Founding Mothers: Women Who Shaped America Lesson Plan • Founding Mothers: Women Who Shaped America Book

Sample Pages from

The following sample pages are included in this download: • Teacher’s Guide, Table of Contents, and Founding Mothers: Women Who Shaped America Lesson Plan • Founding Mothers: Women Who Shaped America book

Find our sample audio and Interactiv-eBook links for this product at http://www.teachercreatedmaterials.com . . .

For correlations to Common Core and State Standards, please visit http://www.teachercreatedmaterials.com/correlations.

www.tcmpub.com . 800.858.7339 . 5301 Oceanus Drive, Huntington Beach, CA 92649 History U.S. Womenin On Focus Readers: Source Primary

Teacher’s Guide Teacher’sGuide

TCM 12937 Table of Contents

Introduction Unit 2: Women’s Suffrage The Power of Primary Sources...... 5 Unit Overview and Differentiation Fostering Content-Area Literacy...... 7 Activities...... 49 Differentiating for All Learners...... 12 Women’s Suffrage: Fighting for Women’s Rights How to Use This Product...... 13 Lesson Plan...... 53 About the Books ...... 19 Student Reproducibles Introduction to Read All About It! ...... 57 Standards Correlations...... 23 Happy About Voting? ...... 58 Correlations to Standards ...... 24 Picketing the White House...... 59 Will People Come to See?...... 60 Unit 1: Women in Early America Women’s Suffrage Quiz...... 61 Unit Overview and Differentiation Answer Key ...... 62 Activities...... 25 Susan B. Anthony & Elizabeth Cady Founding Mothers: Women Who Stanton: Early Suffragists Shaped America Lesson Plan...... 63 Lesson Plan...... 29 Student Reproducibles Student Reproducibles An Important Meeting ...... 67 Remember the Ladies...... 33 Antisuffrage...... 68 A Woman Writer...... 34 Anthony on Trial...... 69 A Woman Doctor ...... 35 Petition for Change...... 70 Taking Charge...... 36 Susan B. Anthony & Elizabeth Cady Founding Mothers Quiz...... 37 Stanton Quiz ...... 71 Answer Key ...... 38 Answer Key ...... 72 Dolley Madison: First Lady of the United States Lesson Plan...... 39 Student Reproducibles Dolley to the Rescue...... 43 Madison Money ...... 44 Changing with Time...... 45 Entertaining Guests...... 46 Dolley Madison Quiz...... 47 Answer Key ...... 48

Unit 3: Women in Modern America Appendices Unit Overview and Differentiation Unit Assessment...... 97 Activities...... 73 Part A: Multiple-Choice Questions. . . . 97 Still Marching Strong: Women in Part B: Constructed-Response Modern America Questions...... 101 Lesson Plan...... 77 Part C: Document-Based. Student Reproducibles Question Task ...... 105 The Equal Rights Amendment . . . . .81 Answer Key...... 106 Memorable Memorials...... 82 Culminating Activity: Race for a Cure ...... 83 Women in History Monument. . . . .108 Healthy Living ...... 84 Student Reproducibles Still Marching Strong Quiz...... 85 Monument Guidelines...... 110 Answer Key ...... 86 Planning the Monument...... 111 Hillary Rodham Clinton: First Lady, Designing the Monument ...... 112 Senator, and Secretary of State Invitations...... 113 Lesson Plan...... 87 Using the Interactiv-eBooks in Student Reproducibles the Classroom ...... 114 It Starts with Women...... 91 Supporters...... 92 References Cited...... 116 The Race...... 93 Contents of the CDs and DVDs. . . . .117 Becoming Secretary of State...... 94 Hillary Rodham Clinton Quiz . . . . .95 Answer Key ...... 96

4 #12937—Primary Source Readers: Focus On Women in U.S. History © Teacher Created Materials Unit 1 Unit Founding Mothers

Materials Glossary Words Remember to review all glossary words and • Founding Mothers books definitions with students before beginning Copies of student reproducibles (pages 33–37) the lesson. These words are located on • page 30 in the book. • Molly Pitcher primary source (pitcher.jpg) • Newspaper article, school newsletter or other locally published material

Before Reading

1. Introductory Activity—As a class, 3. Social Studies Activity—Distribute complete the activities on page 26. copies of a newspaper article or school newsletter. • Divide students into ability-based reading groups. Students who read • Ask students if they can identify this book should be on or above a anyone working for the common fifth grade reading level. good. Are there community events, school fundraisers, etc.? List all the Ask students what it means to do • events on the board. Ask students if something for the common good. they have worked for the common Let them share their ideas with the good or can name people in the class. Ask students why they think community who have. not everyone makes the choice to do things for the common good. 4. Reading Activity—Distribute copies of the Remember the Ladies activity sheet • Tell students that many famous (page 33) to students. Americans, including many of the women in the book they are about to • Explain to students that they will read, became famous for caring more be reading about women who lived about the common good than their during the American Revolution. One own well being. of these women is Abigail Adams. Read the quote on the activity sheet 2. Writing Activity—On the board, write aloud to students. Remember the ladies. • Have students circle any words in the Ask each student to think about this • quote that they do not understand. phrase. What does it mean? Have Discuss and define these words as a students write a few sentences on a class. Then, have students work in sheet of paper explaining the phrase. pairs to complete the activity sheet.

During Reading

1. Reading Activity—Distribute the 2. Social Studies Activity—Have students Founding Mothers books to students. Ask draw a large rectangle on a sheet of students to look through the book and paper and divide it into twelve sections; look at the photographs and captions. one for each woman. • Have students take out a sheet of • At the top of their charts, have paper and write what they think the students write Common Good. For main idea of the book will be. Then, each box, have students write the have students list three reasons they names of the women from the text think that is the main idea. and what each did for the common good. • For the first reading of the text, read aloud as students follow along. • Students may use the book along with other sources of information After reading the introductory • (e.g., library books) to complete their page of the book, stop and have a charts. Have students display their discussion about the book’s possible work on their desks and allow them main ideas. Make sure that each to circulate around the room to view student understands the main idea others’ work. Let students make any before progressing. Continue reading amendments to their work. while pointing out supporting details within the text. Encourage students 3. Writing Activity—Have students write to take notes on their papers as a thank-you note to one of the women you read. from the book. • For the second reading, have students • Have each student select one woman read with partners. The partners from the book and think about what should take turns reading aloud. she did to benefit the common good, Challenge students to collect more as well as two or more ways in which supporting details. society benefited from her actions. • Then, have each student write a thank-you note to that woman. The student should thank the woman for her contributions and explain how her actions benefited other people.

30 #12937—Primary Source Readers: Focus On Women in U.S. History © Teacher Created Materials Unit 1 Unit

Founding Mothers (cont.)

After Reading

1. Social Studies Activity—Distribute 3. Writing Activity—Have students copies of the A Woman Writer activity complete the Your Turn! writing activity sheet (page 34) to small groups on page 32 of the book. of students. • In the What If …? activity, students • Ask each group to complete the will write journal entries from activity sheet and then share their the perspective of Sacagawea on answers with another group. the Lewis and Clark expedition. Students may need additional Together as a class, discuss why it is • information regarding Sacagawea’s important for people to have role experiences on the expedition to models from history. What do role complete the activity. models show us? What can future generations learn from them? Ask 4. Assessment—There are a variety of students to explain how Elizabeth assessment options for this unit. Blackwell and Phillis Wheatley are • A short post-test, Founding Mothers role models. Quiz (page 37), is provided to assess • Distribute copies of the A Woman student learning from the book. Doctor activity sheet (page 35) to • Activities from the Taking Charge students and have them complete it chart (page 36) could also be used to in their groups. assess comprehension. 2. Reading Activity—Ask students to look at pages 24–25 of the book. • Ask students what they think of Clara Barton. Do they think she was brave for venturing onto the battlefield? • Discuss whether they think Barton’s actions have changed people’s viewpoint on women in battle. • Ask students to pretend that they are the mother or father of a soldier whom Barton helped on the battlefield. Have students write a letter to Barton expressing their gratitude for helping their son.

Primary Source Activity Historical Background Teaching Suggestions Many women openly participated in armed 1. Display the electronic file Molly Pitcher. conflict during the American Revolution. A copy of the primary source is provided Some chose to hide their gender and disguise on the Teacher Resource CD (pitcher.jpg). themselves as young men, others simply took over when the need arose. Women chose to 2. Divide students into groups of three. participate in the war for a variety of reasons. Provide each group with a copy of Some wanted to go with male relatives; others the primary source. Have the groups had strong political views and wanted to help. carefully study the illustration. Ask them Molly Pitcher is the name given to a woman to imagine what is being said and what who fought at the Battle of Monmouth. can be heard on the battlefield. Have The woman is thought to have earned this groups write speech bubbles for the nickname because she carried pitchers of people in the illustration. Students may water onto the battlefield. The water was used also want to indicate background noise to cool soldiers as well as swab the cannons that is occurring. during battle. Some stories say that her 3. Have each student write an entry husband was killed on the battlefield, so Molly from Molly Pitcher’s diary about her took over for him at his cannon. Some believe participation in the Battle of Monmouth. that Molly Pitcher was really a woman named How did she feel? Does she think that Mary Ludwig Hays McCauley. she did the right thing that day? Would she do the same thing again if needed? About the Primary Source 4. Distribute copies of the Taking Charge Explain to students that this artwork primary source activity sheet (page 36) is created by artist E. Percy Morgan. It to students. Depending on your shows Molly Pitcher firing a cannon at the students, assign all the activities or just Battle of Monmouth during the American a few. Your above-grade-level students Revolutionary War. The Battle of Monmouth will benefit from the last three activities was fought in New Jersey on June 28, 1778. on this activity sheet. Students who General George Washington ordered his struggle with comprehension will troops to attack British troops. The battle benefit from the first three activities on lasted all day in the extreme summer heat. the sheet. Suggested answers are given Fighting was to resume the next day, but the on page 38. British troops had secretly withdrawn during the night. Neither side won the battle, but Washington’s troops had proven their strength and courage to their opponents.

32 #12937—Primary Source Readers: Focus On Women in U.S. History © Teacher Created Materials Name______1 Unit Remember the Ladies

“I long to hear that you have declared an independency—and by the way in the new Code of Laws which I suppose it will be necessary for you to make, I desire you would remember the ladies, and be more generous and favorable to them than your ancestors. Do not put such unlimited power into the hands of the Husbands. Remember all Men would be tyrants if they could. If particular care and attention is not paid to the Ladies we are determined to foment a Rebellion, and will not hold ourselves bound by any Laws in which we have no voice, or Representation.”

Directions: Abigail Adams was married to John Adams. He helped create the United States and later became the country’s second president. Abigail wrote to her husband often. Above is a quote from one of her letters. It contains the famous line, “remember the ladies.” It was written while John was working on writing new laws for the new country. Read Abigail’s quote carefully. Then, answer the questions.

1. What is Abigail Adams referring to when she writes “I long to hear that you have declared an independency?”

______

2. Why was Abigail asking her husband to “remember the ladies?” What was she worried about?

______

3. Do you think Abigail felt the Founding Fathers had remembered the ladies with the laws they made? Why or why not?

______

Directions: Look closely at the title page of Phillis Wheatley’s book. Read the text carefully. Then, answer the questions below.

1. After reading the title page and looking at the picture, what do you know about the author of this book?

______

2. Many people did not believe that Phillis Wheatley wrote this book. Why would people think that?

______

34 #12937—Primary Source Readers: Focus On Women in U.S. History © Teacher Created Materials Name______1 Unit A Woman Doctor

Directions: Elizabeth Blackwell had to overcome many obstacles to become a doctor. When she finally did become a doctor, hospitals would not let her practice medicine. So, Blackwell bought a house and treated women and children there. She also started her own medical college. Look closely at the picture above. Then, answer the questions below.

1. What is different or unique about this medical college?

______

2. Why do you think Elizabeth Blackwell started her own medical college?

______

3. How do you think Elizabeth Blackwell helped women doctors of today?

______

© Teacher Created Materials #12937—Primary Source Readers: Focus On Women in U.S. History 35 Name______Taking Charge Unit 1 Directions: Complete the following activities about the Molly Pitcher primary source (pitcher.jpg). Write your answers on a separate sheet of paper. (Your teacher will tell you which activities you should complete.)

Remembering What is happening in this scene? What is unusual about it?

Understanding How do you think people felt about this woman joining the war effort?

Applying Draw a comic strip of the events leading up to the woman taking control of the cannon. Make sure to include speech bubbles and at least four pictures in your strip.

Analyzing Draw a Venn Diagram comparing and contrasting the woman in the illustration with the men.

Evaluating Do you think it was okay for the woman in the illustration to take control of the cannon? Why do you agree or disagree with her actions? Give at least three reasons to support your opinion.

Creating Write a dialogue (what people say to each other) of what you think happened right before this scene. What would the woman have said to the men? What did they say back?

36 #12937—Primary Source Readers: Focus On Women in U.S. History © Teacher Created Materials Name______1 Unit Founding Mothers Quiz Directions: Circle one answer for each multiple-choice question. Write your response to the short-answer question on the back of this page or on another sheet of paper.

1. Who worked as a conductor on the 4. Which organization was started by Clara Underground Railroad and helped 300 Barton and still helps people today? slaves escape to freedom in the North? a. The American Red Cross a. Sacagawea b. The Salvation Army b. Harriet Tubman c. The National Guard c. Phillis Wheatley d. The YMCA d. Abigail Adams

2. Sacagawea came from the Shoshone 5. Phillis Wheatley became well-known tribe. She was a young American Indian because ______. girl who helped ______. a. of her novels a. children b. she helped free slaves b. President George Washington c. of her poetry c. Lewis and Clark d. she fought in the Civil War d. the Marine corps

3. What do all of the women in the book Short-Answer Question have in common? 6. What do you think was the most a. They were all rich. important social issue that the women of early America had to face? Why was it b. They all cared about the same things. more important than the other issues? c. They all helped other people. d. They all lived at the same time in history.

Answer Key

Page 33—Remember the Ladies 2. Blackwell could not gain acceptance anywhere, so she opened her own clinic 1. Abigail Adams is referring to the Declaration where she and other female doctors could of Independence. practice medicine and treat women and 2. Abigail requested that her husband, John, children who otherwise would not have not leave out women in the new laws he been able to receive medical care. was helping to create for the newly-formed 3. Elizabeth Blackwell opened the door for all country. Abigail is encouraging her husband women to enter the medical field. Today, to allow both men and women to have civil both men and women are able to attend rights under America’s new laws. Abigail medical school, earn medical degrees, and warns that if women are not given rights openly practice in all fields of medicine. within the new nation, the women would start a rebellion. Page 36—Taking Charge 3. Students’ answers will vary. Remembering—Smoke in the air, fear on faces, fighting a war, etc. It is unusual because a woman Page 34—A Woman Writer is operating the cannon. 1. From the title page of the book, readers Understanding—Answers will vary, but might can tell that Phillis Wheatley was an African include that men were upset because they did not American female slave who belonged to think women belonged on the battlefield. Mr. John Wheatley and lived in Boston, New England in 1773. Readers can also Applying—Comic strips will vary, but should see that she wrote religiously and morally show how the woman ended up staffing a cannon. themed poems, and that even though she Analyzing—Venn diagrams will vary, but may was American, her book was published in include that the woman has a determined look on London. her face and an aggressive stance while the men 2. During the time period, many people may look injured. not have believed that Phillis Wheatley—not Evaluating—Answers will vary. only an African American slave, but also a female—was capable of writing poetry. It Creating—Answers will vary. was a common belief among the white Page 37—Founding Mothers Quiz public that African Americans could not read or write, and that they should not be 1. b 2. c 3. c 4. a 5. c educated. 6. Answers will vary. Students should provide Page 35—A Woman Doctor specific details to support their argument. 1. The medical college in the picture is just for women who, at the time, were not permitted to attend medical school.

38 #12937—Primary Source Readers: Focus On Women in U.S. History © Teacher Created Materials Founding Mothers:Founding Women Who Shaped America Founding Mothers Women Who Shaped America

Founding Mothers Women Who Shaped America

In early America, women were expected to stay within their roles in the home. It was a long and arduous journey to reach equality. Many courageous women fought hard to help women gain equal rights. They opened doors to all kinds of new opportunities for women. This book tells the story of some of the most memorable female leaders in the United States who paved the way for women and an equal America. Carosella and Kuligowski

Melissa Carosella and

TCM 12505 ■ Stephanie Kuligowski Founding Mothers Women Who Shaped America

Melissa Carosella and Stephanie Kuligowski, M.A.T. Consultant Publishing Credits Table of Contents Marcus McArthur, Ph.D. Dona Herweck Rice, Editor-in-Chief Department of History Lee Aucoin, Creative Director How Times Have Changed...... 4–5 Saint Louis University Chris McIntyre, M.A.Ed., Editorial Director Torrey Maloof, Associate Editor Neri Garcia, Senior Designer Revolutionary Women...... 6–11 Stephanie Reid, Photo Researcher Rachelle Cracchiolo, M.S.Ed., Publisher Pioneer Women...... 12–15

Slavery in America...... 16–21

A Nation Torn Apart...... 22–27

Step by Step...... 28–29

Image Credits Glossary...... 30 cover The Library of Congress; p.1 The Library of Congress; p.4 The Granger Collection, New York; p.5 (top) The Werner Company, 1896/Google Books; p.5 (bottom) American Book Co., 1885/Google Books; p.6 The Library of Congress; p.7 (top) G. P. Putnam’s Sons, 1912/Google Books; p.7 (bottom) The Granger Collection, New York; p.8 Public Domain; p.9 (top) The Granger Collection, New York; p.9 (bottom) The Index...... 31 Library of Congress; p.10 (top) The Library of Congress; p.10 (middle) The Library of Congress; p.10 (bottom) The Library of Congress; p.11 Recreated by Teacher Created Materials; p. 12 (top) National Archives; p.12 (bottom) The Granger Collection, New York; p.13 The Granger Collection, New York; p.14 Your Turn!...... 32 Shutterstock, Inc.; p.15 (top) The Bridgeman Art Library; p.15 (bottom) Shutterstock, Inc.; p.16 Mary Evans Picture Library/Alamy; p.17 (top) The Library of Congress; p.17 (middle) The Library of Congress; p.17 (bottom) The Library of Congress; p.18 (top) The Library of Congress; p.18 (bottom) The Library of Congress; p.19 clarity/Flickr; p.20 (top) Harriet Tubman, the heroine in ebony by Robert W. Taylor, 1901/ Google Books; p.20 (bottom) The Library of Congress; p.21 The Bridgeman Art Library; p.22 The Library of Congress; p.23 (top) The Library of Congress; p.23 (bottom) The Library of Congress; p. 24 The Library of Congress; p.25 The Granger Collection, New York; p.26 Public Domain; p.27 (top) The Granger Collection, New York; p.27 (bottom) archive.org; p.29 (top) The Granger Collection, New York; p.29 (bottom) Alamy; p.32 (left) Getty Images; p.32 (right) The Bridgeman Art Library Teacher Created Materials 5301 Oceanus Drive Huntington Beach, CA 92649-1030 http://www.tcmpub.com ISBN 978-1-4333-1505-3 Copyright © by 2012 Teacher Created Materials, Inc.

2 3 How Times Have Changed

When the first Europeancolonists came to America, they brought First American Heroine with them many of the old traditions from Europe. Their daughters The first English settlers arrived did not go to school. The women could not attend college, own in America in 1607. They started the Jamestown Colony in houses, or vote. They could not work as doctors, lawyers, soldiers, or what would later be known as in any other job outside the home. Virginia. After a few months, Without a husband, a woman could they were starving. A young not provide for herself. She had girl named Pocahontas, to depend on a male relative for the daughter of a local Indian chief, befriended the money. colonists. She brought them Today, both girls and boys are food and worked for peace required to go to school. Women between the colonists and have careers in every profession, Pocahontas her people. including homemaker. They vote and hold important elected offices. Becoming a Lady How did these changes happen? In the 1700s, American girls were raised to be Brave women began to fight for housewives. They were Colonial equality. They wanted equal taught to cook and sew. family life rights. They led by example and They learned to read, worked hard to change laws. write, and do simple Some of these women fought math to manage a household. Upper class for America’s freedom and helped girls also learned to A colonial woman doing laundry create the laws of the new nation. dance, draw, and do Women worked to end slavery. fancy needlework. Female pioneers helped expand the boundaries of the nation. Women’s lives did not change overnight. One step at a time, American women moved closer to equality with men. This book is about the brave women who took those first steps toward change.

4 5 Powerful Pen Mercy Otis Warren found herself at the center of the Revolutionary Women rebellion against British Time to Join the Fight rule. As a Massachusetts Mercy Otis Warren patriot, she hosted Sons In the 1760s, King George III of Great Britain of Liberty meetings. She needed money to pay off his debts. He decided wrote letters advising patriot leaders Samuel to raise taxes in the American colonies to get Adams, Patrick Henry, and extra money. A tax is money added to the George Washington. She price of an item. Shop owners had to give the Woman soldier from 1779 wrote her views into plays tax money to the king. and became America’s first The British government, or Parliament, female playwright. then passed the Sugar Act. It put a tax on molasses. Next came the Stamp Act. It taxed Homespun Style Thanks to the Daughters of newspapers, letters, playing cards, and legal Liberty, homespun clothes papers. Women, who ran the households, became popular in colonial struggled to pay for things their families needed. America. Homespun is The tax increases made the colonists angry. They King George III cloth made at home. were also mad that they had no representation in Women began weaving their own cloth and Parliament. In 1775, the colonists fought back. They wanted their stopped buying it from independence. This fight grew into the Revolutionary War. the British. Wearing Women played an important role in America’s fight for homespun clothing was independence. The Daughters of Liberty were a group of female an act of patriotism. patriots. They wanted the colonies to be a new country, free from Great Britain’s rule. They boycotted, or refused to use, British goods. They tried to find replacements for items being taxed. When the fighting began, many women followed their husbands to war. They helped the soldiers by cooking, washing, nursing, and loading cannons. Several women even dressed as men, took up arms, and fought against the British.

6 7 The British Are Coming! Paul Revere is best known for Ready, Aim, Fire! alerting the colonists that the British were coming to Boston to The ground shook. Smoke and dust filled attack in 1775. Two years later, the air. The rumble of gunfire drowned out a young woman by the name of all other sounds. Margaret Corbin fired a Sybil Ludington did the same cannon at the British troops. She was fighting thing in Connecticut. However, Ludington was only 17 years in the Revolutionary War. old, and she rode twice as far as Margaret and her husband, John, Revere did. supported the Patriot cause. They wanted the American colonies to win independence from Molly Pitcher Great Britain. John joined the Continental Mary Ludwig Hays McCauley Army. Like many soldiers’ wives, Margaret dodged bullets to carry pitchers of water to soldiers went with him to war. during battle. This earned As they fought to defend Fort Washington, her the nickname Molly Margaret helped John clean and load the Pitcher. Other patriot cannon. When John was shot and killed, Sybil Ludington warns the colonists. women are also called Margaret took over his post and kept firing. Molly Pitcher, but McCauley is said to be Then, she was shot, too. the original. The British won the battle, and Margaret was left bleeding on the battlefield. Finally, a doctor found her. She survived, but with serious wounds to her shoulder, chest, and jaw. She was never able to use her left arm again. Margaret Corbin is buried at the West Margaret Corbin’s grave Point Military Academy Cemetery. A marker at the West Point monument marks the resting place of “the Military Academy Cemetery first American woman to take a soldier’s part in the War for Liberty.”

Molly Pitcher

8 9 “Remember the Mrs. President Ladies” The most famous words “My Dearest Friend” was how Abigail was born Abigail wrote to her husband Abigail Adams started letters in 1744. Her mother were “remember the ladies.” to her husband John. They taught her to read and She was asking John to wrote often during their write. She studied give women more rights 54-year marriage. Abigail poetry, philosophy, in the new country he was helping to create. managed the family farm Shakespeare, and She went on to threaten and raised their five government. a rebellion against the children while John was At 19, Abigail new laws if women away on business. His married a lawyer were not given a say business was helping to named John Adams. in them. create the United States He began working of America. Their letters for American Another Important First Lady offer a peek into the start of independence. Dolley Madison acted as First Abigail Adams the young nation. Abigail joined Lady for more than a decade the Daughters of The first page of a 1776 letter from Abigail after Abigail Adams left the Liberty to support to John, asking him to “remember the ladies.” White House. With her outgoing the same cause. personality, she transformed the role. She forged friendships The couple’s letters show a marriage of equals. Abigail’s with foreign leaders’ wives John Adams writing is full of ideas for the new government. She pushes for and charmed politicians into an end to slavery. She demands that women have a voice in considering her husband’s government. viewpoints. John later became the second president of the United States. As First Lady, Abigail was outspoken. Some people called her Mrs. President. After John retired, Abigail continued to follow politics. She closely watched the career of her son, John Quincy Adams. He Dolley Madison became the sixth president of the United States.

10 11 Pioneer Women Moving West In 1803, the Louisiana Purchase doubled the size of the United Laura Pioneer Girl Ingalls The true stories of Laura Ingalls States. By 1848, the nation’s territory stretched to the Pacific Ocean. Wilder Wilder’s childhood have delighted Eastern cities were becoming more crowded, and land was expensive. readers for decades. Her Little Many Americans House on the Prairie books tell dreamed of starting about her pioneer adventures. new lives out West. With her family, she traveled West by covered wagon to start In the West, a new life. Her books have farmland was rich, been made into a television or fertile. To own series and movies. a 160-acre farm, a homesteader only had Surprise! to stake a claim and In 1849, the discovery of gold in California In the 1850s, Charley Parkhurst earned a improve the land. The started the Gold Rush. Thousands of people reputation as the fastest promise of land lured hurried West in the hopes of striking it rich. Business people followed the crowds. and safest stagecoach the earliest pioneers driver in the West. Driving to Oregon. Regardless of their destinations, pioneers sold teams of horses on their homes, gave away their possessions, and the trails of Northern The Louisiana loaded the necessities into covered wagons. Many California, Charley fought Purchase boundaries of them said goodbye to friends and family for the off bandits and braved last time. storms. When Charley died, people were They joined the western trails in Independence, surprised to find out Missouri. The 2,000 mile (3,219 km) trip across that brave Charley was prairies, mountains, and deserts took months. actually a woman. Along the way, pioneers faced dangerous river Her real name was crossings, storms, stampedes, sickness, and Charlene Parkhurst. A pioneer family snakebites. Yet, nearly a half-million people made the trip between 1840 and 1870. About 50,000 of these travelers were women.

12 13 Calm in the Storm Leading the Way: Sacagawea During a storm, the small boat that was carrying United States President Thomas Sacagawea tipped over. Jefferson bought the Louisiana Territory Many important papers from France in 1803. The territory and tools were in the boat. stretched from the Mississippi River to the Sacagawea stayed calm. Rocky Mountains and from the Gulf of With her baby strapped to her back, she quickly saved the Mexico to Canada. papers and tools from sinking Jefferson sent a group of men, called the or floating away. Corps (CORE) of Discovery, to explore the land. Meriwether Lewis and William Clark led the expedition, or journey, from St. Louis Missouri, to the Pacific Ocean. Their job was to map the land and record details about the plants, animals, and people they saw. Lewis and Clark hired an interpreter. (in-TUR-pri-ter). The interpreter helped Horse Trading Lewis and Clark speak with the American When the Corps reached the Indians. The interpreter’s wife also joined end of the Missouri River, they the Corps. Her name was Sacagawea Sacagawea helps Lewis and Clark speak with needed horses to continue. (suk-uh-juh-WEE-uh). She carried her American Indians. They met a band of Shoshone infant son on her back. people led by Sacagawea’s brother. Sacagawea was able Sacagawea came from the Shoshone to negotiate, or bargain, with (shoh-SHOH-nee), a tribe of American Sacagawea coin him for horses to help the Corps Indians. Lewis and Clark welcomed her complete their mission. to the Corps. They knew they would meet many American Indians, who were already During the long trip, Sacagawea helped the Corps communicate settled across the Louisiana Territory. with tribes. She showed the men which plants were safe to eat and Having a Shoshone woman and baby with which made good medicines. She taught them many things about them showed they were peaceful. surviving in the wilderness.

14 15 Sisters Against Slavery Sarah and Angelina Grimké (GRIM‑key) grew up on a South Slavery in America Carolina plantation. Their Life in Captivity father owned the slaves who Angelina Grimké worked there. The sisters Slavery began in America in 1619 when the first slaves were never liked the idea of people brought to the Jamestown Colony. It lasted until the end of the Civil owning other people. As adults, they became abolitionists War in 1865. Generations of African Americans lived their lives in (ab‑uh‑LISH‑uh‑nists). captivity with little hope of freedom. The Grimké sisters wrote The lives of slaves were terrible. They worked from dawn to dusk antislavery letters and gave six days a week. They did not get paid for their work. Even worse, speeches against the evils of they were considered the property of their masters, or owners. At any slavery. time, a master could sell slaves and break apart families. Yet slaves found ways to make their lives meaningful. They Fascinating Fiction Harriet Beecher Stowe held church services, celebrated marriages, and honored traditions. was an abolitionist and an They told stories about lost loved ones and sang songs filled with author. She wrote a book secret meanings. They replaced traditional family units with strong about the lives of slaves communities. They fought to survive. on a southern plantation. Even though there were laws against educating slaves, Phillis The novel, called Uncle Tom’s Cabin, was popular Wheatley learned to read and write. She went on to publish her in the North and in poetry. Harriet Tubman escaped slavery and helped hundreds of England. Even though slaves reach freedom. These women and many others overcame the the story was fiction, bonds of slavery to make their mark on the world. it made readers think about slavery in new ways. Stowe’s book also helped bring about the Slaves picking Civil War. It motivated cotton people in the North to free their slaves and it angered people in the South.

Harriet Beecher Stowe

16 17 Slave Poet In 1761, a young girl was one of many Africans kidnapped by slave traders. She Phillis and George Phillis Wheatley supported was forced onto the slave ship Phillis, the Patriot cause. At which was bound for America. the beginning of the Wheatley’s famous In Boston, a man named John Revolutionary War, she elegy of a minister Wheatley bought the girl as a servant wrote a poem for the for his wife. The Wheatleys named general of the American army. It was called, “To her Phillis, after the ship that brought His Excellency George her to America. As was the custom Washington.” Washington of the day, she used her master’s invited Phillis to his house last name. to thank her for the poem. Phillis Wheatley was bright and Wheatley’s 1773 book eager to learn. She learned English Tragic Ending quickly and was soon reading the Bible. In 1778, Phillis married Her abilities impressed the Wheatleys. They an African American man A statue treated her as a member of the family and named John Peters. They of Wheatley struggled to make a living. in Boston encouraged her studies. He worked as a grocer, and In her early teens, Phillis began writing poetry. Phillis worked as a maid. In 1770, she wrote an elegy for a famous minister. She did not have time to write. In 1784, she died at The poem was published in Boston, and many people the age of 31. were impressed. Her reputation as a poet spread throughout America and Europe. In 1773, Phillis traveled to London, England. One of her fans there helped her publish a book of poems entitled Poems on Various Subjects, Religious and Moral. This made her the first African American and the first slave to publish a book. That same year, Phillis was freed from slavery.

18 19 A Woman Called Moses Harriet Tubman was born into slavery around 1820. As a young Perfect Timing woman, she heard that her master Harriet Tubman knew that planned to sell many slaves. She did many masters gave their not want to be separated from her slaves Sundays off. She family, so she decided to run away. She encouraged slaves to run away on Saturday nights. convinced her brothers to go with her. This way, a master might Tubman’s brothers turned back, not know his slaves but she kept going. She followed were gone until Monday the North Star in the sky from the morning. This would plantation in Maryland all the way to give them a full day’s head start. Philadelphia, Pennsylvania. Tubman got a job as a maid in Philadelphia. Secret Tricks She joined the abolitionist movement Tubman would use the and began saving her money to help slave owner’s horse other slaves escape to the North. and buggy for the first Harriet Tubman Tubman returned to Maryland part of an escape. She to lead her sister and her sister’s quieted crying babies Underground Railroad station with sleeping powder. children to freedom. Later, she And, she carried a went back to help her brother Harriet Tubman leads slaves along the Underground Railroad. rifle to threaten escape. In 1851, Tubman began slaves if they got too working as a conductor, or guide, scared or too tired to keep moving. on the Underground Railroad. The Tubman’s daring escapes made her famous. Underground Railroad was not a real Slaves called her Moses. This was a reference railroad. It was a secret system set up to Moses in the Bible, who led his people out of by abolitionists to help slaves escape slavery. White Southerners offered a $40,000 to freedom. reward for her capture. But, Tubman was never caught. In 10 years, she made 19 trips and led 300 people to freedom.

20 21 A Nation Torn Apart The Civil War Female Fighters In 1860, Abraham Lincoln was elected President of the United The Union and Confederate States. Lincoln wanted to end slavery. His election made the armies did not let women join. So, many women disguised Southern slave states angry. They decided to form a new country themselves as male soldiers. It where slavery would be allowed. The Confederate has been estimated that more States of America even elected its own president than 200 women fought in and wrote its own constitution. the Civil War. Frances Clayton The Northern states became known as of Missouri and Mary Owens of Pennsylvania were two the Union. Lincoln was the president of women who took up arms in the Union. He did not want the nation the war. to be torn apart. He chose to force the Confederate States to rejoin the Union. Camp life during the Civil War Harriet Helps Again This led to the Civil War. During the war, fugitive The Civil War between the North and slave and Underground the South started in April of 1861 and Railroad conductor Harriet Tubman returned to the lasted four years. It is the bloodiest war in South. She worked as a United States history with more than 600,000 nurse and a spy for the people wounded or killed. Union Army in South Abraham Lincoln The war made life in America hard for everyone. Carolina. She led a Men left their homes to join the armies. Women had famous expedition to blow up a Confederate to manage farms and businesses, raise families, and support the supply line and free troops. Many served as nurses, spies, and even soldiers. Women hundreds of slaves. like Clara Barton helped wounded soldiers on the battlefields. And, Elizabeth Blackwell helped train women on how to be battlefield nurses. The war ended with a Union victory. The United States of Civil War flyer America was reunited under the same flag. And, slaves were asking women to finally freed. help the soldiers

22 23 Battlefield Angel Clara Barton Clara Barton often stood on the front lines of the Civil War. She was not Most Unladylike a soldier, but she followed soldiers At first, men refused to allow into battle. She brought them Clara Barton onto battlefields. water, food, and medicine. In field They did not think a lady could handle the horrors of war. But, hospitals and on battlefields, she Barton desperately wanted used medical supplies to save lives. to help. She knew the army Barton was born in needed supplies and nurses. Massachusetts in 1821. At the She braved gunfire and bloody start of the Civil War, she lived wounds to save many lives. in Washington, DC. The Union Army set up a makeshift hospital in Missing Men After the war, Barton got the United States Capitol building. 63,000 letters from the Barton rushed to help. families of missing soldiers. She began collecting food, clothing, President Lincoln put and medical supplies. She delivered them to her in charge of finding field hospitals and battlefields. She nursed wounded soldiers the missing men. She helped identify the and wrote letters to their families. The soldiers called her the graves of soldiers buried “Angel of the Battlefield.” at the Andersonville Barton continued to help throughout the war. By the end Confederate prison. She of the war, the army made her superintendent of nurses. This answered every letter meant she was in charge of all the other nurses. President and found information about 22,000 men. Lincoln also gave her a medal for her hard work and bravery. After the war, Clara traveled to Switzerland. She learned about the International Red Cross. It provided medical care, shelter, and food to people during wartime and other disasters. She began working to start the Red Cross in America. In 1881, she succeeded. The Red Cross still helps people today! Barton assisting a soldier on the battlefield

24 25 Medical Marvel Elizabeth Blackwell wanted to become During the Civil War, a doctor. In the 1840s, this was a shocking Blackwell trained nurses for idea. At that time, women were the Union Army. Her work led only allowed to be midwives to the United States Sanitary or nurses, not doctors. Commission. Its goal was to Overcoming But, Blackwell was improve medical care for Union Obstacles determined to earn a soldiers. Blackwell and other Getting into medical school medical degree. commission members inspected was the first obstacle In 1847, Blackwell army hospitals and camps for Blackwell faced, but not the last. Hospitals would applied to many cleanliness, provided supplies, not permit her to practice medical schools. She and helped soldiers adjust to medicine. Landlords refused was rejected by all life after war. to rent her space for an office. of them. Finally, she Finally, she bought a house in applied to the small New York, where she started treating women and children. Geneva Medical College in New York. The school’s administrators thought Dr. Elizabeth Serving the Poor Blackwell Blackwell’s sister, Emily, also Blackwell’s application was a became a doctor. In 1853, the prank, so they admitted her. Nursing school class sisters opened a clinic in a poor When Blackwell arrived at the school, New York City neighborhood. the students and teachers were stunned. They welcomed patients who could not afford medical care. They refused to talk to her and even Dr. Blackwell’s Woman’s They also trained and hired other banned her from lessons they thought Medical College female doctors. would be too graphic for a woman. But Blackwell studied hard and graduated first in her class. She became the first woman to earn a medical degree in America.

26 27 Step by Step From Pocahontas to Dr. Elizabeth Blackwell, America’s early history was shaped by the actions of brave women. Some women, such as Abigail Adams and Busy Work During America’s early years, Phillis Wheatley, used their bright minds most women worked at home. to share important ideas. Sacagawea and They cooked, cleaned, and Harriet Tubman ventured into dangerous cared for children. Almost all places for the greater good. Margaret women in colonial America Corbin marched into battle. Clara Barton had children. Mothers had an average of nine children and Dr. Elizabeth Blackwell broke down each. This left little time barriers to heal the sick. for education, professional All of these women looked beyond the work, or politics. expected roles of women. They refused to accept the common belief that women were Women cooked, Women’s Rights weak and simple-minded. They ignored cleaned, and took In 1848, a group of women met in Seneca Falls, New criticism, gossip, risks, and even laws to care of the children in colonial days. York, to promote equal achieve their goals. They moved forward step rights for women. This by step, whether into the Louisiana Territory marked the start of the with the Corps of Discovery, or into a medical school Women’s Suffrage with disapproving male classmates. Each step impacted Movement in America. These women wanted future generations of women. the right to vote. They The lives of American women did not change read the Declaration overnight. Property rights, voting rights, and equal of Sentiments, a pay were still years away. But by the time the Civil War statement of rights ended in 1865, Americans were beginning to see that inspired by the Declaration of women are capable of amazing things. Independence. A woman inserts the words “and women” into the Declaration of Independence while the ghost of Thomas Jefferson looks on. 28 29 Glossary Index

abolitionists—people who work to end midwives—women who help other Adams, Abigail, 10–11, 28 Madison, Dolley, 10 slavery women with childbirth Adams, John, 10–11 McCauley, Mary Ludwig Hays, 9 boycotted—refused to deal with a Parliament—the legislative body in Owens, Mary, 23 person, organization, or country Great Britain Adams, John Quincy, 11 captivity—the state of being a patriots—people who supported Barton, Clara, 22, 24–25, 28 Parkhurst, Charley/Charlene, 13 prisoner American independence from Great Blackwell, Elizabeth, 22, 26–27, 28 Pitcher, Molly, 9 colonists—people who live in a colony Britain Civil War, 16, 17, 22–23, 24, 27, 28 Pocahontas, 5, 28 colony—land belonging to, and pioneers—the first people to explore a Clark, William, 14–15 Red Cross, 24 territory controlled by, another country Clayton, Frances, 23 Revolutionary War, 6, 8, 18 plantation—a large farm that used Continental Army—the army of constitution, 10 Sacagawea, 14–15, 28 American colonists in the slaves as labor Continental Army, 8 Seneca Falls, New York, 29 Revolutionary War prank—a playful act or trick Corbin, Margaret, 8, 28 Slavery, 4, 11, 16–18, 20–22 elegy—a sad or reflective poem property—something that is owned Corps of Discovery, 14–15, 28 Stamp Act, 6 equality—the state of being equal such as land, goods, or money front lines—the front of a battlefield rebellion—openly fighting against Daughters of Liberty, 6–7, 11 Stowe, Harriet Beecher, 17 authority, often a government homespun—a type of cloth made at Declaration of Sentiments, 29 Sugar Act, 6 home stampedes—wild rushes of frightened Gold Rush, 13 Tubman, Harriet, 16, 20–21, 23, 28 animals homesteader—a person who moved Grimke, Angelina and Sarah, 17 Underground Railroad, 20–21, 23 suffrage—voting rights West to stake a claim to property Jamestown, 5, 16 United States Sanitary Comission, 27 superintendent—an administrator or independence—freedom Jefferson, Thomas, 14 Warren, Mercy Otis, 6 manager interpreter—someone who speaks at Lewis, Meriwether, 14–15 Wheatley, Phillis, 16, 18–19, 28 least two languages and translates for traditions—beliefs or customs handed Lincoln, Abraham, 22, 24–25 Wilder, Laura Ingalls, 13 other people down Louisiana Purchase, 12, 14 Ludington, Sybil, 9

30 31 Your Turn!

In 1803, President Thomas Jefferson sent Lewis and Clark to explore the newly purchased Louisiana Territory. On the trip, a young American Indian girl named Sacagawea helped the men survive the dangerous voyage. What If…? Lewis and Clark kept detailed journals during their expedition. What if Sacagawea had kept a journal as well? What would it have said? Write three journal entries from the perspective of Sacagawea. Include detailed descriptions of the activities as the only female member of the Corps of Discovery.

32 Founding Mothers:Founding Women Who Shaped America Founding Mothers Women Who Shaped America

Founding Mothers Women Who Shaped America

Melissa Carosella and

TCM 12505 ■ Stephanie Kuligowski