Step 1: Look at the evolution of a specific technology: the umbrella.

Pass out the cocktail parasols. Ask the students to describe how the parasols are constructed and how they function. These parasols are constructed nearly identically to the full-size models introduced into Europe from Asia in the 17^th and 18^th centuries.

Questions:

1. How are they constructed?
2. What are the materials?
3. Would they be useful in the rain?
4. How would you adapt them to be useful in the rain?

Step 2:  Compare the original design of the umbrella to modern designs.

Ask students to look at the umbrellas that they brought in. Compare the umbrellas to one another. Notice that there is a wide variety of features in modern umbrellas like size, shape, colors, materials, etc.

Question: How have modern umbrellas improved over the parasols?

Step 3: Explain that the US Patent system was established 1791, after the ratification of the US Constitution.

Under the patent system, an inventor fully describes his or her invention and registers the description with the government. Once it is determined that the invention or innovation is unique, the government grants a patent to the inventor for a period of time. During this period, the inventor—or the person to whom the patent is assigned—has exclusive rights to use or license the technology. After the patent expires, anyone is free to use the invention or innovation for their own purposes.

The umbrella itself was an existing technology in 1791. Therefore, no one was or is allowed to patent the broad concept of an umbrella. They were and are allowed to patent specific innovations.

Questions:

1. How would you improve umbrella design?
2. What are some features that you would like to see in a new style of umbrella?

Step 4: Use patent drawings as primary sources to learn how patents document the evolution of technology and encourage innovation. Learn how women have participated in the patent system.

Pass out printed versions of the three PDFs of umbrella innovations. Ask students to read the patent descriptions one at a time. Highlight or circle the aspects of each invention that were new technologies.

Students should see that the three patents were granted to women, one each in 1870, 1921, and 2001.

1. What were the innovations that these women proposed for the umbrella?
   • Mary Stephens proposed improvements in “neatness of design and economy of finish”.
   • Beulah L. Henry’s umbrella had a removable cover so that someone could change the covers to have different color options.
   • Barbara Carso’s umbrella is disposable and includes a glow stick in the handle.
2. How will the inventors make money from the invention?
   • They will either sell the patent rights, like Mary Stephens did to the Wright Bros. company, or manufacture the invention themselves. [Note: Beulah Henry fully supported herself as an independent inventor by selling her innovations.]

Step 5: Students have read the Inventive Women on-line exhibit and Allgor's "Coverture" article. Discuss the 19^th-century system of laws that made it difficult for women, and married women in particular, to participate in the economy.

Discuss the following questions or assign them homework or in-class writing prompts.

Questions:

2. What does Coverture mean?
   • It meant that married women and underage children (male or female) were represented by the male head of household. A married woman did not have a legal or civil identity separate from her husband. All decisions about property or a household were made by the male head of household.
3. How did this limit women’s choices?
   • They needed a husband’s permission to enter employment. But, they did not control their own money. Opening a bank account, spending money, or owning property all involve basic legal agreements. (That’s why you are issued a receipt every time you buy something, even with cash. It is a legal transaction.)
4. Were unmarried women controlled by Coverture?
   • No. Unmarried women had full legal independence. In fact, many female inventors in the 19^th century were unmarried.
5. Was it easy for a woman, either married or unmarried, to be an inventor, patent her invention, and make money from the invention?
   •  No. All women lived in a culture that encouraged women to get married, run households, and raise children. Even though unmarried women had more legal options to take jobs, society disapproved of that choice. The number of jobs and types of jobs open to them were limited and tended to pay less than those for men.
6. In a society that has few job opportunities open to women, why would being an inventor be an attractive choice?
   • Because inventors are entrepreneurs. Many people who cannot find someone else to give them a job will try to create their own job or business. Entrepreneurs often benefit from having more control.