This is a text based website with detailed information about the life and activism of Frances Willard.

Does it matter in education whether or not you've got a Y chromosome? You bet it does. In this discussion-based seminar, we will explore why males vastly outrank females in math and science and career advancements (particularly in academia), and why girls get better grades and go to college more often than boys. Do the sexes have different learning styles? Are women denied advanced opportunities in academia and the workforce? How do family life and family decisions affect careers for both men and women?

The course will focus primarily on contemporary discourses concerning gender inequality. Most of the readings assigned will be recent articles published in U.S. and British media capturing the latest thinking and research on gender inequality in the workplace. The class will be highly interactive combining case studies, videos, debates, guest speakers, and in-class simulations.

This course explores stereotypes associated with Asian women in colonial, nationalist, state-authoritarian, and global/diasporic narratives about gender and power. Students will read ethnography, cultural studies, and history, and view films to examine the politics and circumstances that create and perpetuate the representation of Asian women as dragon ladies, lotus blossoms, despotic tyrants, desexualized servants, and docile subordinates. Students are introduced to the debates about Orientalism, gender, and power.

This subject explores the legal history of the United States as a gendered system. It examines how women have shaped the meanings of American citizenship through pursuit of political rights such as suffrage, jury duty, and military service, how those political struggles have varied for across race, religion, and class, as well as how the legal system has shaped gender relations for both women and men through regulation of such issues as marriage, divorce, work, reproduction, and the family. The course readings will draw from primary and secondary materials in American history, as well as some court cases. However, the focus of the class is on the broader relationship between law and society, and no technical legal knowledge is required or assumed.

Women both adjusted and responded to the changes of the nineteenth century. Some reacted by protecting or altering their private lives while others turned to public action; some women wanted to seize the opportunities to revolutionize their own lives while others wanted to hang on to established customs. The lives of women in the nineteenth century in many ways reflected the transformations of the nineteenth century but in other ways demonstrated the resilience of traditional assumptions held in the United States.

Using the classroom as a historical laboratory, students can use primary and secondary sources to research the history of women in the nineteenth century. The students will be engaged in the craft of historical interpretation; they will be able to identify the assumptions about women before the Civil War and then be able to discover the effects of the war on the history of women in the last decades of the nineteenth century.

Controversial issues are complex topics that are grounded in conflicting values or opinions and can result in emotional reactions and public dispute. Schools may avoid difficult issues that could bring forth feelings of fear, confusion, or anger. Addressing these issues, however, can motivate students to learn and make relevant connections to their local and global communities. For students to become active and engaged citizens, they will need civil discourse and reasoning skills, as well as tolerance, empathy, compassion, and an interest in civic knowledge.

The outline includes recommendations for both a one semester (18 week) course and a full-year (36 week) course. The full-year course suggests analyzing topics in greater depth and engaging in additional projects and simulations. Selection of appropriate textbooks is the responsibility of individual districts and schools. It is recommended that teachers begin with Unit 1, but after that, the units can be done in any order.

Each of the five units are organized around “driving questions.” These questions relate to the key concepts and core materials (largely primary sources) that help students engage with relevant material to answer the driving questions. Further, each unit contains connections to modern topics so that students can relate their historical understandings
to the world in which they live, and there are recommended assessment activities that utilize higher order thinking and inquiry skills. A significant number of recommended resources can be found on WISELearn, the DPI Open-Educational Resources (OER) platform, with materials specifically aligned to this scope and sequence. Each unit is also supported by associated standards building out detailed content recommendations related to the theme.

Finally, teachers should utilize the Wisconsin Recommended Civics Education Pedagogy and Practices in designing their course, to ensure that the course utilizes these research-based and standards-aligned approaches for teaching civics in an engaging and culturally responsive way.

This collection uses primary sources to explore Ida B. Wells and anti-lynching activism. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This collection uses primary sources to explore Incidents in the Life of a Slave Girl by Harriet Jacobs. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

International Women's Voices has several objectives. It introduces students to a variety of works by contemporary women writers from Asia, Africa, the Middle East, Latin America and North America. The emphasis is on non-western writers. The readings are chosen to encourage students to think about how each author's work reflects a distinct cultural heritage and to what extent, if any, we can identify a female voice that transcends national cultures. In lectures and readings distributed in class, students learn about the history and culture of each of the countries these authors represent. The way in which colonialism, religion, nation formation and language influence each writer is a major concern of this course. In addition, students examine the patterns of socialization of women in patriarchal cultures, and how, in the imaginary world, authors resolve or understand the relationship of the characters to love, work, identity, sex roles, marriage and politics.This class is a communication intensive course. In addition to becoming more thoughtful readers, students are expected to become a more able and more confident writers. Assignments are designed to allow for revision of each paper. The class will also offer opportunities for speaking and debating so that students can build oral presentation skills that are essential for success once they leave MIT. The class is limited to 25 students and there is substantial classroom discussion.

This course offers an introduction to Women's and Gender Studies, an interdisciplinary field that asks critical questions about the meanings of sex and gender in society. The primary goal of this course is to familiarize students with key issues, questions and debates in Women's and Gender Studies, both historical and contemporary. Gender studies scholarship critically analyzes themes of gendered performance and power in a range of social spheres, such as education, law, culture, work, medicine and the family. WGS. 101 draws on multiple disciplines--such as literature, history, economics, psychology, sociology, philosophy, political science, anthropology and media studies-- to examine cultural assumptions about sex, gender, and sexuality. This course integrates analysis of current events through student presentations, aiming to increase awareness of contemporary and historical experiences of women, and of the multiple ways that sex and gender interact with race, class, nationality and other social identities.

In the decades following the Second World War, a cluster of extraordinary French thinkers were widely translated and read in American universities. Their works were soon labeled as "French Theory." Why would sharing the same nationality make authors such as Lacan, Cixous, Derrida, Foucault or Debord, ambassadors of a specifically "French" theory? The course will explore the maze of transatlantic intellectual debates since 1945 and the heyday of French existentialism. We will study the debates on communism, decolonization, neo_liberalism, gender, youth culture and mass media. This course is taught in English.

Anthony’s speech helps students understand the Constitution as a living document. She uses a variety of techniques of legal reasoning and interpretation to challenge other, exclusionary uses of the document. She bases an argument for change on an interpretation of a founding document.
Reconstruction is a challenging era for students to understand. Anthony’s speech captures the complexities of the Reconstruction Amendments and how they opened new avenues for disenfranchised groups to assert their rights. It also explores the interrelationship of the women’s suffragists with other movements. Anthony highlights the cultural, social, and political aspects of women’s struggle for equal rights. The speech does not simply assert women’s right to vote, but also more broadly addresses the subordinate position of women within the home and in other areas of public policy.

This subject investigates the special relation of women to several musical folk traditions in the British Isles and North America. Throughout, we will be examining the implications of gender in the creation, transmission, and performance of music. Because virtually all societies operate to some extent on a gendered division of labor (and of expressive roles) the music of these societies is marked by the gendering of musical repertoires, traditions of instrumentation, performance settings, and styles. This seminar will examine the gendered dimensions of the music -- the song texts, the performance styles, processes of dissemination (collection, literary representation) and issues of historiography -- with respect to selected traditions within the folk musics of North America and the British Isles, with the aim of analyzing the special contributions of women to these traditions. In addition to telling stories about women's musical lives, and studying elements of female identity and subjectivity in song texts and music, we will investigate the ways in which women's work and women's cultural roles have affected the folk traditions of these several countries.

Learn about Jane Jacobs, an activist who worked to save the neighborhoods of New York City in this video segment from New York Voices.

The Wisconsin Social Studies/Civics K-5 Suggested Scope & Sequence is divided by grade. Each grade has a theme, with K-2 having a common theme of “place” and 3-5 having a common theme of “Wisconsin and U.S. Studies”. Each grade has 4-10 topics, which could align to local units. This formatting was adapted from the 2018 History and Social Science Framework by the Massachusetts Department of Elementary and
Secondary Education.

Each topic is further divided into planning ideas tied to specific grade-level indicators from the Wisconsin Standards for Social Studies (2018). These planning ideas include:
• Potential Essential Questions, tied to the standards
• Focusing Questions for the topic
• Driving (DQ) and Guiding (GQ) Questions from the Educating for American Democracy Roadmap
• Specific Social Studies Indicators met with this topic
• Important Terms and Points to Consider
• Supporting Resources to Consider, including lesson plans from trusted resources, and suggested additional texts such as primary sources and trade books.

The essential, focusing, driving, and guiding questions are meant to help guide instruction
and determine quality resources and lessons for use in the classroom.

This course studies the interaction between law, courts, and social movements in shaping domestic and global public policy. Examines how groups mobilize to use law to affect change and why they succeed and fail. The class uses case studies to explore the interplay between law, social movements, and public policy in current areas such as gender, race, labor, trade, environment, and human rights. Finally, it introduces the theories of public policy, social movements, law and society, and transnational studies.

Graduate Women at MIT (GWAMIT) is an institute-wide, student-led group founded in 2009. Its mission is to promote the personal and professional development of MIT's graduate women. GWAMIT welcomes all members of the MIT community, including men. This OCW site features selected videos from the two conferences GWAMIT runs each academic year: a Leadership Conference in the fall and an Empowerment Conference in the spring. It also provides a list of related readings and other resources.

Students will be able to determine the roles of women on the home front and battlefront during and after the Civil War., Examine historical events that are significant to Mississippi culture, but also relate to women from other states,
evaluate the contributions of women, African Americans, and other minority groups to the war effort. Students will be able to examine primary sources to gain an understanding of women's experiences and contributions to the Civil War.