The Modern Era: Post Feminism?
We are adding inquiry-based lessons and powerpoints regularly and constantly seeking those that are already out there by others. If you have an inquiry to contribute, or have feedback on women and topics that are missing, email us at firstname.lastname@example.org. We are grateful for any feedback, edits, or revisions you can provide.
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Lessons from Others
- C3 Teachers: This inquiry leads students through an investigation of the LGBTQ+ movement, primarily driven by the history of the movement through various accounts and perspectives. The compelling question—What makes a movement successful?—does not address whether or not the movement was successful, but instead assesses the components of a movement and whether the movement is in a period of growth or has already peaked. Although the focus of this inquiry is on the LGBTQ+ movement, parallels can be drawn to other social movements in history with respect to organization, activism, and overall execution, including the Civil Rights Movement or the women’s suffrage and rights movements. Specifically, this inquiry looks at four different aspects that can potentially shape a movement in its foundation as well as its rise, namely public reaction, government leaders and policies, Supreme Court cases, and personal experiences. Throughout the inquiry, students will examine each individual aspect independently, evaluating the merits, strengths, and significance of each provided source in the “Movement Analysis Organization Chart,” but the summative task will require a compilation and synthesis of the sources in this investigation in order to form an argument to address the compelling question.
- Voices of Democracy: In the speech Clinton positioned the United States as the moral authority in monitoring and enforcing sanctions for global human trafficking, while at the same time reiterating the importance of international cooperation and partnerships.
- Clio: In 1972, feminists in Washington, D.C. founded the nation’s first rape crisis center. Other centers were soon established across the country. In 1994, Congress passed the Violence Against Women Act (VAWA). The act was created in response to the nation-wide, grassroots work of activists concerned with domestic violence, sexual assault, date rape, and stalking. This lesson introduces students to the history of efforts to stop violence against women.
- National Women’s History Museum: How has the Supreme Court shaped the lives of American women between 1908-2005? Students will analyze one of four Supreme Court cases that relate to the constitutional rights of women decided between 1908-2005. Students will become mini-experts on one Supreme Court cases and they will be exposed to the content, themes, and questions from the other three cases via peer to peer instruction of their classmates. The goal of this lesson is to introduce students to a broad range of Supreme Court cases that have impacted American women and to have them develop a working knowledge and expertise of at least one case by using primary sources such as the case ruling and secondary sources that will help students to understand the context.
- National History Day: Patsy Takemoto Mink (1927-2002) was born in Hawaii. She studied in Pennsylvania and Nebraska before moving back to Hawaii to earn her undergraduate degree and eventually received her J.D. from the University of Chicago in 1951. She moved back to Hawaii with her husband, John Francis Mink, and founded the Oahu Young Democrats in 1954. In the 1950s, Mink served as both a member of the territorial house of representatives and Hawaii Senate. After Hawaii achieved statehood in 1959, Mink unsuccessfully ran for the U.S. House of Representatives. Mink campaigned for the second representative seat in 1964 and won, making her the first woman of color and first Asian American woman to be elected to Congress. Mink is best known for her support of President Lyndon B. Johnson’s Great Society legislation, as well as her advocacy for women’s issues and equal rights. Mink worked tirelessly to earn support for the critical Title IX Amendment from her comprehensive education bill called Women’s Education Equity Act. Mink took a break from Congress after an unsuccessful bid for the Senate, but returned to Congress in 1990 and served until her death in September 2002.
- C3 Teachers: This twelfth grade annotated inquiry leads students through an investigation of a hotly debated issue in the United States: the gender wage gap. The compelling question “What should we do about the gender wage gap?” asks students to grapple not only with how to quantify and interpret the gap but also to consider ways of addressing the problem. Throughout the inquiry, students consider the degree to which economic inequality reflects social, political, or economic injustices or whether it simply reflects individual choices and the role the government should play in decreasing income inequality. Although this inquiry is rooted in a question about economics, no social issue is fully understood without examining a range of economic, historical, geographic, and political concepts in order to craft a full-bodied, evidence-based argument. This inquiry looks at the complexity of the gender wage gap issue through all four social studies disciplines. Students examine the structural factors that influence women’s choices as well as historical (e.g., Equal Pay Act of 1963) and pending (e.g., Paycheck Fairness Act) legislative efforts. Ultimately, students must find a way to measure the gender wage gap, determine if it is an issue worth addressing, and, if so, how to best address it, including private and public sector solutions.