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Their Eyes Were Watching God:Women’s History and Feminism

Tara Conover

Towson University

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Introduction:

In 1937, when Zora Neale Hurston's Their Eyes Were Watching God was first published,

it received a lot of negative criticism. Richard Wright, who was a famous African American

writer during this period, criticized Hurston's novel most harshly. He stated that the novel

“carries no theme, no message, no thought” (Wright, 1937). Yet throughout the 1970's, Hurston's

novel was in high demand, especially where there were high interests growing in African

American Literature. Hurston was an author before her time. This novel was a statement in

feminism but was not appreciated until later when the movement was on the rise. The feminism

is obvious in the novel and is presented through the main heroine, Janie. In Hurston's Their Eyes

Were Watching God, the heroine, Janie, represents aspects of feminism when she takes the

initiative to liberate herself from each of her three dictatorial relationships. Through it all, Janie

seeks,“ freedom to be herself--heroic, beautiful, full of feeling and needful of love, in the prime

of life” (Walker, 1979). The story Their Eyes Were Watching God is a wonderful and appropriate

text to use in the classroom. However, students may yearn for a more contemporary look at

feminism. This chapter will outline other ways for educators to explore the feminist movement

as it relates to Zora Neale Hurston’s Their Eyes Were Watching God.

Literary Approach:

This unit is organized so that a single student, a small group of students or a classroom of

students may work on the activities as long as the students have access to the Internet. A few

computers in the classroom, library, or computer lab need to be available. All students should do

all the activities, although they do not have to be done sequentially. However, each activity

broadens and deepens a student's understanding of the units’ objectives. Elements of language

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arts including reading, writing, speaking, listening, and viewing will be incorporated in to unit.

Reader’s response logs will also be used to aid the teacher with ongoing informal assessment.

General Objectives:

The following objectives are derived from as the NCTE/ IRA standards for the English

Language Arts. The students will be able to:

1. Read a wide range of print and non-print texts to build an understanding of texts, of

themselves, and of the cultures of the United States and the world; to acquire new

information; to respond to the needs and demands of society and the workplace; and for

personal fulfillment. Among these texts are fiction and nonfiction, classic and

contemporary works.

2. Read a wide range of literature from many periods in many genres to build an

understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human

experience.

3. Apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate

texts. They draw on their prior experience, their interactions with other readers and

writers, their knowledge of word meaning and of other texts, their word identification

strategies, and their understanding of textual features (e.g., sound-letter correspondence,

sentence structure, context, graphics).

4. Apply knowledge of language structure, language conventions (e.g., spelling and

punctuation), media techniques, figurative language, and genre to create, critique, and

discuss print and non-print texts.

5. Use a variety of technological and information resources (e.g., libraries, databases,

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computer networks, video) to gather and synthesize information and to create and

communicate knowledge.

6. Develop an understanding of and respect for diversity in language use, patterns, and

dialects across cultures, ethnic groups, geographic regions, and social roles.

What is Feminism?

Feminism is the ideology that supports uplifting the status and improving the rights of

women and has been one of the most influential political ideas of the nineteenth and twentieth

centuries. Since its beginning, feminism has been both hailed as a profound liberation of society

but also responsible for the breakdown of the nuclear family and the degradation of society in

general. There is no doubt, however, that the work of feminist activists and reformers has been

responsible for enormous improvements in the position of women in the United States over the

past 200 years. In addition, to take a glance at the power structure of most of the world's

governments and businesses shows that male dominance is still very much a reality. In spite of

this, feminism has changed the American social order, from the superficial, such as media

portrayals of women, to the deepest underlying assumptions of science and religion.

When discussing the history of feminism, we must discuss the feminist movements.

These movements lead women to attain women’s rights. Feminist historians divide the history

into three “waves“ (Humm, 1995). Each is described as dealing with different aspects of the

same feminist issues. The first wave refers to the movement of the 19th through early 20th

centuries, which dealt mostly with women’s suffrage. The second wave (1960s-1980s) dealt with

the inequality of laws, as well as cultural inequalities and civil rights. The third wave (late 1980s-

early 2000s), is seen as both a continuation and a response to the perceived failures of the second

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wave (Krolokke, 2005). Some now believe as of 2010, we are in a fourth wave of feminism

(Paglia, 2008).

The Novels: A Brief Summary of Each

Their Eyes Were Watching God by Zora Neale Hurston

The story begins as the main character, Janie Crawford arrives home, in Eatonville, FL.

after a long trip. She begins to tell the story of the last twenty years of her life to her best

hometown friend, Pheoby.

Janie's relives her story that begins with her youth, as a girl in search of great things.

Raised by her grandmother, a black woman raped by a white man, Janie never really has the

chance to go out in search of her dreams. Her grandmother was a slave and never had her own

voice. She was always repressed by white people, and never could have the kind of nice things

that she wanted. When Janie's mother is raped, she runs away and leaves Janie to be taken care of

by her grandmother. Her grandmother only wants Janie to have the kinds of things she never had

the chance to have. So, despite Janie's refusal, she arranges for Janie to marry a man named

Logan Kellicks a black older man and land owner.

This marriage does not fulfill Janie like she imagines a marriage should. Logan makes

Janie work hard and cares little about her opinions. Janie is in search of a husband and a love that

make her feel wonderful all over, just like watching the bees sink into the pear tree blossom.

When Joe Starks, a well-dressed man with big dreams comes along, Janie thinks this might be

her chance at love and a better life. She leaves Logan and runs off with Joe Starks. They get

married and move to the town of Eatonville, where Joe becomes a big voice as the mayor. He

becomes such a big voice that he is always silencing Janie. She never has a chance to speak her

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mind, and her marriage to Joe is not what she had hoped for. After Joe dies, Tea Cake starts

hanging around Janie. She falls in love with his carefree attitude and the way that he makes her

feel like a pear tree in bloom. He allows her to speak and loves her for herself, and not the money

she made while with Joe.

Tea Cake and Janie move to the Everglades to work on the muck where beans and sugar

cane thrive. They live off the money they earn and are happy and in love. When a great hurricane

comes, they are forced to flee for their lives. Tea Cake saves Janie's life from a rabid dog, but he

gets bit in the process. Tea Cakes falls ill from the rabid dog, and, in his delirium, tries to kill

Janie. She shoots first and kills Tea Cake. She is broken-hearted that she shot and killed the one

man she ever loved, but she is happy to have found and loved the love of a lifetime.

The novel ends as Janie finishes her story to Pheoby. As Janie goes upstairs to bed she

feels Tea Cake is still with her and is satisfied.

Ashes of Roses by Mary Jane Auch

Rose Nolan, her parents, her sisters Maureen and Bridget, and her little brother Joseph

boarded a ship bound for New York City. They left their home and their life in Ireland hoping

that America would give them new opportunities and a better life than the one they had at home.

During the turn of the century, thousands of immigrants entered America through the harbor in

New York. All the steerage passengers went through the immigration building on Ellis Island.

Afraid and bewildered, Rose's family was processed like so many others before and after.

Unfortunately it is discovered that little Joseph had trachoma, a disease of the eyes. Anyone who

has such an illness is turned away at Ellis Island and must return to their country of origin.

Rose, Maureen, and their mother go and stay with Rose's uncle Patrick in New York City.

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Though Patrick is glad to see them and to help them, his wife and her daughters are not.

Eventually a dreadful argument breaks out over a job that Rose has taken on, and Mrs. Nolan

decides to return to Ireland. Her daughters however, decided to stay in America to try their luck

for a better life. Rose, determined to get a job, soon enough has one at the Triangle Shirtwaist

factory. She comes to form close friendships with some of the other girls who work in the

factory, and is just beginning to learn how to be a working girl when a disaster changes her

whole world.

For many of us just hearing the name of the factory is enough. We know the story and it

fills us with horror. The author of this book takes that story and makes it more than just a fact in

a history book; she brings it to life putting faces and personalities where there were perhaps just

statistics. We get to meet the girls who worked in the factory, girls who loved to dress very

fashionably and wear fancy hats. We also get to meet those who tried to change the working

conditions of the working class. We learn about the strikes that took place before that dreadful

fire occurred. So many workers fought very hard to change things for the better for factory and

sweat-shop workers. Unfortunately it took a tragedy to open the eyes of those who could make

the changes happen. One hundred and forty-six people died in that fire but at least we can see

that it was not in entirely in vain. The author's meticulous attention to detail and her wonderful

descriptive writing takes us deep into the life of Rose, her family, and her friends. We experience

the terror she feels when she rides on an elevator for the first time, and the sheer wonder that she

feels as she watches her first "moving picture." We cannot help but rejoice when she succeeds in

her work and more importantly when she emerges at the end of the book, a strong and

determined young woman, eager to do her part to make change happen. An author's note at the

back of the book provides a fascinating look at how the author gathered her material and what

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she learned about her subject.

The book, while fiction, has been carefully researched by the author and tells the story of

the immigrant workers in a way that is poignant and accessible to the reader.

The Kayla Chronicles by Sherri Winston

Kayla Dean wants to be a journalist. She considers herself a rampant and knowledgeable

feminist who calls her dad the "Great Oppressor" for his less-than-modern ideas about a woman's

place in the world and his feelings about his outspoken oldest daughter. Her youngest sister,

Amira, seems to be his favorite, and Kayla often sees herself as a fourth wheel in their little

family. In fact, at a family event, photos are taken of the perfect sister, her mom and her dad

together --- but no one notices that Kayla is not in the picture.

Kayla begins a campaign to find the rampant sexism in a school tradition. Having created

a group called SPEAK (Sisters Providing Encouragement and Kindness), she watches as her

investigative report into the local dance team's aversion to girls with small breasts becomes a big

deal campaign. It challenges her feminist viewpoint, along with her friendships and other

relationships as well. Once Kayla becomes a Lady Lion, she is transformed from bushy-haired

fashion victim to glammed-up dance diva. Soon Kayla is forced to challenge her views, coming

to terms with who she is and what girl power really means.

Kayla wants to be a strong female, quoting from many famous women of strength and

character, Kayla is a teen you can really cheer for --- but she also has her girly-ness intact,

particularly when it comes to cute shoes. Overall, the main idea of The Kayla Chronicles is that

sometimes the things we most think we couldn't live with become the things that most change

our very existence and challenge all of our previous thoughts about how the world works.

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Kayla often calls upon the prodigious and meaningful memories of her grandmother,

JoJo, and her fierce intellect and brave bold heart. Since Kayla is African American, these

memories take on an even more poignant bent as she deals with the unspoken taint of racism in

the world around her. She manages to embrace all the sides of herself as a young woman and

give others the same benefit of the doubt, all the while proving to herself and to her unbelieving

father that the strength inside her suits her to a tee.

The Instructional Unit

Let Me Introduce you to Zora Neale Hurston

A. The video sponsored by The Big Read and The National Endowment for the Arts. It is

an overview of Hurston’s life and an introduction to the novel, Their Eyes Were Watching God.

http://www.youtube.com/watch?v=Z81SViX2VIg. It also serves as an excellent springboard into her

novel and discussion feminist issues.

Letter to Persuade: Considering a Feminist Perspective

(Adapted from S. Rubenstein, 2010)

A. Freewrite

1. Ask students to freewrite for 8–10 minutes on this question: “What specific

experiences have you had that caused you to think that you were treated in

particular way because of your gender?” Encourage them to write about more

than one experience if applicable.

2. Ask students to share their responses orally. Encourage them to explain why

they felt they were treated in a certain way and to describe the feelings they had in

the situation. Expect lively discussion!

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3. Now pose this question: “Do you believe males and females are equal in

American society today?”

4. Ask students to freewrite again for 8–10 minutes, and encourage them to

include specific reasons for the views they express. Then allow students to

respond orally.

B. Movie

1. Watch excerpts from Their Eyes Were Watching God (2005). This

movie has a close resemblance to the movie and therefore would be a

good alternative for the novel. These excerpts should be examples of Janie

being belittled by her first two husbands, Logan Killicks and Joe Starks. The

teacher may decide to watch the movie in its entirety given it is

permissible by the school system.

C. Article Reading

1. “Women‘s Rights Movements“ by Scholastic.com This article takes a

look at examples of different feminist movements and relates them to

feminist culture today. Students should create a timeline of major

movements that occurred beginning with the first feminist

publication that appeared in 1792.

D. Identifying Feminist Issues.

1. Encourage students to identify the issues that the feminist movement addresses

and to examine their own opinions and ideas on these issues.

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2. Ask students to brainstorm a list of the issues that are at the core of the

women’s movement. Record their responses on the board or chart paper. Such

issues might include equal opportunity in education and employment, the role of

the housewife and division of labor in the home, childcare, and a woman’s right to

control her body, and violence against women.

3. As a precursor to discussion, ask students to respond briefly in writing to each

of these questions. Offer the questions one by one, and give students a few

minutes to answer each in freewrite fashion.

Do you consider yourself a feminist? Why or why not?

How do you define the term feminist?

For each of the following topics, note whether or not it is important

to you and why.

Equal opportunity in education

Equal opportunity in employment

Equal pay

A woman’s right to control her body

Sexual freedom

Violence against women (rape, domestic abuse, etc.)

Maternity leave

Childcare

What problems do you imagine encountering in the future in

working out your role as a woman or as a man?

Has the feminist movement made life in the United States better?

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Why or why not?

4. After they have responded to the questions, ask students to discuss their

answers with one another.

5. Remind students that they need to support their opinions with specific

examples and that they need to listen to and reflect on the comments of their

peers.

6. Observe the discussion, but if possible, do not participate—so that you can

avoid influencing students’ opinions.

7. At the conclusion of the discussion, hand out the assignment sheet,

Putting it in Perspective; A Letter to Myself. This will help the students

launch into the writing process for the letter. Students can use the

NCTE websites “Letter Generator.” This is an interactive writing tool

which allows the students to learn the parts of a business or friendly letter

and then compose and print letters for both styles of correspondence.

http://www.readwritethink.org/files/resources/interactives/letter_generator/

Comparing/Contrasting Feminist Issues within Three Novels

A. Reading Logs

1. Students will respond after each reading session to one of the following

questions. These questions are taken from the Harrisburg, PA Public

School System.

What were your feelings after reading the opening chapter(s) of

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this book? After reading half the book? After finishing the book?

Did this book make you laugh? Cry? Cringe? Smile? Cheer?

Explain.

What are the best parts of this book? Why? What are the worst

parts of the book? Why?

Give your feelings about a character.

What parts of the book seem the most believable? Why? What

parts seem unbelievable? Why?

In what ways are you like any of the characters? Explain.

Do any of the characters remind you of friends, family members, or

classmates? Explain.

What was the author saying about life and living through this book?

Explain.

What do you feel is the most important word in the book? The

most important passage? The most important element (an event, a

feeling, a place, a decision) Why is it important?

What character would you like to be in this book? Why? What

personality traits of this character would you like to have?

Explain.

Do you like the ending of this book? Why or why not? Do you

think there is more to tell? What do you think might happen next?

Do you think the title fits the book? Why or why not?

What makes you wonder in this book? What confuses you in this

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book? Why?

What came as a surprise in this book? Why?

Has this book helped you personally in any way? Explain.

How have you changed after reading this book? Explain.

How do you picture the author of this book? Why do you picture

him or her this way?

What questions would you like answered after reading this book?

If you could change an event in this book, what would it be and

why?

B. Compare and Contrast

1. Students will write a comparative analysis between two of the three

texts. Students can use the compare/contrast chart graphic organizer

(NCTE, 2004) to collect thoughts and ideas.

What are some common themes between the two?

Did you notice any strong female characters?

What feminist issues are present in the novel?

beginning with the first feminist publication that appeared in 1972.

2. Movie: Mona Lisa Smile (2003)

Academy Award-winner Julia Roberts stars in

“Mona Lisa Smile” a film about an art history professor with a lot

to teach about life and much to learn about romance. The movie takes

place at Wellesley College, a fancy finishing school training its

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women to be good wives. Willis (J. Roberts) is a

headstrong teacher who wants to change the way the world

operates. She is unconventional, disagrees consistently with

the faculty, and builds a strong base of admiration within the student

body.

3. Students will be allowed time to create their own discussion questions

to compare the characters in Mona Lisa Smile with those of the previous

novels discussed.

4. Article reading: “Looking Back, Thinking Ahead: Third Wave Feminism

in the United States” by Stephanie Gilmore

Students will read an excerpt from this professional journal

article. The article is an overview of feminist movements in the

past and addresses some issues activists are working on in

the present.

Poetry

A. Music lyrics can be poetry

1. Upon entering classroom students will listen to a variety of

singer/songwriters lyrics to songs with strong women, trying to live their

own lives their way. These songs will the focus and theme for the

poetry lessons (A-Z lyrics, 2010).

Alicia Keys, Superwoman

Everywhere I'm turningNothing seems complete

I stand up and I'm searchingFor the better part of me

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I hang my head from sorrowstate of humanity

I wear it on my shouldersGotta find the strength in me

Cause I am a SuperwomanYes I amYes she is

Even when I'm a messI still put on a vest

With an S on my chestOh yes

I'm a Superwoman

For all the mothers fightingFor better days to come

And all my women, all my women sitting here tryingTo come home before the sun

And all my sistersComing together

Say yes I willYes I can

Cause I am a SuperwomanYes I amYes she is

Even when I'm a messI still put on a vest

With an S on my chestOh yes

I'm a Superwoman

When I'm breaking downAnd I can't be found

And I start to get weakCause no one knows

Me underneath these clothesBut I can fly

We can fly, Oh

Cause I am a SuperwomanYes I amYes she is

Even when I'm a messI still put on a vest

With an S on my chest

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Oh yesI'm a Superwoman

Kelly Clarkson Breakaway

Grew up in a small townAnd when the rain would fall down

I'd just stare out my windowDreaming of what could be

And if I'd end up happyI would pray (I would pray)

Trying hard to reach outBut when I tried to speak out

Felt like no one could hear meWanted to belong here

But something felt so wrong hereSo I prayed I could break away

[Chorus:]I'll spread my wings and I'll learn how to fly

I'll do what it takes til' I touch the skyAnd I'll make a wish

Take a chanceMake a changeAnd breakaway

Out of the darkness and into the sunBut I won't forget all the ones that I love

I'll take a riskTake a chanceMake a changeAnd breakaway

Wanna feel the warm breezeSleep under a palm tree

Feel the rush of the oceanGet onboard a fast train

Travel on a jet plane, far away (I will)And breakaway

[Chorus]

Buildings with a hundred floorsSwinging around revolving doors

Maybe I don't know where they'll take me but

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Gotta keep moving on, moving onFly away, breakaway

I'll spread my wingsAnd I'll learn how to fly

Though it's not easy to tell you goodbyeI gotta take a risk

Take a chanceMake a changeAnd breakaway

Out of the darkness and into the sunBut I won't forget the place I come from

I gotta take a riskTake a chanceMake a change

And breakaway, breakaway, breakaway

2. Students can use this opportunity to freewrite about their own experiences

about freewill and strength. This writing will allow for brainstorming for their

own poetry.

3. Website “Favorite Poem Project”

A. Students will view the website from The Favorite Poem Project.

http://www.favoritepoem.org/

B. The web cast is compilation of ordinary Americans reciting their

favorite inspiring poems from various authors.

4. Listening to audio recordings of Zora Neale Hurston

A. These links will take you to the Library of Congress’s website,

where you can listen to Hurston sing, speak and explain the origin

of 20 songs. Listen to “Po’ Gal” first. It is about a

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woman’s troubles in beginning part of the 20th century.

http://www.mrclements.com/?p=131

5. Students are given opportunity to freewrite their own poems and given

time to share in class.

Conclusion

Hurston’s novel, Their Eyes Were Watching God, serves as a springboard to a variety of

novels, journal articles, movies, songs all conveying the message of being true to ones self and

the idea of feminism. This idea did not begin with Ms. Zora Neale Hurston, but the brave women

that preceded her. This chapter allows students to learn about Mrs. Hurston and Alice Walker,

feminism, and the major movement throughout women’s history. In the words of Janie, "two

things everybody’s got tuh do fuh themselves. They got tuh go tuh God, and they got tuh find out

about livin’ fuh theyselves." (Hurston, 1937).

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References

A-Z Lyrics Universe. (2010). Alicia Keys, Superwoman. Retrieved from http://search.azlyrics.com/search.php?q=superwoman

A-Z Lrics Universe. (2010). Kelly Clarkson, Breakaway. Retrieved from http://www.azlyrics.com/lyrics/kellyclarkson/breakaway.html

Auch, M. (2002). Ashes of roses. New York: Henry Holt and Company. Alachua County Library, Initials. (2008, September 22). Zora Neale Hurston's “Their eyes were

watching god.” Retrieved from http://www.youtube.com/watch?v=Z81SViX2VIgClements, . (2009, March 29). Their Eyes were watching god. Retrieved from

http://www.mrclements.com/?p=131Hurston, Z. (1937). Their eyes were watching god. New York: JB Lippencott, Inc.Gilmore, S. (2001). Looking back, thinking ahead: third wave feminism in the united states.

Journal of Women's History, 12(4), 215-221Harrisonburg City Public Schools. (2007). Reader response questions. Retrieved from www.

staff.harrisonburg.k12.va.us/.../Reading%20Response%20Questions.docHumm, M. (1995). The Dictionary of Feminist Theory. Columbus, Ohio: Ohio State

University Press.Krolokke, C. , Scott, A. (2005). From Suffragettes to Girls in Gender Communication

Theories and Analyses: From Silence to Performance. Sage.NCTE, Read write, think. (2003). Letter generator. Retrieved from

http://www.readwritethink.org/files/resources/interactives/letterPaglia, C. (n.d.). Fourth wave feminism?. Retrieved from

http://www.neptunuslex.com/2008/09/10/fouth-wave-feminism/Rubenstein, S. (n.d.). From Friedan forward-considering a feminist perspective. Retrieved

from http://www.readwritethink.org/classroom-resources/lesson- plans/from-friedan- forward-considering-955.html?tab=1#tabs

Scholastic. (2010). Women's rights movements. Grolier online. Retrieved (2010, May 1) from http://www2.scholastic.com/browse/article.jsp?id=5196

Walker, A. (1979). I love myself when I am laughing. Old Westbury: The Feminist Press.Walker, K. (2007, February 8). Feminism present in their eyes were watching god. Retrieved fromhttp://www.associatedcontent.com/article/137437/feminism_present_in_zora_neale_hurstons.html?cat=9Winston, S. (2007). The Kayla chronicles. New York: Little, Brown and Company. Wright, R. (1937, October 5). Between the Laughter and tears. The New Masses, 22-13.

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