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SUBSCRIBE: Gloria Steinem SuperSoul Sunday Episode | Sunday, 19 August 2018

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Gloria Steinem: Feminist Activist | MAKERS.com

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Gloria Steinem and Emma Watson in Conversation

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Without Gloria Steinem's passionate zest for change and equality, women would not be where we are today.

To celebrate the feminist author, activist and all-around awe-inducing goddess on her 82nd birthday, we've compiled some of her best quotes and lessons from over the years.

Here are 23 things Gloria has taught us:

"Once we give up searching for approval we often find it easier to earn respect."

"Any woman who chooses to behave like a full human being should be warned that the armies of the status quo will treat her as something of a dirty joke. That's their natural and first weapon. She will need her sisterhood."

BEFORE YOU GO
This post previously included a quote from a 1977 article by Steinem in reference to members of the transgender community. Although she later clarified those comments in 2013, we have substituted another quotation out of consideration for some of our readers. Also, this post was originally published in 2015 but it has been updated since to reflect her 82nd birthday.

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23 Ways Gloria Steinem Taught Us To Be Better Women

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Without Gloria Steinem's passionate zest for change and equality, women would not be where we are today. To celebrate the feminist author, activist and all-around awe-inducing goddess on her 82nd birthday, we've compiled some of her best quotes and lessons from over the years.

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Lesson Plan: A Survey of the Women's Liberation Movement

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Project using songs as primary sources for studying American history and literature. Resource guide and Teacher Institute.

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Young Gloria Steinem The Penney Missouri Journalism Award Emmy Citation for excellence in television writing Women's Sports Journalism Award Lifetime Achievement Award in Journalism Society of Writers Award from the UN National Gay Rights Advocates Award Most recently she got the

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Social Studies

Crowds in Philadelphia, New York and San Diego gathered on Jan. 21, 2017, in conjunction with the Women's March on Washington. Related Lesson Plan Credit... Jacqueline Larma/Associated Press; Nicole Craine for The New York Times; Chris Stone/Times of San Diego

In 1987, Congress designated March as Women's History Month to acknowledge that "the role of American women in history has been consistently overlooked and undervalued in the body of American history."

Three decades later, after a bruising presidential election between a woman who aimed to break the "ultimate glass ceiling" and a man whose rhetoric was reminiscent of a pre-feminist era, Women's History Month arrives as many are wondering what the movement should look like in 2017.

In this lesson, we ask students to imagine what feminism should look like in the United States today. Then, we encourage them to consider the role that intersectionality should play in the women's movement, to analyze how women are represented in the media today, and to learn more about the issues central to feminism's agenda.

_________
Warm-Up 1: Defining Feminism

Direct students to work in pairs and create a word web or semantic map to define the word "feminism." You can use this edition of the Learning Network Throwback Thursday feature for ideas and resources about definitions through the ages.

Next, invite students to share key words, examples or ideas related to "feminism" from their word webs. Create a collaborative whole-class semantic map on the board.

Then, ask pairs to write their own working definition of "feminism" using these webs. To help, post two or three different definitions of feminism, like this one from the Random House dictionary, Gloria Steinem's definition, or bell hooks's definition. Read these varied definitions aloud. As a class, develop a shared working definition. Keep this definition posted throughout the lesson for students to return as a reference point. At the end of the lesson you can return to the original definition to see if students would like to revise.
Second Warm Up: Barometer Activity
Use the human barometer activity to encourage students to think about what their definition of feminism really means in practice. Select several of the controversial statements below to read aloud, ask students to take a stand on the continuum between "strongly agree" and "strongly disagree," and then discuss as a class. Before beginning, be sure to establish class rules about holding a civil discussion.
All women should be feminists.
All women experience sexism in the same way.
Women who describe themselves as "pro-life" cannot be feminists.
Feminism should continue to focus on traditionally "feminist issues" like reproductive rights and economic equality.
Feminism should include the rights and needs of trans women.
Feminism should include all issues that impact women, including environmental justice and immigrants' rights.
The feminist movement should be inclusive to all people who want to participate.
We don't need feminism anymore.
Feminism failed because it was divisive and exclusive.

_________ Activity: The Future of Feminism

In the wake of the 2016 presidential election, the January 2017 women's march that followed, and the first months of the Trump administration, many feminists are left asking: What's next?

In this activity, students are challenged to think about what constitutes a feminist in 2017 and what the next steps should be for the women's movement.

Ask students to read these four excerpts (PDF) from Susan Chira's piece " Feminism Lost. Now What? " (If they have time, they should read the entire article.)

The article begins:

This was supposed to be the year of triumph for American women.

A year that would cap an arc of progress: Seneca Falls, 1848. The 19th Amendment, 1920. The first female American president, 2017. An inauguration that would usher in a triumvirate of women running major Western democracies. Little girls getting to see a woman in the White House.

Instead, for those at the forefront of the women's movement, there is despair, division and defiance. Hillary Clinton's loss was feminism's, too.

A man whose behavior toward women is a throwback to pre-feminist days is now setting the tone for the country. The cabinet that Donald J. Trump has nominated includes men - and a few women - with public records hostile to a range of issues at the heart of the women's movement. A majority of white women voted for him, shattering myths of female solidarity and the belief that demeaning women would make a politician unelectable.

More broadly, there is a fear that women's issues as the movement has defined them - reproductive rights, women's health, workplace advancement and the fight against sexual harassment, among others - could be trampled or ignored.

After students read the article excerpts, they should write about the following questions:

1. Was the election of Donald Trump as president a setback for feminism? Why or why not?

2. Is feminism a proxy for liberalism? Can a person be politically conservative and a feminist?

3. Should the feminist movement work hard to build bridges across racial and ethnic lines, and fight racism along with sexism?

4. What do you think the future of feminism should look like? For what issues should it fight?

5. Do you want to be a part of the feminist movement? Why or why not? What changes do you want to see, and be a part of, in your lifetime?

Then, hold a class discussion about these questions, making sure to address what students think should be the next steps for the women's movement and what role they want to have in that movement. You can wrap up by returning to the class's original definitions of feminism. Ask: Is there anything you would like to add, change or omit from your original definition? Encourage each student to justify her or his reasoning with evidence from the day's work.

_________
Going Further 1. Consider Intersectionality and Feminism

Nico Mayer, age 14, a runner-up from the Learning Network's Third Annual Student Editorial Contest, is not alone in asking "Is Feminism Really for Everyone?" Here is how the editorial begins:

The public needs a broader representation of feminism than what mainstream media has provided. Women like Patricia Arquette and Emma Watson have been spotlighted for speaking out on women's issues, however, rarely do women who don't share their white, upper-class experience receive the attention that is needed to manifest the true goal of feminism.

Some people feel that mainstream feminism has neglected the voices and needs of tens of millions of American women - for example, African-American women, disabled women and immigrant women. The concept of "intersectionality," first introduced by the law professor Kimberlé Crenshaw in the 1980s, shows how systems of oppression and exclusion intersect to create harm for women of various backgrounds. For example, racism and sexism interact in ways that make black women face unique barriers, distinct from those faced by black men or by women of other backgrounds.

First, have students watch this episode of MTV's series "Braless" (above), which provides a short introduction to the concept of intersectional feminism. After the film, students should discuss what they think intersectionality means.

Then, follow the video with an activity that gets students to think about the multiple aspects of their own identity. Brainstorm the various categories that make us who we are (e.g., role in family, background, personality traits, physical characteristics.) Show students a model Identity Chart and invite them to create their own. Next, invite students to select one aspect of their identity and reflect upon how that quality affects their life (e.g., daughter of immigrants). Then ask: Would you be the same person if that quality changed? If, for example, instead of being the oldest child, you were the youngest? With this brief personal activity students will begin to think about the ways various parts of their own identities intersect.

Next, ask students to decide:

Is intersectionality a useful concept - even a necessary approach - for building a stronger feminist movement, or does focusing on identity issues beyond gender only intensify divisions within feminism?

Below are articles to help students further develop their opinion on the issue:

* The Washington Post | Why Intersectionality Can't Wait by Kimberlé Crenshaw
* Bustle | 5 Reasons Intersectionality Matters, Because Feminism Cannot Be Inclusive Without It by Suzannah Weiss
* Aero Magazine | The Problem With Intersectional Feminism by Helen Pluckrose
* The Brown Daily Herald | Identity Politics Is Counter-Productive by Kevin Carty

After students have enough information, hold a fishbowl discussion or town hall meeting to consider different perspectives on the question.

As an enrichment activity, students can watch the film "Hidden Figures," a 2017 Oscar nominee for Best Picture, and try to apply the concept of intersectionality to better understand how institutions can oppress people differently because of gender and race. The film vividly illustrates the additional challenges of being a black woman, rather than those faced by a black man or a white woman, in 1960s Virginia. As students watch, they can keep track of discriminatory actions or statements.
2. Analyze the Role of Women via One Day's Edition of The New York Times - Past or Present

In March of 2013, we posted a simple idea for Women's History Month. A concrete way to further investigate issues raised in the lesson above, the exercise can be done in as little as one class period:

Read today's New York Times with a pen in hand, or with fingers ready to click, and make a note of every article, essay, review, photograph or video that you think significantly comments on women's lives and roles in the world. Then - in pairs, in groups or as a whole class - write, discuss or create using any or all of the questions below:

* What do the pieces you chose have in common?

* What patterns did you notice?

* What do they say about the lives and roles of women in our culture? In the world at large?

* What's missing?

* What connections (PDF) can you make to one or more of the pieces you chose and your own life?

* Why does any of this matter?

To go further, students might do the same activity with an earlier edition of The New York Times and compare the results. They can choose any day's Times from 1851 through 2002 via Times Machine, and page through the edition as it was originally published.

What has changed? What hasn't? What do you predict an edition of The New York Times of 2050 will show, and say, about women's lives? Why?
3. Research Current Issues in Feminism

Four organizers of the Women's March on Washington. From left, Tamika Mallory, a gun control advocate and board member of the Gathering for Justice, a nonprofit founded by Harry Belafonte; Linda Sarsour, executive director of the Arab American Association of New York; Bob Bland, founder of Manufacture New York; and Carmen Perez, executive director of the Gathering for Justice. Credit... Todd Heisler/The New York Times

No single group or individual leads the current women's movement, and as such, the issues for which feminists are fighting are often broad and sometimes contentious. In this activity students will explore some of the issues and principles at the heart of the women's movement, and decide what issues should be priorities moving forward.

Ask students to interpret the following quote:

There is no such thing as a single-issue struggle because we do not live single-issue lives. - Audre Lorde

What is a "single-issue" life or a "single-issue" struggle? Why does Lorde argue that there can be no such thing as a "single-issue" struggle? Do you agree?

Then, explain to students that they will be researching and analyzing issues in the current women's movement from multiple points of view. Begin by sharing the Unity Principles from this year's Women's March on Washington:

Ending Violence, Reproductive Rights, L.G.B.T. Rights, Worker's Rights, Civil Rights, Disability Rights, Immigrant Rights, Environmental Justice

Students, working in small groups, will be assigned (or they may select) one principle from the list to research, and they should answer the following questions:

* What is the issue? Why is it important to the women's movement?
* How are different women impacted by this issue?
* How is this issue in the news right now? How might current or proposed government policies affect this issue?
* What actions are people taking to advocate for this issue? Are they effective?
* In your opinion, should this issue be a priority for the women's movement? Why or why not?

Students can use The Times and other reliable sources for their research. Here is a guide to using The New York Times as a digital research tool for inquiry work.

When they have completed their research, they can present their findings to the class. Some possible formats for sharing information include a gallery walk, a short oral presentation or a jigsaw share.

Finally, the class can discuss what it learned by doing this research and then decide which issues should be priorities for the women's movement, today and into the future.

_________
Additional Resources

Aliceana Belling playing in her Captain America costume at her home in Wisconsin. Related Article Credit... Darren Hauck for The New York Times

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Women on the March: A Lesson Plan on Imagining the Future of Feminism (Published 2017)

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Social Studies In 1987, Congress designated March as Women's History Month to acknowledge that "the role of American women in history has been consistently overlooked and undervalued in the body of American history."

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The Rise of Gloria Steinem: The Effects of Mass Media on Second Wave Feminism

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This paper looks at mass media's coverage of Second Wave Feminism and Gloria Steinem. Steinem's role in the movement is examined and the media's contribution to her rise is explored.

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Feminist History Lesson: Who Gloria Steinem Is And Why She's An Awesome Role Model

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Gloria Steinem: badass feminist activist who has worked tirelessly to fight for women's rights. Hear a little about how she became one of the leading women behind the movement, and let her serve as a reminder there's still a lot of work to be done.

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Gloria Steinem's Ancestry and Women's Rights Movements: Lesson Plan | Finding Your Roots | PBS LearningMedia

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Gloria Steinem is an American writer, lecturer, editor, and activist, feminist, and a leader in the Women's Rights Movement. In this lesson, students learn about her grandmother, the first woman to win election to public office in Toledo, Ohio, and an advocate for women's suffrage in the U.S.

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Read a profile of Gloria Steinem, one of America's most influential feminist organizers and founder of the ground-breaking feminist magazine, Ms.

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Page 234 New Password Seconde Verbes irréguliers Flashcards | Quizlet

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