Her choice. 1897. Illus. from Puck.
US History; Gender and Women’s Studies; Sports Studies
1 full 75 min class period and part of a second class plus essay writing time
GWS 150B5 Sport, Sex, and Society
Dr. Michelle K. Berry, Department of Gender & Women's Studies, University of Arizona, and Mary Feeney, University of Arizona Libraries
Spring 2022 as part of a Library of Congress Teaching with Primary Sources grant
This lesson is both an introduction to and an extension of a unit on Social Reform in United States Sports. The lesson introduces students to the connections between sports and social reform (specifically the rational dress movement and women’s suffrage/feminism), ideologies around women’s participation in early sport, as well as the importance of the material aspects of sports (cost, location, equipment, etc.). The unit extended past this historical investigation of Gilded Age/Progressive Era cycling into the present day and ended by looking at a variety of examples of “gear” and materiality of sports – including sports bras, gendered footwear, plus sized gear and body image, and even media coverage of women’s sports.
By engaging in this lesson, students will:
This lesson plan was created for college-aged students in a 100-level General Education course. There is a lot to do in this lesson so it may take a less experienced discussion-based educator longer than 1.5 -2 75 min class periods. Similarly, the younger the learners the more time this would take, but if adapted to a higher level course (or a major-specific course) it might take less time.
The first, partial class period should be a warm-up introduction. A short lecture on the gendered culture of Gilded Age America can help students situate the bicycling story in time and context. Also have students ready to read aloud together this source: Eliza Jane. Address Winthrop Packard, 180 Tremont Street, Boston, Mass.
As homework before the first full class, have all students access and read/look at the following:
Have students choose one of the following and be prepared to report a summary of the sources as well as thoughts connecting the source of their choice to the sources we all accessed:
Students will need computer devices and access to the Internet to access sources for the first introductory discussion and for their homework.
Instructors will need (ideally) projector and Internet access.
Essential Questions to Guide the Lesson should be presented to students first:
Have students pair up and share the theses they wrote last class. Have them critique one another by explaining 1 strength of the thesis and 1 area for improvement (if any is needed).
Using the above essential question, students will write an article for a popular magazine on the topic of sports, gear, and social reform. The article will be 3-4 pages and will include both a synthesis of social reform (rational dress and women’s suffrage) and biking in history and apply either the feminist ideas of women’s empowerment OR the fears from the conservative sources to a piece of contemporary gear or a contemporary social reform movement of their choosing.
Formative assessments will be done at the end of each day but also throughout each discussion. The summative and final assessment is the Assessment Essay Assignment.
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