Perkins Yellow Wallpaper



Charlotte Perkins Gilman’s “Yellow Wallpaper” Assignment

Guidelines and Rubric

Guidelines:

You will be researching the roles of women in the 19th century by researching historical text and analyzing primary documents. This will allow you to prepare a small group discussion which will be summarized in a one paragraph essay. Next, students will be allowed to work alone or with a partner to complete one of the projects at the end of the group assignments in Pt. 2.

Group Assignments:

You will be placed in groups of no more than 6 students and complete the following tasks for your group. On __________ your group will be required to hand in Researcher notes, historian documents, records from discussion of notes and documents and a one-page summary of notes, docs, and discussion. All of the information and websites can be hyper linked to from this document on the website:

Rubric:

| |5 |4 |3 |2 |1 |

|Research Notes |Detailed notes are typed |Mostly detailed notes |Somewhat detailed notes |Notes are unclear and |Notes are incomplete, lack|

|(Researchers) |up and written clearly. |are typed up and notes |are written clearly. |poorly written. |detail and/or focus. |

| | |are typed up or written| | | |

| | |clearly. | | | |

|Historical Research |Copies of the documents |At least one copy of |At least one copy of |At least one copy of |No copies of the documents|

|(Historians) |are provided to each |each document is |each document is |each document is |but some mention of the |

| |member of the group. |provided. Detailed |provided. Somewhat |provided. Few notes or|origin, value, purpose and|

| |Detailed notes of origin, |notes of origin, |detailed notes of origin|mention of origin, |limitations is provided. |

| |purpose, value and |purpose, value and |and purpose are provided|purpose, value and |Or copies provided but no|

| |limitation are described |limitation are |but weak value and |limitation are |mention of o,v,p and l. |

| |for each document. |described for each |limitation are described|provided. | |

| | |document. |for each. | | |

|Discussion Notes |All questions are answered|Most of the questions |Some of the questions |Answers are unclear and| No answers are completed |

|(Recorders) |and typed in detail. |are answered and typed |are answered and |poorly written. The |or are very poorly done. |

| |Discussion never went off |in detail. Discussion |handwritten. Discussion|discussion was poorly |The discussion was often |

| |track of topic. |stayed mostly on track.|stayed on track. |led and often off |off track. |

| | | |Discussion stayed on |track. | |

| | | |track. | | |

|Analysis Essay |For thorough and balanced |Well focused, detailed |Well focused, detailed |Narrative one page hand|Narrative one page hand |

|(Writers) |one page typed summary of |one page hand written, |one page hand written |written summary of |written summary of the |

| |the research, historical |summary of the |summary only focusing on|discussion. |research OR historical |

| |documents and discussion. |research, historical |research AND historical | |documents and no mention |

| | |documents AND |documents. | |of discussion. |

| | |discussion. | | | |

Group 1

• "Nineteenth-century Domestic Spheres"

o Researcher: 1-2 member(s) of the group should begin by exploring and taking notes on "Gender and the Nineteenth Century Home," from the EDSITEment reviewed American Studies at the University of Virginia website and the "Masculine Superiority Fever": Making Sense of "Spheres" at the EDSITEment reviewed U.S. History Women's Workshop [Click second image on left or, for browsers that do not support frames, go directly to the essay].

o Historian(s): 1-2 member(s) should then view/read/print the following items to help generate your small group discussion:

▪ "Light of the Home" image

▪ "Motherhood" essay

▪ "Puss in the Corner" poem

o Recorder: One person should record the guiding questions from your historical analysis and research in a group discussion:

▪ How do the primary documents on these websites portray the roles of middle-class men and women in the early- to mid-nineteenth century?

▪ What do you think of these roles?

▪ How are the roles similar or different from today's roles for women?

o Writer: Then, one of you should prepare a one-page summary based on the group exploration of these sites and the discussion.

Group 2

• Women's Rights and the Suffrage Movement"

o Researcher(s): 1-2 member(s) of the group should begin by exploring and taking notes on American Treasures of the Library of Congress' Seneca Falls Convention exhibit, the Library of Congress' "Votes for Women" collection(both via EDSITEment reviewed American Memory), and the College of Staten Island Department of History (via EDSITEment reviewed U.S. History Women's Workshop).

o Historian(s): 1-2 member(s) should then view/read/print the following items to help generate your small group discussion

▪ Elizabeth Cady Stanton's "Declaration of Sentiments"

▪ Gilman's brief suffrage commentary in the Votes for Women Collection: (Search by keyword "Gilman"; text under "Charlotte Perkins Stetson, of California)

▪ Detailed timeline

▪ Anti-suffrage cartoon

o Recorder: One person should record the guiding questions from your historical analysis and research in a group discussion:

▪ What prompted the 1848 Seneca Falls Convention?

▪ What most surprised your group about Stanton's outline of women's rights (or lack thereof) in 1848?

▪ For which key elements of change did women advocate in the several decades leading up to women's official right to vote in 1920?

o Writer: Then, one of you should prepare a one-page summary based on the group exploration of these sites and the discussion.

Group 3

• "Popular Representations of Women in the 1880s-1910s"

o Researcher(s): 1-2 member(s) of the group should begin by exploring and taking notes on"Touring Turn-of-the-Century America," Emergence of Advertising in America," and "Library of Congress Online Prints and Photographs Reading Room" to explore how popular media, including advertising, political cartoons, and magazines, portrayed women during the 1880s-1910s.

o Historian(s): 1-2 member(s) should then view/read/print the following items to help generate your small group discussion

▪ A Hasty Lunch photo (~1900)

▪ "I Can't Keep House without It" (1918) advertisement

▪ "The Efficient Housewife (1910s)" cookbook advice

▪ For the benefit of the girl about to graduate (1890) cartoon

▪ Hoyt's A contented woman (1898) poster

o Recorder: One person should record the guiding questions from your historical analysis and research in a group discussion:

▪ What do you notice (in terms of dress, activity, expressions, etc.) about the lunching women in "A Hasty Lunch" in comparison to other women in the background of the photo (e.g., the woman with the man and children)?

▪ What roles for women are portrayed?

▪ What commentaries and critiques are depicted in the representations you have found?

o Writer: Then, one of you should prepare a one-page summary based on the group exploration of these sites and the discussion.

Group 4

• "The New Woman"

o Researcher(s): 1-2 member(s) of the group should begin by exploring and taking notes on"Touring Turn-of-the-Century America," Emergence of Advertising in America," and "Library of Congress Online Prints and Photographs Reading Room," all available through EDSITEment reviewed American Memory.

o Historian(s): 1-2 member(s) should then view/read/print the following items to help generate your small group discussion

▪ Adam Forepaugh & Sells Brothers enormous shows combined (1896) poster

▪ The new woman - wash day (1897) cartoon

▪ The new woman - wash day (1901) cartoon

o Recorder: One person should record the guiding questions from your historical analysis and research in a group discussion:

▪ What new roles are represented for women in the 1880s-1910s?

▪ In what activities did the "The New Woman" engage?

▪ How would you describe "The New Woman" in terms of her social and economic background?

o Writer: Then, one of you should prepare a one-page summary based on the group exploration of these sites and the discussion.

Group 5

• "Working Class, Immigrant, and African-American Women"

o Researcher(s): 1-2 member(s) of the group should begin by exploring and taking notes on"At Home in the Heartland," Smithsonian National Museum of American History's Within These Walls and Tenement Sweatshops, available through EDSITEment reviewed Smithsonian National Museum of American History. As a point of comparison to the lives of middle- to upper-class women.

o Historian(s): One member should then view/read/print the following items to help generate your small group discussion

▪ Carmella Gustaferre, an Italian immigrant in Chicago, 1914

▪ Ruby Livingston, a Southern African-American woman who moved to Chicago, 1919)

▪ Visit the Caldwell family and Lynch family sections of "Within These Walls

▪ " Exhibit

o Recorder: One person should record the guiding questions from your historical analysis and research in a group discussion:

▪ Describe the home life of working class, immigrant, and African-American women at the turn-of-the-century (1880s-1910s).

▪ What were common roles for the women you have learned about by browsing the sites?

▪ How would you compare the Caldwell family home life with the home life of immigrants such as Carmella Gustaferre and the Lynches and African-Americans such as Ruby Livingston?

o Writer: Then, one of you should prepare a one-page summary based on the group exploration of these sites and the discussion.

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