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HIST173_Ch 9

by: Doris M

HIST173_Ch 9 HIST173

Doris M
Long Beach State
GPA 3.3

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About this Document

Chapter 9 notes
U.S. History 1865-Present
Dr. Sheridan
Class Notes
1920, 1920s, dr, Sheridan, lbsu, csulb, hist, history, Roaring, 20s, working, NAWSA, Alice, paul, movement
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This 5 page Class Notes was uploaded by Doris M on Monday May 2, 2016. The Class Notes belongs to HIST173 at California State University Long Beach taught by Dr. Sheridan in Spring 2016. Since its upload, it has received 10 views. For similar materials see U.S. History 1865-Present in History at California State University Long Beach.

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Date Created: 05/02/16
The  1920s:  A  New  Era     The  roaring  20s   -­‐why?   -­‐why  is  it  a  famous  decade   -­‐"the  jazz  age",  "age  of  the  flappers",  "the  roaring   20s"   -­‐a  decade  of  change     Working  Towards  the  Vote   -­‐suffrage  movement  is  a  process   -­‐Carrie  Chapman  catt   -­‐an  early  leader   -­‐born  1859   -­‐  from  Wisconsin,  the  midwest   -­‐wanted  to  become  a  teacher   -­‐the  education  field  was  something  that  we  was  allowed  to  be  in     -­‐soared  thru  and  became  a  teacher,  principal,  and  super  intendant   -­‐popular  in  the  mid  1880s   -­‐married  at  an  early  age   -­‐dies  after1  year   -­‐goes  back  to  the  area  where  she  grew  up  in  the  mid  west   -­‐gets  married  again   -­‐begins  to  get  involved  in  the  early  movements  pf  the  NAWSA     National  am  woman  suffrage  Association  (NAWSA),  1890s   -­‐the  first  major  suffrage  movement   -­‐Carrie  was  part  of  the  process  and  was  part  of  the  activist  group   -­‐gave  speeches,  gave  political  campaigns   -­‐tried  to  transform  the  movements  in  the  1920s   -­‐tried  to  bridge  the  generations   -­‐the  Winning  plan   -­‐to  work  on  the  regional,  state,  and  federal  level   -­‐wanted  changes  at  all  levels   -­‐a  continuation  of  early  success   -­‐1870s,  women  were  able  to  vote -­‐only  able  to  vote  for  the  state   -­‐ex  senators,  governors…   -­‐women  able  to  finally  vote  on  a  state  level   -­‐national  amendment  for  women  to  vote   -­‐the  idea  that  the  suffrage  was  a  sequential  project  that  happened  over  many  nights     New  leadership  coming  out  the  19th  century     Push  towards  the  West,  Wyoming  (1869)     And  Utah       The  movement  towards  militancy     More  violent  measures   -­‐WSPU  aka  Suffragettes   -­‐women  social  political  union   -­‐a  British  suffragette  movement  that  attempted  to  be  more  aggressive  and  militant  to  create  change   -­‐couldn’t  rely  on  debates   -­‐they  needed  to  do  other  things  to  create  physicality  to  their  movement   -­‐chained  themselves  to  Buckingham  palace,  a  major  palace  in  London   -­‐began  to  attend  meetings  of  parliament  where  they  would  chain  themselves  to  the  seat  with  a  handcuff   and  scream  out  in  protest   -­‐damaged  store  windows  and  west  end  front  stores   -­‐hunger  strikes   -­‐trying  to  do  things  that  would  get  them  press  attention,  wanted  the  British  press  to  cover  their  story   -­‐they  wanted  pictures  or  stories  that  showed  women's  bodies  being  touched  by  men   -­‐educated  well  dressed  women,  being  touched  by  men,  and  being   man  handled  by  them   -­‐almost  all  the  police  officials  were  lower  class  men   -­‐they  wanted  middle  and  upper  class  women  bodies  being  touched   -­‐there  would  be  discomfort  looking  at  the  pictures   -­‐1912-­‐one  of  the  suffragette  women -­‐  Emily  Davison-­‐  stepped  in  front  of  the  king's  house  and  tried  to  pin   a  ribbon  to  the  horse   -­‐political  martyrization    -­‐Emily  dies   -­‐press  coverage  of  the  death   -­‐a  larger  movement  for  women's  suffrage     Using  the  British  suffragette  ex       The  rise  of  Alice  Paul,  her  life  experiences  and  Congressional  union   -­‐Alice  Paul   -­‐raised  in  the  east  coast   -­‐came  from  a  religious  Quaker  family   -­‐gets  attracted  to  the  suffragette  movement   -­‐right  after  she  graduates  college  she  s tudies  the  movements  and  actions  of  the  women's  movement   -­‐goes  back  to  the  US  in  the  1910s  and  utilizes  these  strategies   -­‐breaks  away  from  the  NAWSA -­‐1914   -­‐begins  a  process  of  radicalizing  women's  suffrage   -­‐creates  the  Congressional  Union   -­‐suffragists-­‐  US-­‐  NAWSA   -­‐suffragettes-­‐Brits-­‐  WSPU   -­‐congressional  Union   -­‐the  goal  was  to  create  a  movement  that  would  get  a  national  amendment  passed  thru  the  union   -­‐the  first  major  movement  happens  during  Woodrow  Wilson's  inauguration   -­‐Alice  with  a  group  of  women   walked  on  Pennsylvania  Ave  to  the  White  house   -­‐they  were  taunted   -­‐the  police  stood  there  and  didn’t  do  anything   -­‐the  story  got  covered  largely  by  the  Washington  post   -­‐later  created  the  congressional  union     Protest  in  Washington,  1917,  "the  silent  sentinels"   -­‐The  Silent  Sentinels   -­‐the  women  began  the  process  of  what  became  known  as  the  silent  sentinels   -­‐stood  outside  the  white  house  and  said  nothing   -­‐held  signs  saying  what  they  wanted   -­‐became  known  as  non  patriotic  women  because  they  protested  during  a  war   -­‐later  arrested  and  held  in  prison   -­‐beaten  and  abused  by  local  authorities   -­‐given  difficult  conditions  to  move  in   -­‐Alice  Paul   -­‐begins  a  hunger  strike  following  the  British  Suffragettes   -­‐when  she  didn't  eat  she  was  sent  to  an  insane  asylum   -­‐wasn’t  given  a  fair  trial   -­‐force  fed  by  doctors   -­‐the  story  leaked  out  by  reporters   -­‐huge  anger  and  outbreak  because  of  the  way  these  women  were  treated     Wilson's  response   -­‐didn’t  want  to  meet  with  Alice  Paul   -­‐didn’t  treat  women's  suffrage  movement  nicely   -­‐told  the  guards  not  to  turn  them  away  from  their  protest   -­‐later  on  became  aggressive   -­‐women  released  and  congress  decides  to  vote     -­‐in  the  while  process,  there  is  finally  a  vote   -­‐before  the  vote,  Wilson  says  he  is  behind  the  Women's  suffrage  and  creates  a  women's  suffrage   amendment     -­‐the  house  passes  the  vote  but  the  senate  doesn’t  and  it  takes  another  year  for  all  the  house  and  the   senate  to  pass  it  as  the  19th  amendment   -­‐it  becomes  a  major  movement  when  all  the  states  agree  to  pass  the  law  and  women  could  vote  on  a   federal  level     Strategy  of  the  movement   -­‐moving  towards  a  specific  political  goal   -­‐cultural  manifestation  of  the  women   -­‐white  women  accepted  in  the  south  but  not  African  women   -­‐not  bringing  up  ideas  of  culture   -­‐creates  political  change  but  not  cultural  change     The  Move  to  an  Amendment     Events  of  WWI,  women  were  mobilized   -­‐women  go  into  the  workforce   -­‐women  do  clerical  jobs  in  the  military   -­‐ambulance  drivers   -­‐women  work  in  factories  in  the  states   -­‐there  is  a  shift  in  labor  expectations  of  women -­‐paid  labor   -­‐there  was  lots  of  discussion  of  WWI  and  women's  right  to  vote   -­‐what  is  the  relation  btwn  war,  women's  history,  and  gender   -­‐some  scholars  say  that  war  helped  women,  and  other  say  it  didn’t       The  push  to  the  19th  amendment     Large  societal  changes   -­‐societal  change  and  political  change   -­‐employed  different  strategies   -­‐there  was  no  one  way  to  create  change   -­‐the  flexibility  probably  made  the  movement  successful       How  can  we  read  this  whole  section  of  history   -­‐What  is  the  relationship  btwn  law  and  culture  in  American  history?   -­‐do  laws  change  and  then  culture  changes?   -­‐or  is  the  culture  changing  and  then  the  law  catches  up  to  it?   -­‐how  are  women  employing  their  physical  bodies  to  historical  change?   -­‐what  are  the  ways  they  use  their  bodies   to  create  a  historical  transformation?   -­‐this  was  a  movement  for  white  women,  but  there  is  no  gender  equality   -­‐this  doesn't  solve  gender  inequality   -­‐war  ends  up  having  a  regressive  effect   -­‐women's  worlds  get  opened  up  but  later  get  shut  down   -­‐wars  can  limit  women's  movement     The  Century  America's  Time   -­‐1920-­‐1929:  Boom  to  Bust   -­‐alcohol  was  illegal-­‐18th  amendment-­‐prohibition   -­‐no  one  paid  attn  to  it   -­‐speakeasies-­‐where  you  could  get  alcohol  illegally   -­‐engagement  with  culture   -­‐prohibition   -­‐Broadway,  Madison  Ave,  Wall  street -­‐  streets  in  Manhattan     -­‐Broadway-­‐  the  best  and  latest  in  entertainment   -­‐Madison-­‐  the  bustle  new  advertisement,  consumer  culture,  ads   -­‐Wall  Street-­‐  economics,  stock  market,  exchange   -­‐more  ppl  were  in  the  city  than  in  t he  countryside   -­‐400%  inc  in  the  amount  of  millionaires   -­‐lives  on  Park  Ave  and  5th  Ave   -­‐in  the  late  19th  century-­‐gilded  age,  wealthy  ppl  spent  time  in  Newport,  Rhode  Island   -­‐ppl  shifted  to  the  Hamptons,  after  the  gilded  age   -­‐jazz-­‐Harlem     -­‐if  you  wanted  jazz  you  had  to  go  to  Harlem   -­‐Duke-­‐the  essence  of  what  music  was  all  about   -­‐hipster  in  music   -­‐Harlem  contributed  more  than  music   -­‐the  Harlem  Renaissance     -­‐the  end  of  the  line  where  all  the  fantasies  came  true   -­‐other  parts  of  NY  was  for  immigrants     Impact  if  Science  and  Electricity   -­‐electricity  extended  the  day   -­‐new  experiences   -­‐new  surge  of  power  first  came  to  the  cities   -­‐later,  homes  had  electricity    


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