Rosie the Riveter became an iconic symbol of women's participation in the workforce during World War II when millions of women took jobs normally reserved for men while they were away fighting. This opening of opportunities led many women to seek more equal rights in the postwar era. Though progress was made through movements in the following decades, full equality has yet to be achieved as women still earn only 77-80% of men's wages for equivalent work today. Rosie came to represent the changing roles of women during and after the war, fueling ongoing efforts to gain equal pay and opportunities.
This is the film link
https://www.youtube.com/watch?v=nGQaAddwjxg
This is a critical analysis of the film Birth of a Nation; the analysis must answer the following questions:
What was the film about?
What do you think was the director’s main goal in making this film?
How does it help us to understand the history of racism in the U.S. at that time and today?
What problems do you see with the film especially the ways in which the film portrays African-Americans and the Ku Klux Klan?
Crucial: your critique must be analytical, critical, and not only descriptive.
Grading of the Critique:
The review will be graded according to the quality of content, composition, and critical analysis. I will examine whether you have addressed the assignment, answering the four questions posed above.
The finished review must be in typewritten form, (5 pages) double spaced, the typed size must be 12 pt. Times New Roman font is required. Bold lettering is not acceptable. A cover page is required. It must include the title, your name, the date, and the name of the course. You do not need to use other sources for your critique but you may use them. If you use other sources aside from the film, you must include a bibliography. All sources must be cited according to the Turabian Style Manual. Outside sources not allowed.
This is the film link
https://www.youtube.com/watch?v=nGQaAddwjxg
This is a critical analysis of the film Birth of a Nation; the analysis must answer the following questions:
What was the film about?
What do you think was the director’s main goal in making this film?
How does it help us to understand the history of racism in the U.S. at that time and today?
What problems do you see with the film especially the ways in which the film portrays African-Americans and the Ku Klux Klan?
Crucial: your critique must be analytical, critical, and not only descriptive.
Grading of the Critique:
The review will be graded according to the quality of content, composition, and critical analysis. I will examine whether you have addressed the assignment, answering the four questions posed above.
The finished review must be in typewritten form, (5 pages) double spaced, the typed size must be 12 pt. Times New Roman font is required. Bold lettering is not acceptable. A cover page is required. It must include the title, your name, the date, and the name of the course. You do not need to use other sources for your critique but you may use them. If you use other sources aside from the film, you must include a bibliography. All sources must be cited according to the Turabian Style Manual. Outside sources not allowed.
Labor history, considering ethnicity and gender in a struggle for justice. Paternalism and anarchy.
Structual inequality without individual culpability
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
1. Rosie the RIVETing
WOMEN’S RIGHTS THEN & NOW Rockwell, N. (Painter). (1943). Rosie the
Riveter [painting]. Retrieved from
http://upload.wikimedia.org/wikipedia/en/0/
02/RosieTheRiveter.jpg
2. Introduction:
Rosie the Riveter, an icon still recognizable sixty years after her
inception, has been a pop-culture artifact that holds just as
much meaning today as she did during World War II. Women’s
rights were not at the forefront of conversation as things were
just as they were, but due to the war, women had been given
opportunity to learn skills in jobs typically help only by men. This
equalization of roles had sparked a change in what was to be
considered the status-quo. Men were supposed to work out in
the world and women within the home, but Rosie offered
change during wartime. These changes were not something
that all women were willing to give up in peace time, they had
received a taste of equal representation in the workforce and
wanted more. Eventually Rosie even became adopted by
women’s rights movements as a symbol that women could
perform just as well as men. These movements have propelled
us into a better standard for women’s rights, even if that
standard still needs work. Rosie’s role in equality, post and pre-
war expectations of women, as well as how things have
changed today will be analyzed. Rosie was to be used to
generate thoughts of equality and bring women into the
workforce temporarily while men were at war, propaganda was
being used to construct a myth about change for women, but
Rosie and women’s rights movements took this opportunity and
made it their own.
We Can Do It! 1942 poster by J. Howard Miller National Museum of
American History, Smithsonian Institution
3. Women Pre World War II
Historpedia states that “Women had
long been seen as stay at home
mothers before World War Two and
only that. The stereotypical, perfect
American family had the father that
brought home the bacon each day
during the week and the mother who
raised their children. The fact of the
matter is, women always worked
outside the house but it just wasn’t
glorified as much” (2012, para. 1).
While the comic strip on the left
demonstrates that being “just a
housewife” is more than it seems, even
it doesn’t do justice to the fact that
women of the time, pre WWII, were
super-wives and many still maintained
jobs.
Keane, B. (Artist). (2010). The Family Circus: Just a Housewife [cartoon]. Retrieved from
http://thecomicssection.blogspot.com/2010/03/family-circus-occupation-just-housewife.html
4. Women Needed in War Time
From left to right:
“She’s a WoW (Woman Ordinance Worker)” [poster] (1942) retrieved from http://www.forgeofinnovation.org/springfield_armory_1892-
1945/Themes/People/Women/World_War_II/Introduction/index.html
“Find Your War Job” [poster] (1943) retrieved from http://www.peterpappas.com/2013/07/work-duty-glamor-selling-war-work-to-housewives.html
“Do the Job He Left Behind” [poster] (1943) retrieved from http://teaching.msa.maryland.gov/000001/000000/000109/html/t109.html
Once America had joined World War II, every able bodied man was called to arms. As a result, America lost a
lot of workers in industrial factories that were still needed to support our efforts overseas. “American government
and popular media made a concerted effort to portray civic service as a woman's duty, using glamorized
images of female workers to promote factory employment” (Perkins, 2015, para. 3), the images above are a
result of those efforts and the woman portrayed would come to be known as Rosie the Riveter.
5. A Call to Arms, Answered
America’s women answered the call for workers as
over six million began to fill jobs left by men. “The
women that volunteered in factory jobs worked in
welding, machining, building aircraft’s, repairing
tank’s, and armament factories, jobs once held by
men who were called away to fight in the war”
(Bryant, 2009, para, 38). It was not an easy transition
though as many “struggled with new horizons, social
discrimination, gender harassment, and physical pain
from long hours and poor working conditions. The
women were very important during the war in
keeping the home countries in line and allowing the
men to leave by taking over their jobs” (Bryant, 2009,
para. 43). The skills that women obtained during this
time would forever change their role within society,
many women may have been happy returning to
working within the home, but many were ready for
more.
Women welders in New Britain, Connecticut, 1943. Retrieved
from http://www.pophistorydig.com/topics/rosie-the-riveter-
1941-1945/
Women working at the Redstone Arsenal in Alabama, 1940s.
Retrieved from http://www.pophistorydig.com/topics/rosie-
the-riveter-1941-1945/
6. Activists supporting the Equal Rights Amendment during a 1978 rally in Chicago. Photo
credit: Chicago Sun-Times file photo. Retrieved from
http://www.huffingtonpost.com/tabby-biddle/wait-women-dont-have-
equa_b_6098120.html
Equal Rights for Women
After World War II was over, and men returned home to resume the lives
they had left behind, many women found themselves wanting to do
more. The war had opened a door for them to live a life with more
opportunity, they “had their own money and could do with it what they
pleased. They became more independent. War taught them how to
stand on their on two feet. Though relatively short-lived, World War II
provided a way for women to do what they wanted” (Bryant, 2009,
para. 46) and it wasn’t something they were willing to let go. In the
coming years women would fight for equal rights as shown in the image
to the left, it was during this time that Rosie made her second
appearance “as images like that one called women to action for the
war effort, in the 1980s women's rights advocates brought them out of
the archives to encourage women in the workforce” (HISTORYNET, 2014,
para. 7). While equal rights were being fought for in America, World War
II had an impact in other nations as well, regarding Women’s Rights.
7. Equal Rights for Women in the UK
The UK was experiencing it’s own Women’s
Rights movement after World War II, as
their workforce had undergone much of
the same changes as the US. During the
50’s many employers had a rule of sorts
referred to as the “Marriage Bar”, it
prohibited entry into certain professions if
you were a married woman or would
terminate you upon becoming married. As
time passed this began to change, but
women were still being paid less then men
for doing the same job and continued to
be fired upon becoming pregnant. In 1968
female machinists working at a Ford
Company, seen on the right, fought for
equal pay, rising to 92% of what a man’s
wage was, this win brought about The
Equal Pay Act of 1970. It was the first of it’s
kind in the world to strive and end pay
discrimination between men and women
(Striking Women, 2014).
A Labour pamphlet after the
response of the report of the
Royal Commission for equal
Pay 1946, which concluded
tentatively that teachers and
some civil servants might
benefit from equal pay, but
also argued that unequal pay
was necessary to secure
motherhood as an attractive
vocation compared to paid
work.
Credit:
TUC Collections, London
Metropolitan University
Retrieved from
http://www.striking-
women.org/module/women-
and-work/post-world-war-ii-
1946-1970
Women machinists at the Ford Motor
Company plant in Dagenham took
strike action on 7 June 1968 for equal
pay. The women won a pay increase to
92% of men's wages.
Credit:
Pat Mantle TUC Collection, London
Metropolitan University
8. Today, Equality is Still Only a Percent
During World War II “the average woman’s
salary was $31.21 a week for her labors,
even though the men that still remained
made $54.65 a week” (Bryant, 2009, para
38), this meant that women made roughly
57% of what men did at the time for the
same job. “An International Labour
Organisation (ILO) study of 83 countries
found that women earn 10%-30% less than
men. Even in the US in 2010, women
working full-time still earned only 77% of the
male wage” (van der Gaag, 2014, para.
18), this figure still holds true today. The
wage gap between men and women has
decreased over the last seventy years, and
while 20% is a large step towards equality, it
still isn’t equal. Women from World War II
had stepped into the workforce to help our
country, and have been fighting for equal
pay ever since.
9. Conclusion:
Rosie the Riveter may not have been the reason
for the Women’s Rights Movements, but she did
play a large part. First, she was used to bring
women into the workplace in a temporary
capacity, by means of propaganda. The ability
for women to work in fields normally closed off to
them developed a sense that women could
work where they chose to and planted a seed
for change. When that seed sprouted into what
women, as a whole, were seeking in life, they
began to seek equality through rights. Next,
Rosie came to be used as a symbol for equal
rights to represent that women could do as men
did, and should be treated the same. While
equality is still being sought after today, Rosie
may come back once again to push those
rights one step further. The riveter started as a
ploy to encourage government benefit, but
became an inspirational icon for womankind.
She may be older, but she can do it.
Retrieved From
http://redefiningbodyimage.tumblr.com/post/340483
01201
10. Annotated Bibliography
Bryant, J. (2009, February 3). How War Changed the Role of Women in the United States.
Retrieved from http://www.yale.edu/ynhti/curriculum/units/2002/3/02.03.09.x.html
This is a basic history lesson providing essential facts in how things changed for women from WWI
through WWII.
HISTORYNET. (2014). Rosie the Riveter. Retrieved from
http://www.historynet.com/rosie-the-riveter
Discusses the identity of Rosie, and makes mention of her poster use beyond World War II.
Historpedia. (2012, Fall). A Change in Gender Roles: Women’s Impact during WWII in the
Workforce and Military (Fall 2012). Retrieved from
https://sites.google.com/a/umn.edu/historpedia/home/personal-group-
identities/a- change-in-gender-roles-women-s-impact-during-wwii-in-the-workforce-
and-military- fall-2012
Reviews what the social “norms” were during and after World War II and how the gender roles were
challenged.
11. Annotated Bibliography Cont.
Perkins, G. (2015, April 23). Women's Roles: Who was Rosie the Riveter. Retrieved from
http://washingtonhistoryonline.org/suffrage/Times/workers.aspx
Examples of who was being represented at the time by Rosie as well as other informative
statements about the time.
Striking Women. (2014). Post World War II: 1946-1970. Retrieved from http://www.striking-
women.org/module/women-and-work/post-world-war-ii-1946-1970
Examples of what women’s rights were like post WWII, outside of the USA. Discusses a few different
topics from the “marriage bar” to striking for equal pay .
van der Gaag, N. (2014, September 29). Women are better off today, but still far from being
equal with men. Retrieved from http://www.theguardian.com/global-
development/2014/sep/29/women-better-off-far-from-equal-men
Takes a look into the standing of equal rights between men and women in today’s economy,
includes percentages, dollar amount figures, as well as current positives and negatives found in the
workplace.