The purpose of this discussion is to
- Engage in substantive interaction with other students.
- Integrate information learned from the Unit 6 class materials into a discussion post on Frances Farmborough.
To achieve the objective(s)
- Watch the and take notes.
- Read and take notes on the .
- Read and take notes on the excerpt from .
The course content will help you compose and prove a thesis for your discussion board post.
See the directions and rubric for more details.
Outcomes and Objectives
Student Learning Outcomes
- Analyze primary and secondary sources and explain how they support a thesis statement.
- Explain relationships between the causes of historical events and their effects.
- Describe a relevant individual involved in a historical event and explain his/her significance in this event.
Objectives
- Explain the impact of expanding industrialization and imperialism had on the roles of women and family life.
- Identify the ways women became activists outside of the home.
- Describe Nationalism’s effects on women’s lives.
- Explain women’s contributions in Total War in WWI.
- Identify the process of women in the west gaining the right to vote.
Instructions
Requirements for your initial post:
- Answer the following prompt: Based on the Unit 6 class materials, was Frances Farmer:
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- A conformer: Did she choose or was she pressured by others into conforming to accepted gender norms? Why and how did she conform?
- A rebel: Did she choose to reject accepted gender norms? Why and how did she rebel?
- An adapter: Was she not much of a conformer or rebel, but shifted gender roles based on changing societal circumstances? Why and how did she adapt?
- A thesis that is based on ONE of the above classifications (conformer, rebel, adapter).
- A thorough and clear answer to the prompt.
- A response based only on the class materials. If you use other materials, plagiarize, or use AI, you will receive a 0 on the assignment without an opportunity to redo it.
- A thorough and clear answer to the prompt.
- Citations of class materials at the bottom of your post. If you cite a primary source document, you must also cite either the book excerpt or a lecture video to show where you found the specific historical facts in your argument. Use the format explained at 0.6 in Unit 0 in the modules for your citation.
- Analysis of specific historical facts from class materials on the accepted gender roles of European society in the WWI.
- Analysis of specific historical facts from class materials on the ways Frances Farmer accepted, rejected, or adapted to the gender roles of European society during WWI.
Reply Post:
- Make a reply to the post of another student who chose a different answer than yours.
- Analysis to explain how you came to a different rating.
- Analyze at least one historical fact to explain why your choice is more accurate. You can recycle the information you used in your initial post.
Netiquette
As you read and respond to others’ posts, keep in mind some basic rules for netiquette:
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- Be kind and respectful to others.
- Use full sentences.
- Treat others online as you wish to be treated.
- Use language that supports others.primary source
Introduction:
The following are some examples of songs that female textile factory workers sang. Working in the silk factories was promoted as a service to the nation since the profits were a major source of revenue that financed industrialization and modernization in Japan during the late 19th and early 20th centuries. The working conditions and pay for the young women who worked in the mills, however, were poor. The first song below is a song that the factory provided to inspire the workers. The next song was written by the women in the factories about their lives. Following the songs are two brief statements by women who worked in coal mines during the Meiji era. The first woman began working in the mines, away from her family, when she was 13 years old.
Raw Silk:
Raw silk,
Reel, reel the thread.
Thread is the treasure of the empire!
More than a hundred million yen worth of exports,
What can be better than silk thread?
Factory girls,
We are soldiers of peace.
The service of women is a credit
To the empire and to yourselves.
There are trials and hardships, yes,
But what do they matter?*
*These are the first two of fourteen stanzas.Raw silk,
Reel, reel the thread.
Thread is the treasure of the empire!
More than a hundred million yen worth of exports,
What can be better than silk thread?
Factory girls,
We are soldiers of peace.
The service of women is a credit
To the empire and to yourselves.
There are trials and hardships, yes,
But what do they matter?*
*These are the first two of fourteen stanzas.My Factory:
At other companies there are Buddhas and gods.
At mine only demons and serpents.
When I hear the manager talking,
His words say only “money, money, and time.”
The demon overseer, the devil accountant,
The good-for-nothing chrysalis.
If you look through the factory’s regulations,
You see that not one in a thousand lies unused.
We must follow the regulations;
We must look at the foreman’s nasty face.Miner #1:
The mines were a dangerous place. . . . A cave-in might occur at any moment. There were
times when gas came out. Then a blue ball of fire would shoot through the mines. . . . the
water was always seeping in. . . . and it was hot. The womens job was to transport the
coal that had been mined. The coal was loaded onto a 4 foot square wooden box. The
bottom of the box had metal runners. We had to pull this box with a sash over our
shoulders. . . . Where it was uphill, there were wooden logs that served as rails to make it
easier to pull the box. Going downhill, when the angle of the slope was over thirty
degrees, we would get on our hands and knees, grab the log railings firmly, hold back the
box with our heads, and slowly crawl down backwards. With a lamp in our mouths and
with our heads holding back the box full of coal, we would feel our way down, inch by
inch . . . If you slipped, it wouldnt be only you who got hurt because there were others
ahead of you. Some of the women had babies on their backs . . . Once a friend of mine
was coming down the slope with her daughter. We were going up. All of a sudden the
boxes began to tumble down and her daughter was killed . . .Miner #2:
I raised my children while working in the mines. It was really rough going into the mines
then. I would get up at two in the morning and quietly prepare breakfast. . . . I would then
wake my child up when it was still dark. The child would rub his eyes and complain. I
would yell at him and take him to the nursery. They used to take care of him for 8 sen a
day. I would leave him there, wondering if I would ever see him again. . . Will today be
the day he is going to lose his parents? I would wonder. So I was able to see my children
only at night
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