Name:______Ms. Reid
English 10 H
“The Yellow Wallpaper” Puzzle Piece Research Activity
Directions: The class will be divided into five groups. Each group will explore the historical, social, economic, and cultural background of American women in the nineteenth century that will help shape the classes’ understanding of the cultural setting of “The Yellow Wallpaper”. After researching and discussing as a group, each group will present its findings.
Group One: "Nineteenth-century Domestic Spheres”
Sites for Research:
http://xroads.virginia.edu/%7EMA02/rodriguez/GildedAge/home.html
http://www1.assumption.edu/WHW/workshop/Spheres.html
Pay attention to the following items to help generate your small group discussion (these are links that you can click on too):
• "Light of the Home" image
• "Motherhood" essay
• "Puss in the Corner" poem
Guiding Questions: Use these questions to guide your research, group discussion, and presentation to the class
1. How do the primary documents on these websites portray the roles of middle-class men and women in the early- to mid-nineteenth century?
2. What do you think of these roles?
3. How are the roles similar or different from today's roles for women?
4. How does this information shape your understanding of Gilman’s “The Yellow Wallpaper”?
“The Yellow Wallpaper” Puzzle Piece Research Activity
Directions: The class will be divided into five groups. Each group will explore the historical, social, economic, and cultural background of American women in the nineteenth century that will help shape the classes’ understanding of the cultural setting of “The Yellow Wallpaper”. After researching and discussing as a group, each group will present its findings.
Group Two: "Women's Rights and the Suffrage Movement”
Sites for Research: Explore for a history/timeline of the women's movement
http://www.loc.gov/exhibits/treasures/trr040.html
http://memory.loc.gov/ammem/naw/nawshome.html
Pay attention to the following items to help generate your small group discussion (these are links that you can click on too):
• Elizabeth Cady Stanton's "Declaration of Sentiments"
• Gilman's brief suffrage commentary (Search by keyword "Gilman"; text under "Charlotte Perkins Stetson, of California)
• Detailed timeline
• Anti-suffrage cartoon
Guiding Questions: Use these questions to guide your research, group discussion, and presentation to the class
1. What prompted the 1848 Seneca Falls Convention?
2. What surprised your group most about Stanton's outline of women's rights (or lack thereof) in 1848?
3. For which key elements of change did women advocate in the several decades leading up to women's official right to vote in 1920?
4. How does this information shape your understanding of Gilman’s “The Yellow Wallpaper”?
“The Yellow Wallpaper” Puzzle Piece Research Activity
Directions: The class will be divided into five groups. Each group will explore the historical, social, economic, and cultural background of American women in the nineteenth century that will help shape the classes’ understanding of the cultural setting of “The Yellow Wallpaper”. After researching and discussing as a group, each group will present its findings.
Group Three: “Popular Representations of Women in the 1880s-1910s”
Sites for Research: Explore how popular media portrayed women during the 1880s-1910s
http://www.loc.gov/teachers/classroommaterials/connections/touring-america/
http://library.duke.edu/digitalcollections/eaa/
http://web.archive.org/web/20090706023654/http://www.loc.gov/rr/print/catalog.html
Pay attention to the following items to help generate your small group discussion (these are links that you can click on too):
• 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
Guiding Questions: Use these questions to guide your research, group discussion, and presentation to the class
1. 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)?
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2. What roles for women are portrayed?
3. What commentaries and critiques are depicted in the representations you have found?
4. How does this information shape your understanding of Gilman’s “The Yellow Wallpaper”?
“The Yellow Wallpaper” Puzzle Piece Research Activity
Directions: The class will be divided into five groups. Each group will explore the historical, social, economic, and cultural background of American women in the nineteenth century that will help shape the classes’ understanding of the cultural setting of “The Yellow Wallpaper”. After researching and discussing as a group, each group will present its findings.
Group Four: “The New Woman”
Sites for Research: Explore for a history/timeline of the women's movement
http://www.loc.gov/teachers/classroommaterials/connections/touring-america/
http://library.duke.edu/digitalcollections/eaa/
http://web.archive.org/web/20090706023654/http://www.loc.gov/rr/print/catalog.html
Pay attention to the following items to help generate your small group discussion (these are links that you can click on too):
• Adam Forepaugh & Sells Brothers enormous shows combined (1896) poster
• The new woman -- wash day (1897) cartoon
• The new woman -- wash day (1901) cartoon
Guiding Questions: Use these questions to guide your research, group discussion, and presentation to the class
1. What new roles are represented for women in the 1880s-1910s?
2. In what activities did the "The New Woman" engage?
3. How would you describe "The New Woman" in terms of her social and economic background
4. How does this information shape your understanding of Gilman’s “The Yellow Wallpaper”?
“The Yellow Wallpaper” Puzzle Piece Research Activity
Directions: The class will be divided into five groups. Each group will explore the historical, social, economic, and cultural background of American women in the nineteenth century that will help shape the classes’ understanding of the cultural setting of “The Yellow Wallpaper”. After researching and discussing as a group, each group will present its findings.
Group Five: "Working Class, Immigrant, and African-American Women"
Sites for Research: Explore as a point of comparison to the lives of middle- to upper-class women.
http://exhibits.museum.state.il.us/exhibits/athome/1850/welcome.htm
http://amhistory.si.edu/house/default.asp
http://americanhistory.si.edu/sweatshops/history/1880.htm
Pay attention to the following items to help generate your small group discussion (these are links that you can click on too):
• Carmella Gustaferre, an Italian immigrant in Chicago, 1914
• Ruby Livingston, an African-American woman who moved to Chicago, 1919)
• Visit the Caldwell family and Lynch family sections of "Within These Walls" Exhibit
Guiding Questions: Use these questions to guide your research, group discussion, and presentation to the class
1. Describe the home life of working class, immigrant, and African-American women at the turn-of-the-century (1880s-1910s).
2. What were common roles for the women you have learned about by browsing the sites?
3. 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?
4. How does this information shape your understanding of Gilman’s “The Yellow Wallpaper”?