Women's History Month

Before the 1970's, the topic of women's history was largely missing from general public consciousness. To address this situation, the Education Task Force of the Sonoma County (California) Commission on the Status of Women initiated a "Women's History Week" celebration in 1978 and chose the week of March 8 to coincide with International Women's Day.

The celebration was met with positive response, and schools began to host their own Women's History Week programs. The next year, leaders from the California group shared their project at a Women's History Institute at Sarah Lawrence College. Other participants not only became determined to begin their own local Women's History Week projects but also agreed to support an effort to have Congress declare a national Women's History Week.

In 1981, Sen. Orrin Hatch (R-UT) and Rep. Barbara Mikulski (D-MD) cosponsored the first Joint Congressional Resolution proclaiming a "Women's History Week." In 1987, the National Women's History Project petitioned Congress to expand the celebration to the entire month of March. Since then, the National Women's History Month Resolution has been approved every year with bipartisan support in both the House and Senate.

Grades 5-8 Social Studies: Inquiry, Research, and Analysis (P2.3)
Know how to find and organize information from a variety of sources, analyze, interpret, support interpretations with evidence, critically evaluate, and present the information orally and in writing; report investigation results effectively.

High School U.S. History & Geography (8.3.3 Women's Rights)
Analyze the causes and course of the women's rights movement in the 1960s and 1970s (including role of population shifts, birth control, increasing number of women in the work force, National Organization for Women (NOW), and the Equal Rights Amendment.)

Women have been recognized for their accomplishments in many fields of endeavor. And, with the onset of the Feminist Movement in the 1960s and 1970s, the achievements of women have risen dramatically. This is particularly true in the Arts and Literature.

Assign your students to address the essential questions for critical thinking below (you can add, delete, or substitute others if appropriate). These questions will motivate and guide students to create reports or presentations that help develop their critical thinking skills while integrating original thought and writing skills.

• In which genre of the Arts and Humanities do you think that women have accomplished the most, and why?
  
  
• In what new fields of the Arts and Humanities have women been more accomplished since the advent of the Feminist Movement?
  
  
• Do the accomplishments of women in the Arts and Humanities provide the best argument for gender equality—why or why not?
  
  
• What are some of the best examples of women authors using literature to promote gender equality?
  
  
• In what ways do feminist views impact our culture today?

Students will create either a written report of 150-200 words or a presentation of two to three minutes. The report should cite and use information from at least three Renaissance sources. Each report will focus on a different category of the Arts and Humanities and a different woman from that category.

The categories selected below exclude most women who are or were popular entertainers because much is already well known about them.

Pathfinder: Select the Database Features tab > SIRS Renaissance > Notable People

Here are some of the best category links for assigning research on famous women in Notable People in the Arts and Humanities:

• Architects (Pre-20th Century)
  
  
• Critics
  
  
• Fiction Authors (Female)
  
  
• Journalists
  
  
• Nonfiction Authors
  
  
• Directors, Filmmakers and Producers
  
  
• Journalists and Newscasters
  
  
• Classical and Opera
  
  
• Computer/Technology
  
  
• Songwriting
  
  
• Philosophy & Religion
  
  
• Philosophers
  
  
• Visual Arts
  
  
• Cartoonists
  
  
• Graphic Artists
  
  
• Painters
  
  
• Photographers
  
  
• Sculptors

Be sure to make use of our new ProQuest models that students can use for their PowerPoint (issues and essential questions) or written reports.

Scientific research has proven that when inquiry-based learning activities integrate the higher-order thinking skills of Bloom's Taxonomy, student achievement will increase in essential skills and academic content, too. ProQuest uses the term "essential questions for critical thinking" to describe these higher-order questions. Examples of these questions are provided in all ProQuest inquiry-based activities models. Assigning these questions or similar ones ensures that students will need to use critical thinking and multiple resources in creating their reports and presentations.

Assign students to address the following essential questions for critical thinking (you can add, delete, or substitute others if appropriate). These questions will motivate and guide students to use original thought and improve their writing skills as well. Students should use and cite at least two articles and one website in addressing the essential questions. Assign either a written report of about 150 words or an oral report/presentation of about two minutes.

• Why were women denied equal rights in the past and still are today?
  
  
• Who were three of the most significant leaders of the women's rights movement and why?
  
  
• What are two additional rights that women demand today, which is the most important, and why?
  
  
• Why does researching the struggle for women's rights have value for all students?

Pathfinder: Select the Subject Headings search option, then...

1. Type "Women's History" and Search
   
   
2. Click the link Women, History
   
   
3. Browse the collection of articles (15)
   
   
4. Click the WebFind Sites tab
   
   
5. Explore 30+ websites on this topic

Here are some links to new ProQuest models that students can use for their PowerPoint (issues and essential questions) or written reports.

"Biography" is a very popular research activity category in grades K-6. To celebrate Women's History Month, teachers can assign research on the biographies of a variety of famous women and their achievements.

Teachers should assign each student to research a different woman who achieved fame in various fields of endeavor: sports, literature, arts, government, science, medicine, etc.

Pathfinder: Open the Topics tab > Select Famous People > Click Biographies of Women

Students should be required to use at least two resources from their searches. Individual oral reports of about two minutes (or PowerPoint where appropriate) provide students with an opportunity share their new knowledge with their classmates. More important, students will develop essential presentation skills that they will benefit from during the remainder of their school years and beyond.

Each student report should be structured to address the following essential questions for critical thinking (or you can create and substitute others):

• When, where, and in what environment was this person born?
  
  
• What was this person's greatest accomplishment?
  
  
• What do you think inspired this person to achieve what he/she did?
  
  
• How do this person's accomplishments benefit us today?
  
  
• Are there any events or deeds for which this person might regret?
  
  
• Is there anything about this person's life that inspires you?

Once again, here are some links to new ProQuest models that students can use for their PowerPoint (issues and essential questions) or written reports.