Monmouth College
History 370
Spring 2012

Women's Liberation Documents

Instructions: 

1.  All of us will read all of the documents linked below. 

2.  In pairs, you will lead the discussion over one of the documents below, and your group will find--in addition--one other document from the Duke University on-line archives that in some way connects to your assigned document.

bulletRead the document:
bulletanalyze it & learn:
bulletthe author
bulletthe date it was written
bulletany historical context (e.g., why was it written?)
bulletbe able to summarize the argument
bullethave questions to ask your colleagues in class that will help them better understand
bulletdraw parallels between your document and the other document (that everyone else has likely not read)
bulletYou will be graded on:
bulletyour discussion leadership (I will be quiet for the first several minutes)
bulletthe connections you can make (or better yet, that you can draw out of your colleagues in the discussion) between your article and the assigned article
bulletyour analysis of the documents and your ability to put them in the context of this era (or, again, your ability to draw the analysis and the context from your colleagues during discussion)

bulletKathie Sarachild, Consciousness-Raising:  A Radical Weapon
bulletDelesio and Buckham
bullet2nd article: The Woman-Identified Woman 
 
bulletRoberta, The Hand That Rocks the Cradle Should Be Paid
bulletAvila and Lampson
bullet2nd article: The Secretary: Capitalism's House Nigger
 
bulletGloria Steinem, Women's Liberation Aims to Free Men, Too:  be sure you can identify all of the myths Steinem points out.
bulletMerritt and Damewood
bullet2nd article: There Was a Young Woman Who Swallowed a Lie
 
bullet The BITCH Manifesto:  be able to define what was radical about her use of the term.
bulletButler and Schingoethe
bullet2nd article: The Prostitute:  Paradigmatic Woman