In the book Revolutionary Mothers, author Carol Berkin discusses women’s roles in the American Revolution. She separates out the chapters so that she can discuss the different experiences and roles of women during the period. She utilizes primary and secondary sources to talk about how women stepped into their husband’s shoes and maintained their livelihoods and how they furthered the war effort on both sides, as well as how classes and race effected each woman’s experience. Berkin’s main goal was for the reader to understand that although women’s roles aren’t traditionally discussed when talking about the American Revolution, nevertheless, they played a major part in it. Information on the Revolutionary War typically focuses on the Founding Fathers and their actions that brought about American independence.
In the 1920’s you had women who were considered the “new women”, or the “ modern women”. “The “new women”, included flappers, embraced new fashion, embraced freedom, and challenged the old ways of the modern women.”(Mckay, Nellie). The “modern women”, believed that partying , smoking, and disobeying your husband was horrifying, and unacceptable. Women were impacted by the Harlem Renaissance, because they were produced with the idea of mass advertising. With mass advertising women were able to be the voices on radios, the faces on magazines, and the author of books.
Flappers of the 1920’s revolutionized youth culture by challenging societal perceptions of femininity, sociological ideas, and conventional concepts of women’s roles within society. This paper will be developed in four stages. The first stage will evaluate why the flapper rebellion began. The second stage will examine the specific fashion, behavior, and ideals the flappers used to challenge societal expectations of girlhood. The third stage will construct the specific experiences the adolescent flappers endured.
Elizabeth Cady Stanton was a leading figure of the early women’s rights movement. The Birthplace of Women’s Rights and A Powerful Partnership are text about Elizabeth. They both talk about Elizabeth Cady Stanton, but which passage best explains how Elizabeth contributed to the women’s rights movement during the 1800s? In the text of A Powerful Partnership, the author talks about Elizabeth Cady Stanton, not only her but also Susan B. Anthony. Based on the evidence from the passage, the author first talks about how they met, and became friends.
An article we read this semester, Girls Gone Anti-Feminist highlights the disconnect between feminism in the 70s to feminism by millennials today. One interesting thing I found in this article was the way the author compared Hillary Clinton and Sarah Palin to the Spice Girls and Lady Gaga as representing feminism. Normally, Hillary Clinton and Sarah Palin are not mentioned in the same sentence as the Spice Girls and Lady Gaga as they are in completely different professions and have different fan basses and followers. However, all of them embody the idea that a woman can be anything she wants to be from a singer to President of the United States. The way the author compares these women points out the differences in the broad ways feminism can be represented.
During the “New Girl” Era, women in Germany suffered discrimination because of the fact that they were not men. They lived in an era that was almost entirely run by men. Women were given less job opportunities and were finally given women’s rights, but were not able to fully use them because they were still restricted from doing many things. This lead to Hannah’s creations of her photomontages that were inspired by her social and political views on this era. Hannah created “The Beautiful Girl” around 1919
Anthony and Elizabeth Cady Stanton, who were leaders of the National American Women’s Suffrage Movement (NAWSA). Compared to other countries, the United States had fallen behind in giving women the vote. As Anthony and Stanton were getting older, they decided to pass some of their leadership responsibilities in NAWSA to people who were younger than they were. When the younger generation took over, they had three subjects they wanted to address. “The first was that women needed the vote to pass self-protection laws to guard against rapists and unsafe industrial work.
Gender roles within the society, of the time, were sort of in a transition with the new decade of the 20’s. Gender roles are defined as the role or behavior learned by a person as appropriate to their gender, determined by the prevailing cultural norms. On example of gender roles is women not being able to vote because their primary jobs were to stay at home and tend to the house and children, which in most cases meant that parents would send boys to school over the girls because girls wouldn't get real jobs. Therefore men thought women were uneducated and believed they didn't deserve voting rights. In the contrary, “15 states had extended equal voting rights to women, and the amendment was formally supported by both parties and by the president, Woodrow Wilson” (Nineteenth Amendment).
In the late 1960s, discovering that "sisterhood is powerful," women from Vancouver to Halifax began forming groups. The Vancouver Women 's Caucus was organized in 1968 and published The Pedestal from 1969 to 1973. The Montréal Women 's Liberation Movement was founded in 1969, the Front de libération des femmes du Québec published a feminist manifesto in 1970, and the Centre des femmes edited the first French-language radical feminist periodical, Québécoises deboutte! (1971-75). At first, some were consciousness-raising groups, but others quickly turned to concrete action, providing abortion services, health centres, feminist magazines, militant theatre, day-care, shelters for battered women and rape crisis centres, and organizing for equal pay.