-To examine intersectional analytical toolsrace, class, ethnicity, gender, and    increasingly nation and citizenshipoften used by women’s historians.

-To foster the development of critical historical thinking skills through engagement withcourse readings, lectures, films, primary sources,                          discussion postings, research and written assignments.

-An additional benefit of this exercise is to identify connections between present day concerns and the past.

-Write 4 to 6 sentences for Part I and 4 to 6 sentences for Part II. You will have one week to complete this assignment.

-Using the information provided in module 4 [readings plus lecture(s)] and in current events, answer the question(s) in Part 1 and Part II.

Module 5: Modern Women in the 1920s

Part 1: Reflect: Reflecting upon the readings and lecture for Module 5, answer the following questions: In the aftermath of the ratification of the 19th Amendment, a struggle over the proposal for an Equal Rights Amendment ensued. What was that struggle about and who was on which side of this debate and why? Be sure to explain what each side argued, either in support of the ERA or against it. Did the ERA succeed in the 1920s?

Part II: Apply: In our current era, is the Equal Rights Amendment part of the U.S. Constitution? If so, how did that happen? If not, what argument can you make for why we either need an ERA or do not need an ERA? Be sure to include with your response the link to a current event news article that reflects this answer.