Women's role in society was altered by the American Revolution. Women who ran households in the absence of men became more assertive. Abigail Adams, wife of John, became an early advocate of women's rights when she prompted her husband to "Remember the Ladies" when drawing up a new government.
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This book consists of student-authored original research papers collectively examining the ways in which gender shaped, and was shaped by, the 2018 Year of the Woman elections.
The idea was to create a maternal commonwealth. Upper-middle-class women of the late 19th century were not content with the cult of domesticity of the early 1800s. Many had become college educated and yearned to put their knowledge and skills to work for the public good.
Egyptian women could have their own businesses, own and sell property, and serve as witnesses in court cases. Unlike most women in the Middle East, they were even permitted to be in the company of men. They could escape bad marriages by divorcing and remarrying. And women were entitled to one third of the property their husbands owned. The political and economic rights Egyptian women enjoyed made them the most liberated females of their time.
The battle for suffrage was finally over. After a 72-year struggle, women had won the precious right to vote. The generations of suffragists that had fought for so long proudly entered the political world. Carrie Chapman Catt carried the struggle into voting awareness with the founding of the League of Women Voters. Alice Paul vowed to fight until an Equal Rights Amendment was added to the Constitution. Margaret Sanger declared that female independence could be accomplished only with proper birth control methods. To their dismay, the daughters of this generation seemed uninterested in these grand causes. As the 1920s roared along, many young women of the age wanted to have fun.
Students read three short stories about women; discuss the development of female characters, gender differences, and society' s expectations; and write scripts in which the characters discuss their similarities and differences.
This blog is an initiative to celebrate and recognize Arab women writers, promote awareness of the breadth of their contributions to Arab and world culture, and create a focal point for information related to Arab women writers and their work. Information on books, generations of authors, a suggested reading list, references, upcoming events, and more is all available via the website. Books discussed have all been translated into English.
From providing historical inspiration to preserving cultural traditions to pushing the boundaries of creativity, explore the contributions women have made and continue to make to the arts.
The Council on Foreign Relation's (CFR) Women and Foreign Policy program analyzes how elevating the status of women and girls advances U.S. foreign policy objectives. The CFR Interactive Report "Women's Participation in Peace Processes" provides compelling evidence about the value of women’s contributions to peace processes around the world.
This course will serve as both an introduction to contemporary political philosophy and a way to explore issues of pluralism and multiculturalism. Racial and ethnic groups, national minorities, aboriginals, women, sexual minorities, and other groups have organized to highlight injustice and demand recognition and accommodation on the basis of their differences. In practice, democratic states have granted a variety of group-differentiated rights, such as exemptions from generally applicable laws, special representation rights, language rights, or limited self-government rights, to different types of groups. This course will examine how different theories of citizenship address the challenges raised by different forms of pluralism. We will focus in particular on the following questions: - Does justice require granting group-differentiated rights? - Do group-differentiated rights conflict with liberal and democratic commitments to equality and justice for all citizens? - What, if anything, can hold a multi-religious, multicultural society together? Why should the citizens of such a society want to hold together?
This course will introduce the student to the history of Latin and South America from the year in which European explorers first discovered and began to colonize the region to the early 19th century, when many Latin and South American colonies declared their independence from European rule. The student will learn about the major political, economic, and social changes that took place throughout Latin and South America during this 400-year period. By the end of the course, the student will understand how the interaction between native peoples and European settlers created diverse and complex colonial societies throughout Latin and South America, and why the colonies of the region eventually declared their independence from European political control. Upon successful completion of this course, student will be able to: Think critically about the history of Latin and South America from the pre-colonial period though the beginning of the 19th century; Compare and contrast the political, economic, and social practices of the peoples of Iberia, Africa, and the Americas in the pre-colonial period; Analyze the political, social, and military interactions between Iberian explorers and conquerors and the indigenous peoples of the Americas in the 15th and 16th centuries; Identify how Spanish colonists settled Latin and South America in the 16th century and analyze the role played by imperial and religious institutions in colonization efforts; Assess the role of European Mercantile policies in the formation of colonial economies and trade networks; Analyze the structure of Spanish and Portuguese colonial societies and assess the role of women, indigenous peoples, and Afro-Latinos in these societies; Students will be able to assess the status of Latin and South American colonies in the Spanish and Portuguese Empires of the 17th and 18th centuries and identity how European conflicts affected political and economic life in the colonies; Identify how the Napoleonic Wars of the early 19th century led to the rise of independence movements in the colonies of Latin and South America; Assess how political revolutions and wars for independence throughout Latin and South America ended European colonial control of the region, and compare and contrast the consequences of these revolutions for ethnic European and indigenous populations; Analyze and interpret primary source documents from the pre-colonial period though the beginning of the 19th century using historical research methods. (History 221)
In this edition, lawyer and human rights activist Alice Karekezi joins UC Berkeley's Harry Kreisler to reflect on the plight of women in Rwanda and the importance of making their struggle part of the human rights agenda. (60 min)
This course enhances cross-cultural understanding through the discussion of practical, ethical, and epistemological issues in conducting social science and applied research in foreign countries or unfamiliar communities. It includes a research practicum to help students develop interviewing, participant-observation, and other qualitative research skills, as well as critical discussion of case studies. The course is open to all interested students, but intended particularly for those planning to undertake exploratory research or applied work abroad. Students taking the graduate version complete additional assignments.
Students will analyze how a portrait reflects the events and trends of its time and then create a portrait of a public female figure today.
Students will compare a painting depicting hatmakers at work to a portrait of a noblewoman of leisure. Next, pupils will write narratives from the perspectives of the women depicted in the paintings and then create a paper hat.
Students will discuss the evolution of women's work from the mid-19th century to the present day and then create an artwork depicting women in contemporary times.
Explores the changing map of the public and the private in pre-industrial and modern societies and examines how that map affected men's and women's production and consumption of goods and leisure. The reproductive strategies of women, either in conjunction with or in opposition to their families, is another major theme. How did an ideal of the "domestic" arise in the early modern west, and to what extent did it limit the economic position of women? How has it been challenged, and with what success, in the post-industrial period? Focuses on western Europe since the Middle Ages and on the United States, but some attention to how these issues have played themselves out in non-Western cultures. This course will explore the relation of women and men in both pre-industrial and modern societies to the changing map of public and private (household) work spaces, examining how that map affected their opportunities for both productive activity and the consumption of goods and leisure. The reproductive strategies of women, either in conjunction with or in opposition to their families, will be the third major theme of the course. We will consider how a place and an ideal of the "domestic" arose in the early modern west, to what extent it was effective in limiting the economic position of women, and how it has been challenged, and with what success, in the post-industrial period. Finally, we will consider some of the policy implications for contemporary societies as they respond to changes in the composition of the paid work force, as well as to radical changes in their national demographic profiles. Although most of the material for the course will focus on western Europe since the Middle Ages and on the United States, we will also consider how these issues have played themselves out in non-western cultures.
Survey of the social, cultural, and political development of western Europe between 500 and 1300. Topics include: the Germanic conquest of the ancient Mediterranean world; the Carolingian Renaissance; feudalism and the breakdown of political order; the crusades; the quality of religious life; the experience of women; and the emergence of a revitalized economy and culture in the twelfth and thirteenth centuries.
How do you create citizenship? How do you feel you belong? This unit examines social citizenship. With particular reference to women and disabled people, you will look at the rights and obligations that develop within society to link people together.
The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.