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Nsanders, 8Everlv Educational Equity Act Program. 74P.: For,Relatea Documenti, See SO 012 593-594 and (Groups): *Reconstruction

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r DOCUMENT DESIIME ED 186 342 ,S0 012595'. AUTHOR NSanders, 8everlv , TITLE Women in American History: A Series. Book Three,- Womenk'during and after the Civil War 1860.r1890. INSTITUTION AmeriCan Federaticin of TeaChers, Washington, D.C. SPONS AGSNCY 'Office of -Pducaticn (DHEW),.WashAngton, D.C. Womemusr Educational Equity Act Program. PUB DATE 79 NOTE 74p.: For,relatea documenti, see SO 012 593-594 and ,ISID 012 596. I AVAILABLE FROM Education Devillopment. Center, 5S,Chapel Street, Newtonc MA 02`160 ($1.50 plus $1-.30 shippimg Set charge) . EDRS PR/CE MF01 Plus Postage. PC Not Available'frpm EDRS. DESCRIPTORS *Civil WaT (United°States) :*Females; Teminism; .4Learaing Activities: Occupations; Organizations (Groups): *Reconstruction Era: Secondary Educatio; Sex Discrimination: *Sex Role; Slavery; Sccial Action: Social Studies; Teachers; United States History; Womens Educatipn: *Womens Studies ABSTRACT The document, one in a series og four on women in American history, discusses the role of women during and after the Civil War' (1860-1890). Designed to supplement high school U.S. ,historYitextboks, the book is comprised of five.charters. glapter a describes the work of Union and Confederate wcmen ln the Civil W. Topics include the army nursing service, women in the militarYi'and - women who assumed the responsibilities of their absent husbahds. Chapter.II focuses on black and wfiite women educators for the freed slaves duritg the Reconstruction Era. Excerpts from diaries reveal the experiences of these teachers. Chapter III describes woien on.the western frontier. Again, excerpts from letters and diaries depict the °fewis and tlark guide, Sacalawea: pioneer missionaries adjusting to frontier life: and the experiences of women on the Western trail. Employment and equality en the frontier are also discussed. Chapter IV notes the progress of women after the Civil War. Although women were still excluded from political leadership, they,began participating more actively in industry, education, and the professions. ,Topics include women in law, medicine, science, and architecture. Chapter V fouses oh women's organizations: labor, the suffrage movement, and social clubs. Questions and suggested activities are found at the end of each chapter. (KC) is ************o!********************************************************** * Reproductions supplied.by EDRS are the best that can be made * , * from 'be original document. * ***************************************************************..:***** , ; . _ U.S. DEPARTMENT OF HEALTH, "PERMISSION TA REPRODUCETHIS EDUCATION iwauFARE MATERIAL NATIONAL INSTITUTE OF . IN MICROFICHE ONLY EDUCATION HAS SEEN GRANTED S,Y THIS L DOCUMENT HAS BEEN k REPRO. OUCED EXACTLY AS IsliCEIVED FROM THE PERSON OR ORGANIZATION ORIGIN. ATING IT POINTS OF VIEW OR OPINIONS STATED 00 NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF r EDUCATION POS4TION OR POLIO/ IV THE EDUCATIONALRESOURCES INFORMATLON CENTER (ERIC)." Women in,American History:.A Series' Book Three Women During and After. ihe Civil War 1860 - 1890 by BeverliSanders American Federation of Teachers V. Women's Educational Equity Act Program U.S. Department of Health, Education, and Weifare Joseph A. Califano, Jr., Secretary Mary F.. Berry, Assistant Secretary%for Education Offiale of Education Ernest L. Boyer, Comnissioner 16. JUN 2 1980 .;--.;'''';:-.1116V*Wian. ,(11:21:71741;;MeRVI.'lLAW. 4V1/.1.44V410/4171.' qtleei .F.V.t,rz,tAiVite:t.,01....-:'.:0"..,147'-...Pi 6-1-eTnei711. e. s. , '71F.W09.4-40,',... ' ,fir" N1/4,n,r1' `-'1/4' "f,,,0,13 .. -..l.c.,; 4' *i -S,,:v.... -., Iv __...g:,, .. , 1Ze ..:,. .:;,,,,,-,,.-:- . s,;,. L.--:. .,.....t. -.....p,.-&- :::,-- .. w, 1. .s A ti ° . 1. j.6 p. o v Discrimination Prohibited: No person 'in the United States shall, on.the grounds of racer, color, or national origin, be excluded,trom participation in, be denied the benekits of, . or be subjected.to discrimination under any program or actiVity zeceiving Federal ftnancial assistancel.or be so 'treated on 4he bdaii of sex under most education.programs cc activities receiving Federal assistance. it Produced by the American*Federation'of Teachers under a grant frowthe U.S. DePartment of Health,' Education, and Welfare, Office of tducation, under the auspices of the Women's Educational Equity Act. opinions expressed herein do not necessarily reflect the position or policy of the Office. of Education or the Department, and no official endorsement, slould be inferred. Printed and distributed by Education Development Center, 1979, 55 Chapel Streei.., Newton, MA 02160, 11 :grnkrtitgienr,":1M-rFiiiTITtMT:=1;.'"7:9sr.C'wF.Y. 6 . ACKNOWLEDGMENTS o Several,teachers Were most helpful to me during the class-testing phase of this project. I vould like to thank Joshua Scherer, Susan Chan and Peter Janovsky of Seward Park High School, New York City; Jane Adair of the Johh Bertram School of Human Services, Philadelphia; and, Sven Huseby of the Putney School, Putney, VerMont:'They graciously allowed me into their 'social studies classes and shared with me the :cask of presenting the series material tro their students. I am grateful It to the students for their'courtesy and enthusiasm during the lessons and for their patience in filling.out the questionndires. , I owe a debt of gratitude to Dr. Elvira Tarr of the Brooklyn,College School of Education for reading portionsof the series in an earlier . form and offering useful advice,for its improveMento c3 Finally, a special thank-you to Eugenia Kemble of the American Federa- tion of Teachers for her endouragement and cooperation at every st'age of the project. 4 v eS. g*A Vt . f A-. 4, 'U it , -,-;1= ,' .;' . 0 A a . ' . - . <CON7iNTS a '3, I .7 I 1 . Introduction 1 1 .17.1. I. Ameripan Women in the CiOil War . 3 ......,,, , S. 9 Questions for Inquiry end Discussion 15 :1 Reconstruction:Women Teachers to the Freed Slaves 17 0 - Questions for Inquiry and Discussion . 26 III. Womdn of the Western Frontier 27 ° Questions for Inquiry and Discussion 45 IV. The Pro4ress of Womdn after the Civil War .4. O O 47 Questions for Inquiry and Discussion, 57 V. Iftmen's Organizations OOOOOOOO 59 Questions for Inquiry and Discustsion4 68 Bibliography, 69 I tv - ''.-44',-A4W.:',-.t!';.M.M.g..!::`';:."6Z,'.:.."-:,:--;:ri.VXF..54-iyii-z.7.-ca.....,i:lhi.-..,-,t_zr,, ,,,,-,,,,, ..,:ft;,s,-;10... /010 I . , ,,,,,114.... , . - .0 5, INTRODUCTION Women "in American History, a four-pert series, attemptsto !ill a serious gap in the AMericanhistory' curriculumas taught in most United 8tates highschools today. Surveys of themost_widely-used-American---------f history textbooks repeatedly turn up the astonishing fact thatthese books almost totally neglect the lives and achievementsOf_Americen women-. .Althoug-b7the reVival of , a feminist mov4Ment in-the 19604s and1970's has 1 resulted in a proliferatipn.of women's studies coursei atthe college level'and a flood of books.dealing with%the historyof women, very little' of this material' has been adapied.,to the secondaryschool level, except where individual teachershave initiated courses'of 0 their own. During t1e yeer in whichI developed the series--aprocess ihat included visiting . several schools and testingthe material in the class- roomm-1 realized that the average sociil studies classroomwas unaffected by the growing' and much,publiCized interest in women's studies. The same stahdard textbooks were still being uSed, andno supplementary material on women seemed'to be available. (It should be said that'some of the publishers of the venerable textbooks are producing auxiliarypamphlets on American.manority groups, amongWhom, *ometCare included,to supplement their standard fare.) When quizzed, few studentswere able to name more than one outstanding American woman who had lived before 1900. (Their response was usually Harriet Tubman; black studies has madeits mark.) Most of the te#chers I worked 'with were eager to integratematerial on a women into their American historycourses and were gratefel for.whatever material I could put directlyinto the hands of their students. Other . teachers were indifferent andwould be'unlikely to teachsuchmaterial .anless they were directed to do so.. The 'students were usuallyvery interested, particularly inmaterial thai presentedwomen as fighters for social justice,'Such as that relating td the antislaveryspeakets of the, 1830's. As might have been expected,women students showed greater interest , -and enthUsiasm than men. .Yet-the latter, even when openlyhostile to women's claims for historical recognition, seemed.stimulatedby the material and eager to engagd 'in discuttion. Each book.in the series is .r a narrative of women's lives andaccomplish- ments withinsa significant epoch of American history--anepoch normally studied in the Standardhistory survey. Therelare, naturally, chapters .devoted to women who were famous in their time, althoughmany of,Ithese women kad been virtually forgotten until the recent revival offeminism. .Often the more well-known figures were reformersabolitionists,temperance workers, crusaders for thementally ill; ete.--reform workbeing the,one public arena oPen to women, who were virtually barredfrom politics before the 20th century. Others earned fame andfortune in literarywor, since writing was traditionally one of the'few professionsthat could be practiced -at home. There is, ofcourse, considerable attention devotedto the women-- women's rights advocates, suffragists, educatorsWhodedicated their lives to achieving.equality forwomen. 1
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