The Meetings That Started the Women's Rights Movement
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American Heritage Day
American Heritage Day DEAR PARENTS, Each year the elementary school students at Valley Christian Academy prepare a speech depicting the life of a great American man or woman. The speech is written in the first person and should include the character’s birth, death, and major accomplishments. Parents should feel free to help their children write these speeches. A good way to write the speech is to find a child’s biography and follow the story line as you construct the speech. This will make for a more interesting speech rather than a mere recitation of facts from the encyclopedia. Students will be awarded extra points for including spiritual application in their speeches. Please adhere to the following time limits. K-1 Speeches must be 1-3 minutes in length with a minimum of 175 words. 2-3 Speeches must be 2-5 minutes in length with a minimum of 350 words. 4-6 Speeches must be 3-10 minutes in length with a minimum of 525 words. Students will give their speeches in class. They should be sure to have their speeches memorized well enough so they do not need any prompts. Please be aware that students who need frequent prompting will receive a low grade. Also, any student with a speech that doesn’t meet the minimum requirement will receive a “D” or “F.” Students must portray a different character each year. One of the goals of this assignment is to help our children learn about different men and women who have made America great. Help your child choose characters from whom they can learn much. -
T H E C O Rin Th Ia N
May 2020 Volume 41, Issue 5 Strawberry Festival Canceled We are sorry to announce that the 46th annual Greece Historical Society Strawberry and Dessert Tasting Festival, scheduled for June 22nd, is canceled. The GHS Board of Trus- tees made the difficult decision to cancel our 2020 Festival due to the COVID-19 global pandemic We held off announcing the cancellation in hopes that the COVID pandemic would be resolved in time to still have our June 22nd festival, but it is now clear that won't happen We would like to thank all our vendors, event sponsors, community groups, members and friends, and especially our volunteers who have made our past festivals possible. While we are all deeply disappointed that this year’s event will not take place, we do plan to continue the tradition in 2021 and possibly have a different community event later this year. Membership Renewal May 1st through April 30th is the membership year in the Greece Historical Society. We sent a reminder letter to our current members early last month and are encouraged at the number of people who have renewed. If you are not a member please consider supporting the Greece Historical Society with a paid membership. Your membership will help support the programs and exhibits of the Society & Museum and the maintenance of our building, plus you will receive our monthly newsletter, the "Corinthian" . Membership applications are available at our museum and on our website at http:// greecehistoricalsociety.org/join-us/membership/. The Greece Historical Society is supported solely by the community and receives no fi- nancial assistance from local government. -
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. -
Semifinalists: 2021 National Merit Scholarship Program
160 Rich, Samantha M. CLIFTON PARK Semifinalists: 2021 National 821 Santora, Jeremy J. SHENENDEHOWA H. S. 999 Tunnicliffe, Galen 302 Grady-Willis, Emi A. Merit Scholarship Program 162 Wong, Emily 200 Han, Alice 742 Huang, Yicheng PACKER COLLEGIATE INSTITUTE 906 Kelly, Jack 821 Baum, Eli C. 000 Mackey, Catherine F. 000 Craig-Schwartz, Jordyn S. 600 Park, Brian 000 Harrell, Harper C. 000 Stevens, Taina 000 Paredes, Jaymie 000 Levine, Samuel O. 303 Tang, Kah Shiuh NEW YORK 000 Polish, Isadora J. 000 Yohn, Nicholas V. 450 Yevzerov, Alexander M. 000 Promi, Ramisa ALBANY 000 Reynolds, Kate POLY PREP COUNTRY COLD SPRING 000 Schrader, Max A. ACADEMY OF THE HOLY NAMES DAY SCHOOL HALDANE H. S. 000 Schwarz, Aviva 454 Bell, Megan E. 161 Axinn, Isadore J. 720 Kottman, Sophia O. 000 Sison, Benjamin E. 000 Morris, Henry J. 000 Sze, Edgar 000 Purohit, Gauri A. ALBANY ACADEMIES 000 Van Deventer, Hugh F. COLD SPRING HARBOR 455 Alonge, Mia C. 000 Yamaguchi, Jason A. COLD SPRING HARBOR H. S. 999 ST. ANN'S SCHOOL Li, Alex S. 000 Yamner, Miles E. 454 Ross, Matthew F. 712 302 Mody, Kiran S. Madan, Jay M. 000 Zeana-Schliep, Lars 943 Schisgall, Elias J. COMMACK 843 Tom, William J. AMHERST FIELDSTON SCHOOL COMMACK H. S. AMHERST CENTRAL H. S. 000 Hendrickson, Rachel A. 000 Chen, Kevin 628 Kang, Alex 000 Johnson, Julie A. BUFFALO 555 Park, Paul J. BUFFALO ACADEMY OF THE 450 Whitton, Max M. 000 Kao, Denika 999 Tawadros, Catherine A. SACRED HEART 999 Kim-Suzuki, Saya S. 000 Walsh, Jordan M. -
The Spirit of Reform Chapter 15 255
APTE CH R NGSSS SS.8.A.4.8 Describe the influence THE SPIRIT of individuals on social and political developments of this era in 15 American History. SS.8.A.4.11 Examine the aspects OF REFORM of slave culture including plantation life, resistance efforts, and the role of the slaves’ spiritual system. ESSENTIAL QUESTIONS Why do societies change? What motivates people to act? How do new ideas change the way people live? My heart was bursting with Writing to one of her children, Harriet Beecher “ Stowe explained why she was inspired to write the anguish excited by the cruelty Uncle Tom’s Cabin: and injustice our nation was showing to the slave, and praying God to let me do a little and to cause my cry for them to be heard. HARRIET BEECHER ” STOWE PHOTO: Library of Congress anguish Write another word (synonym) for anguish below. To whom is Stowe referring as them? Copyright © by The McGraw-Hill Companies, Inc. DBQ BREAKING IT DOWN When Uncle Tom’s Cabin was published, many of its critics argued that Stowe was exaggerating the conditions in which American slaves were living. Suppose that you are an abolitionist living in the 1800s. Write a response to Stowe’s critics. netw rksTM There’s More Online! The Spirit of Reform Chapter 15 255 255_266_DOPA_WB_C15_661734.indd 255 9/15/11 11:59 AM NGSSS SS.8.A.4.8 Describe the influence N of individuals on social and political SO S developments of this era E in American History. L SOCIAL REFORM SS.8.A.4.9 Analyze the causes, course, and consequences of the Second Great Awakening on social reform movements. -
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 -
Elizabeth Cady Stanton Elizabeth Cady Stanton Was an American Suffragist, Social Activist, Abolitionist and an Early Leader in the Movement for Women’S Rights
Elizabeth Cady Stanton Elizabeth Cady Stanton was an American Suffragist, social activist, abolitionist and an early leader in the movement for women’s rights. Many give her credit for beginning the women’s right movement when she presented her Declaration of Sentiments at the Seneca Falls Convention in 1848. She served as president of the National Woman Suffrage Association for eight years, 1892-1890. Elizabeth was number eight in what would have been a large family of eleven children except that five of the children died in infancy or early childhood. An older brother, Eleazar died at age 20, shortly before he was to graduate from college. Only Elizabeth and four sisters lived well into adulthood. Elizabeth would name her two daughters after Margaret and Harriot, two of her sisters. She was born on November 12, 1815, in Johnstown, New York to Daniel and Margaret Livingston Cady. Her father was a prominent Federalist attorney who served one term in the U.S. Congress. Her mother fell into depression over the loss of so many of her children which left Elizabeth with a maternal void in her childhood. Many of the responsibilities of raising Elizabeth fell to her sister Tryphena, who was eleven years older. It was not until July 4, 1827 that slavery would become illegal in the state of New York and her father was a slave owner like many New York men. Elizabeth mentioned Peter Teabout many times in her writing, but never referred to him as a slave. It was not owning at least one slave that turned her into a devout abolitionist, but a visit as a young woman with her cousin, Gerrit Smith, in Peterboro, New York. -
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 Underground Railroad in Seneca Falls, NY
Table of Contents Pages Topic 2-7 Some Basic Information 8-19 Seneca Falls Sites 20-26 Waterloo Sites 27-29 Some Early Settlers who brought slaves with them when they settled in Seneca County 30-33 African-American Families on Seneca Street in Ovid 32 34- Possible Underground Railroad “Stations” in the Ovid- Romulus-Varick Area 1 Part One: Some Basic Information Introduction In a discussion of the pre-Civil War history and blacks the terms “abolition,” “anti-slavery,” and “Underground Railroad” are frequently used. There are two different meanings of the term “Underground Railroad.” In its narrow meaning, it refers to the efforts of enslaved African Americans to gain their freedom by escaping bondage. For years these escaping “slaves” were called “fugitive slaves.” Today we use the more “politically correct” term “freedom seeker” to refer to them. In its broadest meaning, “Underground Railroad” refers to any kind of anti-slavery activity—not just directly helping a particular freedom seeker in some specific way escape to freedom. This article will use “Underground Railroad” in its broadest meaning, so that the terms “abolition,” “anti-slavery,” and “Underground Railroad” have basically the same meaning. The term “Underground Railroad” in its narrow meaning was neither “underground” nor a “railroad” but rather a loosely-constructed network of escape routes that originated in the Upper South, intertwined throughout the North, and eventually ended in Canada. It also included escape routes from the Deep South into the western U.S. territories, Mexico and the Caribbean. Most “freedom seekers” began their journey unaided, either alone or in small groups. -
Women Educators in Texas, 1850-1900: Were They Feminists?
East Texas Historical Journal Volume 27 Issue 1 Article 6 3-1989 Women Educators in Texas, 1850-1900: Were They Feminists? Sylvia Hunt Follow this and additional works at: https://scholarworks.sfasu.edu/ethj Part of the United States History Commons Tell us how this article helped you. Recommended Citation Hunt, Sylvia (1989) "Women Educators in Texas, 1850-1900: Were They Feminists?," East Texas Historical Journal: Vol. 27 : Iss. 1 , Article 6. Available at: https://scholarworks.sfasu.edu/ethj/vol27/iss1/6 This Article is brought to you for free and open access by the History at SFA ScholarWorks. It has been accepted for inclusion in East Texas Historical Journal by an authorized editor of SFA ScholarWorks. For more information, please contact [email protected]. 16 EAST TEXAS HISTORICAL ASSOCIATION WOMEN EDUCATORS IN TEXAS, 1850·1900: WERE THEY FEMINISTS? by Sylvia Hunt That the experiences and opinions of women educators in Texas from 1850 to 1900 helped to pioneer new patterns emerging in the sphere of women's rights during this period is the major focus of this research. l The idea that the feminist movement of today had its roots in the social changes of the nineteenth century can be documented by taking a look at the women who were involved in those changes of a hundred years ago. 2 Women teachers provide the best source for that documentation because teaching was the first profession to be socially acceptable for women. It was the training ground for feminists. 3 The first order of priority is to establish the national picture by describing the social conditions of the nineteenth century and identifying nationally recognized women teacher-feminists. -
Teaching About Women's Lives to Elementary School Children
City University of New York (CUNY) CUNY Academic Works Women's Studies Quarterly Archives and Special Collections 1980 Teaching about Women's Lives to Elementary School Children Sandra Hughes How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/wsq/449 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] Teaching about Women's Lives to Elementary School Children By Sandra Hughes As sixth-grade teachers with a desire to teach students about the particular surprised me, for they showed very little skepticism of historical role of women in the United States, my colleague and I a "What do we have to do this for?" nature. I found that there created a project for use in our classrooms which would was much opportunity for me to teach about the history of maximize exposure to women's history with a minimum of women in general, for each oral report would stimulate teacher effort. This approach was necessary because of the small discussion not only about the woman herself, but also about the amount of time we had available for gathering and organizing times in which she lived and the other factors that made her life material on the history of women and adapting it to the what it was. Each student seemed to take a particular pride in elementary level. the woman studied-it could be felt in the tone of their voices Since textbook material on women is practically when they began, "My woman is . -
Creating a Primary Source Lesson Plan
Women’s Fight for Equality Katy Mullen and Scott Gudgel Stoughton High School London arrest of suffragette. Bain News Service. Library of Congress, Prints & Photographs Division, reproduction number LC-DIG-ggbain-10397, http://www.loc.gov/pictures/resource/ggbain.10397/ This unit on women in US History examines gender roles, gender stereotypes, and interpretations of significant events in women’s history. This leads students to discover gender roles in contemporary society. Overview Objectives: Students will: Knowledge • Analyze women’s history and liberation • Analyze the different interpretations of significant historical events Objectives: Students will: Skills • Demonstrate critical thinking skills • Develop writing skills • Collaborative Group work skills Essential “Has the role of women changed in the United States?” Question Recommended 13 50-minute class periods time frame Grade level 10th –12th grade Materials Copies of handouts Personal Laptops for students to work on Missing! PowerPoint. Library time Wisconsin State Standards B.12.2 Analyze primary and secondary sources related to a historical question to evaluate their relevance, make comparisons, integrate new information with prior knowledge, and come to a reasoned conclusion B.12.3 Recall, select, and analyze significant historical periods and the relationships among them B.12.4 Assess the validity of different interpretations of significant historical events B.12.5 Gather various types of historical evidence, including visual and quantitative data, to analyze issues of