This book provides an invaluable introduction to the social, economic, and legal status of women in ancient Rome. Daily Life of Women in Ancient Rome is an invaluable introduction to the lives of women in the late Roman Republic and first three centuries of the Roman Empire. Arranged chronologically and thematically, it examines how Roman women were born, educated, married, and active in economic, social, public, and religious life, as well as how they were commemorated and honored after death. Though they were excluded from formal public and military offices, wealthy Roman women participated in public life as benefactors and in religious life as priestesses. The book also acknowledges the status and occupations of women taking part in public life as textile producers, retail workers, and agricultural laborers, as well as enslaved women. The book provides a thorough introduction to the social history of women in the Roman world and gives students and aspiring scholars references to current scholarship and to primary literary and documentary sources, including collected sources in translation. Provides students of classical or women's history with a chronologically and thematically oriented introduction to the demography, legal and social status, life stages, social and public roles, occupations, and leisure activities of women in Roman society Emphasizes primary literary and documentary sources and provides accessible references to further reading and research Focuses on the diversity of Roman women's experiences across the social hierarchy Discusses both the limitations that women faced (e.g., in Roman law and custom) and how they negotiated or transcended these limitations Includes visually interesting images that enhance the text

This book examines the development of civic education in the United States through the lives of two teachers at Shortridge High School (SHS) in Indianapolis around 1900. After situating civic education at the turn-of-the-century, the book describes the career of Laura Donnan-her influences, teaching, extracurriculars, and civic life-through the lens of her unique epistemology, shaped by negotiating the gendered ideologies of her era. Then, the book re-examines Arthur W. Dunn's career, focusing on his ten years at SHS, and the influence of Donnan on his popular community civics curriculum and subsequently the 1916 report "The Social Studies in Secondary Education." Previous scholars have overlooked Dunn's time at SHS, viewing it simply as a stepping stone for the progressive educator's career. This book argues that Dunn's time at SHS was pivotal to his career due to influential colleagues, primarily Donnan. To conclude, Clark discusses the implications of Donnan's epistemology in shaping civic education in the United States.