Zebada__Gordon_HIS_200__Applied_History (9) 4-2 Module Four Short Responses
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Feb 20, 2024
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Uploaded by MajorMoonSeaUrchin6
Zebada M. Gordon
HIS 200: Applied History
Southern New Hampshire University
January 2, 2024
Module 4 Short Responses – Question 1 1.
Your best friend 2.
People reading a newspaper editorial you've written. 3.
Your professor 4.
The audience at a conference where you are presenting. When writing for different audiences, it is important to adjust your tone, level of detail, and content to meet their needs. For instance, when writing for your best friend, you can use a casual tone and provide basic information. However, when writing for a newspaper editorial, you should use a formal tone and provide detailed arguments. When writing for your professor, you should use a formal tone and provide detailed information. Finally, when presenting at a conference, you should use a formal tone and provide detailed arguments that are supported by evidence. Remember to always consider your audience's needs and adjust your writing style accordingly.
Module 4 Short Responses – Question 2 Consider how your audience might influence the information you include in a historical analysis essay about the Women's Suffrage Movement.
What audience would be most interested in reading about the women's movement? How would you tailor your presentation to that audience? What message would be most
appropriate for this audience?
When I write a historical analysis essay about the Women's Suffrage Movement, I would consider my audience and tailor my presentation accordingly. If I am writing for a general audience, I would focus on providing basic information about the movement and its significance. I would use a casual tone and provide basic information when writing for my best friend. However, when writing for a newspaper editorial, I would use a formal tone and provide detailed arguments. When writing for my professor, I would use a formal tone and provide detailed information. Finally, when presenting at a conference, I would use a formal tone and provide detailed arguments that are supported by evidence. Regardless of my audience, it is important to use proper grammar and to consider my audience's needs. I would
also make sure to include information about the key figures and events that shaped the movement, as well as the social and political context in which it emerged. I would also highlight the challenges and obstacles that the suffragists faced and the strategies they used to
overcome them. By doing so, I would help my audience gain a deeper understanding of the Women's Suffrage Movement and its significance in American history.
Module 4 Short Responses – Question 3 Let's say the intended audience for your historical analysis essay about the legal battle for women's suffrage is a group of civil rights lawyers. How would you explain the legal background of the Constitution and the Nineteenth Amendment? How would this approach compare and contrast to an audience of high school students?
If I were writing a historical analysis essay about the legal battle for women's suffrage for a group of civil rights lawyers, I would provide a detailed analysis of the legal background of the Constitution and the Nineteenth Amendment. I would use a formal tone and provide detailed arguments that are supported by evidence. I would highlight the key legal arguments that were used to support the suffragists' claims, as well as the legal obstacles that they faced. I would also discuss the role of the courts in shaping the legal landscape of the suffrage movement, and the impact of the Nineteenth Amendment on the broader struggle for civil rights. In contrast, if I were writing for a high school audience, I would focus on providing basic information about the movement and its significance. I would use a more casual tone and provide basic information about the key figures and events that shaped the movement, as well as the social and political context in which it emerged. By doing so, I would help my audience gain a deeper understanding of the Women's Suffrage Movement and its significance in American history.
Module 4 Short Responses – Question 4 Was President Kennedy's decision to support the Equal Rights Amendment a necessary
cause for the amendment's passage by Congress?
From my findings, President John F. Kennedy did express support for the Equal Rights Amendment (ERA), but it's important to note that his support was somewhat muted due to his
ties with labor unions, which opposed the ERA. The ERA was first introduced to Congress in
1923, and Kennedy's presidency was from 1961 to 1963. The ERA was passed by the U.S. Senate and sent to the states for ratification in March 1972, a decade after Kennedy's presidency ended. Therefore, while Kennedy's support may have contributed to the conversation around the ERA, it was not a necessary cause for the amendment's passage by Congress. The passage of the ERA in 1972 was more directly influenced by the revival of feminism in the late 1960s and the leadership of figures like U.S. Representative Bella Abzug
of New York and feminists Betty Friedan and Gloria Steinem.
Module 4 Short Responses – Question 5 Was the social tumult of the 1960s a necessary cause of the women's liberation movement?
As I see it, the social tumult of the 1960s played a significant role in the emergence and progression of the women's liberation movement. This movement, which I understand as a diverse social movement seeking equal rights and opportunities, as well as greater personal freedom for women, is recognized as part of the "second wave" of feminism.
The women's liberation movement emerged in the late 1960s and continued into the 1980s, primarily in the industrialized nations of the Western world. It brought about significant changes in political, intellectual, and cultural aspects throughout the world.
However, it's important to note that while the social changes of the 1960s were a significant factor, they were not the only cause. The movement was also influenced by a variety of other factors, including the aftermath of World War II, which saw dramatic changes in the lives of women in developed countries. Technological advancements eased the burdens of homemaking, life expectancies increased dramatically, and the growth of the service sector opened thousands of jobs not dependent on physical strength.
In conclusion, while the social tumult of the 1960s was a significant factor in the emergence of the women's liberation movement, it was not the sole cause. The movement was the result of a complex interplay of various social, political, and cultural factors.
Module 4 Short Responses – Question 6 Simone de Beauvoir was the intellectual founder of the women's liberation movement.
Tailor this thesis statement into a message suitable for an audience of high school history students.
When I first read about Simone de Beauvoir, a French writer and philosopher, I was struck by
her profound influence on feminist theory. Her book, "The Second Sex," published in 1949, was groundbreaking. It was one of the first works that truly inspired the activists of the Women's Liberation Movement. In it, she made a powerful statement: "One is not born, but rather becomes, a woman." This highlighted how society and culture shape women's roles.
Interestingly, de Beauvoir didn't initially identify as a feminist. She believed that societal problems could be solved through socialist development and class struggle, not a women's movement. However, as feminism began to gain momentum in the 1960s, she observed that socialist development hadn't improved women's conditions in countries like the USSR or China compared to capitalist countries.
In a 1972 interview, de Beauvoir declared herself a feminist, acknowledging her earlier rejection of a women's movement as a shortcoming of "The Second Sex." She emphasized the importance of work for women's independence.
De Beauvoir also theorized that women could not be truly liberated until the patriarchal society itself was overthrown. She believed that women needed to be liberated individually, but they also needed to fight in solidarity with the political left and the working classes.
In conclusion, Simone de Beauvoir's intellectual contributions were fundamental to the
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women's liberation movement. Her ideas challenged societal norms, advocated for women's independence, and called for the overthrow of patriarchal systems. Her influence continues to
resonate in feminist theory and activism today. As I reflect on her work, I'm reminded of the power of ideas to change the world.
Module 4 Short Responses – Question 7 The women's movement's focus on issues related to sexual freedom, including reproductive rights, galvanized support among many younger women, but it cost the movement support among many older and more socially conservative women.
Tailor this message for an audience consisting of students in a Women's Studies class.
During my study on the women's movement, I have observed a fascinating dynamic. The movement has been a strong advocate for sexual freedom, including the critical issue of reproductive rights. These efforts have resonated profoundly with many younger women, leading to a significant increase in support from this demographic.
However, it is important to note that these progressive stances have not been universally embraced. There has been a noticeable decline in support for the movement among many older women and those with more socially conservative views. This divergence in opinion presents an intriguing area of study, particularly at the intersection of feminism, age, and social conservatism.
As I continue to explore this topic, I am constantly considering the range of factors that influence individual perspectives on these issues. This exploration has led to a deeper understanding of the complexities and nuances of the women's movement.
References
History, A. &. (2024, 1 31). The Women’s Rights Movement, 1848–1917
. Retrieved from History, Art & Archives, U.S. House of Representatives, Office of the Historian, Women in Congress, 1917–2006. Washington, D.C.: U.S. Government Printing Office, 2007. “The House Supports Women’s Suffrage, 1917–1919,” https://history.house.gov/Exhibitions: http://history.house.gov/Exhibitions-and-
Publications/WIC/Historical-Essays/No-Lady/Womens-Rights/
History, M. H. (2024). Winning the Right to Vote
. Retrieved from Module Four: Communicating Historical Ideas, continued | Learning Block 4-1 | Page 1 of 2: https://snhu.mindedgeonline.com/content.php?cid=170448
Inc, m. E. (2024, January ). Module Four: Communicating Historical Ideas, continued | Learning Block 4-1: The Woman Suffrage Movement and the Nineteenth Amendment MindEdge
. Retrieved January 31, 2024
KYVI, D. E. ((1996). Kyvig, D. E. (1996). Historical Misunderstandings and the Defeat of the Equal Rights Amendment. The Public Historian, 18(1), 45–63. https://doi.org/10.2307/3377881). Historical Misunderstandings and the Defeat of the Equal Rights Amendment. 1996
, 18(1), 45–63. Retrieved from https://www-jstor-
org.ezproxy.snhu.edu/stable/3377881?pq-origsite=summon&seq=1