Anti Amendment & Development of Womens Rights

Key concept WEEK#2,

Roaring 20’s

Prohibition

Scopes Monkey Trial

Consumerism

Gender/Race/Sexuality/Class in the 20’s

Flapper

Equal Rights Amendment (ERA)

Harlem Renaissance

New Negro Movement

Tulsa Massacre

Immigration Act of 1924

Native American Boarding Schools

Indian Citizenship Act
Great Depression & Class

Great Depression
Hoovervilles

Bonus Army
New Deal

Public Works Administration (PWA)

Works Progress Administration (WPA)

Civilian Conservation Corps (CCC)

Fireside Chats
Dust Bowl

Race/Gender/Sexuality in the Depression
Eugenics

Tuskegee Experiment
READING MATERIAL WEEK2

Read:
“The New Era” from The American Yawp [CW: violence, racism, death]
Read AT LEAST ONE of the following and be prepared to discuss it in class:
Crystal Eastman, “Now We Can Begin”
Marcus Garvey, “Explanation of the Objects of the Universal Negro Improvement Association”
Hiriam Evans, “The Klan’s Fight for Americanism” [CW: racism]
Ellen Welles Page, “A Flapper’s Appeal to Parents”
Alan Locke on the New Negro
By Thursday, August 17th, read:
“The Great Depression” from The American Yawp [CW: racism, violence, death]
Read AT LEAST ONE of the following and be prepared to discuss it in class:
Huey P. Long, “Every Man a King” and “Share Our Wealth”
Lester Hunter, “I’d Rather Not Be on Relief

Instructions:

STEP 1: Read Alice Paul’s “Arguments for the Equal Rights Amendment” and Benjamin Loring Young’s “Arguments Against the Equal Rights Amendment”

STEP 2: Using the comparative primary source exercise template directly or as a guide to format your assignment, analyze the two primary sources using the TPHAS method. First, analyze Alice Paul’s “Arguments for the Equal Rights Amendment.” Be sure to include:
A table or bullet points listing the various aspects of TPHAS in “Arguments for the Equal Rights Amendment” (with each element [T, P, H, A, S] clearly labeled)

Quotes from the text, where appropriate, providing examples of TPHAS with citations (any citation style will do)
You must provide at least one quote from “Arguments for the Equal Rights Amendment” as an example of Paul’s argument.

STEP 3: Now, analyze Benjamin Loring Young’s “Arguments Against the Equal Rights Amendment.” Be sure to include:
A table or bullet points listing the various aspects of TPHAS in “Arguments Against the Equal Rights Amendment” (with each element [T, P, H, A, S] clearly labeled)

Quotes from the text, where appropriate, providing examples of TPHAS with citations (any citation style will do)
You must provide at least one quote from “Arguments Against the Equal Rights Amendment” as an example of Paul’s argument.

STEP 4: Compare the two primary sources. Be sure to include a table or bullet points comparing Paul and Young’s perspectives and arguments. You do not need to include examples for this step.
STEP 5: Write a summary of the two sources in which you address their similarities and differences. Your summary should be at least one paragraph long, written in complete sentences, and be separate from the sections in which you chart the TPHAS of the sources using either bullet points or a table.

STEP 6: Using the primary source exercise template directly or as a guide to format your assignment, analyze one of the assigned primary source readings from this week using the TPHAS method. You must include a table or bullet points listing the various aspects of TPHAS in the primary source (with each element [T, P, H, A, S] clearly labeled).

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