“We Hold These Truths to Be Self Evident; That All Men and Women
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The Woman-Slave Analogy: Rhetorical Foundations in American
The Woman-Slave Analogy: Rhetorical Foundations in American Culture, 1830-1900 Ana Lucette Stevenson BComm (dist.), BA (HonsI) A thesis submitted for the degree of Doctor of Philosophy at The University of Queensland in 2014 School of History, Philosophy, Religion and Classics I Abstract During the 1830s, Sarah Grimké, the abolitionist and women’s rights reformer from South Carolina, stated: “It was when my soul was deeply moved at the wrongs of the slave that I first perceived distinctly the subject condition of women.” This rhetorical comparison between women and slaves – the woman-slave analogy – emerged in Europe during the seventeenth century, but gained peculiar significance in the United States during the nineteenth century. This rhetoric was inspired by the Revolutionary Era language of liberty versus tyranny, and discourses of slavery gained prominence in the reform culture that was dominated by the American antislavery movement and shared among the sisterhood of reforms. The woman-slave analogy functioned on the idea that the position of women was no better – nor any freer – than slaves. It was used to critique the exclusion of women from a national body politic based on the concept that “all men are created equal.” From the 1830s onwards, this analogy came to permeate the rhetorical practices of social reformers, especially those involved in the antislavery, women’s rights, dress reform, suffrage and labour movements. Sarah’s sister, Angelina, asked: “Can you not see that women could do, and would do a hundred times more for the slave if she were not fettered?” My thesis explores manifestations of the woman-slave analogy through the themes of marriage, fashion, politics, labour, and sex. -
Votes for Women! Celebrating New York’S Suffrage on November 6, 1917, New York State Passed the Referendum for Women’S Suffrage
New York State’s Women’s Suffrage History Votes for Women! Celebrating New York’s Suffrage On November 6, 1917, New York State passed the referendum for women’s suffrage. This victory was an important event for New York State and the nation. Suffrage in New York State signaled that the national passage of women’s suffrage would soon follow, and in August 1920, “Votes for Women” were constitutionally guaranteed. Although women began asserting their independence long before, the irst coordinated work for women’s suffrage began at the Seneca Falls convention in 1848. The convention served as a catalyst for debates and action. Women like Susan B. Anthony and Matilda Joslyn Gage organized and rallied for support of women’s suffrage throughout upstate New York. Others, including Elizabeth Cady Stanton and Amelia Bloomer supported the effort through the use of their pens. Stanton wrote letters, speeches, and articles while Bloomer published the irst newspaper for women, The Lily, in 1849. These combined efforts culminated in the creation of the National Woman Suffrage Association (NWSA). By the dawn of the twentieth century, the political and social landscape was much different in New York State than ifty years before. The state experienced dramatic advances in industry and urban growth. Several large waves of immigrants settled throughout the state and now more and more women were working outside of the home. Reformers concerns shifted to labor issues, health care, and temperance. New reformers like Harriot Stanton Blatch and Carrie Chapman Catt used new tactics such as marches, meetings, and signed petitions to show that New Yorkers wanted suffrage. -
The 19Th Amendment
National Park Service U.S. Department of the Interior Women Making History: The 19th Amendment Women The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex. Congress shall have power to enforce this article by appropriate legislation. —19th Amendment to the United States Constitution In 1920, after decades of tireless activism by countless determined suffragists, American women were finally guaranteed the right to vote. The year 2020 marks the 100th anniversary of the 19th Amendment. It was ratified by the states on August 18, 1920 and certified as an amendment to the US Constitution on August 26, 1920. Developed in partnership with the National Park Service, this publication weaves together multiple stories about the quest for women’s suffrage across the country, including those who opposed it, the role of allies and other civil rights movements, who was left behind, and how the battle differed in communities across the United States. Explore the complex history and pivotal moments that led to ratification of the 19th Amendment as well as the places where that history happened and its continued impact today. 0-31857-0 Cover Barcode-Arial.pdf 1 2/17/20 1:58 PM $14.95 ISBN 978-1-68184-267-7 51495 9 781681 842677 The National Park Service is a bureau within the Department Front cover: League of Women Voters poster, 1920. of the Interior. It preserves unimpaired the natural and Back cover: Mary B. Talbert, ca. 1901. cultural resources and values of the National Park System for the enjoyment, education, and inspiration of this and All rights reserved, including the right to reproduce this work future generations. -
Iowa's Role in the Suffrage Movement
Lesson #5 Commemorating the Centennial Of the 19th Amendment Designed for Grades 9-12 6 Lesson Unit/Each Lesson 2 Days Based on Iowa Social Studies Standards Iowa’s Role in the Suffrage Movement Unit Question: What is the 19th Amendment, and how has it influenced the United States? Supporting Question: How was Iowa involved in the promotion of and passage of the 19th Amendment? Lesson Overview The lesson will highlight suffrage leaders with Iowa ties and events in the state leading up to the passage of the 19th Amendment. Lesson Objectives and Targets Students will… 1. take note of key events in Iowa’s path to achieve women’s enfranchisement. 2. read provided biographical entries on selected Iowa suffrage leaders. 3. read and review the University of Iowa Library Archives selections on suffrage, selections from the Carrie Chapman Catt Center for Women and Politics website, and the Iowa Women’s Hall of Fame coverage about Iowa suffragists and contemporary Iowa women leaders.. Useful Terms and Background ● Iowa Organizations - Iowa Woman Suffrage Association (IWSA), Iowa Equal Suffrage Association (IESA) along with several local and state clubs of support ● National suffrage leaders with Iowa roots - Amelia Jenks Bloomer & Carrie Chapman Catt ● Noted Iowa suffragists included in the Iowa Women’s Hall of Fame ● Suffrage activities throughout the state ● Early state attempts for amendments along with Iowa ratification of the 19th Amendment Lesson Procedure Day 1 Teacher Notes for Day 1 1. Point out that lesson materials have been selected from three unique Iowa sources: the University of Iowa Library Archives and the websites for Iowa State University’s Carrie Chapman Catt Center for Women and Politics and the Iowa Women’s Hall of Fame. -
Declaration of Sentiments (1848)
Declaration of Sentiments (1848) The first Women’s Rights conventions in U.S. history oc- curred in Seneca Falls, New York, in 1848. The event was organized by Elizabeth Cady Stanton, Lucretia Mott, Mary M’Clintock, Martha Coffin Wright, and Jane Hunt, who first began working together in the abolition (anti-slavery) move- ment. At the convention, the attendants drafted and signed the Declaration of Sentiments, a document inspired by the Declaration of Independence that demands not only the right for women to vote, but complete gender equality in the matters of politics, education, family, religion, morals, and work. We hold these truths to be self-evident: that all men and women are created equal; that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty, and the pursuit of happiness; that to secure these rights governments are instituted, deriving their just powers from the consent of the governed. Whenever any form of Government becomes destructive of these ends, it is the right of those who suffer from it to refuse allegiance to it, and to insist upon the institution of a new government, Elizabeth Cady Stanton Speaking at the laying its foundation on such principles, and organizing its Seneca Falls Convention powers in such form as to them shall seem most likely to effect their safety and happiness. [...] Such has been the patient sufferance of the women under this government, and such is now the necessity which constrains them to demand the equal station to which they are entitled. The history of mankind is a history of repeated injuries and usurpations on the part of man toward woman, having in direct object the establishment of an absolute tyranny over her. -
How the Women's Rights Movement Began
How The Women’s Rights Movement Began As it was written in 1787, the Constitution said little about black slaves. It said nothing about women. At the time of the Constitutional Convention, women were treated like children. Adult females were barred from most occupations and professions. They could not make binding contracts or sue people in court. Even though women could be tried for crimes, they were excluded from juries. In most cases, any money or land a woman possessed became the property of her husband once she married. A married woman gave up all individual status; she kept no legal right to her own earnings or even personal belongings such as clothing or jewelry. Most states did not allow single women or widows sole control over their own property, either. Most men simply believed women were not capable of handling business affairs. When the Constitution was written, women could vote only in New Jersey, but by 1807, even this state had banned suffrage (the right of women to vote in governmental elections). The main argument against women voting assumed they would be too easily influenced by their fathers, brothers and husbands. According to this view, if women voted, a married man would control twice the voting power of a single male. From Abolition to Women’s Rights The lack of political clout did not discourage women from becoming deeply involved in public affairs. Lucretia Mott was raised by a MassachusettsLucretia Mott Quaker Wikimedia father Commons) who believed in equal education for girls. She became a teacher and married another Quaker teacher. -
Response Sheet for Martha Coffin Wright
WOMEN'S RIGHTS NATIONAL HISTORICAL PARK Rights and Privileges What’s the difference between a right and a privilege? A “right” is inherent, something which exists without permission from any power or authority. A privilege is a grant of permission from power/authority to do an act. Using the following statements, fill in the chart below by deciding if each statement is a right or if it is a privilege and placing it in the correct category: - Voting - Access to transportation - Freedom to express yourself - Playing sports - Education - Staying up past your bedtime - Healthy foods - Having your own phone - Being able to marry who you want - Practicing your religion freely - Safety - Good healthcare - Allowed to own property Rights Privileges WOMEN'S RIGHTS NATIONAL HISTORICAL PARK Rights and Privileges: Martha Coffin Wright Martha Coffin was born in 1806. After her father’s death in 1815, Martha’s mother sent her to a Quaker boarding school outside Philadelphia. Martha was influenced by her mother, Anna Coffin a strong female role model, and her Quaker beliefs in individualism, equality, and opposition to slavery. At 16, Martha fell in love with a man 20 years older than she. Martha’s mother refused to give consent for her to marry. Two years later, in 1824, Anna Coffin finally gave consent for the couple to marry. Martha was expelled from the Quaker Faith, and became a very young widow, with an infant daughter less than two years later. Martha moved to Aurora, NY to teach with her mother at a Quaker school for girls. In the summer of 1848, Martha Coffin Wright, then married to David Wright, joined her older sister, Lucretia Mott, for tea with Elizabeth Cady Stanton, Jane Hunt, and Mary Ann M’Clintock in Waterloo, NY. -
The Women's Suffrage Movement
Name _________________________________________ Date __________________ The Women’s Suffrage Movement Part 1 The Women’s Suffrage Movement began with the Seneca Falls Convention of 1848. The idea for the Convention came from two women: Elizabeth Cady Stanton and Lucretia Mott. Both were concerned about women’s issues of the time, specifically the fact that women did not have the right to vote. Stanton felt that this was unfair. She insisted that women needed the power to make laws, in order to secure other rights that were important to women. The Convention was designed around a document that Stanton wrote, called the “Declaration of Sentiments”. Using the Declaration of Independence as her guide, she listed eighteen usurpations, or misuses of power, on the part of men, against women. Stanton also wrote eleven resolutions, or opinions, put forth to be voted on by the attendees of the Convention. About three hundred people came to the Convention, including forty men. All of the resolutions were eventually passed, including the 9th one, which called for women’s suffrage, or the right for women to vote. Elizabeth Cady Stanton and Lucretia Mott signed the Seneca Falls Declaration and started the Suffrage Movement that would last until 1920, when women were finally granted the right to vote by the 19th Amendment to the Constitution. 1. What event triggered the Women’s Suffrage Movement? ___________________________________________________________________ ___________________________________________________________________ 2. Who were the two women -
Unit 5- an Age of Reform
Unit 5- An Age of Reform Important People, Terms, and Places (know what it is and its significance) Civil service Gilded Age Primary Recall Initiative Referendum Muckraker Theodore Roosevelt Susan B Anthony Conservation William Howard Taft Jane Addams Woodrow Wilson Carrie Chapman Catt Suffragist Ida Tarbell Frances Willard Upton Sinclair Prohibition Temperance Lucretia Mott Carrie Nation Jacob Riis Booker T Washington W.E.B Dubois Robert LaFollette The Progressive Party 16th Amendment Spoils System Thomas Nast You should be able to write an essay discussing the following: 1. What were political reforms of the period that increased “direct” democracy? 2. The progressive policies of Theodore Roosevelt, William Howard Taft, and Woodrow Wilson. How did they expand the power of the federal government? 3. The role of the Muckrakers in creating change in America 4. Summarize the other reform movements of the Progressive era. 5. What was the impact of the Progressive Movement on women and blacks? 6. Compare and contrast the beliefs of Booker T. Washington and W.E.B Dubois Important Dates to Remember 1848 – Declaration of Sentiments written by Elizabeth Cady Stanton 1874 – Woman’s Christian Temperance Union formed. 1889 – Jane Addams founds Hull House 1890 – Jacob Riis publishes “How the Other Half Lives” 1895 – Anti Saloon League founded 1904 – Ida Tarbell publishes “The History of Standard Oil” 1906 – Upton Sinclair publishes “The Jungle” 1906 – Meat Inspection Act and Pure Food and Drug Act passed 1909 – National Association for the Advancement of Colored People founded. (NAACP) 1913 – 16th Amendment passed 1914 – Clayton Anti-Trust Act passed 1919 – 18th Amendment passed (prohibition) 1920 – 19th Amendment passed (women’s suffrage) . -
The Marriage of Elizabeth Cady and Henry Brewster Stanton and the Devel
UNIVERSITY OF CALIFORNIA Los Angeles A Family Affair: The Marriage of Elizabeth Cady and Henry Brewster Stanton and the Development of Reform Politics A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in History by Linda Christine Frank 2012 © Copyright by Linda Christine Frank 2012 ABSTRACT OF THE DISSERTATION A Family Affair: The Marriage of Elizabeth Cady and Henry Brewster Stanton and the Development of Reform Politics by Linda Christine Frank Doctor of Philosophy in History University of California, Los Angeles, 2012 Professor Ellen C. DuBois, Chair Although devoted to insuring universal freedom and human rights for more than 60 years, Henry B. Stanton’s historical legacy and his many contributions to antebellum reform have been obscured and even vilified in the shadows of his famous wife, Elizabeth Cady Stanton, and his oftentimes tactical opponent within abolition circles, William Lloyd Garrison. Frequently portrayed as the antagonist in his wife’s struggle for women’s rights, as a husband and a father Henry Stanton has become synonymous in the historical discourse with the very oppression his wife devoted her life to ending. Because of this, Elizabeth’s reformism is frequently depicted as having emerged from an imagined unhappy domestic life, rather than from an awareness of social and political inequalities. Elizabeth’s feminism is thus all too frequently explicitly or implicitly viewed as first a private and then a public rebellion. ii Through extensive primary source research, this dissertation seeks to redefine the pivotal moments in the Cady-Stanton marriage to better understand the many reasons, causes, and inspirations that led to Elizabeth Stanton’s leadership of the Seneca Falls Convention in particular and the woman suffrage movement in general. -
Woman Suffrage
LOCAL HISTORY & GENEALOGY 115 South Avenue, Rochester, NY 14604 ● 585-428-8370 ● Fax 585-428-8353 Women’s Suffrage Research Guide SCOPE This guide is intended to assist patrons in researching information available at the Rochester Public Library about the women’s suffrage movement. A good place to start your research is by searching the Ready Reference card file by appropriate subject heading. For clarification of any entry, please ask at the reference desk. For a more comprehensive review of the library’s holdings on the women’s suffrage movement, please check with other divisions. INTRODUCTION In the United States of America, the first large-scale organized effort to enfranchise women took place at the Seneca Falls Convention, which was convened by Elizabeth Cady Stanton and Lucretia Mott in 1848. The Civil War interrupted the momentum of the movement; however, upon its end, agitation by women for the ballot became increasingly determined. A few years after the war, a split developed among feminists over the proposed 15th Amendment, which gave the vote to black men. Susan B. Anthony, Elizabeth Cady Stanton, and others refused to endorse the amendment because it did not give women the ballot. Other suffragists, including Lucy Stone and Julia Ward Howe, argued that passage of the amendment could be a stepping stone towards the vote for women. As a result, two distinct organizations emerged. Stanton and Anthony formed the National Woman Suffrage Association to work for suffrage on the federal level and to press for more extensive institutional changes, such as the granting of property rights to married women. -
Unit 7 Lesson 4 and 5 Review O
Name:___________________________________ Period:_______________ Social Studies Unit 7 Lesson 4 and 5 Review O Modified True/False All of the following statements are false, change the identified word or phrase to make the statement true. ____ 1. Abolitionists thought that the Three-Fifths Compromise was unjust, because it counted slaves as three-fifths of a person instead of counting them as a half p erson. ____ 2. Some slave owners persuaded slaves to not run away by telling them that Canada w ould return them to their master if they were caught. ____ 3. Religious leaders in the North supported slavery, because they believed it was unjust for one person to own another. ____ 4. Seneca Falls was important to the a nti-slavery movement, because it was the place where women publically demanded equal rights. ____ 5. The first opposition to slavery was based on political beliefs. ____ 6. A social movement in the 1800’s is also known as the Second Great Awakening. ____ 7. Women fought for social, political, and religious rights at the Wichita Falls Convention. ____ 8. There were twenty times more enslaved African Americans in the South, because southern religions depended on slave labor. ____ 9. The Fugitive Slave Act ended the Underground Railroad. ____ 10. In the 1800’s the abolition movement was caused by women demanding equal rights. ____ 11. The main reason that northerners opposed the abolition movement was because they depended on t obacco from the South. ____ 12. The Declaration of I ndependence described the grievances and demands of the women at the Seneca Falls Convention.