support the course topics.

Possible products:

Students will . . .

  • Create a screencast of their university, course outlines, and readings, explaining their choices;
  • Film a television advertisement for their university; or
  • Write an essay on the essential question that guides the project, drawing on what they've learned in their research.
Footnotes
1 Grant, S.G. and Jill M. Gradwell, ed. Teaching History with Big Ideas: Cases of Ambitious Teachers. Lanham, MD: R&L Education, 2010. 2 Burke, Jim. What's the Big Idea?: Question-Driven Units to Motivate Reading, Writing, and Thinking. Portsmouth, NH: Heinemann, 2010.

Zinn Education Project

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Annotation

Created by the nonprofit organizations Rethinking Schools and Teaching for Change, the Zinn Education Project works to bring resources exploring the “role of working people, women, people of color, and organized social movements in shaping history” into the classroom. Inspired by the work of historian Howard Zinn, author of the popular A People's History of the United States, the website provides teachers with materials for expanding on these historical narratives.

“Teaching Materials” contains the bulk of the site's content, including more than 100 teaching activities. These can be downloaded in PDF form following free registration, and include essays, articles, interviews, and full lesson plans on topics related to marginalized groups and labor history. Titles range from “Exploring Women's Rights: The 1908 Textile Strike in a 1st-grade Class” to “What the Tour Guide Didn’t Tell Me: Tourism, Colonialism, and Resistance in Hawai'i”.

“Teaching Materials” also contains more than 300 annotations on audio resources, fiction and nonfiction books, films, posters, commercial teaching guides, websites, and Spanish/bilingual resources. Annotations consist of 2–3 sentences describing the resource and its relevance to Zinn's focus and classroom use.

“Teaching Materials” can be browsed by date (either selected on a timeline, or chosen from 16 time periods, ranging from “Colonialism” to “20th Century” ) or searched by one of 29 themes, five reading levels, or by type of material (teaching activity .pdfs, audio, books: fiction, books: nonfiction, films, posters, teaching guides, websites, or Spanish/bilingual).

Useful to teachers wanting to expand on the traditional textbook narratives on marginalized groups and labor history.

The Cost of Industrialization

Teaser

Use the Triangle Shirtwaist fire to examine the benefits and costs of industrialization.

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Description

Students use a variety of primary source documents and a structured discussion process to understand the events and conditions surrounding the Triangle Shirtwaist Factory fire of 1911.

Article Body

One of the greatest strengths of this lesson is its wealth and variety of primary sources. In addition to firsthand narrative accounts, the site also includes many photographs and political cartoons for students to analyze. Another strength is the way the lesson engages students in discussing sources with each other: students share their perceptions with one another after each step of document analysis, and then comment on one another's perceptions—setting the stage for lively historical discussion and debate.

Students begin the lesson by taking a brief opinion poll regarding industrialization, organized labor, and economic justice. At the end of the lesson students take the same poll, and discuss with their peers how their perceptions have changed as result of what they learned during the lesson.

Many of the text documents are long and may be challenging for some students, though some, like "Days and Dreams" by Sadie Frown would be relatively accessible to a high school student, or an advanced middle school student. It is written in narrative style, in simple language, and is of a moderate length. Other documents may need adaptation to meet student reading levels. However, the lesson also contains a sizeable collection of political cartoons, photographs, and other images. These could very easily form the central focus of the lesson, providing lots of material for students to discuss with one another.

Most of the documents (particularly the photos and cartoons) clearly condemn the factory owners. There is one account of the fire from the factory owners' point of view, in step five, which is listed as an "extra document," but one that is "strongly recommended." We echo that recommendation as this document allows students to see an alternative point of view on the event.

While students use primary sources as a vehicle for reshaping their initial hypotheses about industrialization, organized labor, and economic justice, information about the circumstances of each source's creation is not always readily available to students. Where this is the case, we recommend that teachers encourage students to use the source's content to identify the perspective of its author.

Overall, this is a good lesson that provides a useful tool in highlighting for students how their perceptions of history can change after exposure to a large mass of evidence. Often when teaching students the historical process, it is helpful to focus on just one aspect of historical thinking; otherwise students easily become overwhelmed. This lesson does just that: it helps students to focus on their own changing perceptions as they encounter the documents—an essential element of historical thinking.

Topic
Industrialization, organized labor, Progressivism
Time Estimate
2-3 class sessions
flexibility_scale
1
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Yes
A wealth of background information is available from the Cornell University website on the Triangle Factory Fire.

Rubric_Content_Read_Write

Yes
The lesson requires significant reading; there are many opportunities for teachers to insert writing activities as well. The second part of the assessment would be one ideal place.

Rubric_Analytical_Construct_Interpretations

Yes
Students analyze sources in an effort to refine their interpretation of the events at the Triangle Shirtwaist Factory.

Rubric_Analytical_Close_Reading_Sourcing

No
Some source information is included with the documents, and teachers can add a requirement that students note the creator and date of the source's creation.

Rubric_Scaffolding_Appropriate

Yes

Rubric_Scaffolding_Supports_Historical_Thinking

No
Some additional adaptation of documents and reading aids may be necessary for your students. Students may especially need help with reading the political cartoons closely—see this guide for ideas.

Rubric_Structure_Assessment

Yes
The second part of the assessment, in which students create contents for a time capsule and must determine how the factory fire ought to be remembered, is especially strong. Its multiple parts allow you to easily tailor it for your students.
No assessment criteria are included.

Rubric_Structure_Realistic

Yes

Rubric_Structure_Learning_Goals

Yes

Seattle General Strike Project Anonymous (not verified) Thu, 05/06/2010 - 16:48
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Annotation

The Metal Trades Council Union alliance in Seattle shut down the shipyards on February 6, 1919, in hopes of forcing a promised pay increase following the strict price controls set during World War I. After the Metal Trades Council obtained the support of Seattle's Central Labor Alliance, more than 65,000 Seattle workers staged a sympathy walkout, creating what has come to be known as the first "general strike" in U.S. history, and laying the foundation for labor unrest in the nation's steel, coal, and meatpacking industries in the years that followed.

This website documents the history of this strike through a large collection of primary and secondary source materials.

A four-minute video introduction, containing original film footage from 1919, is a useful place to begin for those unfamiliar with Seattle's labor history.

The website also includes contemporary and more recent newspaper articles, including more than 180 articles from Seattle's major newspapers covering the February 1919 events; 15 oral histories; more than 30 photographs of labor activity in Seattle, prominent union members, and strike activities; as well as research reports on the strike by history students at the University of Washington.

The Social Museum Collection at Harvard University

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Annotation

Harvard University's Social Museum was established in 1903 as part of the University's newly-formed Department of Social Ethics, devoted to the comparative study of social conditions and institutions in the United States and abroad. This website presents more than 6,000 images from the Social Museum's collection, including photographs, pamphlets, prints, and architectural drawings. Images are available though an extensive search function, with a keyword search, artist list (including photographers Lewis Hine and Francis Benjamin Johnston), and 37 topics (e.g. anarchism, charity, government, health, education, housing, Socialism, and war). Also available is an online exhibit that introduces three of the Social Museum's primary subjects of study: Poor Relief, Social Justice, and Industrial Betterment. This section can serve as an introduction for those unfamiliar with the progressive era and early 20th-century social reform movements in the United States and abroad.