The Salt Lake tribune. [volume] (Salt Lake City, Utah), 31 July 1910. Chronicling America: Historic American Newspapers. Lib. of Congress. https://chroniclingamerica.loc.gov/lccn/sn83045396/1910-07-31/ed-1/seq-15/
The women in this article defied social norms and expectations. Their stories show the limitations placed on women. Discussing these women encourages students to question traditional gender roles and analyze the impact of societal expectations on individuals. While students are familiar with some historical women who dressed as men, this article uncovers some who are lesser known. Many of these women have been erased from history or hidden. By bringing them into the classroom, students gain a more complete and nuanced understanding of history. Learning about these women and the challenges they faced can help students build empathy and understanding for people who defy societal norms and fight for their rights. Using this resource, students can develop a deeper understanding of history, gender, and the ongoing struggle for equality.
This article in The Salt Lake Tribune focuses on the lives of various women who lived their lives, or part of their lives, as men. The article highlights Marie LeRoy, Madame Velasquez, Hannah Snell, Mary Ann Talbot, Catherine Coome, and Marion Edwards. The author, Rupert Neville, was based in London and the article is listed as “Special Cable to The Tribune.”
- This source focuses on the article “Adventurous Lives of Women in Trousers” by Rupert Neville for The Salt Lake Tribune. The article takes up most of the bottom half of the page and is accompanied by images of a few of the women mentioned in the article. Neville writes about several women who successfully lived lives as men, sometimes to the surprise of their own families.
- In the early 1900s, women in Western countries had limited rights and opportunities. At the time of this article, women in the UK and US could not vote nor own property. In many cases, they were unable to even control their finances. They had limited career opportunities and were expected to fulfill domestic roles as wives and mothers. Women who did work were mostly regulated to teaching, nursing, and domestic services. In this article, Neville acknowledges that the women who choose to live lives as men did so for the love of adventure and the “dislike of the limitations and restraints imposed on their own sex.”
- What were the political and economic factors that drove these women to live lives as men?
- How did these women navigate the challenges of living in a male-dominated society?
- What were the risks and rewards associated with living life as a man?
- How does this article reflect the changing societal and political landscape of the early 20th century?
- What is the lasting significance of these women’s stories for our understanding of gender, identity, and the fluidity of gender roles?
- How might the author’s social and cultural background influence his views on these women and their choices?
New Mexico Adopted Content Standards
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Reading |
Literacy in History/Social Studies |
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RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
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RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
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- Have students participate in a Socratic seminar. Divide the students into small groups and have them discuss the article in depth.
- Have students create a creative sketch by choosing one of the women highlighted in this article and then creating a fictional character based on her.
- Students could write a short story or fictionalized account of one of the women’s experiences, focusing on the information provided in the article.
- Have students write a piece of creative nonfiction that explores themes of gender, identity, or gender roles inspired by the article.
- Several research projects can come from this article, including having students research one of the women mentioned, focusing on their lives and experiences; compare and contrast the experiences of one of the mentioned women to other historical figures who defied gender norms; or have students research the historical context of the article, including the social, political, and economic conditions of women in the early 20th century.
- This topic challenges traditional gender roles and social expectations, which may make some uncomfortable. This can be especially upsetting for those who hold more conservative views on gender. Some parents and/or administrators may be uncomfortable with this topic in the classroom because of concerns about its appropriateness or the potential challenge to traditional beliefs.
- This topic might also create discomfort or offend students who are transgender or nonbinary, or those who have experienced gender-based discrimination.
Links to resources for approaching those topics
- Gender Equality in Schools. A list of useful resources to learn more about gender policies and movements around the world. Includes research, curriculum, articles, and more.
- Teaching About Gender Stereotypes. A resource guide for educators.
- An Introduction to Creating Gender Inclusive Classrooms. A great resource for teachers to think about individual classrooms.
- “Story of ‘Murray Hall’ Told By Her Adopted Daughter.” An older article focused on the life of women living as men.
- The Tacoma times. [volume], June 12, 1915, Image 1: “Nell Pickerill, Man-Woman Again in Jail.” This article shows an image of Nell Pickerrill with an accompanying article describing how the “man-woman” is still up to a life of crime.
- Curriculum Resources from Gender Spectrum. Resources for teachers and administrators.
- Websites for Lesson Plans for Gender Representation (Grades 9–12). A list of resources from NCTE.