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Women Leaders in politics, sports, arts, science, etc.

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Women Leaders in politics, sports, arts, science, etc.

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Table of Contents

1. Why Do We Celebrate Women's History Month?

2. International Women's Day

3. Women's History Month Theme 2023

Women's History Month is a celebration of women's contributions to history, culture and society and has been observed annually in the month of March in the United States since 1987. Women's History Month 2023 will take place from Wednesday, March 1 - Friday, March 31, 2023.
WATCH: Women's History Documentaries on HISTORY Vault
Why Do We Celebrate Women's History Month?

Women's History Month is a dedicated month to reflect on the often-overlooked contributions of women to United States history. From Abigail Adams to Susan B. Anthony, Sojourner Truth to Rosa Parks, the timeline of women's history milestones stretches back to the founding of the United States.

The actual celebration of Women's History Month grew out of a weeklong celebration of women's contributions to culture, history and society organized by the school district of Sonoma, California, in 1978. Presentations were given at dozens of schools, hundreds of students participated in a "Real Woman" essay contest and a parade was held in downtown Santa Rosa.

A few years later, the idea caught on within communities, school districts and organizations across the country. In 1980, President Jimmy Carter issued the first presidential proclamation declaring the week of March 8 as National Women's History Week. The U.S. Congress followed suit the next year, passing a resolution establishing a national celebration. Six years later, the National Women's History Project successfully petitioned Congress to expand the event to the entire month of March.
READ MORE: Women's History Milestones
International Women's Day

International Women's Day, a global celebration of the economic, political and social achievements of women, took place for the first time on March 8, 1911. Many countries around the world celebrate the holiday with demonstrations, educational initiatives and customs such as presenting women with gifts and flowers.

The United Nations has sponsored International Women's Day since 1975. When adopting its resolution on the observance of International Women's Day, the United Nations General Assembly cited the following reasons: "To recognize the fact that securing peace and social progress and the full enjoyment of human rights and fundamental freedoms require the active participation, equality and development of women; and to acknowledge the contribution of women to the strengthening of international peace and security."
READ MORE: The Surprising History of International Women's Day
Women's History Month Theme 2023

The National Women's History Alliance designates a yearly theme for Women's History Month. The 2023 theme is "Celebrating Women Who Tell Our Stories." This theme recognizes "women, past and present, who have been active in all forms of media and storytelling including print, radio, TV, stage, screen, blogs, podcasts, news, and social media."
WATCH VIDEO: Women's History Month

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Why Do We Celebrate Women's History Month? International Women's Day Women's History Month Theme 2023 Women's History Month is a celebration of women's contributions to history, culture and society and has been observed annually in the month of March in the United States since 1987.

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Women's history is full of trailblazers in the fight for equality in the United States. From Abigail Adams imploring her husband to "remember the ladies" when envisioning a government for the American colonies, to suffragists like Susan B. Anthony and Elizabeth Cady Stanton fighting for women's right to vote, to the rise of feminism and Hillary Clinton becoming the first female nominee for president by a major political party, American women have long fought for equal footing throughout the nation's history.

And while some glass ceilings have been shattered (see: Title IX), others remain. But progress continues to be made. As Clinton said while accepting her nomination, "When there are no ceilings, the sky's the limit."

Below is a timeline of notable events in U.S. women's history.

Abigail Adams, Elizabeth Cady Stanton, Sojourner Truth

March 31, 1776: In a letter to her husband, Founding Father John Adams, future first lady Abigail Adams makes a plea to him and the Continental Congress to "remember the ladies and be more generous and favorable to them than your ancestors. Do not put such unlimited power into the hands of the husbands. Remember, all men would be tyrants if they could. If particular care and attention is not paid to the ladies, we are determined to foment a rebellion, and will not hold ourselves bound by any laws in which we have no voice or representation."

July 19-20, 1848: In the first women's rights convention organized by women, the Seneca Falls Convention is held in New York, with 300 attendees, including organizers Elizabeth Cady Stanton and Lucretia Mott. Sixty-eight women and 32 men (including Frederick Douglass) sign the Declaration of Sentiments, which sparked decades of activism, eventually leading to the passage of the 19th Amendment granting women the right to vote.
READ MORE: Why the 19th Amendment Did Not Guarantee All Women the Right to Vote
January 23, 1849: Elizabeth Blackwell becomes the first woman to graduate from medical school and become a doctor in the United States. Born in Bristol, England, she graduated from Geneva College in New York with the highest grades in her entire class.

May 29, 1851: A formerly enslaved worker turned abolitionist and women's rights activist, Sojourner Truth delivers her famous "Ain't I a Woman?" speech at the Women's Rights Convention in Akron, Ohio. "And ain't I a woman? Look at me! Look at my arm! I have ploughed and planted, and gathered into barns, and no man could head me! And ain't I a woman? I could work as much and eat as much as a man-when I could get it-and bear the lash as well! And ain't I a woman? I have borne 13 children, and seen most all sold off to slavery, and when I cried out with my mother's grief, none but Jesus heard me! And ain't I a woman?"

Contemporaneous reports of Truth's speech did not include this slogan, and quoted Truth in standard English. In later years, this slogan was further distorted to "Ain't I a Woman?", reflecting the false belief that as a formerly enslaved woman, Truth would have had a Southern accent. Truth was, in fact, a New Yorker.
READ MORE: Early Women's Rights Activists Wanted Much More than Suffrage
Suffrage Movement, 19th Amendment

May 15, 1869: Susan B. Anthony and Elizabeth Cady Stanton found the National Woman Suffrage Association, which coordinated the national suffrage movement. In 1890, the group teamed with the American Woman Suffrage Association to form the National American Woman Suffrage Association.

October 16, 1916: Margaret Sanger opens the first birth control clinic in the United States. Located in Brownsville, Brooklyn, her clinic was deemed illegal under the "Comstock Laws" forbidding birth control, and the clinic was raided on October 26, 1916. When she had to close two additional times due to legal threats, she closed the clinic and eventually founded the American Birth Control League in 1921-the precursor to today's Planned Parenthood.

April 2, 1917: Jeannette Rankin of Montana, a longtime activist with the National Woman Suffrage Association, is sworn in as the first woman elected to Congress as a member of the House of Representatives.

Aug. 18, 1920: Ratification of the 19th Amendment to the U.S. Constitution is completed, declaring "the right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex." It is nicknamed "The Susan B. Anthony Amendment" in honor of her work on behalf of women's suffrage.

February 16, 1945: The Alaska Equal Rights Act is signed into law. The act is the first state or territorial anti-discrimination law enacted in the United States in the 20th century. Elizabeth Peratrovich, a Tlingit woman who was Grand President of the Alaska Native Sisterhood, spearheaded the effort to end discrimination against Alaska Natives and other non-white residents.

Rosa Parks, Civil Rights, Equal Pay

May 9, 1960: The Food and Drug Administration (FDA) approves the first commercially produced birth control pill in the world, allowing women to control when and if they have children. Margaret Sanger initially commissioned " the pill " with funding from heiress Katherine McCormick.

July 2, 1964: President Lyndon B. Johnson, signs the Civil Rights Act into law; Title VII bans employment discrimination based on race, religion, national origin or sex.

June 30, 1966: Betty Friedan, author of 1963's The Feminine Mystique, helps found the National Organization for Women (NOW), using, as the organization now states, "grassroots activism to promote feminist ideals, lead societal change, eliminate discrimination, and achieve and protect the equal rights of all women and girls in all aspects of social, political, and economic life."
READ MORE: Six Unsung Heroines of the Civil Rights Movement
Title IX, Battle of the Sexes

Jan. 22, 1973: In its landmark 7-2 decision, the U.S. Supreme Court declares that the Constitution protects a woman's legal right to an abortion. In June 2022, the Supreme Court overturned the ruling.

Sandra Day O'Connor, Sally Ride

July 7, 1981: Sandra Day O'Connor is sworn in by President Ronald Reagan as the first woman to serve on the U.S. Supreme Court. She retires in 2006, after serving for 24 years.

June 18 1983: Flying on the Space Shuttle Challenger, Sally Ride becomes the first American woman in space.

March 12, 1993: Nominated by President Bill Clinton, Janet Reno is sworn in as the first female attorney general of the United States.

Sept. 13, 1994: Clinton signs the Violence Against Women Act as part of the Violent Crime Control and Law Enforcement Act, providing funding for programs that help victims of domestic violence, rape, sexual assault, stalking and other gender-related violence.

Nancy Pelosi, Hillary Clinton, Kamala Harris

The daughter of Jamaican and Indian immigrants, Harris served as California's first Black female attorney general and won election to the U.S. Senate in 2016. She made her own unsuccessful presidential bid before being selected by former vice president Joe Biden as his running mate.
READ MORE: 7 Women Leaders That Were Elected to Highest Office
Sources

Timeline of Legal History of Women in the United States, National Women's History Alliance

Seneca Falls Convention, Library of Congress

Sojourner Truth's "Ain't I A Woman?" Sojourner Truth Memorial

Woman Suffrage, National Geographic Society

Suffragists Unite: National American Woman Suffrage Association, National Women's History Museum

A record number of women will be serving in the new Congress. PEWResearch.org.

A List of Firsts for Women In This Year's Midterm Elections. NPR.org.

Fact Check

We strive for accuracy and fairness. But if you see something that doesn't look right, click here to contact us! HISTORY reviews and updates its content regularly to ensure it is complete and accurate.

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From a plea to a founding father, to the suffragists to Title IX, to the first female political figures, women have blazed a steady trail towards equality in the United States. Explore famous firsts and figures in women's history with this timeline.

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Suffrage Strategies: Voices for Votes | Classroom Materials at the Library of Congress | Library of Congress

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Jump to: Preparation Procedure Evaluation Students examine a variety of primary source documents related to the women’s suffrage movement. They identify different methods people used to influence and change attitudes and beliefs about suffrage for women. Students then create or…

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[Detail] Four African American women seated on steps of building at Atlanta University, Georgia

In this lesson plan, powerful stories of brave women who helped shape the history of the United States are revealed to students through journals, letters, narratives and other primary sources. Synthesizing information from the various sources, students write their impressions of women in the Northeast, Southeast, or the West during the nineteenth century.

Objectives

Students will be able to:

draw conclusions by analyzing primary source materials;

write a persuasive letter.

Lesson Preparation

Preparation: Teacher planning (one - two planning periods)

Each group of students is provided a packet of primary source information.

Search or browse the collections to select primary sources to represent different types of women's experiences in the nineteenth century United States. When dealing with a long document, be selective with the text you choose to include in the packet rather than just printing the entire document. Represent various regions, diverse communities, and socioeconomic levels in the categories chosen. In putting the packets together, journal entries should be balanced with those that are easy to read and some that are challenging either because of content or dialect. Photographs and maps may also be included.

Resources

Lesson Procedure

What can primary sources teach us about the lives of American women in the nineteenth century?

Introduction (one class period)

Teacher models analysis of a primary source packet including looking at:

1. Area of residence/geographical region

2. Family life

3. Employment

4. Education

5. Ethnic Background

Several different women are used in each packet to represent a category. The students' job is to create a common set of attributes for the category. Conclusions will be drawn regarding the category of woman and what the primary sources reveal about her life in the United States.

Taking Notes and Assigning Packets (two-three 45 minute class periods)

Step One: Begin class by modeling how to analyze a primary source, recording thoughts on the Primary Source Analysis Tool. Before beginning, select questions from the teacher's guide Analyzing Primary Sources to focus and prompt analysis and discussion.

Step Two: Small student groups are assigned their packets, recording their thoughts on the Primary Source Analysis Tool. Before the students begin, select questions from the teacher's guide Analyzing Primary Sources to focus and prompt analysis and discussion. Students read, highlight and take notes, recording their thoughts on the Primary Source Analysis Tool.

Draw conclusions about the life of the woman.

Step Three: Students begin their research by using the resources from this lesson. If necessary, review and model searching in the Library of Congress online collections.

Teacher Led Discussion (One 45 minute class period)

Draw conclusions about a nineteenth century woman in America (students will use the group notes to participate in this class discussion).

1. Generalities about a woman in each region (Northeast, Southeast and West)

2. Analysis of family life, employment, education and ethnic background.

Possible questions:

Describe the daily life of the woman you studied in her region.

How did the environment of the region affect the life of the woman you studied

Put the life of the woman you studied in a different region. How would her life change?

How did education affect the life of the woman you studied?

How did the events of the time affect the woman you studied?

Compare and contrast the woman you studied to a woman in a different region.

What outside forces affected the life of the woman you studied?

How much control did the woman you studied have over daily life decisions?

Written Letter

Students will write a letter (in the voice of one of the women they researched) to a person of their choice. The letter should include:

1. Short reiteration of their profiled woman

2. Discussion of an important issue in her life and

3. Personal opinion regarding the issue.

Sample Student Response #1

January 3, 1845

Dearest Family,

I hope this letter finds you in good health. Today I want to alert you to something of the greatest importance. It is with great distress that I must tell you of the awful conditions found at the mills. Please do not think of sending my dear sisters to this wretched place. The mill owners pay us very little for the many hours of hard work we do every day.

As you know my work hours are long. I work 13 hours every day, except for the Sabbath, for this I am paid just one dollar a week. It is true that my breakfast is provided on workdays otherwise I would have nothing to eat.

The working conditions are very unsafe, few days pass without a horrible accident of some sort. Even with all the accidents the mills have increased the rate at which we must work, daily more and more girls are severly injured. I fear for the health of those whi have no access to fresh air, luckily I am near a window and my health remains strong since I breath fresh air.

The mill is an awful place; no one should have to work in these conditions. Please dear sisters do not be tempted to work at these mills. Tell everyone you see just how wretched the mills are and they should do anything else to earn a living. I shall be quitting my job after I receive my week's pay.

With my deepest love,
Lucy Larcom

Sample Student Response #2

June 22, 1856

Philadelphia, Pennsylvania

Dear Mr. President Pierce, I would just like to say first of all that I think that you are doing a fine job as president of our great nation. I am presently a student in Phildelphia. the opportunity for all to be educated is an important part of our society and I hold this close to my heart. I am against slavery in all forms and in my life I work toward its end.

It is in this vein that I ask for a change in how things are in the United States I believe that we should educate all people regardless of race. This is why I am petitioning you to change the law about educating black people. I really believe that slavery should be abolished, but that wish is for another day.

Educating all the races will sooner lead to an equality that can only strengthen our great nation. I know that you are a busy man, but I would be grateful if you could put your attention to this matter. I know that telling individual states what to do might be against your political beliefs, but I do believe that an example must be set for the humanity of our nation. An educated nation is a civilized one and a civilized nation is one of power.

Thank you for your time.

Sincerely,
Anna Dickinson

Extension

Using primary sources, students will create a presentation about a nineteenth century woman.

Presentation Preparation (Five 45 minute class periods)

Lesson Evaluation

Assess student work according to criteria specified by the teacher or generated in conversation with the students.

Credits

Karen Josten & Mary Pat Phillips

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Nineteenth Century Women: Struggle and Triumph | Classroom Materials at the Library of Congress | Library of Congress

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Jump to: Preparation Procedure Evaluation In this lesson plan, powerful stories of brave women who helped shape the history of the United States are revealed to students through journals, letters, narratives and other primary sources. Synthesizing information from the various sources, students write their impressions of women in the Northeast, Southeast, or the West during the nineteenth century.

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[Detail] Group of "contrabands" at Foller's house

This lesson uses primary sources - diaries, letters, and photographs - to explore the experiences of women in the Civil War. By looking at a series of document galleries, the perspectives of slave women, plantation mistresses, female spies, and Union women emerge. Ultimately, students will understand the human consequences of this war for women.

Objectives

Students will be able to:

develop skills in seeing and understanding visual and print sources;

clearn to analyze and to draw inferences from sources; and

develop understanding of how the Civil War affected the lives of women.

Time Required

One week

Lesson Preparation

Materials

Resources

Lesson Procedure

Activity One

1. Spread out document sets in classroom or direct students to view the resource galleries. Instruct students to look at sets and form groups based on personal interest.

2. Discuss assessment expectations and assignment goals.

3. Students analyze the documents, recording their thoughts on the Primary Source Analysis Tool. Before the students begin, select questions from the teacher's guide Analyzing Primary Sources to focus the group work, and select additional questions to focus and prompt discussion of their analysis.

Activity Two

1. Groups will create a brief oral presentation of what the group has deduced from analyzing the documents. Possible points to include in the presentations:

1. Summarize the content of each of the documents of photographs.

2. Comment on women's place, role or voice in the document.

3. Describe how the women were involved in the Civil War. What was the nature of their involvement?

4. How is a woman's role different or similar to the role of a soldier in the Civil War?

5. What opportunities for political or personal action exist for the women you studied?

2. Students present their completed project to classmates in a brief oral presentation with visual support.

3. Following the presentations, lead a class discussion centered around the generalizations that one can make about women's experiences in the Civil War.

Activity Three

1. Brainstorm what a textbook entry on women in the Civil War would include and how primary sources differ from textbook entries.

2. Point out to the students that textbooks present only a small fraction of the knowledge available on a given subject, from a textbook author's point of view.

3. Instruct students to write a 500 word textbook entry on women in the Civil War. They may consult their own textbook for a model.

4. Writing the textbook entry forces students to try to synthesize the information they have analyzed and heard from other students and to condense it into a cohesive entry. They may feel the frustration that editors feel as they try to fit their knowledge into short, readable paragraphs.

Lesson Evaluation

Assess the presentation, textbook entry, and primary source analysis according to criteria you specify or according to criteria generated with the class.

Credits

Susan Allen & Mary Rockwell

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Women in the Civil War: Ladies, Contraband and Spies | Classroom Materials at the Library of Congress | Library of Congress

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Jump to: Preparation Procedure Evaluation This lesson uses primary sources - diaries, letters, and photographs - to explore the experiences of women in the Civil War. By looking at a series of document galleries, the perspectives of slave women, plantation mistresses, female spies, and Union women emerge.

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8 Activities to Celebrate Women in History

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8 Activities to Celebrate Women in History

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8 Activities To Celebrate Women’s History Month - Waterford.org

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March is Women’s History Month, a great time for you and your child to celebrate the many accomplishments of women! Learn 8 ways you can learn together about the power of women in society!

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Women from all walks of life are heroes.

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Vocabulary

horizontal axis [ hawr-uh-zon-tuhl ak-sis ] (noun) The flat line on a graph, also called the x axis. It is perpendicular to the vertical axis. The horizontal axis is broken into units, and the two axes together are used to orient data points.

inequity [ in-ek-wi-tee ] (noun) something that is unfair

median [ mee-dee-uhn ] (noun) The middle point. In a set of data, half the data points are lower than the median, while the other half are higher than the median. (Note: Median is not the same as average.)

parity [ par-i-tee ] (noun) Equality; in dealing with numerical data, parity refers to equality of amount.

percent/percentage [ per-sent/per-sen-tij ] (noun) One one-hundredth; often used interchangeably with percentage, which means one amount in proportion to another amount, measured in 100ths.

vertical axis [ vur-ti-kuhl ak-sis ] The line that is perpendicular to the horizontal axis, also called the y axis. Like the horizontal axis, it is broken into units. The two axes are used to locate data points.

Suggested Procedure

1. Ask students: "What does inequity mean?" (something that is unfair) Then review the rest of the vocabulary words (above) with students. Explain that these words will help them understand the data they read in graphs and will help them communicate with others about that data: The terms horizontal axis and vertical axis refer to graphs themselves. The terms parity, median, and percent/percentage help describe the data that graphs show.

2. With a partner, have students examine the graph "Employment and median usual weekly earnings of women, by industry, 2009." Ask them to point to the horizontal axis, and then point to the vertical axis. Have students read out loud the definition of the vertical axis. Using the definition of median, ask them to write a short explanation of what the vertical axis shows. Then have students read the definition of the horizontal axis, and using the definition of percent/percentage, write a short explanation of what the horizontal axis shows.

Next, read out loud the definition of the word parity. Ask: "When you read the title of the graph and what each axis shows, how do you think the word parity might be relevant to the information in the graph? Write your prediction."

3. Have students work with partners to complete this pre-reading exercise: Explain that this graph presents a lot of information, but uses very few words to do so. Ask students:

What does the title tell you about the topic of the graph?

What does the horizontal axis show?

What does the vertical axis show?

Have students write a sentence or two summarizing what your pre-reading suggested you might learn when you read the graph.

Explain that this graph is unusual in that it shows three variables. Tell students, "On the two axes, as you've seen, we see women's earnings presented as a percentage of men's earnings and the median (or middle) amount of money women earn weekly in different industries. The chart also shows a third factor: the occupations in which women are employed and, among those, which employ the largest number of women." Then ask: "How does the graph show this third piece of information?"

Ask students to try reading the data in the graph by focusing on construction. Ask the following questions: "What does the size of the construction dot tell you about the number of women who work in construction compared to other industries? What does the graph say is the median weekly income of women who work in construction? What does it mean that construction is at the far right edge of the graph?" Then have partners compare their answers with another group to see if they are reading the graph correctly. If students are finding that their answers don't match, have them walk step by step through the information revealed by the size and location of the construction dot.

Have students answer the following questions to help them get a fuller understanding of the graph:

Of the industries shown on the graph, which employs the largest number of women? How can you tell? Which employs the second- and third-largest numbers of women?

Which industry shown on the graph employs the fewest women?

In which industry do women earn more than 90% of what men earn?

In which industry do women earn the least compared to what men in that industry earn?

Look at the entry for "Mining, quarrying, & oil & gas extraction." Is the number of women working in that industry relatively large or relatively small? What are the median weekly earnings for women in that industry? How do those earnings compare to women's earnings in other industries? What does it mean that the dot for this industry is about halfway across the horizontal axis?

4. Now that students have read the graph, they can analyze the data it presents. Have students answer the questions below with a small group. Explain that they should take turns answering the questions, and that other group members should add their observations and thoughts about the question.

Which is the highest-paying industry on the graph? Relatively speaking, how many women are employed in that industry? How would you describe the relationship between this high-paying work and the number of women in the industry? Why do you think this is the situation? What kinds of jobs would be included in this industry?

In which industry do the most women work? What kinds of jobs would be included in this industry? How does what they earn compare to what men in that industry earn? Why do you think this is the situation?

Which are the highest-paying industries for women? How many women, relatively speaking, work in those industries?

Large numbers of women also work in "Financial activities" and "Leisure & hospitality." What kinds of jobs would be included in these industries? How do women's earnings in these industries compare to men's? How do their earnings compare to the earnings of women in other industries?

Discuss with your group any patterns you notice. For example, what pattern do you see regarding how women's earnings compare to men's? What pattern do you notice about women's participation in the highest-paying industries and the industries with the greatest parity in pay? What do you notice about the industries that employ the largest numbers of women?

5. Discuss the following questions as a class:

What surprises you most about what the graph shows? Why is it surprising? What do you find most predictable? Why did you expect it?

What factors do you think affect whether a certain industry has more parity in men's and women's pay? What factors do you think affect industries that are more unequal (have less parity)?

How does what you're learning from the graph relate to what you think about your future? Are you considering a career in a field that employs a lot of women or one that is dominated by men? Will these findings affect your plan?

Why do you think women don't earn the same as men in any of the industries shown on the graph? Hint: Think about the different kinds of jobs in each industry.

How would the graph look different if women earned 100% of what men earn in each industry? In other words, what would the graph look like if men and women were paid equally? Where would the circles be located?

In the 1960s and 1970s, women in the United States earned 59 cents for every dollar that men earned. In 2009, women earned 80 cents for every dollar men earned. What do you think accounts for the change over time? And the change continues: In 2014, according to the U.S. Department of Labor, women earned 83 cents for every dollar men earned. Why do you think women don't yet earn a dollar for every dollar that men earn?

6. Remind students that the graph shows that, in all the industries studied, women earn less than men. Have students write a paragraph to answer the following question, using three pieces of data from the graph as evidence to support their answer: "How do women's earnings compare to men's?" Explain that their paragraph should include one thesis sentence (the answer to the question), three supporting sentences-each of which should provide evidence for your thesis-and a concluding sentence.

Then ask students to write another paragraph, starting with this sentence: "There are several reasons for the situation described in the paragraph above." Ask students to write two hypotheses they have about why this might be true, and to follow each hypothesis with a short statement explaining why they think their hypothesis is true. Have students conclude their paragraph with a sentence that explains what kind of data they would need to test their hypotheses and how they would go about finding it.

Alignment to Common Core State Standards/ College and Career Readiness Anchor Standards CCSS R.1, R.2, R.7, R.10, W.1, W.2, W.4, W.9, SL.1, SL.1, SL.2

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This lesson helps students identify the industries in which women work, their rate of pay and how that pay compares to men's pay using data from the Department of Labor. Students question whether stereotypical ideas about women contribute to women's work choices and why women still earn less than men in virtually every industry.

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Before Rosa Parks: Frances Watkins Harper

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Before Rosa Parks: Frances Watkins Harper

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Before Rosa Parks: Frances Watkins Harper

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The title “Before Rosa Parks” loosely links a number of lessons that discuss African-American women who were active in the fight for civil rights before the 1950s. This lesson highlights Frances Watkins Harper, who challenged power structures in the South by talking to free former slaves about votin…

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Lorraine Hansberry: LGBT Politics and Civil Rights

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Lorraine Hansberry: LGBT Politics and Civil Rights

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Vocabulary

condemnation [ kon-dem-ney-shun ] (noun) the act of expressing strong disapproval

homophobia [ hoh-muh-foh-bee-uh ] (noun) prejudice against people who are homosexual

LGBT (adjective) Lesbian, Gay, Bisexual, Transgender

prolific [ pruh-lif-ik ] (adjective) producing a large quantity of something

provocative [ pruh-vok-uh-tiv ] (adjective) causing a strong reaction

Suggested Procedure

1. Ask students to read the "Lorraine Hansberry Biography" and use the information in the biography to fill in the blanks in this handout - a timeline of Hansberry's life and achievements. Review possible answers with students using this List of events included for instructor.

2. After reading the "Lorraine Hansberry Biography" and completing the timeline, ask students to use the document and context that is provided to discuss and define the following terms: A Raisin in the Sun; Hansberry v. Lee; Daughters of Bilitis; The Ladder.

3. Have students read "Lorraine Hansberry's Gay Politics," independently. While reading, ask students to highlight passages where the writer discusses Hansberry's thoughts about race, gender and sexuality. Tell students to ask themselves the following questions: "How does the author use the term 'straight-wash'? Is the term applicable to Hansberry's life and legacy? What does the term 'straight-wash' mean or imply?" After students have finished reading and highlighting, discuss the questions using evidence from the text. Tell students to be ready to explain why they chose the passages they selected.

4. Pair students up and have each pair read "Lorraine Hansberry: To The Ladder." Ask them to discuss the connection Hansberry makes between sexual and gender oppression: "How does she differentiate between the two? What similarities does she acknowledge? Do you think that Hansberry was a LGBT person or simply an ally to the LGBT community?" Tell students to use the text to support their answers.

5. After reading and discussing , invite students to select a quote from the text to share with the class. Have them write a brief explanation of why they selected the quote, as well as what it reveals about Hansberry's political beliefs.

Alignment to Common Core State Standards/ College and Career Readiness Anchor Standards CCSS R.1, R.2, R.3, R.4, R.10, W.1, W.2, W.3, W.4, W.9, SL.1, SL.2, SL.3, SL.4, L.1, L.2, L.5

Extension Activity

Based on the sources in this lesson, ask students to write a brief biography of Lorraine Hansberry. Tell them to use the biography they read as a model, but add the information learned from the newspaper article and primary source. Ask: "Do the three documents paint the same portrait of Hansberry, or are they different? What explains the inconsistencies you identify?" Explain to students that the biography should capture Hansberry's complexity and include a discussion about her sexual politics. It should also discuss the connection that Hansberry saw among civil rights for African Americans, women's liberation, and gay and lesbian rights. Ask and discuss the following questions: "Should we consider Hansberry's sexual politics to be ahead of her time? Where would Hansberry's political beliefs fit in today's society? If Hansberry were still alive, do you think she would be a controversial figure? Why or why not?"

Do Something

Create a History Walk.

Have students conduct research about African-American LGBT people in history and compile a list based on what they discover then have students choose 10 individuals from the list and write one-paragraph biographies of each person-including information about birth, death, organizational affiliations, life accomplishments and historical contributions. Students should also select an image to accompany each biography. Post the final biographies with accompanying image in a visible location in your school or classroom.

Invite members of the school and community on a History Walk to see the posted biographies. Students can act as tour guides or create a short, interactive quiz that participants complete as they read about each individual.

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Lorraine Hansberry: LGBT Politics and Civil Rights

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condemnation [ kon-dem-ney-shun ] (noun) the act of expressing strong disapproval homophobia [ hoh-muh-foh-bee-uh ] (noun) prejudice against people who are homosexual LGBT (adjective) Lesbian, Gay, Bisexual, Transgender prolific [ pruh-lif-ik ] (adjective) producing a large quantity of something provocative [ pruh-vok-uh-tiv ] (adjective) causing a strong reaction 1.

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Overview

Most history textbooks include the story of Rosa Parks, an African-American woman whose act of defiance-refusing to give up her seat on a bus to a white man-sparked the Montgomery Bus Boycott, a cornerstone of the mid-20th-century movement for African-American equality. But Rosa Parks is only one among many African-American women who worked for equal rights and social justice. This series profiles four other important female civil rights activists.In this third lesson of the series, "Beyond Rosa Parks: Powerful Voices for Civil Rights and Social Justice," students will read an excerpt of an interview given by Mary McLeod Bethune and will learn that she founded the Daytona National and Industrial School for Negro Girls (now Bethune-Cookman College) in 1904. Students will discover that Bethune worked in support of African-American equality decades before the modern civil rights movement. They will see how profoundly Bethune's early experience of discrimination affected her life. Through close reading, they will explore and discuss connections between events from Bethune's life experiences and their own lives, and connections between past and current events. Bethune became a nationally renowned educator and, informally, an advisor to President Franklin Roosevelt.

Vocabulary

aspire [uh-spahy-uhr] ( verb) to seek to attain or be eagerly desirous of a goal, especially for something great or of high value

incentives [in-sen-tivs] ( noun) things that incite or tend to incite to action or greater effort, as a reward offered for increased productivity

philanthropic [fil-uhn-throp-ik] ( adjective) related to the dispensing or receiving aid from funds set aside for humanitarian purposes

slates [slāt] ( noun) a small sheets of slate in wooden frames that were used in schools in the past for writing on with chalk

wound [woond] ( noun) an injury often caused when something cuts or breaks the skin

Suggested Procedure

Word Work

Explain how students will learn unfamiliar words: "In this lesson you will use a graphic organizer to help you learn and remember some new words you'll discover in the text. Four words have been highlighted-wound, slates, incentives and aspire. Write each word at the center of a 3- x 5-inch card and circle the word. Then divide the area around the word into four sections. Label the top areas "Definition" and "Characteristics." Label the bottom areas "Example" and "Non-Example." Working on your own or with a partner, fill in the sections of the cards for each of the four words. Then create word cards for any other words you are not familiar with in the text. After completing the cards, return to the text and read the sentences that contain the words, making sure you understand the meaning. Sav

Close and Critical Reading

Text to Self - Text to Text - Text to World

1. Building Knowledge

Ask students to read the interview with Mary McLeod Bethune. Then invite them to respond to the questions using short answers. (Mention that the questions are to help them clarify their understanding of the reading, and that you will not be collecting their work):

What incident from her childhood does Mary McLeod Bethune describe?

How does she say she felt when the incident happened?

In what conditions did Mary and other black children live?

How did going to school affect Mary and the children she knew?

How did it affect her family?

How did Mary's experience affect her choices in the future?

2. Understanding the Purpose and the Main Idea

Ask students, "What is the central purpose of the text? In other words, why was this text created? What is the most important thing you learned from it?"

3. Text-to-Self Connections

Pose this question: "How does the content of the text connect to your life? You might use this prompt to get you started: This text reminds me of the time that I ______________________________________________________.

4. Text-to-Text Connections

Ask, "How does the content of the text connect to other things you have read, heard or seen? You might use this prompt to get you started: This text reminds me of a book I read/movie I saw because _________________________________.

5. Text-to-World Connections

Ask, "How does the content of the text connect to events in the present or past? You might use one of these prompts to get you started: This text reminds me of what I saw on the news about ____________

OR

This text reminds me of something I learned in history class about _____________.

Community Inquiry

Divide the class into groups of three or four students. Let each group discuss the interview using its members' answers to the Close and Critical Reading questions. Have students sit in a circle. Start with one person answering the first question. Have the second answer the second question, and so on, for numbers 1 and 2 of the Close and Critical Reading section.

Text-to-self, text-to-text and text-to-world connections may be discussed by all students who want to share what they have written. In groups, have students discuss the similarities and differences among the connections group members made with the text. Ask students: "Overall, how relevant do you and your group members find the interview's content almost 75 years after it was written? Explain how you reached your answer."

Write to the Source

Explore the content of the interview with your students. Note that Mary McLeod Bethune talks about a childhood experience she had; how that experience affected her at the time; and how it affected important decisions she made in her life. She used the injustice she experienced as an incentive to make a positive difference for black Americans. Ask students to write a paragraph summarizing this aspect of the interview. Then ask all students to write a second paragraph describing an experience they have had, how that experience affected them at the time; and how they think it may affect them in the future. Say, "Focus on an experience in which you recognized or experienced an injustice. Write about how it made you feel and how you might make it right."

Common Core State Standards for English Language Arts CCSS: R.1, R.2, R.5, R.6, R.10, W.1, W.2, W.4, W.9, SL.1, SL.4, L.1, L.2, L.3, L.4, L.6

Extension Activity

1. Use photographs to find out more about Mary McLeod Bethune. Invite students to study these photos and answer these questions: "What do the photos reveal about the woman? What questions do the photos raise for you? Where can you find answers to those questions?"

2. Mary McLeod Bethune was one of many African-American women and men who developed schools for African Americans. Challenge students to research another such school and present their findings to the class.

Do Something

Explain: "By reading this interview, you had a chance to think about how one woman responded to prejudice. Not everyone understands how painful prejudice can be, and how powerfully it can affect a person's life. Now think about how you might educate others about how bigotry affects individuals." Choose different students to take the role of Mary McLeod Bethune and ask them to prepare a speech to give to other classes in which each one (as Mary) explains discrimination and its effects.

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In this lesson, students will read an excerpt of an interview given by Mary McLeod Bethune and will learn that she founded the Daytona National and Industrial School for Negro Girls (now Bethune-Cookman College) in 1904. Through close reading, they will explore and discuss connections between events from Bethune's life experiences and their own lives, and connections between past and current events.

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The bilingual Art, Books, and Creativity (ABC) curriculum consists of 14 lessons, which combine visual arts and writing activities. ABC introduces students to artworks by women, as well as basic art vocabulary and concepts.

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The Art, Books, and Creativity (ABC) curriculum consists of 14 lessons, which combine visual arts and writing activities. ABC introduces students to artworks by women, as well as basic art vocabulary and concepts. It leads students through the process of creating artists' books in a range of book formats and culminates with a classroom exhibition and critique of students' works. Designed for use in 4th- and 5th-grade classrooms, the curriculum can be differentiated for other grade levels.

NMWA developed and evaluated the ABC Curriculum and the ABC Teacher Institute from 2004 to 2011 with the support of two consecutive grants from the U.S. Department of Education. Findings from the three-year curriculum study and four-year professional development study show positive impact on student learning in the visual arts and writing and on teachers' ability to integrate arts in the classroom.

Each July, NMWA offers a weeklong ABC Teacher Institute led by museum educators, a professional book artist, and art and literacy specialists. Institute alumni have additional opportunities to explore the ABC curriculum during the weeklong Advanced Teacher Institute and three-day ABC Intensive.

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Arts, Books, and Creativity (ABC) Curriculum | NMWA

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The Art, Books, and Creativity (ABC) curriculum consists of 14 lessons, which combine visual arts and writing activities. ABC introduces students to artworks by women, as well as basic art vocabulary and concepts. It leads students through the process of creating artists' books in a range of book formats and culminates with a classroom exhibition and critique of students' works.

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Women actively participated in shaping the nascent film industry of the early twentieth century, both as screen stars and behind the camera. But why is this history missing from our understanding of early Hollywood? A comprehensive catalog from the American Film Institute and their "Women They Talk About" project offers an opportunity to discover these forgotten stories and the powerful women who shaped the industry.
(National Endowment for the Humanities)

Image credit: Image credit: Promotional poster for silent film directed by Lois Weber. Image by Burton Rice for Bluebird Photoplays (Life time: pre-1925 publication of advertisement by defunct film company; expired copyright) - Original publication: The Moving Picture World (New York, N.Y.)

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Women actively participated in shaping the nascent film industry of the early twentieth century, both as screen stars and behind the camera. But why is this history missing from our understanding of early Hollywood? A comprehensive catalog from the American Film Institute and their "Women They Talk About" project offers an opportunity to discover these forgotten stories and the powerful women who shaped the industry.

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The month of March celebrates the contributions women have made throughout history in science, politics, law, sports, the arts, entertainment and many other fields. Explore biographies, videos and articles that celebrate all of these women's historic achievements.

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What are you doing to acknowledge Women’s History Month, which takes place in March every year? While we believe women’s history should be an important part of the curriculum all year long, these are some of our favorite Women’s History Month activities to celebrate girls and women who’ve changed our society for the better.

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30 of Our Favorite Women's History Month Activities

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March is Women's History Month, coinciding with International Women's Day on March 8. It's a time to recognize the achievements of remarkable women from around the globe throughout history. This roundup of Women's History Month activities celebrates artists, scientists, leaders, and more women who made their mark.

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There's no better way to make it through the last few weeks of winter than by spending your March celebrating Women's History Month. If you're looking for fresh, straightforward ways to help your students learn, look no further than these genius ideas.

In the Classroom
Recruit school library decorating volunteers with a sign up. SAMPLE
Activities & Games
Ask parents to donate supplies for a women's history project with a sign up. SAMPLE
Bulletin Board Ideas
Coordinate field trip chaperones with a sign up. SAMPLE
Real Life Learning

With a few of these ideas, your students are set to learn a thing or two during Women's History Month - and maybe you will too!

Kayla Rutledge is a college student who spends most of her time writing, singing for her church and eating quesadillas.

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women's history ideas school classroom games trips bulletin board learning

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25 Women's History Month Ideas for School

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There's no better way to make it through the last few weeks of winter than by spending your March celebrating Women's History Month. If you're looking for fresh, straightforward ways to help your students learn, look no further than these genius ideas. Recruit school library decorating volunteers with a sign up.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Each March, Education World -- and the rest of the world -- recognizes Women's History Month. Following are lessons, activities, and resources to involve your students in the study of women's contributions to the world.

LESSON PLANS

MORE RESOURCES
Kids Fill the Gap in Women's History
In this story, meet the teachers (and some of the kids) behind three wonderful student-created online resources for teaching about women's history.

Updated 02/26/2015

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Women's History Month Lessons | Education World

# data[].attributes.attachment_link.description
Each March, Education World -- and the rest of the world -- recognizes Women's History Month. Following are lessons, activities, and resources to involve your students in the study of women's contributions to the world. Kids Fill the Gap in Women's History In this story, meet the teachers (and some of the kids) behind three wonderful student-created online resources for teaching about women's history.

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Each March, Education World -- and the rest of the world -- recognizes Women's History Month. Following are lessons, activities, and resources to involve your students in the study of women's contributions to the world.

LESSON PLANS

MORE RESOURCES
Kids Fill the Gap in Women's History
In this story, meet the teachers (and some of the kids) behind three wonderful student-created online resources for teaching about women's history.

Updated 02/26/2015

# data[].attributes.attachment_link.title
Women's History Month Lessons | Education World

# data[].attributes.attachment_link.description
Each March, Education World -- and the rest of the world -- recognizes Women's History Month. Following are lessons, activities, and resources to involve your students in the study of women's contributions to the world. Kids Fill the Gap in Women's History In this story, meet the teachers (and some of the kids) behind three wonderful student-created online resources for teaching about women's history.

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The history behind Women’s History Month

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Event Description

Our shared history unites families, communities, and nations. Although women's history is intertwined with the history shared with men, several factors - social, religious, economic, and biological - have worked to create a unique sphere of women's history. This year's theme is "Women Inspiring Innovation Through Imagination: Celebrating Women in Science, Technology, Engineering and Mathematics".

The stories of women's achievements are integral to the fabric our history. Learning about women's tenacity, courage, and creativity throughout the centuries is a tremendous source of strength. Until relatively recently, this sphere of women's history was overlooked and undervalued. Women's achievements were often distorted, disdained, and denied. But, knowing women's stories provides essential role models for everyone. And role models are genuinely needed to face the extraordinary changes and unrelenting challenges of the 21st century.

Classroom Activity

Explore the accomplishments of women in U.S. history with your class by creating a scrapbook that highlights the accomplishments of famous American women.

First, decide how to organize the scrapbook. Group entries thematically, such as Women in Sports, Women in Politics, or Women in Science. Pages can be arranged chronologically, by date, year, or decade. Students may also choose a unique approach, such as Women's History A-Z, with an entry for each letter of the alphabet. Use the Alphabet Organizer to get started.

Have students work individually, or in groups, to complete each page. Each entry should include biographical data, a photograph or other representation, and a summary of the famous woman's contribution to history. The Bio-Cube can be used to organize the information.

Your completed scrapbook can be displayed in the school library during Women's History Month and can serve as a reference tool in your classroom. You may also want to expand this activity to include women's contributions to world history.

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March is National Women's History Month.

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Event Description Our shared history unites families, communities, and nations. Although women's history is intertwined with the history shared with men, several factors - social, religious, economic, and biological - have worked to create a unique sphere of women's history. This year's theme is "Women Inspiring Innovation Through Imagination: Celebrating Women in Science, Technology, Engineering and Mathematics".

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First female justice of the Supreme Court of the United States in 1981.

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First female U.S. secretary of state in 1997.

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First woman to be elected to both the U.S. Senate and House of Representatives. She was also the first woman of a major party to be considered for a presidential candidacy.

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First female Speaker of the House in 2007.

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Women's rights leader and the first Jewish woman to be elected to Congress.

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Pioneering congresswoman Jordan is best known for her keynote address to the 1976 Democratic National Convention.

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In 1984, Ferraro became the first woman of a major political party to run for vice president of the United States.

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Former first lady of the United States, also served as a United Nations delegate and was an outspoken advocate for civil and women's rights.

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First African American to be a candidate for a major party presidential nomination.

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Escaped from slavery and went on to become a conductor on the Underground Railroad, helping slaves escape north to freedom. She also served as a spy nurse and scout during the Civil War.

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Famously sparked the 1955-56 Montgomery Bus Boycott with her refusal to give up her seat to a white man on a public bus. After her death, she was the first woman to lay in state at the U.S. Capitol, an honor usually reserved for presidents.

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North Carolina's first female senator, as well as serving as secretary of transportation under President Ronald Reagan and secretary of labor under President George Bush.

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Powerful advocate for children's health and was a founder of the Special Olympics.

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Former first lady, New York Senator, and Secretary of State. She also became the first woman to win the presidential nomination of a major party in 2016.

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In 2021, became the first female vice president, as well as the first Black and South Asian American vice president. The daughter of immigrants-an Indian mother and Jamaican father-she previously served as the first Black female attorney general of California and was the second Black woman to serve in the U.S. Senate.

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King was a leading tennis player in the 1970s, and gained both additional fame and the admiration of fans for her defeat of Bobby Riggs in the 1973 "Battle of the Sexes" match.

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Gibson broke tennis' color barrier when she became the first black player to compete at the U.S. Open in 1950. She became the first black player at Wimbledon the following year.

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First woman to win two consecutive Olympic gold medals in one of sport's most grueling events-the heptathlon, in total she won six Olympic medals and was voted Sports Illustrated's Women's Greatest Female Athlete of all time.

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First American woman ever to win gold in the all-around event, and won the most medals of any athlete at the 1984 Summer Olympics in Los Angeles.

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Became the first woman ever to earn five gold medals at the Olympic Games.

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Led the U.S. national team to two world championships and two Olympic medals.

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In 2005, she became the only fourth woman ever to compete in the indy 500, as well as the only woman to lead a lap in the race. In 2002, she won the Indy Japan 300, becoming the first woman to win an IndyCar series race.

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Racked up the most wins in LPGA history, and in 2003 became the first woman in 58 years to play a PGA (men's golf) tour event.

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Sisters Venus and Serena Williams both have held the #1 ranking multiple times, and, combined they have won 30 Grand Slam titles.

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Won two swimming gold medals at the 1964 Olympic games. She later became the first female sportscaster in TV history.

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Star shortstop for the Chicago Colleens and was one of the women to play for the All-American Girls Professional Baseball League, which helped entertain Americans during the dark days of WWII. The league was the inspiration for the hit film, "A League of Their Own."

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Excelled at multiple sports, including track and field, golf, and basketball. She won several Olympic gold medals and 82 golf tournaments, including 21 straight in 1947-1948.

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In 1926, Ederle became the first woman to swim the 21 miles across the English Channel.

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Won two gold medals at the 1936 Olympic Games in Nazi, Germany

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Was a central figure in 20th-century American art known for her abstract paintings and representations of natural forms.

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An award-winning film director, best known for her work in "Strange Days" and "The Hurt Locker".

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A beloved actress and comedian, best known for her role in the TV series, "I Love Lucy" from 1951-1957.

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The "First Lady of Song", jazz great made her singing debut at the Apollo Theater at age 17. She won 13 Grammy Awards during her lifetime.

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An American television host, philanthropist, entrepreneur, and media personality. Her self-titled talk show attracts millions of viewer a day.

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A renowned film actress. She has won 3 Academy Awards and received 21 nominations as of 2022, more than any other actor.

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An entertainment icon, regarded as one of the most influential figures in popular culture.

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A leading American Impressionist painter who often portrayed the private lives of women in her work.

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An acclaimed American writer and the first American woman to win the Nobel Prize in literature.

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Wrote the best-selling novel "To Kill a Mockingbird," which won the Pulitzer Prize for fiction in 1961.

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A Pulitzer-Prize winning short story writer and novelist.

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An American writer best known for the classic novel "Little Women."

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Regarded as one of the greatest American poets. Most of her work was published after her death in 1886.

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First African American singer to perform at the Metropolitan Opera. She famously sang at the Lincoln Memorial at the height of the struggle for civil rights.

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Made a lifelong study of chimpanzees, and has done more than anyone else to spread understanding of their importance to the human race and advocate for their conversation. She is a United Nations Messenger of Peace and a renowned and respected conversationist.

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A noted neuroscientist who discovered the opiate receptor in the brain.

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One of the world's most accomplished cultural anthropologists, introducing the western world to the ways of live native cultures in remote areas of the globe.

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Best known for her work ministering to soldiers during the Cremean War as well as her efforts to professionalize nursing and standardize nursing education worldwide.

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A nuclear physicist who spent her life researching hormones. She was awarded the 1977 Nobel Prize for Medicine.

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A noted American oceanographer and underwater explorer who has logged thousands of hours underwater and worked to further human understanding of the world's oceans and their importance to the health of the planet.

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Discovered the elements radium and polonium and coined the term "radioactivity." She won the Nobel Prize in both physics and chemistry.

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Leading pioneer in the field of psychoanalysis.

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An influential astronomer and the first woman to receive an honorary doctorate from Oxford.

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A noted nuclear scientist who worked on the Manhattan Project, the WWII-era initiative that produced the world's first atomic bombs.

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The first woman physician in the United States.

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Won the 1988 Nobel Prize in medicine for her work, along with George Hitchings, in developing drugs to treat leukemia and AIDS.

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Gerty and Carl Cori won the 1947 Nobel Prize for medicine or physiology for their work toward understanding how carbohydrates are metabolized by the body.

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Mayer and Prof. Hans D. Jenson of the University of Heidelberg in Germany were co-winners of the 1963 Nobel Prize for Physics for their joint discoveries on nuclear shell structure.

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A noted physician who is known for her pioneering work on assessing infant health.

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Women's History Month 2022/14 Inspiring Women's history month quotes/Celebrate Women's history month

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Kid President’s History of Awesome Girls Rap