In July 2001, as part of a
grant from the National Endowment for the Humanities, the Center for
the Historical Study of Women and Gender collaborated with Women's History
faculty from twelve institutions across the country: Brandeis, New York
University, Rutgers, Swarthmore, University of Maryland Baltimore County,
Tennessee Technological University, Oberlin, Grinnell, St. Louis University,
University of Northern Colorado, University of Arizona, and the University
of California, Davis. The faculty offered at their home institutions
courses that gave students the opportunity to do research on women in
social movements in the United States using primary documents to create
editorial projects for mounting on the worldwide web.
Participants with dates that they taught web courses to create projects:
Anderson, University of Arizona (Fall 2001)
We have published two projects
that originated in Karen Anderson's class, "How Did The Women's International League for Peace and Freedom Campaign Against Chemical Warfare, 1915-1930?" and "How Did Black Women in the NAACP Promote the Dyer Anti-Lynching Bill, 1918-1923?"
Antler, Brandeis University (Fall 2002)
In 2005 we published one student project, "How Did the First Jewish Women's Movement Draw on Progressive Women's Activism and Jewish Traditions, 1893-1920?"
Brown, Grinnell College (Spring 2002)
Three student projects
from Grinnell have been published on the Women and Social Movements
website: "How Did Iowa Women Activists Lobby for the Passage of the Juvenile Court Law in 1904?", "Why Did the Iowa League of Women Voters Oppose the Equal Rights Amendment during the 1940s and 1950s?", and
"How Did Iowa Coalitions Campaign for the Equal Rights Amendment in 1980 and 1992?".
Diner, New York University (Fall 2001)
"How Did Women Shape the Discourse and Further Interracial Cooperation in the Worldwide Mass Movement to Free the Scottsboro Boys?," a project completed by an NYU graduate
student in Hasia Diner's course, has been published in Women and
Frost, University of Northern Colorado (Summer 2001)
Take a look at the project, "Why Did Colorado Suffragists Fail to Win the Right to Vote in 1877, but Succeed in 1893?", completed in the summer and fall of 2001.
Hewitt, Rutgers University (Spring 2002)
In August 2003 we published
one Rutgers student project, "From Wollstonecraft to Mill: What British and European Ideas and Social Movements Influenced the Emergence of Feminism in the Atlantic World, 1792-1869?".
Lasser, Oberlin College (Spring 2002)
A collective document project
emerged from this course which has been edited and published on the
Women and Social Movements Website: "How Did Oberlin Women Students Draw on Their College Experience to Participate in Antebellum Social Movements, 1831-1861?".
Lindenmeyer, University of Maryland, Baltimore County (Spring 2002)
Access the course syllabus
Women and Social Movements directly from here.
One student project from
this course has been published on the Women and Social Movements website.
See "How Did a Multi-Racial Movement Develop in the Baltimore Y.W.C.A., 1883-1926?".
Murphy, Swarthmore College (Fall 2002)
Osburn, Tennessee Technological University (Spring 2002)
Access the website for
this course, Native
American History, Women in Indian Reform, or student
Perry, St. Louis University (Spring 2003)
View completed student
projects at http://pages.slu.edu/faculty/hsa493/.
View the course syllabus here.
In September 2004 we published
"How Did Kate Richards O'Hare's Conviction and Incarceration for Sedition during World War I Change Her Activism?", a document project
completed in this course.